Local District 5 Principals Meeting

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Local District 5Principals Meeting

• February 11, 2009

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Updates

• Budget Update
• LD5 Plan of Action
• CAHSEE Update
• Periodic Assessment
• District Corrective Action Implementation
• LD5 Happenings

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Budget Update

• Expecting a state decision this week
• Current budget shortfall 100 million for 08-09
  and 400 million for 09-10
• Board Actions
• February 26th Briefing
• March 10th Decision on district and school
  budgets
• March 15th March Letters to all certificated
  and identified teachers
• Late March/Early April Decision on classroom
  norms

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LD5 Plan of Action

• Draft progress update in your packets
• Progress will be reviewed with Superintendent
  Cortines
• Will be updating EL Plans in the near future

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• CAHSEE Update

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CAHSEE Update - Seniors
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CAHSEE Update - Juniors
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CAHSEE Update
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CAHSEE Update
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• Periodic Assessments

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• Participation Summary

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Periodic Assessment Scanning RatesDistrict-wide
Elementary Assessments
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Periodic Assessment Scanning RatesDistrict-wide
Secondary Assessments through 11/26/08
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• Periodic Assessments
• Performance Summary
• Elementary Mathematics

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• Periodic Assessments
• Performance Summary
• Elementary Science

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• Periodic Assessments
• Performance Summary
• Secondary Mathematics

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• Periodic Assessments
• Performance Summary
• Secondary Science

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• Periodic Assessments
• Performance Summary
• Secondary English Language Arts

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• Periodic Assessments and Student Achievement in
  Mathematics and English/Language Arts
• Participation Rates

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• Proficient and AdvancedOver Time

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• Corrective Action Implementation

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Program Improvement LEA Plan Year 3Corrective
Action

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Program Improvement LEA Plan Year 3Corrective
Action

• The No Child Left Behind Act of 2001 requires
  states to implement a system of corrective
  actions for local educational agencies (LEAs)
  that are in PI for three consecutive years.

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Program Improvement LEA Plan Year 3Corrective
Action

• The State Board of Education (SBE) adopted
  Corrective Action F as a mandate for PI-Year 3
  LEAs. The District therefore is required by the
  State to implement the following
• 1. Corrective Action F

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Program Improvement LEA Plan Year 3Corrective
Action

• Revise the LEA plan or addendum identifying
  objectives and action steps to fully implement
  the corrective action
• 3. Report progress quarterly.

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Program Improvement LEA Plan Year 3Corrective
Action

• The mandates of Corrective Action F include

• Implement fully the most recent SBE adopted K-8
  and/or standards aligned 9-10 English-language
  arts (ELA) and mathematics curriculum that
  includes use of most recent SBE standards aligned
  materials in ELA and mathematics
• Phase in new SBE curriculum adoptions in
  mathematics by September, 2009 and in ELA by
  September, 2010

Mandates of Corrective Action F
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Program Improvement LEA Plan Year 3Corrective
Action

• 3. Provide materials-based professional
  development
• SB 472 (AB 466) for appropriate teachers
• SB 472 English learner (ELPD) for appropriate
  teachers
• AB 430 (AB75) for administrators
• 4. Continue to review formative and summative
  assessment data to make modifications that
  support the schools implementation of the 2004
  mathematics and 2005 ELA curriculum.

Mandates of Corrective Action F
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Program Improvement LEA Plan Year 3Corrective
Action

• Amend LEA-PI objectives and actions steps around
  performance goals
• Implement interventions for students in need,
  especially English learners and students with
  disabilities.

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Program Improvement LEA Plan Year 3Corrective
Action

• Focuses on
• Student need
• Raising the academic performance of all students,
  including underperforming students  
• Phase in of math and ELA textbook adoption   
• Professional development for teachers (SB 472)
  and administrators (SB 430)
• Intervention for all student working below
  grade-level standards, especially English
  learners and students with disabilities.

Background
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Program Improvement LEA Plan Year 3Corrective
Action

• Implementation of the core instructional program
  should be delivered through Response
  to Instruction and Intervention (RTI2).

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Program Improvement LEA Plan Year 3Corrective
Action

• RTI2
• is an integrated system of instruction and
  intervention informed by student data
• integrates resources from general education,
  supplemental categorical programs, and special
  education
• is a 3-tiered approach to teaching and learning
  during the school day for both elementary and
  secondary schools.

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Program Improvement LEA Plan Year 3Corrective
Action

• LAUSD defines RTI2 tiers of instruction and
  intervention as follows

Tier 3
Tier 3 provides a program that focuses on
accelerated and intensive instruction targeted to
specific student need. Close monitoring allows
for the adjustment of materials and methods of
instruction.
Tier 2
Tier 2 continues to provide the foundation of the
grade-level core curriculum aligned to the
content standards but adds intensive and explicit
instruction and intervention focused on student
need. Close monitoring allows for the adjustment
of materials and methods of instruction.
Tier 1
Tier 1 consists of grade-level core curriculum
aligned to the content standards. Effective
instructional practices are implemented and
intervention consists of the use of supplemental
materials aligned with the core program.
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Program Improvement LEA Plan Year 3Corrective
Action

• LAUSD has provided Tiers of Instruction and
  Intervention charts (Bulletin 4573.0 Attachments
  B-E) for both elementary and secondary ELA and
  mathematics.
• The Tiers of Instruction and Intervention
  charts
• Outline the core instructional plan that
  integrate RTI2 as the strategy to support
  teaching and learning
• Identify
• Tier I core materials, a means to monitor
  progress, and instructional support
• Tier 2 supplemental materials, a means to monitor
  progress, and instructional support
• Tier 3 replacement materials, a means to monitor
  progress, and instructional support.

