creating structures to support student achievement l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Creating Structures to Support Student Achievement PowerPoint Presentation
Download Presentation
Creating Structures to Support Student Achievement

Loading in 2 Seconds...

play fullscreen
1 / 30

Creating Structures to Support Student Achievement - PowerPoint PPT Presentation


  • 66 Views
  • Uploaded on

Creating Structures to Support Student Achievement. Larry Tash Director of School Redesign, LAUSD February 8, 2008. Office of School Redesign. www.lausd.net/slc_schools Larry.Tash@lausd.net. LAUSD API 1999-2006. California Healthy Kids Survey 2005.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Creating Structures to Support Student Achievement


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
creating structures to support student achievement

Creating Structures to Support Student Achievement

Larry Tash

Director of School Redesign, LAUSD

February 8, 2008

office of school redesign
Office of School Redesign

www.lausd.net/slc_schools

Larry.Tash@lausd.net

seven lausd attributes of successful schools
Seven LAUSD Attributes of Successful Schools

Unifying Vision/Identity

Equity and Access

Personalization

Collaboration/Parent and Community Engagement

Rigorous Standards-Based Curriculum,

Instruction & Assessment

Accountability & Distributed Leadership

Professional Development

five steps for systemic culture change
FIVE STEPS FOR SYSTEMIC CULTURE CHANGE
  • Building vision, beliefs, and expectations
  • Improving instructional practice
  • Creating increased personalization
  • Developing supporting structures
  • Providing strong transitional support
building common vision beliefs and expectations
Building Common Vision, Beliefs, and Expectations

Point A

Point B

or

Point A

Point B

Shared ownership

Conversations

Data

probing questions
Probing Questions
  • 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”?
  • 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 do we intend students to learn, and how will we know if they learned it?
planning for improved student achievement
Planning for Improved Student Achievement

Curriculum,

Instruction,

& Assessment

Personalization

IMPROVED STUDENTACHIEVEMENT

Structure

curriculum instruction and assessment

Personalization

Structure

Curriculum, Instruction and Assessment

Close the

Achievement Gap

Focus on Standards

(Rigor with

High Expectations)

Curriculum,

Instruction

& Assessment

Instructional

Intervention

STUDENT

ACHIEVEMENT

SLC Common

Instructional

Practices

Accountability &

Assessment

Teacher

Collaboration

slc instructional questions
SLC Instructional Questions
  • What is it that we want our students to know and be able to do?
  • How do we know if they have learned it?
  • What will we do to support those who have not yet learned what is expected?

Richard DuFour

personalization
Personalization

Student

Connectedness

Advisory Program

And Family

Advocacy

Personalization

School to Home &

Home to School

Communication

Structure

STUDENT

ACHIEVEMENT

Teacher

Collaboration

Curriculum,

Instruction, &

Assessment

Teacher Ownership

of Student

Outcomes

Internships

Matching

Student Interests

what do you teach
What Do You Teach?
  • I teach mathematics
  • I teach mathematics to my students
  • I teach students to do mathematics
structures that support instruction personalization
Structures that SupportInstruction & Personalization

Small Numbers

with Contiguous

Space

Vertical Organization

(Minimize

Transition Points)

Structure

Curriculum,

Instruction, &

Assessment

Flexible

Scheduling

STUDENT

ACHIEVEMENT

Teacher Time for

Collaboration &

Prof. Development

Personalization

Family Support &

Community

Engagement

CTE Pathways

career technical education slc
Career Technical Education/SLC

CTE Course Sequence

CTE VOCATIONAL ED

Career Technical Education includes a three level sequence of courses

Concentrator

Capstone

Introductory

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.

Created by C. Young, SIF LD8

slide18

PROVIDING STRONG

TRANSITIONAL SUPPORT

Transition Point

Transition Point

Elementary

School

Middle

School

High

School

slide22

SLC MODEL A

A – G Courses

Physical Education

Advance Placement

Foreign Language

Band

Athletics

ROP

SLC1

SLC2

Magnet

SLC3

Pathway

slide23

SLC MODEL B

SLC = 400

Magnet = 220

slc model e
SLC MODEL E

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.

Self-Contained

SLC

Self-Contained

SLC

model
Advantages

Disadvantages

Model ___
school impact report building council model for governance
SCHOOL IMPACT REPORTBuilding Council Model for Governance

SLC1

Building

Council

SLC4

SLC12

SLC5

SLC3

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