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Local District 5 Principals Meeting

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Intervention directly connected to the classroom teacher ... No systemic approach to improving teacher skills in 6th grade mathematics ... – PowerPoint PPT presentation

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Title: Local District 5 Principals Meeting


1
Local District 5 Principals Meeting
  • January 11, 2006

2
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…

3
Colleague Update
  • John Liechty
  • Phil Saldivar

4
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

5
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6
Phil Saldivar
  • You may send warm wishes to Phil at
  • 8937 Monogram Avenue
  • North Hills, CA 91343

7
District Update
  • District Perception
  • CAHSEE Boot Camp
  • Math Initiative

8
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

9
  • CAHSEE Boot Camp
  • Addressing the Needs of 12th Grade Students Who
    Have Not Passed the California High School Exit
    Exam

10
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

11
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

12
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

13
CAHSEE Retesting Dates for 11th and 12th Grade
Students
14
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

15
English Language Arts CAHSEE Boot Camp Teacher
Training Tuesday, January 17, 2006 Wilshire Grand
Hotel OR
  • 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
16
Mathematics CAHSEE Boot Camp Teacher
Training Tuesday, January 24, 2006 Wilshire Grand
Hotel OR

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
17
For Further Assistance
  • Francine Eisenrod, Administrative Coordinator,
    Secondary Instruction (213) 241-4909
  • Joan Mezori, Director, Academic Intervention
    (213) 241-7900
  • Sharyn Howell, Director, Division of Special
    Education (213) 241-8051

18
  • Math

19
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
20
Mathematics
21
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
22
Revisiting our Agreements Balance
Problem Solving
Skills
Conceptual Understanding
23
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
24
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

25
  • Math Instructional Guides
  • (MIGs)

26
To address the Districts Goal and Vision
Why do we need a renewal strategy?
27
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.

28
Coherence
Standards
Professional Development
Instructional Program
Textbook
Rigorous tasks/ Concept Lessons
Assessments
Additional Resources
29
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.

30
How are MIGs organized?
  • Four main parts
  • Introduction
  • Vision, Coherence, Balance
  • How to use the Guide
  • Assessment Calendar
  • Main Body
  • Appendices
  • Bibliography

31
Main Body
  • Quarterly/Unit Concept Organizers
  • Quarterly/Unit Instructional Roadmaps
  • Quarterly/Unit Concept Lessons
  • Quarterly/Unit Assessment Blueprints

32
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33
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

34
MIG Appendices
  • Standards Based Instruction - Model Classrooms
  • Equity and Access
  • Family Involvement
  • Meeting the Needs of Diverse Learners
  • Pedagogical Strategies

35
  • 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.

36
  • 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.

37
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

38
Fail Rates
39
Percent of students by Local District at
Proficient and Advanced Proficient in 8th and 9th
grade algebra 2002 2005
40
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

41
Mathematics Training Map
42
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

43
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

44
Professional Development Model
45
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

46
Provide a consistent message and professional
development in each local district and school
47
Role of Professional Development Team in a New
Professional Development Model
48
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

49
  • 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.

50
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?

51
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?

52
LD5 Update
  • Norm Morrow
  • Vickie Castro

53
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54
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
  • (626) 570-4600
  • Mail check no later than 01/09/06 payable to
  • Frances Cardiel
  • 2750 Marengo Street
  • Los Angeles, CA 90033

55
What about 2006?
  • Resolutions…
  • Wishes and Dream…
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