John C. Fremont High School

The SLC Leadership Team

FREMONT HS

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/

PATHWAYS

2006-2007 B Track Enrollment:

93% Latino 7% African-American 12% Special Education 82%Title One 50% English Learner

The “C” is for community

Building a strong cohesive SLC starts with building an effective core leadership group

Key Personnel:Lead Teacher CounselorStudent Leaders Point Person Team Members Administrator

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•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?

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?

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.

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

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?

Student ELA Math

John Smith B BB

Jack Black ADV PRO

Harry Smith PRO PRO

Jenn Walker BB B

Roberto Vega B BB

Fred Simmons

FBB FBB

Andrew Kwong

FBB FBB

Alone, these data are useless for analysis!

Student Teacher Period Mark Mark Mark Score LevelSubtest #Items #Correct%CorrectJULIET PUENTES 2 D U E 280 BB ELA 9 75 26 34.6

WORD ANALYSIS & VOCABULARY (GR 9)8 3 37.5READING COMPREHENSION (GR 9)18 5 27.7LITERARY RESPONSE & ANALYSIS (GR 9)16 6 37.5WRITTEN CONVENTIONS (GR 9)13 5 38.4WRITING STRATEGIES (GR 9) 20 7 35

BALTHASAR PUENTES 6 C S S 388 PRO ELA 9 75 57 76WORD ANALYSIS & VOCABULARY (GR 9)8 7 87.5READING COMPREHENSION (GR 9)18 16 88.8LITERARY RESPONSE & ANALYSIS (GR 9)16 13 81.2WRITTEN CONVENTIONS (GR 9)13 9 69.2WRITING STRATEGIES (GR 9) 20 12 60

LAURENCE PUENTES 6 B E E 313 B ELA 9 75 36 48WORD ANALYSIS & VOCABULARY (GR 9)8 3 37.5READING COMPREHENSION (GR 9)18 9 50LITERARY RESPONSE & ANALYSIS (GR 9)16 10 62.5WRITTEN CONVENTIONS (GR 9)13 6 46.1WRITING STRATEGIES (GR 9) 20 8 40

PARIS PUENTES 6 F U S 307 B ELA 9 75 34 45.3WORD ANALYSIS & VOCABULARY (GR 9)8 4 50READING COMPREHENSION (GR 9)18 9 50LITERARY RESPONSE & ANALYSIS (GR 9)16 5 31.2

That’s me!

My students

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Good question.LAUSD:

Student Information System (SIS)Decision Support System (DSS)

California Department of EducationData 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.

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:1.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.

2.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).

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.

Pathways ELA 9

  TOTAL TOP STRAND

16% WORD ANALYSIS & VOCABULARY (GR 9)

25% READING COMPREHENSION (GR 9)

30% LITERARY RESPONSE & ANALYSIS (GR 9)

16% WRITTEN CONVENTIONS (GR 9)

15% WRITING STRATEGIES (GR 9)

  BOTTOM STRAND

30% WORD ANALYSIS & VOCABULARY (GR 9)

16% READING COMPREHENSION (GR 9)

13% LITERARY RESPONSE & ANALYSIS (GR 9)

13% WRITTEN CONVENTIONS (GR 9)

34% WRITING STRATEGIES (GR 9)

Pathways Fremont

85 1472 TOTAL

9% 24% FBB

27% 35% BB

42% 26% B

16% 12% PRO

5% 2% ADV

BB and B: The lowest common strands are Writing Strategies and Word Analysis and Vocabulary. Writing Strategies is 27% (20 questions) of the test while Word Analysis & Vocab is only 11% (8 questions). Recommendation is for intensive pre-CST instruction on REVISION FOR COHERENCE AND LOGIC, as that substrand has the most questions. We only have two weeks on track before CST, so we must prioritize review questions. Emphasing context clues and vocabualry development throughout the year will improve the Vocab strand.

MR LEAR

Percentage of enrolled students

Performance band

0% ADV

20% PRO

40% BASIC

25% BELOW BASIC

15% FAR BELOW BASIC

MR OTHELLO

Percentage of enrolled students

Performance band

10% ADV

60% PRO

10% BASIC

20% BELOW BASIC

10% FAR BELOW BASIC

Percentage of enrolled students

10th Grade

Performance band

Percentage of enrolled students

9th Grade

Performance band

0% ADV 0% ADV

20% PRO 0% PRO

40% BASIC 20% BASIC

25% BELOW BASIC

40% BELOW BASIC

15% FAR BELOW BASIC

40% FAR BELOW BASIC

Percentage of enrolled students

10th Grade

Performance band

Percentage of enrolled students

9th Grade

Performance band

10% ADV 30% ADV

60% PRO 50% PRO

10% BASIC 20% BASIC

20% BELOW BASIC

0% BELOW BASIC

0% FAR BELOW BASIC

0% FAR BELOW BASIC

2o11 Cohort Mr Lear Mr Othello

Examples of decisions made from data analysis:1.We are changing our math class sequence.2.An additional reading remediation class is being added.3.ICS is being retained as our 9th grade science class.

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

Teachers need as much help as the kids.

Make a common

area

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

Scheduling

Emotional Support

Academic SupportCredit ChecksCollege AdvisingFinancial Aid

Activities

I know my kids!

Classes Balance Size Class Personality

Behavior IEP Support

Academic Classroom Presentations

Reports Attendance Demographics Academic Enrollment Testing

“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?”

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.

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

Building the culture of the community

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

Examples of Activities And Student Support