Promoting Cultures of Collective Care Promoting Cultures of Collective Care Integrated Youth Services 38
² Agency Agency 39
Social Emotional Social Emotional Learning Focus Learning Focus Create sustainable pathways for the development of SEL Teach, grow and measure SEL competencies Structure SEL opportunities embedded into current instructional models 40
MEANINGFUL CONNECTIONS CONNECTIONS STRENGTHEN SEL COMPETENCIES COMPETENCIES AMPLIFY PRACTICES PRACTICES 41
Positive School Climate Positive School Climate Maintaining respectful, trusting, and caring relationships throughout the school 42 community 42
Positive School Climate Positive School Climate CAL CAL-SCHLS Survey SCHLS Survey Implementation & Data Analysis Build Staff Agency: Learning and applying best practices for safe and inclusive learning environments Enhancing Physical & Emotional Wellness Prevention & Early Intervention 43
Youth Youth Empowerment Empowerment 44 44
Youth Advocacy & Empowerment Youth Advocacy & Empowerment Sustaining Emerging Enhancing Student voice and agency across Student voice and agency across Collective student voice and Collective student voice and Schools as hubs for student voice Schools as hubs for student voice departments departments agency agency and agency and agency Where we a re: Where we wa nt to build: Where we want to go ● ● Student Equity Amba ssa dors a nd Esta blishing a collective of ● Student-centered school ASB Council of Presidents a ll student voice groups communities where student ● Student Voice by depa rtment: Developing RJP a nd CYT voice is levera ged to ensure the ● Restora tive Justice Amba ssa dors student voice groups to join needs of a ll students a re met (HS) the collective a nd a ll students feel ● ● Wellness Amba ssa dors Expa nding gra de level empowered to ma ke positive (MS/HS) student voice to include cha nges to their schools, feel a ● GSA Colla bora tive & GSA elementa ry sense of belonging to their Lea dership Aca demies ca mpus, a nd thrive (MS/HS) 45 a ca demica lly a nd persona lly ● Counseling Cha mpions (HS)
Process for Building Agency at Sites Process for Building Agency at Sites 1 2 3 4 46
Programming & Sustainability Programming & Sustainability 47
² Program Program Sustaining Multi - Sustaining Multi implementation implementation Tier Levels of Tier Levels of aligning inter - aligning inter Support & Support & department department Services Services initiatives initiatives Collective data Collective data Sustain Train of Sustain Train of Aligning Aligning points for points for Sustaining Sustaining Trainer Model Trainer Model program program Designing Designing and Building and Building & Growing & Growing implementation implementation Capacity Capacity AGENCY AGENCY 48
Governance: Student Agency: District Wellness Council District Wellness Council Student Wellness Ambassadors Student Wellness Ambassadors District District School Wellness Committees School Wellness Committees Wellness Wellness Initiative Initiative Implementation Implementation Site Implementation: Care Coordination: Building Alignment Building Alignment Wellness Institute Wellness Institute Student Wellness Centers Student Wellness Centers & & Sustainability Sustainability School Site Wellness Program School Site Wellness Program VEBA Resource Center VEBA Resource Center Central Offices Wellness Program Central Offices Wellness Program 49
Community Community Partnerships Partnerships Community collaborations enhancing systems of prevention and intervention Enhancing our collective work with intentional partnership coordination 50
SDUSD has many strong partners, these are just a SDUSD has many strong partners, these are just a few of many organizations that support an few of many organizations that support an integrated approach... integrated approach... 51
52
Public Testimony Public Testimony & Board Comments & Board Comments 53
Lunch Break Lunch Break 54
LCAP Goal #2 LCAP Goal #2 55
Where Students Com e and Learn About Being Multicultural, World Citizens A Dual Immersion School Principal: Amy Griffiths 56
How did we achieve this goal, and how might How did we achieve this goal, and how might others replicate our success? others replicate our success? ● Our Two-Way, 90/10 Dual Immersion Spanish/English Program, and how it supports a broad and challenging curriculum ● Ways that we support students in combination classes ● How do we ensure students continue to excel even once they’ve achieved grade level standard proficiency ● Ways that we engage parents to understand our broad and challenging curriculum and how we empower them to support the learning at home with their child ● Our supports for GATE and GATE cluster students to continue to excel- what this looks like in a multi-grade level model 57
58
SD Unified 2018- SD Unified 2018-2019 2019 High School CCTE Middle School Programs CCTE Programs 59
60
