Local District 5

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• Local District 5
• Principals Meeting
• October 11, 2006

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Congratulations

• Richard Hickcox and the staff from Solano
  Elementary School for
• Its 100 Year Birthday Celebration
• Held on
• September 28, 2006

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Congratulations

• Enrique Gonzalez and the staff from Jefferson New
  CHS 1 for
• Being selected as an honoree of the Council
  District 9s 13th Year Celebration of the LA
  Music Week
• Recognition will take place on
• November 17 and December 10, 2006

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Congratulations

• Juan Flecha and student Jeannette Juarez from
  Jefferson High School for
• Being the winner of a 10,000 college scholarship
  during the Hold Fast to Your Dreams Tour
  sponsored by the Sally Mae Foundation

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Congratulations

• Eufrosino Espinoza and the staff from Hooper
  Elementary School for
• Its successful Child, Health, Safety Community
  Wellness Fair
• Held on September 30, 2006

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Congratulations

• Robert Cordova and the staff from Harmony
  Elementary School for its
• Walk to School Day Celebration held on October
  4, 2006

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Congratulations

• Eufrosino Espinoza and the staff from Hooper
  Elementary School for its
• Walk to School Day Celebration also held on
  October 4, 2006

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Congratulations

• Veronica Moscoso and the staff from Richard
  Lizárraga Elementary School for
• Hosting the outstanding 4th Annual Family
  Resource Faire on
• October 7, 2006

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Congratulations

• Maria Torres Flores and the staff from Bravo
  Medical Magnet School for
• Being one of two LAUSD schools recognized as a
• 2006 NCLB Blue Ribbon School

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Updates

• AB 1381
• LAUSD Accountability Plan Organization
• Review of Student Achievement Data CAHSEE
  Update
• Program Improvement
• Williams Issues
• Principal Groups Principals Focus Group and
  Principal Partners
• Closing the Achievement Gap

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• AB 1381

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AB 1381

• Awaiting court decision on the bills
  constitutionality
• Letter to principals from Governor Romer
• All communication with regarding AB 1381 from the
  Mayors office must be coordinated through the
  Local District and Lucy Okumu, Director of
  External Affairs
• Nineteen clusters have been identified for
  possible participation

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Nineteen HS Clusters
Per District direction, principals are to contact
the Local District Office should contact be made
from the Mayors Office regarding proposed
meetings with members from the Mayors staff.
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LAUSD Accountability and Organization

• Clarification of goals, strategies and objectives
• Job descriptions being developed for principals
  and directors
• Organizational changes to include an Office of
  Accountability
• Ultimate charge to fundamentally improve the
  interaction between the teacher and the student
  to create critical thinkers prepared to
  participate in a diverse and complex society.

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• CAHSEE

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CAHSEE
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CAHSEE

• 87 of of the class of 2006 has passed both parts
  of CAHSEE
• Percentage of subgroups passing both components
• 95 of the White students
• 85 of the Hispanic students
• 80 of the African American students
• 61 of English Learners
• 96 of Reclassified students
• 34 of Students with Disabilities

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Class of 2006 Cumulative CAHSEE (ELA Math) Pass
Rates for Senior High Schools
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Class of 2006 Cumulative CAHSEE (ELA Math)
Pass Rates for Senior High Schools
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Class of 2006 Cumulative CAHSEE (ELA Math) Pass
Rates for Option High Schools
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2006 CAHSEE Pass Rates for Option Schools
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2006 CAHSEE Pass Rates for Option Schools
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• Program Improvement

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Program Improvement
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Local District 5Program Improvement Schools
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LD5 PI Schools that made the AYP

• 20th Street Elementary
• Kennedy Elementary
• Utah Elementary
• Metropolitan CHS
• Ramona CDS

Congratulations
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Williams Issues

• Imperative that principals are knowledgeable of
  mandates of Williams case, especially as they
  relate to textbooks
• Important that reports are submitted in a timely
  manner
• October 24th Board Meeting will address schools
  with insufficiencies

