1. Improving Teaching and Learning: One District’s Journey Curriculum and Instruction Leadership Symposium February 18-20, 2009  Pacific Grove, CA Chula Vista Elementary School District

2. Today’s Objective/Norms  Objective Learn how one district is improving achievement by improving the quality of instruction

3. Chula Vista District Characteristics  44 K-6 Schools  27,370 Students  9,938 English Learners  6 Charter Schools  18 Title I Schools  3.84% Administrative Cost

4. Demographics

5. Adequate Yearly Progress Percent Proficient ~ ELA 35.2

6. Adequate Yearly Progress Percent Proficient ~ Math 37.0

7. Achievement Data (AYP-Filtered) ELA, 2002-2008 Target Population Percent of Students at Proficient or Advanced 2002200320042005200620072008 LEA-wide 29.636.636.542.347.449.353.9 African-American/Black 27.835.832.737.644.146.551.4 Asian 53.057.260.968.870.0 71.4 Filipino 52.961.059.364.070.071.374.1 Hispanic/Latino 20.627.027.333.438.840.946.6 Pacific Islander 36.243.945.445.645.852.751.2 White 47.153.854.659.563.665.368.6 SED 15.822.022.127.231.733.139.7 English Learner 14.919.819.725.028.529.636.8 Students w/Disabilities 13.519.812.614.917.117.428.6

8. Achievement Data (AYP-Filtered) Mathematics, 2002-2008 Target Population Percent of Students at Proficient or Advanced 2002200320042005200620072008 LEA-wide 37.442.844.352.656.857.861.7 African-American/Black 30.235.736.645.451.048.556.5 Asian 70.773.778.980.682.685.084.9 Filipino 60.263.567.574.676.378.481.0 Hispanic/Latino 28.934.835.644.749.750.855.1 Pacific Islander 43.646.251.756.352.764.965.1 White 53.156.860.166.469.270.373.2 SED 24.430.030.238.842.743.949.5 English Learner 25.930.530.940.242.4 48.4 Students w/Disabilities 19.422.017.119.723.523.234.3

9. Academic Performance Index 2002-2008 Target Population2002200320042005200620072008 LEA-wide 689722 745769791811 African-American/Black 681719702729749778799 Asian 823833857877866892899 Filipino 816845836857873883897 Hispanic/Latino 639676677702730755779 Pacific Islander 743763774 785815821 White 783803806824835855870 SED 612648649668694723749 English Learner NA 672686716742 Students w/Disabilities NA 527529590639

10. District-Level Efforts  Principal as CEO  Financial Resources at the Site  Principal Standards related to 6 focus areas – Data Dashboard  Availability of Data  Instructional Services and Support Reorganization  After-School Interventions (i.e., educational software)

11. District-wide Efforts Required Focus on 6 Areas:  Develop Shared Leadership to Build A Culture of Collaboration to Sustain Instructional Improvement Availability of Data  Target Area of Instructional Program to Improve Learning for All Students  Examine Student Evidence and Data to Guide Instructional Practice and PD

12. District-wide Efforts  Build Instructional Expertise Through Targeted PD in the Use of a Few Powerful Research Based Practices; Hold Staff Accountable  Align Resources to Support Instructional Practices and Improve Student Learning for All Students  Partner with Families and Community to Sustain Learning for All Students

13. Site-Level Efforts  Ongoing Professional Development (PD) Teachers held accountable for implementation  Horizontal/Vertical Collaboration  Benchmark/Formative Assessments  After-School Intervention Support  Teachers Held Accountable for Student Achievement

14. One Common Factor  Participation in Systemic School Improvement Training  Finding Results-Oriented Solutions to the Challenges of Educating All Students at High Levels  Develop Site-Based Leadership and Focus on Teaching and Learning

15. Context for Powerful Professional Learning Align Resources to Support PL Plan Examine Data Plan, Provide, Monitor Cycles of PL Select Instructional Target Review, Select Powerful Practices Build Collaboration

