Download los angeles unified school district

LOS ANGELES UNIFIED SCHOOL DISTRICT
Division of Instruction
Dr. Ruth Pérez
Deputy Superintendent of Instruction
INSTRUCTIONAL UPDATE – April 2015
Contents
PreK – 12 Instructional Plan to Support Students for A-G Success
• PreK-12 Instructional
Plan to Support Students
for A-G Success
The College and Career Readiness Instructional Plan
• Professional
Development Update
• A-G Policy Impact Study
on Special Education
Students
• PreK-2 Early Literacy
Plan
• Instructional Support for
Continuation HSs– E2020
Implementation / Teacher
Summer Training
• Principal Summer
Institute
• Instructional Technology
Taskforce
• Math Tools for Middle
School Math and High
School Algebra I Teachers
• Future Principals’
Meetings
• High School Math
Textbook Adoption
• Professional
Development for
Teachers on New Math
Materials
• Arts Equity Index
• CTE Federal Program
Monitoring
• Gate/SAS Parent
Conference
• Investment (REED)
Schools: NonPermanent* Staff
Trainings - An Update
On March 13, 2015 leadership in the Division of Instruction under the leadership of
Dr. Ruth Perez, Deputy Superintendent of Instruction and Gerardo Loera, Chief
Academic Officer met with representatives from various departments for a full day
of planning to develop a comprehensive Instructional Plan that will address College
and Career Readiness for all schools in the District. There were three objectives for
this meeting: Setting the vision for an Instructional Plan, Building the foundation of
a coherent plan aligned to district goals and outcomes, and Identifying key
contributors to the plan and their participation in future work meetings.
A writing team will work under the direction of Dr. Perez and Mr. Loera, with
support from leadership at the Educational Service Centers and other District
divisions. Gerardo Loera also met with the five Common Core Directors from each
of the Educational Service Centers to review the key goals identified for the Plan.
There will be two writing teams. One will focus on Pre-K through elementary
grades and the second will focus on middle and high school grades. The plan itself
will ultimately include a set of key performance indicators that will serve as a
metric to determine progress towards meeting the goals.
A key strategy in the development of the plan consists of establishing a working
definition of what it means to be College and Career Ready for students in LAUSD.
The writing team will determine key district transitional benchmarks and goals that
indicate college and career readiness success, which include the following:
Instructional Update
April, 2015
In order to develop a coherent instructional plan from the onset, a Harvard developed Coherence
Framework is being used to focus the attention on the central goal of improving student achievement
at all levels Prek-12 and focusing all parts of the District work to be in concert towards these common
goals.
The writing team is also charged with determining alignment of the plan with various district
performance goals (LCAP, EL Master Plan, CORE). The writing team will be reviewing district
initiatives and multi-tiered systems of supports embedded in each initiative’s alignment to college
and career readiness transitional benchmarks and goals to ensure success for all students.
The Plan will be presented to all stakeholder groups for feedback and input. Progress on the
development of the Plan will be shared on the monthly Instructional Update.
Professional Development Update
The Office of Curriculum, Instruction and School Support (OCISS) provided 86 professional
development events to 2459 participants during the month of March. Some of the professional
development topics included:
Cognitive Coaching – Training for Title III Coaches on how to facilitate self-directed learning through
reflective questioning.
Literacy and Use of Technology – Training for teachers on enhancing reading and writing using
various Apple apps.
Differentiated Instruction for GATE Students - Exploring the CCSS and an appropriately
differentiated curriculum for gifted students through an examination of the fundamental components
of curriculum (content, process, product).
Arts Integration - Teacher workshops on the foundational skills in dance, music, theatre and visual
arts as well as methods for integrating them into other curricular areas.
Master Calendar Development - Training for counselors on the A-G graduation requirements for the
class of 2017.
Content Fellowships - New and returning fellows engaged collaborative activities to deepen their
understanding of the instructional shifts required by NGSS.
To find out future professional development offerings from OCISS for all staff, please visit the district
master calendar.
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Instructional Update
April, 2015
A-G Policy Impact Study on Special Education Students
A task force of experts on curriculum and instruction from both ESCs and the Division of Special
Education has been assembled to address student achievement among high school students with
disabilities (SWDs) enrolled in A-G coursework. The task force has been working to identify possible
barriers that might impact the degree to which SWDs are successful in passing A-G courses with a
grade of C or higher. The subcommittee’s objective is to create a focused and specific plan to increase
the A-G completion rate for SWDs by identifying actionable solutions that will be owned by
identified stakeholders.