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Program Improvement LEA Plan Year 3Corrective
Action
Sample Tiers of Instruction and Intervention
Charts
Single Plan for Student Achievement
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What are the multiple measures and decision
points that will determine placement and/or
movement of a student in the appropriate tier of
instruction and intervention?
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What are the multiple measures and decision
points that will determine placement and/or
movement of a student in the appropriate tier of
instruction and intervention?
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What are the multiple measures and decision
points that will determine placement and/or
movement of a student in the appropriate tier of
instruction and intervention?
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SECONDARY TIERS OF INSTRUCTION MATHEMATICS The
following chart illustrates a tiered approach to
teaching and learning. The tiered approach is
based upon research and the practice of
providing high quality instruction or
intervention matched to student needs. Each tier
identifies the instructional materials that must
be used for the core a means to monitor
progress using interim measures identification
of interventions needed based on the measures
and finally, instructional support including
coaching that provides resources to guide
teaching and learning.
What are the multiple measures and decision
points that will determine placement and/or
movement of a student in the appropriate tier of
instruction and intervention?
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• LD5 Happenings

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Congratulations

• Roberto Martinez and Roseann Cazares, AP,
• and special education teachers from Wilson HS.
• On January 22nd, the school held its first
  Disability Expo. About 300 students and adults
  participated in the activities. The purpose of
  the Expo was to call attention to the various
  disabilities our students have and show how the
  students deal with their disabilities on a daily
  basis. The Expo gave each student, disabled and
  not-disabled, a deeper appreciation for the
  challenges that special education students must
  face on a daily basis.

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Congratulations

• Principals Susan Saenz, Margaret de la Mora and
• Delores Manrique from Griffin, Gates and
• Loreto Elementary Schools. On January 24th,
• the schools participated in the 2nd Annual
  KIDTYPE-OFF. KIDTYPE-OFF is an annual student
  typing contest.
• Each school had two student finalists who
  competed
• against LA Best students. The students were
  joined by Major Riordan and a host of special
  guests from the Riordan Foundation and LAs Best.
  The event was hosted at
• Griffin Elementary School.

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Congratulations

• Congratulations to Roberto Martinez and the
  college staff from Wilson HS for their Academic
  Recognition Assembly. On January 29th, the
  school celebrated students who had a 3.5 or
  better GPA for three years. This year 61
  students were celebrated and recognized. Parents
  were invited to a scrumptious breakfast and each
  student received a certificate of recognition and
  a Wilson sweat shirt.

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Congratulations

• To all the LD5 teachers who were recognized at
  the Si Se Puede Awards Celebration on February
  2nd. The Si Se Puede Awards plaques were
  awarded to exemplary educators within LAUSD that
  carry on the legacy of Cesar E. Chavez. Julie
  Chavez Rodriguez, granddaughter of Cesar Chavez
  gave out the awards. Teachers from the following
  schools were honored at this reception.
• Elementary Schools Breed, Farmdale, First
  Street, 49th Street , Hooper, Kennedy, Lizarraga,
  Sierra Park, and Trinity
• Middle Schools Belvedere, Carver, El Sereno
• High Schools Bravo Magnet, Jefferson, Lincoln,
  Ramona, Roosevelt, Santee, and Wilson

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Congratulations

• Kevin Baker, staff, parents and students from
  Nevin Elementary School. Nevin has been selected
  to receive the California Department of
  Educations Service-Learning Leader School Award.
  The award was presented yesterday, February 10th,
  during a luncheon at the Annual California
  Service-Learning Leadership Institute at the
  Anaheim Sheraton in Anaheim. Nevin was awarded a
  flag to fly over the school and a plaque
  commemorating the schools achievement.

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Display of student work includes CST Goals
written by students..
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Students, parent center, and teachers prepare for
Black History Month Presentation.
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Proud office staff contributed to getting out of
SAIT
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Congratulations

• Congratulations to all the students who
  participated in the Second Annual LD5 Spelling
  Bee which was held on Saturday, February 7th.
  Special thanks also to the principals and
  teachers who motivated the students to
  participate. Finally, thank you to the LD5 team,
  starting with Ailleth Tom, who made this a
  roaring success.
• All the student were winners and the three top
  students were
• Nataly Oliva, 5th Grade, from Main Street
• Michael Le, 6th Grade, from Solano Avenue
• Ruben Ilan, 5th Grade, from Latona Elementary.

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Lifes Priorities