16. 1. Develop Shared Leadership to Build a Culture of Collaboration to Sustain Instructional Improvement  Provide opportunities for all staff to assume leadership roles – Instructional Leadership Team (ILT)  Form teacher collaboration teams for all staff that focus on instruction and learning  Engage all staff in taking responsibility for the school’s instructional decisions  School leaders use concrete strategies to share leadership with other staff and make it “safe” for everyone to discuss their practice

17. Evidence: What you Should See and Hear…  In Classrooms School administrators are in classrooms every day, talking with students about what they are learning and conferring with teachers about their informal observations and decisions on next steps Teachers teach each other, and some teach courses for colleagues

18. Evidence: What you Should See and Hear…  In Classrooms (Continued) Teachers describe their colleagues and school leaders as resources for helping them improve instruction and meet their goals Teachers demonstrate lessons for colleagues

19. Evidence: What you Should See and Hear…  Around the School Teachers lead looking at student work sessions, data team meetings, inquiry groups, ILT meetings, and ad hoc committees Agenda for ILT meetings is set by the principal and ILT members Teachers and other members of the ILT take part in walkthroughs in their own and other schools

20. Expectations for Central Administrators  Cabinet Aligns evaluation tools with expectations for instructional improvement and the goals of proficiency for all students  Executive Directors Are peer coaches for principals, modeling best leadership practices in instruction

21. 2. Target an Area of the Instructional Program to Improve Learning for All Students  Analyze data, including student work, to identify a high-impact area of academic need  Ensure the targeted area engages the whole school: all classrooms, all students, all staff  Be vigilant about keeping the targeted area at the forefront of the school’s work

22. Evidence: What you Should See and Hear…  In Classrooms Students can explain what they are learning and why and how it connects to what they have already learned; they are able to talk about the quality of their own work and what they must do to improve it Teacher and students engage in a high level of discourse that goes beyond right/wrong and yes/no answers to an emphasis on evidence

23. Evidence: What you Should See and Hear…  In Classrooms (Continued) Teachers give prompt and specific feedback to students on their work, based on standards; in conferences, both the teacher and students talk about the work Teachers use the Gradual Release of Responsibility instructional model in reading, writing, math, science, social studies, and other subjects

24. 3. Examine Student Work and Data to Guide Instructional Practices and PD  Implement structured protocols to review student work and data to: Plan instruction on each student’s progress Ensure student work reflects standards and assessments Identify needed PD Hold each other accountable for each student’s achievement Use student work and data to develop plans to meet challenging goals

25. Evidence: What you Should See and Hear…  Around the School Principal and other administrators participate in site-level professional learning Principal develops a schedule that allows all teachers to participate in professional learning over time PD plan and schedule are posted and shared with staff, families, school partners, and visitors

26. Evidence: What you Should See and Hear…  Around the School ILT uses data to identify school-wide PD needs in content or pedagogy Data is posted publicly and in a timely manner

27. Expectations for Central Administrators  Superintendent Uses expectations for schools when observing classrooms and evaluating principals

28. Expectations for Central Administrators  Cabinet Uses data to examine the effectiveness of major initiatives and to make decisions

29. Contact Information  John M. Nelson, Ed.D. Executive Director, Instruction and Assessment (619) 425-9600, x1501 John.Nelson@cvesd.org John.Nelson@cvesd.org  Amalia Cudeiro, Ed.D. Senior Partner, Targeted Leadership Consulting acudeiro@targetedleadership.net acudeiro@targetedleadership.net  Bonnie McGrath, Ed.D. Senior Executive, Targeted Leadership Consulting bmcgrath@targetedleadership.net bmcgrath@targetedleadership.net

30. Group Discussion: Reflections on your own district  How does the Chula Vista Story prompt you to reflect on your own district’s deep implementation and consistency of practice?

31. Personal Reflection  What would you share about the Chula Vista story with your Cabinet Members or Superintendent?