Some of the issues identified for the action plan include the following:
• Increasing access to a wide variety of A-G courses that appeal to SWDs
• Assisting special education teachers in meeting the credentialing and Highly Qualified
requirements for A-G courses
• Exploring options for norming and class size reduction in general education courses that are
clustered for special education support
• Maximizing master schedule flexibility and availability of A-G courses for students in the
special day program or those requiring support in a learning center elective
• Fostering greater parent/community understanding of the A-G requirements and the waiver
options for SWDs, including AB 167/216 options for foster youth
• Expanding opportunities for professional development focused on Universal Design for
Learning differentiated instruction
• Broadening offerings for SWDs needing to participate in credit recovery or alternate programs
This work is expected to be completed by May 2015 and will provide recommendations at the central
office Performance Dialogues on A-G.
For a quick guide on A-G Waivers, please click on the following link: http://bit.ly/AGWaivers
PreK – Grade 2 Early Literacy Plan
The Early Childhood Education team started working with a task group of elementary site
administrators, teachers, ESC representatives, and central office personnel to provide input into the
development of a district-wide language/literacy plan for ensuring that all students are effective and
efficient readers by the end of second grade. The team has been meeting for the several months and
has made recommendations on assessment, curriculum, instruction, and professional learning
opportunities that will be reflected in the district plan as well as a guiding bulletin. This work starts
at the earliest grades by aligning assessment, curriculum, and instruction from preschool through
second grade.
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Instructional Update
April, 2015
The next phase of this work is to invite preschool educators to the conversation. The discussions will
begin with an overview of California Preschool Foundations and the Classroom Assessment Scoring
System (CLASS) which addresses and assesses quality in preschool programs.
Instructional Support for Continuation High Schools .
E2020-Edgenuity Implementation / Teacher Summer Training
The Office of Curriculum, Instruction and School Support is in the process of procuring an improved
online course delivery system. Many requests from principals were submitted to the Division of
Instruction for increased district support in making available high quality, online courses for students
to meet A-G requirements. At a recent district Performance Dialogue on A-G progress, a
commitment was made to prioritize this support for schools. As a result the following timeline has
been established to help ensure schools will have access and supports to improve online delivery
models of A-G coursework and support credit recovery at Continuation sites. The District will be
purchasing licenses from E2020 for an online digital curriculum that can be used for core and
prescriptive courses for all high school students. The Continuation High School principals can expect
the following:
Week of April 8 – District will review coursework currently offered and alignment with A-G
requirements.
Week of April 13 – District will finalize procurement procedures for E2020
Week of April 20th – District will send communication to schools through the Instructional Director’s
Digest, Principal’s Brief and the Instructional Update about the change in online course provider.
District Reference Guides will be updated. Options Principals, APSCS and Current APEX teachers
will be officially notified of the change of provider.
Week of May 1st - Presentation will be provided at the SHSPO and Options Principals' meetings of
the new Platform
Month of June - Professional Development will be provided to principals at the Summer Institute
Summer - Teachers in need of training on the new platform will be offered this opportunity.
Principal Summer Institute
The Los Angeles Unified School District is in the midst of planning a June Summer Institute for
Principals focusing on "Preparing LAUSD Youth for A-G Success." The two-day institute will
provide an opportunity for administrators to learn, connect and engage to support professional
learning that will drive improved academic achievement for students. Sessions will focus on Rigor,
Relevance, Relationships and Results needed to graduate LAUSD Youth College and Career Ready!
To support the instructional work ahead, the Summer Institute will offer world-class learning, feature
nationally-recognized education experts, and allow attendees the opportunity to network with
colleagues from across the district.
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Instructional Update
April, 2015
Administrators will take part in two general sessions with keynote addresses each day as well as
greetings and updates by LAUSD senior staff members. Breakout sessions are planned that align with
personal professional development needs and the theme of the Summer Institute.
Some of the sessions already planned include:
Strategies to Promote Student Success and A-G requirements
Promoting College and Career Readiness for Elementary Students
Enhancing Transitional Kindergarten Programs
Capturing Kids Hearts- Building Relational Capacity to Support Academic Achievement
Literacy and Equity Access for all Readers
Blended Learning Strategies
Special Session: School Leader Growth & Development Cycle
Strategies Which Promote High Quality Instruction for All!
Supporting EL Learners
Building a School College Going Culture
Featured Speakers include Dr. Douglas Fisher, Professor at Cal. State University San Diego, Dr.
Phyllis C. Hunter, Author of Classroom Libraries for Scholastic Publishers, Lyle Wells, Flippen
Leadership Group Executive Director, David Coleman, CEO of the College Board, Former NASA
Astronaut Jose Hernandez, LAUSD Principals and content and subject experts from LAUSD cadre of
educators.