• 11 Genius Labs • 6 new middle school labs scheduled for Summer 2018 • ~$90K investment at each site • Equipment includes, laser cutter, multiple 3D printers, Vinyl cutter, new workbenches, new computers and updated presentation stations. • Project Lead The Way training is provided to teachers 61
62
63
64
1. Blue Tech Dreams 2. The Future of Personalized Medicine 3. Game Day Video Games 4. STEAM Opportunity in the Mega-region 5. From the Skies to the Streets 6. Humans and the Sea 65
66
● TEALS TEALS : Hoover, Clairemont & La Jolla ● IM/ CS IM/ CS: New Course/ 5 -day summer training (Clairemont, Hoover, Morse, Kearny, Lincoln, Mission Bay) ● GRANT GRANT: $4 million Education Innovation Research Grant application in partnership with USD Shiley San Marcos School of Engineering, Classrooms of the Future and Tech Smart 67
San Diego Unified TK -1 2 Ed usphere -- D isrupt, D isco ver, D ream -- Creating relevance through real-world problem solving in a hands-on, learn-by-doing model Goals 1. Lead to grade level mastery Year 1 Year 2 Year 3 Year 4 Year 5 and beyond TK- ------------ ------------ ------------ ------------ 5 ------------ TK-K 1st Grade 2nd Grade 3rd Grade 4-5th 2. Increase Grade exposure to 6th Grade 7th Grade 8th Grade high skills / high 6-8th wage STEM (sustain) 6-8th fields in SD. 9th Grade 10th 11th (sustain) Grade Grade 3. Build a 12th culture of Grade 9th-12 revision and Grade redemption. (sustain) 4. Create transformative learning Measured Impact Measured Impact environments. Goal 1 : MDTP, DRA, SPAC, ELPAC, Reclassification, Retention of students, 5. Develop a Attendance, Behavior. culture where Goal 2 : Participation in WBL experiences, acquisition of targeted soft skills, digital we are badges aligned to industry specific competencies. Unlocking Goal 3 : Competency-based grading practices, real world performance assessments, (students), design thinking process, ability to explain mastery to authentic audience. Supporting Goal 4: Common literacy strategies in core content classrooms, integrated curriculum / (staff), and PBL, 5 E Lesson Model (high level questions and models, essential questions, culture / Understanding model of inquiry), opportunities to learn beyond classroom, engaging real-world (parents) the curriculum that inspires students’ personal perspectives about information in world GENIUS in grounded in evidence, ability to converse with texts. 68 every child! Goal 5: Shared investment in high level student outcomes for all.
69
● Three SD Attributes: ● Ocea n, border, wea ther ● Ocea n a s the Next Frontier: ● Medicine, Food, Wa ter, Rea l Esta te, Energy The San Diego Way: Blue Tech 70
Bioengineering Ba cteria --Sha rk skin tolera nce--Huma n Solutions--Medicine 71
We don’t wait for the future. We build it. Verizon Wireless 72
Visual and Performing Arts Visual and Performing Arts ● 2018 2018-19 19 will be the implementation of year 3 year 3 of the community generated Strategic Arts Education Plan adopted by the board in October 2016 ● We are well on our way towards our vision of “Transforming Lives Through the Arts” 73
Strategic Plan Guiding Principles Strategic Plan Guiding Principles 1. All students have equitable access to arts education 1. All students have equitable access to arts education 2. 2. We find strength in diversity We find strength in diversity Following these principles, all district schools now offer music instruction and all 5th graders now receive music all 5th graders now receive music instruction. We are moving towards all schools receiving the Full Grade Level Program Full Grade Level Program, where4th and 5th graders choose between band, orchestra and choir. Full Grade Level is a substantive, quality program that provides a pathway forward towards middle school 74
Five Goal Areas of the Strategic Arts Plan Five Goal Areas of the Strategic Arts Plan 1. Resources 2. Curriculum 3. Professional Development 4. VAPA Magnet Schools 5. Community Engagement and Relationships 75
Addressing Strategic Arts Plan Goals for 2018 Addressing Strategic Arts Plan Goals for 2018-19 19 Resources Resources ● Building on the $100K sponsorship from UC San Diego, the VAPA Foundation will match that amount in new donations ○ continue to award arts education enhancement grants to teachers ● We will continue the ongoing marching band uniform purchasing ○ two new high schools per year based on age of old uniforms ● We will continue growing music library now open to teachers 76
Addressing Strategic Arts Plan Goals for 2018 Addressing Strategic Arts Plan Goals for 2018-19 19 Curriculum Curriculum ● We will continue expanding the number of elementary schools receiving Full Grade Level Music Program ● We will increase number of VAPA articulated courses ● We will increase by 50% the number of AME performing arts pathway programs ● We will continue to expand the Arts Education Program ○ VAPA learning for elementary students and PLC time for their teachers ● We will expand and increase access to our Title 1 arts integration initiative, Learning Through the Arts , to Title 1 TK -12 schools, district wide (75%+ free/reduced lunch) ○ creating and supporting strong collaborative relationships with community arts organizations 77
