LOS ANGELES UNIFIED SCHOOL DISTRICT LOCAL DISTRICT 2

1
LOS ANGELES UNIFIED SCHOOL DISTRICTLOCAL
DISTRICT 2

• PRINCIPALS PROFESSIONAL DEVELOPMENT MEETING
• October 8, 2008

2
Overview of Professional Development

• Introduction to the English Learner Plan
• Sharing Cortines and Local District 2 Goals
• Reflections on our Data Collection -
  Complete thoughts/Sentences, Academic Vocabulary,
  and Writing
• Purpose
• Analyze the Data
• Identify promising Practices
• Reflect to improve the Practice

3
Academic PlansEL Plan and LD 2 Plan
4
English Learner Plan

• Measures
• 1 Annual Measurable Achievement Objective (AMAO)
  percent of English Learners that progress one
  English Language development level in a year
• 2 Annual Measurable Achievement Objective (AMAO)
  Percent of English Learners that score Early
  Advanced and Advanced (ELD 4 and 5)

5
English Learner Plan

• 3 Annual Measurable Achievement Objective (AMAO)
  California Standards Test (CST) 95 participation
  Rate and Targeted Percentage of Proficient and
  Advanced in English Language Arts and Math
• 4 Reclassification Rates at or above the
  District Average
• 5 California High School Exit Exam (CAHSEE)

6
Cortines Action Plan
Focused in Five Specific Areas

• High Academic Achievement
• Graduation Rate
• Counseling
• Parent / Community Involvement
• Safe and Orderly Schools

7
How do we use the English Learners Plan and Mr.
Cortines Goals/Plan?

• To identify Best Practices for English Learners
  and other diverse learners
• The Plans are
• Fluid, dynamic, on-going, and cyclical
• Used overtime and refined, updated,
• and revised
• Then Best Practices are used to Inform and
  Improve Teacher Instruction and Practice

8
How do we Identify Best Practices?

• Review the instructional Goal in the Plan and the
  supporting Data
• Identify Key Promising Practices used in the
  school(s) whose English Learners demonstrated
  progress, improvement, or met the Goal
• Clearly describe the Promising Practices as they
  were implemented in the school
• If a school didnt improve or meet the goal,
  those schools identify an instructional Strategy
  they will be trying this year

9
How do we Identify Best Practices?

• Share Promising Practices with stakeholders
• school administrators, teachers and parents
• Monitor the Promising Practices implementation at
  the selected schools
• When the next Data Results are released, verify
  if the Promising Practices supported English
  Learners continued progress
• Then the work for the
• next year 2009-2010 is.

10
How do we implement Best Practices?

• The schools with the identified key Promising
  Practices have their English Learners meet the
  goal or improve based on the next set of data
• then we can Agree to have More Schools implement
  the Promising Practices
• (e.g., complete thoughts/sentences, academic
  vocabulary and writing)
• If the schools continue to meet the goal by
  implementing a certain Practice- that Practice
  becomes a BEST PRACTICE for English Learners

11
EL Plan Continued and Intro to Mr. CortinesPlan

• In our Learning Groups, at the next
  Administrators Professional Development we will
  continue to study the English Learners Plan
• In our Learning Groups we will also study
  Cortines Goals as they relate to our Local
  District work

12
Dynamic Plans

• We look at our Plans and we
• Analyze the data results
• Identify promising practices from the strengths
• Identify strategies for areas of improvement
• Reflect about the practices or strategies with
  the team
• Implement the practices or strategies in the
  classroom
• Observe in classrooms and collect data
• Analyze the new set of data
• Validate or Revise the selected practices or
  strategies

13
The Work Of the Three Practices

• Why is our Focus the English Learners?
• How do we improve the Progress of English
  Learners?
• How do we provide English Learners Access to
  Core?
• What does Access to Core through differentiation
  and scaffolding mean?
• How do we improve access to core for English
  Learners?

14
Why is our Focus on English Learners?

• LAUSD is now a Program Improvement District
• The Districts English Learners did not meet the
  target percentage of proficient/advanced as
  measured by the CST ( literacy/mathematics)

15
Why is our Focus on English Learners?

• The Sate has cited and found the District out of
  compliance on the Categorical Program Monitoring
  (CPM) The District failed to demonstrate that
  it provides access to core content for English
  Learners
• 3. The largest subgroup of in Local District 2
  are the English Learners- 38

16
How do we improve the Progress of English
Learners?

• Their success is measured by
• 1. English Language Development
• to the level of proficiency
• 2. Acquisition and progress of core
• content ( Literacy, Mathematics,
• Science, History, etc.)

17
How do we provide English Learnerswith access to
the Core?

• We provide
• Differentiation of the content
• Scaffolding of instruction
• Strategies that clarify
• Sheltered Classes

18
What does access to core through differentiation
mean?

• Preparing and planning the instruction
• so as to improve its effectiveness and
• comprehensibility
• Enhancing and clarifying the content so that
  English Learners understand the concepts

19
How do we improve access to core for English
Learners?

19
20
Coherent Agreements Support Administrative
Mentoring

• English Learner strategies/practices Professional
  Development
• Scenario 1-Each teacher selects the strategies
  that they will begin to implement
• Administrator can only meet with each teacher
  individually to mentor and reflect
• Scenario 2-If grade levels agree on the same
  three strategies for implementation
• The administrator can mentor and reflect with
  many teachers at one time and they will learn
  from each other

21
Systematic work with the Three Practices

• Reflective and collaborative discussions in grade
  level, departments, teams and SLCs
• The Cycle of Improvement
• becomes the Professional Development
• for the three practices

22
The Administrator is the Instructional Leader

• Facilitate the reflective conversation
• Coordinate the group agreements
• Discuss the data results
• Guide the change in practice
• Lead the improvement in the effective
  implementation
• Deliver feedback and assistance

23
Administrators Facilitate the Reflective
Conversations

• Is there one practice that seems to be
  significantly represented in classes as a way of
  doing business?
• Which one do we believe is significant in this
  representative group of classrooms? Why?
• How do we as teachers teach students to use
  complete sentences, academic vocabulary, or
  writing?
• What were some of the strategies or pedagogy that
  teachers were using to teach the practice?
• The practice was defined by descriptors that were
  agreed upon by the group. Which one of the
  descriptors was most prevalent in the classrooms?
• Which practice was least significantly
  represented and why?
• Were any of the descriptors to support the
  practice observed? If so which one?
• Which of the descriptors were not observed in the
  classrooms?
• Why do you think they were not observed?
• Were there any descriptors that were not clear
  and need to be clarified?
• If yes, which of the descriptors need to be
  defined, discussed or modeled?
• What are our next steps to continue our work?

24
Improving the instructional practice with our
teachers

• In the District there are Pockets of
  Excellence- classrooms that reflect quality
  standards-based instruction
• As we work to improve practice in teams the
  number of excellent classrooms will increase from
  Some, to More, to Many classrooms with effective
  implementation of practice for English Learners
  and other diverse learners

25
Learning as we do the Work

• We will learn to do this work by reflecting
  together
• We will learn while marking the change in our own
  learning and practice and those we supervise and
  mentor
• In the Principal Meeting Reflective Time gives us
  a safe place to share our work with each other
  to improve our practice

26
Reflection