Local District 5 Principals Meeting

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Local District 5 Principals Meeting

• January 11, 2006

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First of all,

• Happy 2006 to all the principals of Local
  District 5
  
• May 2006 bring each of you many rewarding
  experiences, peace-filled days, and hope for the
  future, your own and your students

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Colleague Update

• John Liechty
• Phil Saldivar

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John Liechty

• Donations to the American Heart Association in
  lieu of flowers may be made in the name of John
  H. Liechty
  
• American Heart Association 1792 Michael
  Lane Pacific Palisades, CA 90272

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Phil Saldivar

• You may send warm wishes to Phil at
• 8937 Monogram Avenue
• North Hills, CA 91343

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District Update

• District Perception
• CAHSEE Boot Camp
• Math Initiative

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District Perception

• Mayor Villaraigosa and Governance Issues
• Council of Great Cities Schools Audit
• Laura Chick
• Green Dot
• District Break-up Bill
• Importance of telling the LAUSD Story

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• CAHSEE Boot Camp
• Addressing the Needs of 12th Grade Students Who
  Have Not Passed the California High School Exit
  Exam
  

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Background

• Effective with the Class of 2006, all students
  must pass the CAHSEE in both Mathematics and
  English Language Arts, as well as meeting all
  other LAUSD course and credit requirements, to
  receive a diploma

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CAHSEE Boot Camp

• Designed to address the needs of current seniors
  who have not passed CAHSEE
  
• Consists of a 20-hour Kaplan program in
  mathematics and a 20-hour Kaplan program in
  English Language Arts
  
• Provides explicit CAHSEE preparation as close to
  the administration of the exam as possible

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CAHSEE Boot Camp

• Presently providing support for B C track
  studentswhen the results of the November CAHSEE
  are published this month, we will know the
  numbers of A track and traditional students
  needing Boot Camp intervention
• Continuation high school students should attend
  the CAHSEE Boot Camp at the adjacent high school
  

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CAHSEE Retesting Dates for 11th and 12th Grade
Students
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CAHSEE Boot Camp Dates

• ELA CAHSEE Boot Camp January 23-27
• Mathematics CAHSEE Boot Camp January
  30-February 3
  
• There is also a Pre-Boot Camp for Students with
  Disabilities with ELA and/or math scores below
  330refer to Memorandum of December 23, 2005,
  from Donnalyn Jaque-Anton

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English Language Arts CAHSEE Boot Camp Teacher
TrainingTuesday, January 17, 2006Wilshire Grand
HotelOR

• Afternoon CAHSEE Boot Camp Teacher Training
• 1215 p.m.-315 p.m.
• Lunch provided at 1130 a.m.

• Morning CAHSEE Boot Camp Teacher Training
• 800-1100 a.m.
• Continental breakfast 730 a.m.

Make-up ELA Teacher Training Session, Wednesday,
January 18a.m. or p.m. session
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Mathematics CAHSEE Boot Camp Teacher
TrainingTuesday, January 24, 2006Wilshire Grand
HotelOR

Afternoon CAHSEE Boot Camp Teacher Training
1215 p.m.-315 p.m.
Lunch provided at 1130 a.m.
Morning CAHSEE Boot Camp Teacher Training
800-1100 a.m.
Continental breakfast 730 a.m.
Make-up ELA Teacher Training Session, Wednesday,
January 25a.m. or p.m. session
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For Further Assistance

• Francine Eisenrod, Administrative Coordinator,
  Secondary Instruction [phone]
  
• Joan Mezori, Director, Academic Intervention
  [phone]
  
• Sharyn Howell, Director, Division of Special
  Education [phone]

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• Math

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Building a New Structure for School Leadership
Improvement is change with direction, sustained
over time, that moves entire systems, raising the
average level of quality and performance while at
the same time decreasing the variation among
units, and engaging people in the analysis and
understanding of why some actions seem to work
and others dont. Richard
Elmore
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Mathematics
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Facilities
FDK
English Learners
History/ Social Studies
CAHSEE
Special Education
Language Arts
Health
ELD
Mathematics
Waiver to Basic
Safety
Emergencies
P.E.
PI/SAIT
OCR ELSG
A-G
Standard English Learners
Arts Program
Science
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Revisiting our AgreementsBalance
Problem Solving
Skills
Conceptual Understanding
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Our Agreements
Concept lessons embedded in each quarter/unit
Quarters/units will be framed around the
California Standards and Big Ideas
Use of our adopted textbooks as one
instructional tool Use of the supplemental mater
ials that come with the texts as well as the
supplemental materials that were purchased by
agreement of the math team
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Our Agreements

• Coherent implementation
• Communicate these new guides as a renewal
  strategy not a new thing
  
• Begin the Concept Lessons at 4th and 5th grades
• Continue the Concept Lessons at 6th grade through
  Algebra 1
  
• Communicate the urgency for stronger teaching,
  leading, and internal accountability at all levels

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• Math Instructional Guides
• (MIGs)

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To address the Districts Goal and Vision
Why do we need a renewal strategy?
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The Goal and Vision

• Continuously improving student achievement in
  mathematics at every grade level and for all
  students with accelerated improvement
  expectations for any group of students that
  consistently scores below its peers.

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Coherence
Standards
Professional Development
Instructional Program
Textbook
Rigorous tasks/ Concept Lessons
Assessments
Additional Resources
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What is the focus of the new MIGs?

• Framing the mathematics around BIG IDEAS in
  which STANDARDS are clustered and CONCEPTUAL
  UNDERSTANDING and SKILLS are developed through
  PROBLEM SOLVING.

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How are MIGs organized?

