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.