PATHWAYS Small Learning Community

1. PATHWAYSSmall Learning Community John C. Fremont High School The SLC Leadership Team

2. Fremont High School13 SLCs, 1 Campus FREMONT HS PATHWAYS • 2006-2007 • 3 Track Concept 6 • Enrollment: 4,638 • 90% Latino • 10% African-American • 12% Special Education • 78% Title One • 43% English Learner http://www.cde.ca.gov/ds/ • 2006-2007 • B Track • Enrollment: • 93% Latino • 7% African-American • 12% Special Education • 82%Title One • 50% English Learner

3. The SLC Leadership Team The “C” is for community Cheesy • Building a strong cohesive SLC starts with building an effective core leadership group • Key Personnel: • Lead Teacher Counselor • Student Leaders Point Person • Team Members Administrator

4. The Lead Teacher Community Builder Instructional Leader Behavior & Academic Coordinator Teacher Support School Wide Design Team & everything not covered above How much time do I have to do all this?

5. Community Building Building a community whose members support and advance the unifying vision. • Conduct a needs assessment: • What structures, policies, and resources do you need to define your community and fulfill your vision? • Who do you have in your community (teachers, parents, students, admin, clerical) that can develop these? • What skills or interests do your community members have that can enrich or support the community?

6. Community Building Building a community whose members support and advance the unifying vision. • Needs Assessment Example – Faculty: • Who do I have? • Are they supporters of the SLC? • If yes, then how can they contribute? • If no, how do we make them feel valued, supported, and a part of the team? • Who can I get? • As a Lead Teacher, get direct input about hiring. • Remember, you are not hiring a position, but a team member. • Every new member will have a significant impact.

7. Instructional Leadership Now we actually get to some teaching. Components of instructional leadership for the Lead Teacher: Data Collection and Analysis Coordination of Vertical Teaming SLC wide teaching strategies Professional Development Coordination Master Scheduling Co –Teaching Coordination

8. Data Collection What data are useful? It must be relevant , intimate, and directly correlate to instruction. Data should be Value Added. Value Added data tracks individual students’ and cohorts’ progress from year to year. Success is measured from their starting point, not an arbitrary line. Please, can you show us examples?

9. Bad data, bad data Alone, these data are useless for analysis!

10. Example of Useful DataRelavent, Intimate, Correlates to Instruction This is content I taught My students That’s me!

11. Where do I get data? Good question. LAUSD: Student Information System (SIS) Decision Support System (DSS) California Department of Education Data and Statistics: http://www.cde.ca.gov/ds/ DataQuest: Reports for accountability (e.g. API, AYP), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. Ed-Data: State, county, district, and school level reports covering topics such as students, staffing, finances, and performance rankings. Data Resource Guide (DRG): Catalog of the Department's data resources that documents, names, and defines all of the data that are available. Tip: A data manager or a data team will ensure timely distribution of information. They are also responsible for valid data submission.

12. Data Analysis Data is only as useful as the analysis and changes made from that analysis. A data plan or routine establishes consistency and action. Pathways CST data Profession Development: Lead Teacher obtains raw CST data by substrand for each teacher. The data requires significant work to separate SLC and teacher data. Reformating is a necessity to provide teachers a clean, readable spreadsheet. Teachers are grouped by subject matter. They are provided with their data, CST blueprints, historical data, and two different color highlighters (these are really important).

13. Data Analysis Data is only as useful as the analysis and changes made from that analysis. A data plan or routine establishes consistency and action. Pathways CST data Profession Development: 3. Teachers then read their data and highlight high and low scoring strands. Trends are noted by each teacher and compared with trends within their department. 4. Department teams generate 2 to 3 ideas to improve areas of significant concern.

14. Data Analysis

15. Recommendations from Analysis

16. Raw Data MR LEAR MR OTHELLO

17. Value Added Data • Mr Lear • Mr Othello 2o11 Cohort

18. Value Added Data

19. Data, it’s a lot of work, so what do we do with it? Examples of decisions made from data analysis: We are changing our math class sequence. An additional reading remediation class is being added. ICS is being retained as our 9th grade science class.

20. Behavior & Academic Coordinator The meat and potatoes of a school Develop a practical and holistic behavior policy Strategically schedule students Progressive help by Teacher, Advisor, Lead Teacher, Counselor, then Dean Mutually support each other with student issues (i.e. calls home in Spanish, sending students to buddy teachers) Academic Support Assign students an advisor to review academic standing Academic Contracts for students who are falling behind Review Transcripts at every mester

21. Teacher Support Teachers need as much help as the kids. New Teacher Support Technological Support (especially for the techno-challenged) Administrative Buffer Instructional Materials & Resources Classroom Management Emotional Support Information Distribution Make a common area

22. School Based Management SCLs must continually coordinate with school wide bodies to have input and deconflict issues usage issues. School Organizations: Bell Schedules Local School Leader Classrooms School Site Council Master Schedule School Wide Design Advisory UTLA Testing Various Committees Equity and Access Tip: You can apply for waivers to help modify aspects of your school. Download waivers at UTLA.net

23. SLC Counselor – The HeartStudent Support Scheduling Emotional Support Academic Support Credit Checks College Advising Financial Aid Activities I know my kids!

24. SLC Counselor Teacher Support Classes Balance Size Class Personality Behavior IEP Support Academic Classroom Presentations Reports Attendance Demographics Academic Enrollment Testing

25. SLC Team Members “I don’t go to meetings and I don’t make decisions” – Andrew Kwong Teachers who don’t have a lot of time, energy, or the temperment to be leader can still be incredibly useful in supporting the SLC. Parents are another valuable source of help. The key is finding interests that support the SLC needs. Ex: Mr. Kwong is famous at Fremont for chasing ditchers. “Hey Mr. Kwong, how would you like to help me catch ditchers?”

26. Student Leadership A content based approach to leadership The Pathways Speech class weaves public speaking content with leadership activities. The student’s ablitity to speak publicly to persuade students and parents to particpate are embedded into the course curriculum. Students are taught the four basic types of speeches and how to use them to advance the SLC. They are required to plan activities for parents and students, as well as resource them. Examples of other models: Aesthetics, a performing arts based SLC uses their Play Production class. P3, a social justice SLC, uses an Ethnic Studies class to study issues in the community and ways to address them.

27. Student Leadership Building the culture of the community Charteristics of our SLC: Colors: Black and White Area: Marked by our colors, posters, and bulletin boards. Teachers & Student relationships Student Leaders (Room 205) Source of information and advocates for students

28. Student Leadership Examples of Activities And Student Support Parent Night Calls home Translation Information Center 9th Grade Orientation A-G Requirments Behavior Policy Activities 411 on the Teachers Personal Experience Intramural Games Soccer Flag Football Tug-a-war Softball