At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.

2. Agenda
12pm Networking & Lunch
Welcome – Derek Mitchell, CEO Shoreway
12:15
Program Overview:
How We Get Results
Shoreway
12:30 Breakout Sessions:
Assigned
Tracks
● Alum Rock ● Franklin McKinley
● Fundamentals of ROCI ● SFUSD
1:50 Program Close Shoreway
2pm Networking and Q&A Shoreway

3. Fundamentals of ROCI:
Partners’ Secret Sauce
Derek Mitchell, Ph.D.
CEO, Partners in School Innovation

4. Theory of Action:
Chavez (Alum Rock)
Program
Implementation
STR Results (Percent of
Growth target met)
CST RESULTS
99% completion Lead: 100%
Systems: 100%
Instruction: 92.5%
Percentage
Point Gain:
+7.5%

5. Chavez Accolades
 Went from lowest
performing (in CA’s 5%)
to successful in 3 years
 177point API Growth
 Exited School
Improvement after 2
years of partnership
 Most improvement of
any SIG-eligible
elementary School using
Transformation in CA
 Did it without SIG dollars

6. Core of our Improvement Science: ROCI

7. ROCIatAllLevels District Leadership Team
Cabinet, Instructional Supports
Teachers working with
Coaches & Students
Grade Level Leads &
Teacher Teams
Principals & Instructional
Leadership Teams
Area Superintendent Leadership
Teams, District-wide Networks

8. Robust Partnership in Alum Rock

9. THANK
YOU!

10. The Role of Instructional Coaching
in School Transformation
June 16, 2014
Miguel de Loza- Supervisor, Coaching Network
Larissa Kenny- Paul Revere Literacy Coach
Tim Burke- SF School Innovation Partner

11. Partners in School Innovation transforms
teaching and learning in the lowest-
performing public schools so that every child,
regardless of background, thrives.
Partners in School Innovation transforms
teaching and learning in the lowest-
performing public schools so that every child,
regardless of background, thrives.
Mission

12. Objective
To understand how a
district’s aligned
systems of support for
instructional coaching
can impact teaching and
learning within schools.

13. Instructional
Coaching at Paul
Revere
Coaching is a
collaborative relationship
between a teacher and
coach. The goal of this
relationship is to support
teacher development
and impact student
learning in order to move
us towards educational
equity.

14. Teacher Professional Learning
OutcomesofProfessionalLearning
Adapted from Joyce and Showers, 2002

15. SFUSD Instructional Coaching Framework

16. Why Site Based
Coaching?
● Trust is the biggest
lever for coaching
● Part of the leadership
at school site
● Create systems and
structures

17. Paul Revere
Elementary
School
● Pre-K -8th Grade
● K-5 Spanish Dual
Language Immersion
expanding to K-8
● 59% Hispanic
17% African
American 24% Other
● 64% Free & Reduced
Lunch

18. The Coaching
Framework
● Framed the WHY
● Determined the
NEED
● Described the HOW
Student
Learning

19. Coaches Engage in Cycles of Inquiry
Week A
Reflect on
Our Practice
ROCI
Changes in Practice
Week B
New
Learning

20. Impact on Teachers
Instructional
Core
Curriculum
AssessmentInstruction

21. Impact on Students
My students really benefited from my experience
being coached. My guided reading and mini lessons
were a lot better this year thanks to the coaching,
which directly influences students' reading progress.

22. Revere
1.Relational trust
a. Goal Setting
b. Diff. Conversations
2. Protected time and
increased opportunities
for peer observations
3. Use of Data
a. System of accountability
and shared ownership of
goals
b. Quantitative student
data
SFUSD
1. Principals as part of the systems
of learning
2. Less input and more guided
practice (content and
context)
3. Differentiate learning
opportunities
Key Learnings

23. Questions

24. Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Tim Burke
tburke@partnersinschools.org
School Innovation Partner

25. Leveraging Professional Learning
Communities in Alum Rock
June 16, 2014
Dr. Tom Green and Jason Sorich
Alum Rock District Leaders

26. Outcome
• To understand how
Alum Rock has used
district-wide
professional learning
communities (PLCs)
to transform teaching
and learning –
particularly in the
transition to Common
Core State Standards

27. Why PLCs?
Research on teacher learning tells us that
when “teachers work together and engage in
continual dialogue to examine their practice
and student performance and to develop and
implement more effective instructional
practices” they are routinely able to make
changes that impact student learning (p. 46,
Darling-Hammond & Richardson, 2009).

