Local District 6 July 10, 2008

Story

Purpose  To continue to build relationships which form the foundation of our work  To continue to build relationships which form the foundation of our work  To experience the creation of criteria related to essential standards  To experience the habits of mind or processes necessary for PLC work

Outcome  To develop criteria needed for feedback on the curriculum map-essential standards, essential questions, common formative assessments, smart goals, intervention and  To practice feedback on the curriculum map

Norms  Respect each others ideas  Be an active listener to avoid artificial harmony  Hold yourself and each other accountable to the norms  Hear every voice  Keep an open mind  Embrace both/and not either/or.  Focus on our goal, purpose or job at hand  Listen well and ask for clarification

Guiding Question:  How can the 9 elements of the PLC lead to more effective student learning in order to reach our 21 st century learner/NCLB/API goals?

The iStudent College Prepared and Career Ready

Overarching Goal Overarching Goal  All students will receive a guaranteed, viable curriculum so that by June, 2009, the following percentage of students, including subgroups (EL, SEL and Sp.Ed. Students) will be at proficient or advanced as evidenced by these NCLB goals: ELAMath  High School44.5%43.5%  Middle School46.0%47.5%  Elementary46.0%47.5%

Overarching Goal Students need to be :  critical thinkers and problem solvers who make complex choices and decisions, ask questions and analyze, synthesize and create information.  able to communicate and collaborate in diverse groups and settings, articulate thoughts and ideas effectively through speaking and writing and work towards a common goal  creative and innovative individuals open to new and diverse perspectives who actively use technology as a tool for learning

The How=Theory of Action=Our Strategy=4 Priority Areas  Leadership  Professional Learning Communities  Small Learning Communities  Guaranteed and Viable Curriculum  Authentic Literacy

  30 minute activity   Share all CM criteria with another school   With the criteria   1. Look at it with the frame of a teacher   2. Circle any criteria that seem unclear   3. List any significant criteria that you think should be included   Return criteria and comments to the school   Each group reflects and adjusts as appropriate.

  60 minute activity   Choose two individuals who will explain your groups curriculum map to the other school.   School teams listen to the presenters and ask clarifying questions only. This is not a time to give feedback to the presenters. Presenters leave copies of the curriculum map with the school to whom they were presenting.   Presenters return to their school teams.   School teams review map and prepare to provide feedback in the form of at least five questions   Both teams come together and begin their questions about the other school’s map.   Each school should provide a response to the question

 Essential Standards  Access and support standards (Content standards, Instructional Guides, CST Blueprints, CAHSEE, NAEP)  Curriculum map  Periodic assessments  Common formative assessments  SMART goals  Plan and execute rigorous lessons  Look at student work/analyze data  Share best practices  Intervention Foundation Cycle of reflection or improvement

Think-ink-share   What did you learn over the last two days?   Answer in terms of processes/habits and content

Overarching Goal Students need to be :  critical thinkers and problem solvers who make complex choices and decisions, ask questions and analyze, synthesize and create information.  able to communicate and collaborate in diverse groups and settings, articulate thoughts and ideas effectively through speaking and writing and work towards a common goal  creative and innovative individuals open to new and diverse perspectives who actively use technology as a tool for learning

Professional Learning Communities Curriculum Mapping Periodic Assessments Common Formative Assessments SMART Goals Looking at Student Work Sharing Best Practices Designing “in class” interventions

“SUCCESS DOESN’T HAPPEN BY ACCIDENT. IT STARTS WITH AN UNWAVERING COMMITMENT TO BUILD A DEDICATED TEAM WHO SERVES THEIR BOSS…

THE CUSTOMER.” -MAC ANDERSON

Local District 6 Schools Bell ES/Sec Directors Instructional Staff Huntington Park ES/Sec Directors Instructional Staff South Gate ES/Sec Directors Instructional Staff ELA Math Science Social Science ELD Compliance English Learner

  Our work as a central and local district is…

  Our work as a central and local district is about supporting your school and meeting your needs

  Our work as a central and local district is about supporting your school and meeting your needs as you work towards achieving our big overarching goals for our students.

Who will support this work and how?   Administrators   Coaches   Teachers   Coordinators   Instructional Support from LD 6   Director teams   Support staff

Professional Development Training   Central district   Local district   Complex   School   Department   PLC   Individually

Elementary   New teacher training   OCR, ELD Practicum, Gr. 4/5 MIG and Science   Gr. 3 Math IG/Concept lessons   Enhanced ELD practicum   TBLT, writing   Gr. K-3 Science new Foss kit training available   Gr. 4/5 ongoing Foss kit training available

Middle School   Gr. 6 Science Training 2 model lessons   Gr. 7 H/SS IG and Periodic Assessments   Gr. 8 ELA IG and Periodic Assessments   Geometry IG and periodic assessments

High School   Gr. 10 H/SS and periodic assessments   Geometry IG and periodic assessments   Biology- new immersion unit 2   (one week off track?)   -two model lessons   Science ICS I-on going training available

 Tight and Loose  Control vs. Order  The experts are in the room  Engage adults in the learning

Cascading message  Think, ink, pair, share  What is the message we should take with us as a result of today?