The New John Muir High School Reinvention Update Pasadena Unified School District February 24, 2009

It starts with purpose… Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally-based knowledge society. Source: The Moral Imperative of School Leadership, Fullan, 2003

Our Purpose This Evening A.Provide an update on the Reinvention of John Muir High School B.Present a status report in the context of the School Assistance and Intervention Team (SAIT) Interim Report C.Share next steps of the John Muir Plan of Action

John Muir Reinvention Principles Adopted by PUSD Board of Education - October Small, caring, relevant, rigorous and personalized learning communities 2.Powerful standards-based teaching and learning with accountability for results 3.Culture of continuous learning with embedded Professional Learning Communities 4.Student centered systems with opportunities for enhancement, support, and safety nets 5.Youth voice is sought out, respected, valued, and is part of the overall school culture 6.Parents and community members are engaged and valued as full school partners 7.All stakeholders are collectively responsible and accountable for results

1. Small, Caring, Relevant, Rigorous and Personalized Learning Communities “Creating an environment in which a core group of teachers and other adults within the school know the needs, interests, and aspirations of each student well, closely monitor each student’s progress, and provide the academic and other support each student needs to succeed.” US Department of Education

1. Small, Caring, Relevant, Rigorous and Personalized Learning Communities Four small learning communities Career-Themed Academies: Grades California Partnership Academy grants fund all career academies Theme-based Advisory Classes Seminar study-skills course for all Freshman

2. Powerful Standards-based Teaching and Learning Summer Teacher Institute Administrative walkthroughs

3. Culture of Continuous Learning “A” Monday Professional Development Regular Academy Collaboration Data-driven dialogue

4. Student-Centered Systems and Safety Nets D’Veal Youth and Family Services provides group and individual counseling services Mustangs Mentoring Programs Mustangs on the Move Teacher team conferences with parents Secure campus and refocused security staff Accountability for student attendance Progressive discipline and multiple interventions

5. Youth Voice is Valued Part of the School Culture “Peacebuilders” Program Academy-specific Quarterly Awards Assemblies Ninth Grade Mentoring Program Building student leadership in ASB

6. Parents and Community Members are Full School Partners Students ASB, Peace Builders Program / Western Justice Parents: Parenting & CBET English Classes Parent Resource Center School/Community English Language Advisory Committee (ELAC) School Site Council (SSC) Parent Teacher Student Association (PTSA)

7. All Stakeholders are Responsible and Accountable for Results Focus on a common vision and a purpose of schooling Open lines of communication Daily collaboration within academy teams Muir Leadership Team LACOE coaches

The Big Picture We have… Reinvented the structure of JMHS Worked collaboratively to ensure a cleaner, safer learning environment and restore Mustang pride We must… Deepen our focus on curriculum, instruction, and assessment for every student, every day at John Muir High School

SAIT Areas of Focus Students diagnosed and placed appropriately –Primary focus on 9 th and 10 th ELA, Algebra I and ELD Increased administrative monitoring of instruction with specific teacher feedback –Bell to Bell instruction Professional Development Use of Data Director to analyze data, including common assessments and benchmark exams

Student Performance: Quarter 2 District Benchmark by Subgroup 9 th Grade English

Algebra 1 Student Performance: Quarter 2 District Benchmark by Subgroup

What Are the Data Telling Us? Provide rigorous standards- based instruction Assess, analyze, and modify with instruction Analyze and use student data for accurate placement Utilize common course pacing Analyze common assessment results Modify instruction to address skill gaps for all students Provide ongoing monitoring We need to strengthen the focus on instruction:

Year One Performance Indicators: Percentage of 9 th Grade Students with One or More “F” Grades First Semester

What the Data Tells Us… We need to:  Continually review data  Refine student support systems  Provide targeted interventions  Provide CAHSEE prevention and intervention What Are the Data Telling Us?

English Learner Proficiency by Grade Level: Annual CELDT Results, Fall 2008

What Are the Data Telling Us? We need to strengthen support systems for English Learners through:  Individual Learning Plans (ILPs)  Scaffolded instruction  Instructional Aides  Teacher Professional Development  Peer to peer observations  Parent involvement

Deepening Our Work: Our Next Steps  Provide stronger communication links with parents; continue development of the Parent Resource Center  Increase student achievement across all subgroups  Ensure accountability for all staff members  Utilize the School Assistant Intervention Team (SAIT) process to move JMHS to levels of high student achievement and exit the SAIT monitoring process.

Deepening Our Work: Our Next Steps  Ensure college preparatory curriculum for all students  Strengthen academy-specific Career Technical Education courses  Engage in PUSD Multiple Pathways initiative  Stabilize enrollment and increase student retention  Increase student engagement/connection to world outside

Closing We are on the path of continuous school improvement through team work and accountability. We are focused, committed, and confident that our efforts will result in high levels of academic achievement for our students. We are Mustangs. We are proud and we will succeed!!! Thank You.