1. Creating Structures to Support Student Achievement Larry Tash Director of School Redesign, LAUSD February 8, 2008

2. Office of School Redesign www.lausd.net/slc_schools Larry.Tash@lausd.net

3. LAUSD API 1999-2006

4. California Healthy Kids Survey 2005 Grade 5 Grade 7 Grade 9 Grade 11 The percentage of students who report high levels of caring relationships with a teacher or other adult at their school 59%28%26%35% The percentage of students that report high levels of school connectedness at their school (Total School Assets) 55%28%23%32%

6. Seven LAUSD Attributes of Successful Schools Collaboration/Parent and Community Engagement Unifying Vision/Identity Equity and Access Rigorous Standards-Based Curriculum, Instruction & Assessment Accountability & Distributed Leadership Professional Development Personalization

7. Guaranteeing Student Choice

8. FIVE STEPS FOR SYSTEMIC CULTURE CHANGE Building vision, beliefs, and expectations Building vision, beliefs, and expectations Improving instructional practice Improving instructional practice Creating increased personalization Creating increased personalization Developing supporting structures Developing supporting structures Providing strong transitional support Providing strong transitional support

9. Building Common Vision, Beliefs, and Expectations Point APoint B Point A or Point B Data Conversations Shared ownership

10. Probing Questions What is meant by “success” in the statement, “We want all students to find lifelong success”? What is meant by “success” in the statement, “We want all students to find lifelong success”? What is the difference between a school being a place “where kids learn” rather than a place “where kids are taught”? What is the difference between a school being a place “where kids learn” rather than a place “where kids are taught”? How do we make the necessary structural changes so that they become systemic and everlasting? How do we make the necessary structural changes so that they become systemic and everlasting? What is meant by “if learning is the constant, then time is the variable”? What is meant by “if learning is the constant, then time is the variable”? What do we intend students to learn, and how will we know if they learned it? What do we intend students to learn, and how will we know if they learned it?

11. Planning for Improved Student Achievement Personalization Structure Curriculum, Instruction, & Assessment IMPROVED STUDENT ACHIEVEMENT

12. Curriculum, Instruction and Assessment Personalization Structure Close the Achievement Gap SLC Common Instructional Practices Teacher Collaboration Instructional Intervention Accountability & Assessment Focus on Standards (Rigor with High Expectations) Curriculum, Instruction & Assessment STUDENT ACHIEVEMENT

13. SLC Instructional Questions What is it that we want our students to know and be able to do? What is it that we want our students to know and be able to do? How do we know if they have learned it? How do we know if they have learned it? What will we do to support those who have not yet learned what is expected? What will we do to support those who have not yet learned what is expected? Richard DuFour

14. Personalization Structure Curriculum, Instruction, & Assessment Student Connectedness Teacher Collaboration Internships Matching Student Interests School to Home & Home to School Communication Teacher Ownership of Student Outcomes Advisory Program And Family Advocacy Personalization STUDENT ACHIEVEMENT

15. What Do You Teach? I teach mathematics I teach mathematics I teach mathematics to my students I teach mathematics to my students I teach students to do mathematics I teach students to do mathematics

16. Structures that Support Instruction & Personalization Curriculum, Instruction, & Assessment Personalization Small Numbers with Contiguous Space Teacher Time for Collaboration & Prof. Development CTE Pathways Flexible Scheduling Family Support & Community Engagement Vertical Organization (Minimize Transition Points) Structure STUDENT ACHIEVEMENT

17. Career Technical Education/SLC CTE Course Sequence Introductory Concentrator Capstone Career Technical Education includes a three level sequence of courses Introductory Class – Provides students an entrance into the field of learning. Concentrator Class – Reinforces the initial skills, vocabulary, and allows to students a focused concentration on learning. Capstone Class – A course which requires students to make real life application of the academic and technical knowledge learned within the pathway. CTE VOCATIONAL ED Created by C. Young, SIF LD8

18. Elementary School Middle School High School Transition Point PROVIDING STRONG TRANSITIONAL SUPPORT

19. What Barriers Exist to Improving Student Achievement?

20. What Fixes Are Possible to Improve Student Achievement?

21. SLC MODELS

22. A – G Courses Physical Education Advance Placement Foreign Language Band Athletics ROP SLC1 SLC3 SLC2 Magnet Pathway SLC MODEL A

23. Magnet = 220 SLC = 400 SLC MODEL B

24. 12th Grade \ 11th Grade 10th Grade 9th Grade 9th Grade Academy SLC MODEL C

25. SLC MODEL D 12th Grade \ 11th Grade 10th Grade 9th Grade

26. SLC MODEL E Self-Contained SLC Self-Contained SLC Self-Contained SLC Self-Contained SLC No sharing of courses or personnel. Use of alternative instructional models. May choose to share co-curricular activities beyond the school day.

27. Model ___ AdvantagesDisadvantages

28. SCHOOL IMPACT REPORT Building Council Model for Governance Building Council SLC1 SLC12 SLC3 SLC4 SLC5 SLC6 Significant Topics for Building Council Dispute Resolution Process Space Allocation Process School Schedules Human Resources Considerations Sharing Classes (e.g., AP Classes) Student Recruitment and Transfer

30. No one cares how much you know… Until they know how much you care.