Addressing Strategic Arts Plan Goals for 2018-19 Addressing Strategic Arts Plan Goals for 2018 19 Professional Development Professional Development ● We will increase by 20% the delivery of VAPA Focus Schools VAPA Focus Schools VAPA professional development to ● We will continue supporting CPMA and elementary teachers SDSCPA teachers in pursuing national ● We will continue developing and accreditation by the national Art Schools implementing TK-12 professional Network development opportunities for teachers and administrators in all VAPA disciplines ● We will facilitate visioning sessions with select secondary schools to develop more unified models and goals for students in the arts, based on gap analysis data 78
Addressing Strategic Arts Plan Goals for 2018-19 Addressing Strategic Arts Plan Goals for 2018 19 Community Engagement and Relationships Community Engagement and Relationships ● We will continue rolling out our VAPA marketing plan, increasing public awareness of VAPA opportunities in SDUSD schools ○ We will pilot a VAPA cluster event ● We will increase the depth of involvement of participating community arts partners ○ student participation in and attendance of exhibitions and performances ○ visits to schools by teaching artists and community arts organizations ● We will measure our students’ community VAPA experiences with Thrively’s online student portfolio platform 79
Public Testimony Public Testimony & Board Comments & Board Comments 80
LCAP Goal 3 LCAP Goal 3 81
Principal: Kathy Burns Spanish Immersion and STEM “People working together in a strong community with a shared goal and a common purpose can make the impossible possible.” Tom Vilsack 82
How did we achieve this goal, and how might How did we achieve this goal, and how might others replicate our success? others replicate our success? Our Journey: ● Why do we need to change? How did we proceed? ● All stakeholders were involved. ● Collaboration and Communication and more collaboration and communication. ● Staff, parents, PTA, community What was needed to make the program a success? ● Time to collaborate and build the program. ● Continual assessment to determine which adjustments need to happen. ● Strong ILT to lead colleagues through the work. ● Marketing! What adjustments were needed along the way? ● Implementing a second program. ● Connecting two separate programs to create a unified community. ● Parent meetings and trainings. 83
Professional Growth System for Educators Background Background ● The teams continue to meet twice monthly - Began in September 2015. a. County led Symposiums b. District Intersessions i. We have studied best practices for effective professional growth systems, professional standards, defining effective practice, multiple measures and gathering stakeholder input. c. 16-17 i. Launched Prototype 1. # of schools 2. 100 Educators a. 4 month process b. Reflective process i. School sites, District resource leaders, Area Superintendents 84
Professional Growth System for Educators Points of Emphasis Points of Emphasis ● Based on the California Standards for the Teaching Profession (CSTP), aligned with professional development and honors student diversity (other professional standards for non-instructional personnel). ● Includes constructive dialogue throughout the process ● Focused on improving practice and teacher growth. ● Encourage collaboration and risk taking. 85
Professional Growth System for Educators Points of Emphasis Points of Emphasis ● Training, support and calibration for all educators (SDEA unit members and district administration). ● Include evidence of teaching and student learning from multiple sources. ● Be differentiated along the career continuum (preparation, induction, ongoing professional learning and leadership opportunities) 86
Professional Growth System • The purpose of the committee's work is to develop a growth-ba sed eva lua tion system tha t is designed to support a nd strengthen the knowledge, skills, a nd pra ctices of educa tors to improve student lea rning. 87
Professional Growth System Overview Overview • The teams meet twice monthly - began in September 2015. 17 17-18 has been a 18 has been a planning year based on bargaining process therefore adjustments have been planning year based on bargaining process therefore adjustments have been made. made. • Partnership with SDCOE - Academies and Intersessions • Purpose of Meetings • Study best practices for effective professional growth systems, professional Study best practices for effective professional growth systems, professional standards, defining effective practice, multiple measures and discuss standards, defining effective practice, multiple measures and discuss stakeholder input. stakeholder input. • Develop stakeholder communication, surveys to gather and a timeline that will lead to a highly effective and supportive educator growth and development systems. 88 • Develop SDUSD Growth Plan through collaboration Develop SDUSD Growth Plan through collaboration
