1. Close Reading and Instructional Rounds
Implementing Common core strategies at Media, visual, and Performing arts Carlo Robledo
Close Reading and Instructional Rounds

2. School Data Demographics Financial support Ethnicity Numbers
Percentage
African American 34 9
Hispanic or Latino
304
80.4
White 16
23.4
Multiracial 15
5.4
Total
378
District Policies/school financial support (Expenditures per pupil):
Total expenditures per pupil: $7,377
Expenditures per Pupil (Supplemental): $2,715
Expenditures per pupil (Basic): $4,662

3. School Data Free/Reduced Lunch Attendance
All of our students qualify for free and reduced lunch at San Diego High School Complex
Year
MVPA Average Daily Attendance
90.72%
92.15%
91.93%

4. School Data Special Education Population English Language Learners
Year
Total English Learners/% of population
Spanish Speakers
Non-Spanish Speakers
164/34.9%
33.8%
1.1%
150/32.6%
30.7% 2%
149/33.4%
32.3%
118/31.2%
30.1%
Year
# of Students in Special Ed
% of Population 45
10.22 69
15.47 67
17.72

5. API/AYP Year Academic Performance Index (API) Adequate Yearly Progress
2011
624
Yes
2012
619
NO; AYP not met in math and ELA
2013
637
NO; AYP not met in Math EL
AP!
MVPA Base
619
624
MVPA Growth
637
District
798
808
810

6. 10th grade English Scores

7. Teachers MVPA has a total of 23 Certified staff members
17 Classroom teachers
4 Special Education Specialists
Teachers are fully credentialed
Average years of service: 16 years
Average years teaching at MVPA: 6 years

8. Essential Questions
How can we support our students’ learning and increase their depth of knowledge?
How do we support teachers in the common practice of Close Reading?
How do we increase attendance rates?

9. The Leadership team INSTRUCTIONAL LEADERSHIP TEAM Role Counselor
Interventions
Principal
District focus/ PD planner
ELL Coordinator
PD Coordinator/data collector
Electives Department Chair
PR director
Scheduling
Math Department
Revolution coordinator
English Department
Union AR, Common Core curriculum developer
History/ Social Science
Common Core curriculum developer
Science Department
Present
Special Education
Coordinate the Special Ed Needs

10. Theory of Practice
If we have students interact with complex text and complex questions they will improve their depth of knowledge and be more engaged in lessons.
This is based on the three main requirements of a theory of action.
It must be a statement of what I do and what is a good result in the class.
It must be able to be analyzed based on evidence.
It must be open ended and never fully developed. (City et al., 2010)

11. Close Reading We were introduced to the process
Student centered learning
It’s purpose is to have students work closely with text.
Annotate
Reread
Ask questions and look for answers from the text.
Increase the Depth of Knowledge for students
“Accountability begins in the tasks that students are asked to do”(City, et al., 2010, p. 38)
“Increases in student learning occur only as a consequence of improvements in the level of content, teacher’ knowledge and skill, and student engagement.(City, et al., 2010, p. 24)

12. INSTRUCTIONAL ROUNDS
We were also asked to participate in instructional rounds within our complex
We use the model described in Instructional Rounds in Education
Identify a problem of practice
Observe the practice
Debrief the observation
Look to the next level of work
(City, et al., 2010)

13. Strengths Implementation of Close Reading Instructional Rounds
Students interacting with text and finding evidence from text
Work on questioning to increase the DOK
Instructional Rounds
Teachers given a specific problem to work on
Teachers/Principals observing practices with a focused eye to a specific problem
Teachers and Principals debriefing the practices we see and student engagement
Creating a network of educators
Visiting a model school
Visit from area superintendents and principals
“Keep the purpose in mind. Setting up the network and, indeed, conducting rounds are not ends in themselves, but means to helping districts and schools make large-scale improvements in the instructional core to best serve the learning of all students. ”(City, et al., 2010, p. 80)

14. Areas of need Expanding lessons beyond Close Reading
Spend time improving assessments
Improve our instructional round format to allow teachers to watch more practices often.
Make partnerships with other schools to observe practices in the district.
Improve ELL strategies to help scaffold
Better debriefing protocol.
“It is not just what you do, but how you do it that matters.” (City, et al., 2010, p. 81)

15. Action Plan Increase student engagement
Improve on Close reading and multimedia instruction to engage students.
Cultivate trust within the staff at MVPA
Continue to observe and help develop good practices among staff member and members of a growing network.
Build a collaborative learning culture
Look to increase participation of parents within the school. Look to diversify the network of people that influence student learning.
“The rounds network models the “safe space” necessary for personal and organizational learning and helps leaders understand what’s necessary to achieve it. “(City, et al., 2010, p. 174)

16. Reference
City,E., Elmore,R., Fiarman,S., & Teitel, L.(2010). Instructional Rounds in Education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
Frey,N.,& Fisher,D. (2013). Rigorous Reading: Five access points for comprehending complex texts. Thousand Oaks, CA: Corwin.