Improving Teaching and Learning: One District’s Journey

1. Chula Vista Elementary School District Improving Teaching and Learning: One District’s Journey Curriculum and Instruction Leadership Symposium February 18-20, 2009Pacific Grove, CA

2. Today’s Objective/Norms • Objective • Learn how one district is improving achievement by improving the qualityof instruction

3. Chula Vista District Characteristics • 44 K-6 Schools • 27,370 Students • 9,938 English Learners • 6 Charter Schools • 18 Title I Schools • 3.84% Administrative Cost

4. Demographics

5. 35.2 Adequate Yearly ProgressPercent Proficient ~ ELA

6. 37.0 Adequate Yearly ProgressPercent Proficient ~ Math

7. Achievement Data (AYP-Filtered)ELA, 2002-2008

8. Achievement Data (AYP-Filtered)Mathematics, 2002-2008

9. Academic Performance Index2002-2008

10. District-Level Efforts • Principal as CEO • Financial Resources at the Site • Principal Standards related to 6 focus areas – Data Dashboard • Availability of Data • Instructional Services and Support Reorganization • After-School Interventions (i.e., educational software)

11. District-wide Efforts Required Focus on 6 Areas: • Develop Shared Leadership to Build A Culture of Collaboration to Sustain Instructional Improvement Availability of Data • Target Area of Instructional Program to Improve Learning for All Students • Examine Student Evidence and Data to Guide Instructional Practice and PD

12. District-wide Efforts • Build Instructional Expertise Through Targeted PD in the Use of a Few Powerful Research Based Practices; Hold Staff Accountable • Align Resources to Support Instructional Practices and Improve Student Learning for All Students • Partner with Families and Community to Sustain Learning for All Students

13. Site-Level Efforts • Ongoing Professional Development (PD) Teachers held accountable for implementation • Horizontal/Vertical Collaboration • Benchmark/Formative Assessments • After-School Intervention Support • Teachers Held Accountable for Student Achievement

14. One Common Factor • Participation in Systemic School Improvement Training • Finding Results-Oriented Solutions to the Challenges of Educating All Students at High Levels • Develop Site-Based Leadership and Focus on Teaching and Learning

15. Context for PowerfulProfessional Learning Build Collaboration Align Resources to Support PL Plan Examine Data Select Instructional Target Plan, Provide, Monitor Cycles of PL Review, Select Powerful Practices

16. 1. Develop Shared Leadership to Build a Culture of Collaboration to Sustain Instructional Improvement • Provide opportunities for all staff to assume leadership roles – Instructional Leadership Team (ILT) • Form teacher collaboration teams for all staff that focus on instruction and learning • Engage all staff in taking responsibility for the school’s instructional decisions • School leaders use concrete strategies to share leadership with other staff and make it “safe” for everyone to discuss their practice

17. Evidence: What you Should See and Hear… • In Classrooms • School administrators are in classrooms every day, talking with students about what they are learning and conferring with teachers about their informal observations and decisions on next steps • Teachers teach each other, and some teach courses for colleagues

18. Evidence: What you Should See and Hear… • In Classrooms (Continued) • Teachers describe their colleagues and school leaders as resources for helping them improve instruction and meet their goals • Teachers demonstrate lessons for colleagues

19. Evidence: What you Should See and Hear… • Around the School • Teachers lead looking at student work sessions, data team meetings, inquiry groups, ILT meetings, and ad hoc committees • Agenda for ILT meetings is set by the principal and ILT members • Teachers and other members of the ILT take part in walkthroughs in their own and other schools

20. Expectations for Central Administrators • Cabinet • Aligns evaluation tools with expectations for instructional improvement and the goals of proficiency for all students • Executive Directors • Are peer coaches for principals, modeling best leadership practices in instruction

21. 2. Target an Area of the Instructional Program to Improve Learning for All Students • Analyze data, including student work, to identify a high-impact area of academic need • Ensure the targeted area engages the whole school: all classrooms, all students, all staff • Be vigilant about keeping the targeted area at the forefront of the school’s work

22. Evidence: What you Should See and Hear… • In Classrooms • Students can explain what they are learning and why and how it connects to what they have already learned; they are able to talk about the quality of their own work and what they must do to improve it • Teacher and students engage in a high level of discourse that goes beyond right/wrong and yes/no answers to an emphasis on evidence

23. Evidence: What you Should See and Hear… • In Classrooms(Continued) • Teachers give prompt and specific feedback to students on their work, based on standards; in conferences, both the teacher and students talk about the work • Teachers use the Gradual Release of Responsibility instructional model in reading, writing, math, science, social studies, and other subjects

24. 3. Examine Student Work and Data to Guide Instructional Practices and PD • Implementstructured protocols to review student work and data to: • Plan instruction on each student’s progress • Ensure student work reflects standards and assessments • Identify needed PD • Hold each other accountable for each student’s achievement • Use student work and data to develop plans to meet challenging goals

25. Evidence: What you Should See and Hear… • Around the School • Principal and other administrators participate in site-level professional learning • Principal develops a schedule that allows all teachers to participate in professional learning over time • PD plan and schedule are posted and shared with staff, families, school partners, and visitors

26. Evidence: What you Should See and Hear… • Around the School • ILT uses data to identify school-wide PD needs in content or pedagogy • Data is posted publicly and in a timely manner

27. Expectations for Central Administrators • Superintendent • Uses expectations for schools when observing classrooms and evaluating principals

28. Expectations for Central Administrators • Cabinet • Uses data to examine the effectiveness of major initiatives and to make decisions

29. Contact Information • John M. Nelson, Ed.D.Executive Director, Instruction and Assessment(619) 425-9600, x1501John.Nelson@cvesd.org • Amalia Cudeiro, Ed.D.Senior Partner, Targeted Leadership Consultingacudeiro@targetedleadership.net • Bonnie McGrath, Ed.D.Senior Executive, Targeted Leadership Consultingbmcgrath@targetedleadership.net

30. Group Discussion: Reflections on your own district • How does the Chula Vista Story prompt you to reflect on your own district’s deep implementation and consistency of practice?

31. Personal Reflection • What would you share about the Chula Vista story with your Cabinet Members or Superintendent?