PATHWAYS Small Learning Community

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PATHWAYSSmall Learning Community

• John C. Fremont High School

The SLC Leadership Team
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Fremont High School13 SLCs, 1 Campus

• FREMONT HS

• PATHWAYS

• 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/

• 2006-2007
• B Track
• Enrollment
• 93 Latino
• 7 African-American
• 12 Special Education
• 82Title One
• 50 English Learner

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The SLC Leadership Team
Cheesy

• The C is for community

• Building a strong cohesive SLC starts with
  building an effective core leadership group
• Key Personnel
• Lead Teacher Counselor
• Student Leaders Point Person
• Team Members Administrator

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The Lead Teacher

• 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?
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Community Building

• 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?

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Community Building

• 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.

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Instructional Leadership

• 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
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Data Collection

• 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?
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Bad data, bad data
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!
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Example of Useful DataRelavent, Intimate,
Correlates to Instruction
This is content I taught
My students
Thats me!
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Where do I get data?

• Good question.

LAUSD Student Information System
(SIS) Decision Support System (DSS) California
Department of Education Data 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.
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Data Analysis

• 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
• 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.
• 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).

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Data Analysis

• 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.

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Data Analysis
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
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Recommendations from Analysis
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.
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Raw Data

• MR LEAR

• MR OTHELLO

Percentage of enrolled students Performance band
0 ADV
20 PRO
40 BASIC
25 BELOW BASIC
15 FAR BELOW BASIC
Percentage of enrolled students Performance band
10 ADV
60 PRO
10 BASIC
20 BELOW BASIC
10 FAR BELOW BASIC
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Value Added Data

• Mr Lear

• Mr Othello

2o11 Cohort
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
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Value Added Data
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Data, its a lot of work, so what do we do with
it?

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

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Behavior Academic Coordinator

• 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

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Teacher Support

• Teachers need as much help as the kids.

New Teacher Support Technological Support
(especially for the techno-challenged) Administr
ative Buffer Instructional Materials
Resources Classroom Management Emotional
Support Information Distribution
Make a common area
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School Based Management

• 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
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SLC Counselor The HeartStudent Support

• Scheduling
• Emotional Support
• Academic Support
• Credit Checks
• College Advising
• Financial Aid
• Activities

I know my kids!
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SLC Counselor Teacher Support

• Classes
• Balance Size
• Class Personality
• Behavior IEP Support
• Academic Classroom Presentations
• Reports
• Attendance Demographics
• Academic Enrollment
• Testing

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SLC Team Members

• I dont go to meetings and I dont make
  decisions Andrew Kwong

Teachers who dont 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?
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Student Leadership A content based approach to
leadership

• The Pathways Speech class weaves public speaking
  content with leadership activities.
• The students 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.
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Student Leadership
Building the culture of the community

• 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

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Student Leadership
Examples of Activities And Student Support

• 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