District Program Improvement Update Title I Schools Board of Education Study Session August 18, 2009
Jan 03, 2016
District Program Improvement Update
Title I Schools
Board of Education
Study Session
August 18, 2009
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Presenters Princetta Purkins, Principal of Parklane Elementary
School
Carol Rivas, Principal of Needham Elementary School
Denice Shigematsu, Principal of Oakwood Elementary School
Graciela Uribes, Principal of Lawrence Elementary School
Lisa Hayes, Director of Educational Support Services
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District Program Improvement
In 2005, the Lodi Unified School District entered into
District Program Improvement as a result of not
meeting, for two consecutive years, the Annual
Yearly Progress (AYP) performance Targets in
English/Language Arts for our Students with
Disabilities. Since that time, the District has
systemically implemented and monitored a laser-like
focus in significantly improving student performance
and eliminating the achievement gap through the
following initiatives:
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District Program Improvement InitiativesNine Essential Program Components
Instructional Program – Fully Implementing the
Standards-Based Core Curriculum Instructional Time Principal’s Leadership Training Credentialed Teachers and Professional Development Student Achievement Monitoring System – Data
Director Instructional Coaching Monthly Collaboration – Common Planning Time Lesson Pacing – Curriculum Pacing Guides Fiscal Support
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District Initiatives (con’t)
English Language Development (ELD)
Cycle of InquiryTAASA (Through Adaptations All Students Achieve)
Supervision & Evaluation – Walkthroughs/ California Standards of the Teaching Profession
District Equity Initiative – Culturally Responsive Learning Environments
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Program Improvement (PI) - Schools
Title I schools that do not reach yearly AYP (Annual Yearly Progress) goals in English/Language Arts and/or Mathematics in all subgroups
Schools that do not reach goals move forward in PI and are given sanctions
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PI Schools – Lodi Unified Year 2: Westwood
Year 3: Needham, Beckman, Creekside
Year 5: Sutherland, Heritage, Parklane, Oakwood, Wagner-Holt, Washington,
Lawrence
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High Poverty – High Achievement
Some Characteristics of
High Poverty-High Achievement Schools
High Expectations for students Rigorous and consistent curriculum Engaging instruction Effective research based approaches,
instructional strategies Teacher Collaboration Parent Involvement Efforts
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High Poverty – High Achievement (con’t)
Universal Screening for each student Frequent monitoring of student progress for
at risk students Targeted interventions when indicated that
are aligned with the core program Extended time opportunities Instructional coaching in the core curriculum Orderly, safe learning environments
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Lodi Unified PI Schools Improvement Strategies
FOCUSING ON IMPROVING KEY
AREAS IN EACH PI SCHOOL
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Key Improvement Areas
1. Program Assessments
2. Data Analysis
3. Effective Classroom Instruction
4. Additional Support for Improvement
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1. Program Assessments
Core Program Assessments:
Reading Lions Assessment
Language! Placement tests
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Program Assessments (con’t)
Other Assessments DIBELS – (Dynamic Indicators of Basic Early Literacy
Skills)
CELDT (California English Language Development Test)
CST (California Standards Test)
Diagnostic Assessments Houghton Mifflin Emerging Literacy Survey CORE Reading Assessments (Consortium of Reading
Excellence) Houghton Mifflin Basic Phonics; BPST (Beginning
Phonics Skill Test)
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2. Data Analysis
Use of Data Director
Teacher collaboration – Cycle of Inquiry
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Data Analysis (con’t)
Disaggregate CST data
Previous year’s data diagnostic and assessment results
Language! Placement results
Quarterly Benchmark results
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3. Effective Classroom Instruction
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Effective Classroom Instruction (con’t)
Strategic Teacher Institute
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Effective Classroom Instruction (con’t)
Instructional Coaching
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Effective Classroom Instruction (con’t)
Professional Development
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Effective Classroom Instruction (con’t)
Professional Development SB 472
Teacher Modules
Coach Presentations
Data Director training
TAASA Special Education Teacher Professional Development Grant
ELD
Equity training
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4. Additional Support for Improvement
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Additional Support for Improvement (con’t)
Systemic K-3 Diagnostic Assessments & Interventions
Interventions for Students in Need
Universal Access Differentiated Core Instructiono Re-teaching; Pre-teaching; Practice; More
explicit explanation; more immediate feedback
Language!
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Additional Support for Improvement (con’t
Extended time-
o After school tutoring (BRIDGE)o Intersessionso Summer School
IST (Instructional Support Team) Process
o Data-based problem solving model
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Additional Support for Improvement (con’t
OTHER SUPPORT
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Additional Support for Improvement (con’t
Other Support:
AVID (Advancement Via Individual Determination) – Support for Achieving Students
Parent Involvement – Parent Education, Community Partnerships
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2009-2010 Program Improvement Plans
District School Leadership Team (DSLT) One DSLT Visit in addition to an Accountability and
Monitoring Visit Report District-School Leadership Team
o Assistant Superintendent of Elementary Instruction, Director of Elementary Education, Administrative Director of Curriculum and Instruction; Director of Educational Support Services; Coordinator of Assessment, Research, and Evaluation
Focus on o Data Analysiso Effective Classroom Instructiono Coach and Intervention Teacher Report
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2009-10 Program Improvement Plans (con’t)
Vice Principal Support Due to three of the Program Improvement schools,
Oakwood, Wagner Holt, and Washington Elementary Schools, having significant program and student needs in the areas of Year 5 PI status, 550+ student enrollment, student suspension rates, and number of special education students, a request is being made to utilize the American Recovery and Reinvestment Act (ARRA) Individuals with Disabilities Education Act (IDEA) funds to provide .5 FTE vice principal support at each of these schools; a total of 1.5 FTE vice principals.
This request will be included as part of tonight’s District Budget Update presentation.