1 / 30

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. www.lausd.net/slc_schools Larry.Tash@lausd.net. LAUSD API 1999-2006. California Healthy Kids Survey 2005.

justis
Télécharger la présentation

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

  5. 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

  6. Guaranteeing Student Choice

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

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

  9. 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?

  10. Planning for Improved Student Achievement Curriculum, Instruction, & Assessment Personalization IMPROVED STUDENTACHIEVEMENT Structure

  11. 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

  12. 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

  13. 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

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

  15. 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

  16. 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

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

  18. What Barriers Exist to Improving Student Achievement?

  19. What Fixes Are Possible to Improve Student Achievement?

  20. SLC MODELS

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

  22. SLC MODEL B SLC = 400 Magnet = 220

  23. SLC MODEL C

  24. SLC MODEL D

  25. 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

  26. Advantages Disadvantages Model ___

  27. 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

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

More Related