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Principal Groups

• Thank you to the Principal Partners and the
  principals who are part of the Principals Focus
  Group who provided input in the design of the
  Principals Retreat on September 21st and 22nd
  and who give ongoing input regarding operational
  and instructional issues

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Principal Groups

• Principal Partners
• Dan Balderrama
• Maria Borges
• Beth Bythrow
• Pat Castro
• Juan Flecha
• Teresa Hurtado
• Robert Martinez
• Brenda Morton
• Jeannette Rodriguez-Chien

• Principals Focus Group
• Raul Aguilar
• Joe Caldera
• Maria Torres Flores
• Donna Gilliland
• Cris Lund
• Jim Molina
• Mariana Roberts
• Enrique Soberanos
• Evelyn Wesley

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Principal Partners

• Discussion regarding ongoing principals meetings
  and focus areas
• Monthly Family Sessions
• Math and Articulation as focus areas
• Drilling down on data trends
• Monthly Director Sessions
• Continue work of deconstructing leadership tasks
  with the focus as follows
• Elementary ELD
• Middle and High School Algebra through the lens
  of the English Learner

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• Closing the Achievement Gap

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Enrollment by Ethnicity
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Local District Targeted Areas

• Goal 1 the Local District will significantly
  reduce the number and percentage of African
  American students, Latino students, and students
  with disabilities annually suspended from schools
  over the next two years.

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Suspensions in Local District 5
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Is exclusion from instruction the primary mode of
discipline? If yes, why? What is happening in
the classrooms that you believe is okay to
miss? Mary Bacon
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Reflection - Sharing

• What does this say to you? Write down your
  thoughts.
• Share with your neighbor

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Local District Targeted Areas

• Goal 2 The Local District will significantly
  increase the number and percentage of African
  American and Latino students and English Learners
  referred, identified, and enrolled in District
  programs for the gifted.

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Gifted Students in Local District 5
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Gifted Students in Local District 5
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Local District Targeted Areas

• Goal 3 The Local District will decrease the
  number and percentage of African American
  students, Latino students, English Learners, and
  students with disabilities performing at below
  basic levels in reading and math.

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CST by Performance Level
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Below Basic - ALL
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Below Basic - ELEMENTARY
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Below Basic - MIDDLE SCHOOL
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Below Basic - HIGH SCHOOL
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Comparison of Data Dimensions
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Task

• In the family sessions, respond to questions
  relative to each of the three goals
• Begin discussion and give input as to what the
  goal for each of the three target areas should be
  for each of the subgroups

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Questions for Goal 1

• How do you use the practice of suspensions?
• What alternatives to suspension are in place at
  your school site?
• How and who will monitor the number and reasons
  for suspensions at your site in order to
  significantly reduce suspensions?

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Questions for Goal 2

• Looking at your individual data, what do you
  notice in terms of which groups are
  underrepresented?
• What is the process for identifying gifted
  students at your school?
• Why is it important that all students have an
  opportunity to be considered for identification
  in gifted programs? What efforts are you making
  to identify underrepresented students?

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Questions for Goal 3

• How would you compare the performance of African
  American, Hispanic, English Learners, and
  students with disabilities with the general
  population of learners at your school?
• What plan have you developed to address the
  performance gap?
• How will you monitor your performance in closing
  the gap?

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Goal 1 Suspensions

• Annually reduce the number and/or percentage of
• African American students by ???
• Latino students by ???
• Special education students by ???

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Goal 2 Gifted Program

• Annually increase the number and percentage of
  students referred, identified, and enrolled in
  district gifted programs ...
• African American students by ???
• Latino students by ???
• English Learners by ???

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Goal 3 Below Basic

• Annually decrease the number and percentage of
  students performing at below basic levels in
  reading and math
• African American students by ???
• Latino students by ???
• English Learners by ???
• Students with disabilities by ???

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Suspensions Work Sheet
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Gifted Program Worksheet
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Below Basic Worksheet
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• We are seeing that students who, over an
  extended period of time are treated as if they
  are intelligent actually become so. If they are
  taught demanding content, and are expected to
  explain and find connections as well as memorize
  and repeat, they learn more and learn more
  quickly. They think of themselves as learners.
• Lauren Resnick