Professional Growth System Key Components Key Components • Useful feedback process that is relevant to educator’s goals and needs. • Constructive dialogue throughout the process, collaboration, and risk taking Constructive dialogue throughout the process, collaboration, and risk taking • Focused on improving practice and teacher growth • Evidence of teaching and student learning from multiple sources. Evidence of teaching and student learning from multiple sources. • Be differentiated along the career continuum (preparation, induction, ongoing professional learning Be differentiated along the career continuum (preparation, induction, ongoing professional learning and leadership opportunities) and leadership opportunities) • Consider the complexities of teaching and learning. • Be supported with ongoing commitment of resources, training and time. • Be collectively bargained. Be collectively bargained. 89
Professional Growth System Foundation Foundation ● We ha ve identified 3 a rea s where we think multiple mea sures could be identified a nd used. ○ Student Lea rning ○ Tea cher Pra ctice ○ Professiona l Contributions 90
Professional Growth System • Strategies to Demonstrate Growth Strategies to Demonstrate Growth • Observations • Self-reflection • Video • Goal-setting • Lessons that consider specific needs/goals. • Lesson Study (see cycle below) • Curriculum development • Attending PD and demonstrating on practice application 91
Professional Growth System Progress Progress • Prototype process • Educators tried on possible components of the professional growth system in 2016/17 school year. • Lesson study, Video taping, portfolio, Peer Evaluation • Online growth process and progress monitoring • Modify/Change/gathered additional feedback for Pilot • Pilot process • Pilot schools will try the professional growth system in (18 -19 & 19 -20) school year. • Modify/Change/gather additional feedback for implementation 92
Professional Growth System Pilot Pilot • Goal - (30-32) schools (5 in each Area and 2 Alt) • Elem, Middle, High, K -8, Alternative schools • Cross section of the district • CSTP 1 - Elements 1.1-1.6 • 5 Strategies to demonstrate growth( Videotaping, Common Assessment, Portfolio, Lesson Study,Peer Coaching) • Increase role of partnership between educator and administrator 93
Professional Growth System Pilot Support (District funded) Pilot Support (District funded) • 1 Training (2 sessions) • 2 Retreats for Pilot participants • 4 Full day release days connected to Principal Institutes • 180 teachers • Morning • PLCs by site • Afternoon • Pilot work groups with other Pilot sites • 3 Check ins (After school) • Individual supports per site needs 94
Professional Growth System Ongoing Feedback Ongoing Feedback • Previous Previous • Surveys • The survey results were shared with SDEA members and District administrators in March of 2016. • Prototype feedback collected through interview process • Pilot process created using this feedback and Academy learning • Future Future • Pilot feedback • Reflection sheets after each training, retreat, PD • Reflection Forums 3 times per year • End of pilot reflection Interviews with site teams 95
Professional Growth System Next Steps Next Steps • Implement Pilot 18-19 & 19 -20 • 30-32 sites (18 -19) - 5 sites in each Area and 2 Alternative Ed sites • Learn from educators and early implementers • Grow site participation (SY 19 -20) • Implement greater number of CSTPs in (19 -20) • Utilize information learned, symposiums, and intersessions to continue planning for a finalized Growth system • Finalize resources and support necessary for successful implementation of the new system (19-20) • Bargain the incorporation of the new system into the collective bargaining agreement. • Ultimate Goal Ultimate Goal 96 • Launch of the new professional growth system is the 20 Launch of the new professional growth system is the 20-21 school year 21 school year .
Public Testimony Public Testimony & Board Comments & Board Comments 97
LCAP Goal 5 LCAP Goal 5 98
Parent Engagement Principal: Dr. Tracey Jenkins-Martin 99
How did we achieve this goal, and how might How did we achieve this goal, and how might others replicate our success? others replicate our success? HARD WORK! :) The Johnson Staff has worked diligently on developing and maintaining our partnerships with our students, our community and with our parents. Needs assessment and set purpose for the year ● Check ins: Staff, parent and community conversations ● Establishment of partnerships and parent groups ● Effective and Meaningful Home/School Communication ● Effective usage of school resources toward parent engagement ● Setting parent goals/Recognition ● 100
Recommend
More recommend