• Four main parts
• Introduction
• Vision, Coherence, Balance
• How to use the Guide
• Assessment Calendar
• Main Body
• Appendices
• Bibliography

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Main Body

• Quarterly/Unit Concept Organizers
• Quarterly/Unit Instructional Roadmaps
• Quarterly/Unit Concept Lessons
• Quarterly/Unit Assessment Blueprints

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Secondary Mathematics Instructional Guide

• Key Components
• Well defined instructional units
• Intervention directly connected to the classroom
  teacher
  
• Links to the current approved textbooks
• Scope and sequence that emphasizes the Key
  Standards
  
• Periodic assessments that both preview and anchor
  each unit
  
• Model Lessons for each instructional unit

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MIG Appendices

• Standards Based Instruction - Model Classrooms
• Equity and Access
• Family Involvement
• Meeting the Needs of Diverse Learners
• Pedagogical Strategies

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• Unlike any other subject, secondary mathematics
  defines our belief in students and what they are
  capable of accomplishing. Unlike any other
  subject, there is a pervasive belief that not all
  students are capable of learning algebra or other
  higher levels of mathematics. The current
  culture of secondary mathematics is a
  self-fulfilling prophecy.

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• The success of the secondary mathematics
  program defines the success of our total
  instructional program. It presents us with a
  moral imperative that includes a true sense of
  urgency and immediacy. This is a time when we
  all must focus on powerful actions to change
  teacher skills, pedagogy and opportunities for
  children.

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What the data tells us . . .

• For the past four years there has been declining
  student achievement in algebra as measured by CST
  scores
  
• Low pass/fail rates
• PERB evaluations of professional development
  identify a limited change of classroom practices
  based on participation in professional
  development activities
• No systemic approach to improving teacher skills
  in 6th grade mathematics
  
• Little or no change in classroom practice

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Fail Rates
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Percent of students by Local District at
Proficient and Advanced Proficient in 8th and 9th
grade algebra2002 2005
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A proposal to change both the quality of
instruction and levels of student achievement in
Algebra . . .

• Ensure that there is a coherent and consistent
  secondary mathematics curriculum for fall 2006.
  This curriculum would include
  
• Well defined instructional units
• Intervention directly connected to the classroom
  teacher
  
• Links to the current approved core textbooks
• Scope and sequence that emphasizes the Key
  Standards
  
• Periodic assessments that both preview and anchor
  each unit
  
• Model lessons for each instructional unit

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Mathematics Training Map
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Proposal for Mathematics

• We will continue to design a single program for
  Algebra Readiness. Concerns include
  
• Ensuring that the program selected is not a
  lightening rod issue for teachers for
  implementation
  
• Has a foundation in conceptual understanding of
  key mathematics concepts
  
• Can be implemented with reasonable training and
  implementation parameters

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Proposal for Mathematics

• Provide resources for only identified programs
• Establish a new professional development model
  that consists of
  
• Dedicated time for the training of teachers at
  the onset of each instructional unit
  
• Ongoing professional development time 2 hours
  each week guided by trained facilitators
  

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Professional Development Model
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Develop a strong professional development team

• The 24 professional development facilitators
  would participate in intensive training centered
  on instructional units, teacher team
  facilitation, mathematics programs and
  assessment
• Professional development facilitators would be
  certified through training
  
• Training would be ongoing to address each
  instructional unit
  
• 2006-07 budget would reflect a new professional
  development model

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Provide a consistent message and professional
development in each local district and school
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Role of Professional Development Team in a New
Professional Development Model
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Establish systems of accountability

• Establish target goals for central office to
  ensure
  
• Qualified, credentialed teachers are in place for
  July 1, 2006
  
• Instructional units, model lesson and assessments
  are complete and delivered in a timely manner
  
• All professional development programs are in
  place
  
• Ongoing data at each Director/LDS meeting is
  provided
  
• Establish target goals by school and local
  district for
  
• student pass/fail rates
• proficiency rates in secondary mathematics
  courses
  
• CAHSEE pass rates for first time test takers
• Participation in professional development
• Administration of unit assessments

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• Each year we lament the failure of students in
  secondary mathematics and in particular algebra.
  We complain about poor teaching, resistance to
  change, and a lack of a belief system that all
  children can learn.
• However, in the end, we continue to repeat what
  we did the previous year maybe augmented with a
  new commercial program or a new pilot.
  
• This is the year to mobilize all of our
  resources into a single, coherent and consistent
  effort a clear message to parents, students and
  teachers that the mistakes of the past simply
  cannot continue to be repeated.

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Reflection / Discussion

• At all levels, what support is needed for the
  full implementation of the Mathematics
  Instructional Guides?
  
• How can we support teachers as they change their
  practice to include more concept and problem
  solving lessons?

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Reflection / Discussion

• Do we agree that we have a renewal strategy for
  mathematics that we ALL will support?
  
• Are we all committed to the implementation of
  this coherent mathematics instructional plan?
  
• What still needs to be discussed or clarified?

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LD5 Update

• Norm Morrow
• Vickie Castro

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After years of hard work and dedication,its
time to take a vacation!
Victoria M. Castro

• Join us in appreciation and celebration of many
  years of service to students and the community
  
• 930 a.m. to 1030 a.m. Breakfast
• 1100 a.m. Reflections of a Journey
• Saturday, January 28, 2006
• Cost 25 (per person)
• Almansor Court
• 700 S. Almansor St.
• Alhambra, CA 91801
• [phone]
• Mail check no later than 01/09/06 payable to
• Frances Cardiel
• 2750 Marengo Street
• Los Angeles, CA 90033

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What about 2006?

• Resolutions
• Wishes and Dream