The Summer Institute will be held at California State University at Los Angeles:
5151 State University Drive
Los Angeles, CA 90032
Dates:
June 15-16, 2015
June 17-18, 2015
Pre K Elementary Principals
Secondary Principals
Instructional Technology Taskforce
On April 9, 2015, the Instructional Technology Initiative Task Force held its first meeting at the Los
Angeles School of Global Studies. The Task Force is made up of a broad array of stakeholders
representing all geographic parts of the District. Superintendent Cortines, delivered opening remarks
which included attention to developing a realistic District-wide plan for instructional technology that
includes all stakeholders.
Dr. Judy Burton, the chair of the task force, introduced four workgroup areas in which task force
members could focus their efforts in order to provide a comprehensive recommendation to the
Superintendent by December. The workgroup areas are: Workgroup #1 Curriculum facilitated by
Sophia Mendoza; Workgroup #2 Teaching and Learning facilitated by Sarah Gilman; Workgroup #3
Tools and Support facilitated by Beth Billet; and Workgroup #4 Operations and Structure facilitated
by Alex Avila. Each workgroup will be guided by the District’s instructional technology vision,
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Instructional Update
April, 2015
mission, and core values in addition to a set of focus questions to drive discussion and
recommendations.
A special website was setup for more information regarding the Task Force and is available at the
following link: http://achieve.lausd.net/Page/8237.
Math Tools for Middle School Math and High School Algebra I Teachers
To assist teachers in ensuring the students are ready for the next level in math, the central office
mathematics team has developed an online professional development for administering and scoring
a middle school math placement assessment and Algebra 1 summative assessment. This PD is
available in video format at http://achieve.lausd.net/Page/6127. Teachers should scroll down to: “MS
Math Placement Assessment Online Professional Development - Video” or “Algebra 1 Summative
Assessment Online Professional Development - Video.” Schools are encouraged to access the
following tools in preparation for the assessments:
•
The blueprints for the assessments are available at: http://achieve.lausd.net/math
•
The Middle School Mathematics Placement Assessment and Algebra 1 Summative Assessment
Online Administration Guides can be accessed through the following link:
http://achieve.lausd.net/Page/6127
Future Principals’ Meetings
Dr. Pérez is seeking input from principals on how to restructure next years’ meetings to provide all
administrators with more opportunities for interactions and meaningful discussions on critical topics
that support enhancing our services to students to graduate completing the A-G graduation
requirements. The topics may include tiered intervention for students, behavioral supports,
supporting our students with disabilities to meet the A-G requirements, and other related issues, etc.
Through professional dialogues administrators can build collective capacity as a professional
learning community, sharing ideas and best practices that are successful at their sites. This model
would support the work and instructional challenges at sites as colleagues have opportunity to
exchange ideas with a collective focus.
In efforts to ensure that we focus and support students to graduate College and Career Ready, input
is requested on how we may structure the four annual meetings administrators are required to
attend.
Questions for feedback:
What are your ideas on these meetings can be structured for next year? How can we improve the
collaborative culture and improve our collective capacity? How do we make these meetings most
beneficial for your growth as instructional leaders?
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Instructional Update
April, 2015
Principals will receive a separate email with a link to share feedback. Responses are anonymous. The
only distinction requested is your type of school to better differentiate the needs of each group.
High School Math Textbook Adoption
As the District continues its focus on A-G for all and the transition to the Common Core State
Standards for Mathematics, it is essential that students and teachers are provided with more aligned
and rigorous instructional materials. During the 2014-15 school year, the District provided textbooks
to all middle schools for grades 6 and grades 7. Assistance and procedures for schools regarding the
newly selected elementary school mathematics program are being provided by Integrated Library
and Textbook Service staff. Memo-6485.0 outlines specific ordering procedures for elementary
schools.
The high school textbook recommendations include titles for three A-G mathematics courses such as
Algebra 1, Geometry and Algebra 2. The Board of Education will take action on April 14, 2015
regarding the adoption. Contingent on Board adoption, schools will have choice from three options
for each course. Contingent on board approval of the recommendations, schools will then have until
April 30, 2015 to submit their selections to Integrated Library and Textbook Services Staff. Schools
will receive their materials before the end of the school year. The culmination of the 2014-15 school
year will mark the completion of the adoption/selection of mathematics instructional materials for all
elementary, middle and high schools.
Professional Development for Teachers on New Math Materials
The Office of Curriculum, Instruction and School Support working in collaboration with Educational
Service Center Staff organized a winter institute for middle school teachers to help them deepen their
understanding of the new California common core math standards. All 12,000 elementary teachers
and high school math teachers will be invited to participate in professional development this June to
deepen their knowledge and skills on the new standards and the newly adopted materials. Each of
the selected/adopted textbook materials includes a digital component that provides a technologically
enhanced digital equivalence to the textbooks. Training will also include an overview of these
features for all participating teachers.
