Building on Success!Local District Northeast

Byron J. MaltezSuperintendent

Friday, August 7, 2015

Getting off to a good start . . .

Norms for Our Learning:We agree:• to be present• to value each other’s input• to listen to understand• to say it in the room

Overview• Welcome

• Local District Northeast Administrative Structure

• Local District Northeast Beliefs, Vision and Mission

• Local District Northeast Goals

• Local District Northeast Values

• Critical Reminders

Embrace learning rather than teaching as the fundamental purpose of your school.

Richard DuFour

New Local District Northeast Principals

Welcome and Bienvenidos!

Principal Assignment Changes

Thank you for leading in a new

assignment!

Administrative Structure

• Unit Leads• Instructional Directors• Operations Staff• Instructional Staff• Parent and Community

Engagement

Our LAUSD Mission

LAUSD will provide high quality instruction and a coherent and rigorous curriculum in every

classroom to facilitate student learning and achievement.

Board of Education Theory of Action

Overarching Goals:100% GraduationProficiency for All100% Attendance

Engaged Parents/FamiliesSafe Schools

If we focus on building strong school cultures, engage all students through robust first instruction, and improve student outcomes using data, then we will graduate students who are college and career ready.

Key Drivers • Deepen the capacity of grade levels and departments to use student academic and behavioral

data to improve teaching and learning and school culture and climate• Create a clear vision, culture, and expectations for college and career readiness and A-G

completion with all stakeholders• Build a common language of leadership practice through the School Leadership Framework• Deepen the professional learning practices to focus on the implementation of teaching strategies,

techniques, and pedagogy that impacts student learning• Build and deepen the capacity of instructional leadership teams to promote professional

learning grounded in the content of teaching and organized around collaborative problem solving

Key Drivers • Engage families and communities in fostering shared responsibilities for creating learning

environments that lead to increased student attendance and achievement, and makes students feel valued, challenged, and supported

• Engage and empower parents to access and interpret data, to understand the learning pathways necessary for promoting college and career readiness, and to provide social emotional supports to promote positive behavior and motivation for learning

Key Drivers • Provide professional development on the ELD/ELA Framework, CSSS Math, and NGSS• Focus on literacy and numeracy to build a foundation of academic success across all content

areas and across all grades• Focus on effective instructional practices for English Learners that develops content knowledge

and academic language proficiency• Build capacity for instructional improvement through the Teaching and Learning Framework • Incorporate the effective use of technology to enhance student learning and to provide students

with differentiated learning opportunities• Provide tiered academic interventions and supports to increase A-G completion and access to

core content curriculum

Local District Northeast Theory of Action

College and Career Readiness Goals

• Promote a nurturing school culture that creates a climate where students feel supported behaviorally, social-emotionally, and academically

• Achieve literacy benchmarks in Grades PreK-2

• Increase EL reclassification within 5 years; decrease the number of LTELs

• Attain A-G benchmarks in grades 9-12 for all students

• Increase 4-year cohort graduation rates for all students

• Increase the proficiency rates for students in Grades 3-8 on the Language Arts and Math SBAC assessments

• Increase the proficiency rates for students in Grade 11 for College Readiness Level on the SBAC assessments

Focus on Improving Instruction

Focus on Leadership

Focus on Social-

Emotional Systems of

Support

LAUSD College and Career Ready Task Force

Vision for Local District Northeast

Every student will receive a state-of-the-art education in a safe, caring environment, and every graduate will be college prepared and career ready.

SRI Proficiency by Grade Level

Demographic Filter: LEPDate Range: April 27, 2015 – May 30, 2015

All ESCs

432 Lexile = 2nd grade reading level

Grade Level

Students Tested

Below Basic

Basic Proficient Advanced Average Lexile

6 5,233 4,713 475 26 9 410

7 4,690 4,217 441 24 8 428

8 4,250 3,748 470 24 8 472

9 5,845 5,352 424 56 13 427

Totals 20,008 18,030 1,810 130 38 432

PROGRESS MONITORING

Leadership as Practice: Our Charge

Our charge is to fundamentally improve the interaction between

the teacher and the student to create critical thinkers prepared to

participate in a diverse and complex society.

What we believe

• All students can achieve high standards given significant time and full access to the best learning opportunities.

• All teachers can teach to high standards given the right conditions and assistance.

• High expectations and early intervention are essential.• Educators need to learn all the time and we need to be

able to articulate both what we do and why we do it.• Every student, regardless of disability, has the right to

access the best learning opportunity.

Learner-Centered

• Standards-based, grade-level

• Constructivist: we make meaning ourselves

• Efforts-based

• Inclusive

• Personalized

• Has reciprocity

• Values diversity

• Ensures access and equity

Learner Centered

Collaboration Collaboration

Grounded in trust and

in a growth mindset

Facets of Trust Instructional Core

If you can’t see it in the core, it’s not there. Instructional Rounds

Increases in student learning occur only as a consequence of improvements in the

level of content, teachers’ knowledge and skill and student engagement.

Instructional Rounds

The task predicts performance.The real accountability system is

in the tasks that students are asked to do.

Instructional Rounds

• We learn to do the work by doing the work, • NOT by telling people to do the work, • NOT by having done the work at some time

in the past, and • NOT by hiring experts who can act as

proxies for our knowledge about how to do the work.

• “Teaching a 20th century curriculum in the 21st century prepares our

students for a world that no longer exists."

CRITICAL REMINDERS

• Principal Meetings: Mandatory• Assistant Principals Meetings:

Mandatory• Check email regularly• Check Inside LAUSD regularly• Contact your Director first• Observe line/staff

CRITICAL REMINDERS

•ISTAR/ Child Abuse •Evaluation Deadlines•Overtime concerns•Media (call your Director and Office of Communications)

•Customer Service Focus

CRITICAL REMINDERS

• Budget• Williams• Parent Elections• Contracts

• (no After-The-Fact)• Absence Forms/Flex Time

“Learning is essentially a collaborative, rather than an individual, activity – that educators learn more powerfully in concert with others who are struggling with the same problems.”

Richard Elmore

Onward and Upward!

Let’s have aGREAT year

working together!