Arts Equity Index
Schools have been assigned an Arts Equity Index level based on the scope of their provided arts
instruction, arts resources, arts facilities, and Student Equity Index (poverty, ELL, and foster
students). With this information and assessment of vertical alignment efficiency in each K-12 feeder
pattern, steps are being taken in SY2015-16 to provide more equity of arts resource allocation. On the
elementary level, greater equity will be gained through strategic realignment of arts teachers, art
disciplines provided to each school, and use of community arts partners and the Creative Network
which provides schools arts integration specialists and arts instruction for every student. On the
secondary level, additional off-norm arts teachers will be provided to selected schools based on the
arts equity index along with additional service provided community arts partners. Schools will soon
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Instructional Update
April, 2015
receive their arts allocations from Fiscal that reflects this move from an enrollment based allocation to
a needs based allocation.
All schools are also being encouraged write integration of the arts into their Title I plans to promote
academic proficiency. Middle schools may also consider use of a voluntary flexible schedule for arts
teachers to provide arts instruction during zero and seventh periods.
Execution of this collective plan will ensure that more LAUSD students benefit from arts exposure
and instruction next school year as most schools will quickly discover that they have maintained or
increased their arts programming.
Career Technical Education Federal Program Monitoring
Congratulations to the office of Career and Technical Education (CTE) that had NO FEDERAL
PROGRAM FINDINGS this year and, as a result, will not have a review for the 2015-2016 year.
Special recognition to both Pia Damonte, former CTE Coordinator and Seema Puri, current Interim
Coordinator for their tireless work to ensure students are served and all regulations are followed.
GATE/School for Advanced Studies (SAS) Parent Conference
In support of parents of Gifted students, teachers and administrators, the Office of Advanced
Learning Options has completed planning for the Sixth Annual Gate Parent Conference scheduled for
Saturday, April 28, 2015 from 8:30-12:30 P.M. The conference is free of charge and no pre-registration
is required.
Below is information regarding the upcoming conference:
Location:
Robert F. Kennedy Community Schools
701 S. Catalina Street
Los Angeles, CA 90005
AGENDA
7:30 - 8:30 am:Registration and Refreshments
8:30 - 8:45 am:Welcome and Introduction: Dr. Ruth Perez
8:45 - 10:00 am:Keynote Speaker: Dr. Joy Davis Talking the Talk of Gifted Education
10:10 - 11:10 am:Workshop Session 1
11:20 - 12:20 pm:Workshop Session 2
12:20 - 12:30 pm:Closing and Evaluation
Workshops include a variety of topics: Supporting the academic and social-emotional development of
gifted learners, Common Core State Standards, preparing for college (A-G, Advanced Placement and
AVID), social media, LAUSD GATE programs and more.
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Instructional Update
April, 2015
INVESTMENT (REED) SCHOOLS: NON-PERMANENT* STAFF TRAININGS- An Update
In accordance with the Investment Schools settlement agreement signed in 2014, the Professional
Learning and Leadership Development (PLLD) unit is providing Investment Schools with specialized
professional development designed to empower teachers to provide instruction that addresses the
needs of their unique student population to combat the challenges of high student dropout, low
academic performance, and high teacher turnover.
In addition to the twenty hours of specialized professional development that all certificated staff
must complete by June 12, 2015, non-permanent staff have the opportunity to complete an additional
twenty hours by April 15, 2015. Per the agreement, participants are paid their hourly rate.
Eleven three-day sequential sessions are being delivered by central staff and Teaching and Learning
Coordinators from PLLD throughout March and April at four different locations across the District.
To meet the needs of participants, a variety of Saturday, evening, and weekday options are available.
Each of the session facilitators is skilled in the learning interactions being modeled, has a depth of
knowledge of LAUSD’s TLF, and is a credible coach, mentor, and school leader.
Based on initial feedback received, participants value the professional development:
• “Today I learned about creating meaningful opportunities for learning via relationship-based
group work and jigsaw-style homework to make students accountable.”
• “…I learned some more great strategies to engage my students. Thank you for the useful and
relevant ideas.” “You are making the Teaching and Learning Framework very relevant.”
• “…I learned about stereotype threat and many different teaching strategies I can implement.”
Thus far, 296 individuals have registered for the sessions using My Professional Learning Network
(MyPLN). Final participation data will be available in the upcoming weeks.
That concludes the Instructional Update for April 13th. Dr. Ruth Perez and the Division of Instruction
would like to thank every person involved in the administration of the Smarter Balanced Assessment
supporting every LAUSD student tested ensuring for them the best positive experience.
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