28. More than PD for Teachers
District Transformation
Student
Learning
Outcomes
Teacher
PLCs
Leader
PLCs
18 Elementary
Schools
7 Middle
Schools

29. Alum Rock School District
• 18 Elementary Schools, 7 Middle Schools
• K-8
• 72.88% of total enrolled students are English
Language Learners, 60% of those are native
Spanish speakers*
• The student body is 78.6% Latino, 12%
Asian*
• 5 years in partnership with PSI
From CDE’s Data Quest system
http://data1.cde.ca.gov/dataquest/Enrollment

30. Designing PLCs in Alum Rock
• Our current structure has taken us 4 years to
develop (see timeline handout).
• There are PLCs for teachers and for leaders.
• We are intentionally shifting capacity to facilitate
and lead PLCs from external support providers (PSI
and others) to AR district and site leaders.
• We convened a PLC Leads team to coordinate and
align the structure and content of all PLCs.
• We develop an annual scope and sequence to
align all PLCs to district priorities.

31. District Instructional Priorities
• Support transition to the Common Core State
Standards
• Support language acquisition and achievement for
ELs
• Provide coordinated, aligned support services for
students who are “at-risk”
• Support schools to create a culture where students,
teachers, leaders, and parents are invested in the
school/district
• Deepen site-based ILTs and PLCs- establishing
roles, purpose, and accountability

32. Aligning PLCs to Impact Teaching
• We align what teachers are doing and what
leaders are doing to impact student learning.
• Our PLCs are focused on content, process,
and developing collaborative teams.
Teachers Leaders

33. Impact on Teachers and Leaders
A district-wide survey completed by more than 150
teachers and leaders highlighted the following trends:
• The PLCs have led to increased collaboration and
community, they have directly impacted classroom
practice, and they have energized participants.
– Collaborating with my grade level team and meeting
other teachers in the district teaching the same grade
level has been motivating – PLC participant (from end of
year survey)
• For site leaders, the PLCs have led to increased
knowledge and awareness about CCSS and the
focus and alignment across PLCs has been helpful.

34. Kinder PLC
ILT Network

35. Impact on Students
Student data confirms the impact of the PLCs
and the need to focus on Els
PLC Focus of PLC Student Results
K Writing standards
and explicit writing
instruction
By EOY, K had the highest % of
students scoring at benchmark or
above - according to district-wide
benchmark writing assessments
2nd Common Core State
Standards,
instructional shifts,
and planning for ELA
2nd grade students showed more
growth than any other grade level
(across all language groups) on the
ELA assessments
*In 2nd, 3rd, 4th, 5th IFEPs and RFEPs outperformed all other
subgroups significantly on the writing and ELA assessments.

36. Successes
• Teachers and leaders more frequently
speaking the same language with regards to
collaborative practice and instructional shifts
– eg. ROCI, backwards planning, 4 Cs, text-based
questions, constructed response, close reading…
• Teacher and leader investment in the PLCs
and their impact on students
– “At the beginning of the year, I was really apprehensive
about the new writing standards for my Kindergarteners
but with the support of the PLC I tried it out and they
have never written so much.” – Kinder PLC Participant

37. Lessons Learned
Structure:
– Find a way to reach all teachers (additional grades and
content areas).
– It’s hard to directly measure impact – we are working on a
tighter system for collecting district-wide classroom practice
data.
– We need to strengthen the connection between PLCs and
support back at sites.
Content:
– Teachers need support learning how to backwards plan
(annually and unit by unit) using the curriculum as a resource.
– Approach all content with an English Learner lens.
– Strengthen learning opportunities for site leaders.

38. Next Year
• Structure • Content
• Explicit writing
instruction that
supports English
Language Learners
• How to develop
rigorous, Common
Core-based backwards
plans for instruction,
and consistently analyze
student work to
measure impact

39. Tips for Other Districts
• Communicate, communicate, communicate!
Include all teachers, Union, Board!
• Coordinate and align all PD efforts and
external support providers. Align any and all
PD!
• Consider subs for release vs non-student PD
days. We’ve maxed out sub capacity and
releasing staff compromises instruction.
• Include any and all instructional staff beyond
teachers– extended day programs, tutoring
programs, etc.

40. Questions

41. Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Dr. Tom Green
thomas.green@arusd.org
Chief School Transformation Officer

42. Transitioning to the Common
Core (CCSS) through Teacher
Release Days
June 16, 2014
Eve Pallansch and Sanee Ibrahim
School Innovation Partners

43. Objective
Demonstrate how
release days support
teachers to make the
transition to the
Common Core through
collaborative planning.

44. McKinley
Elementary
• Principal: Mrs. Aurora
Garcia
• 492 students, K-6 and
Pre-K SDC
• 82% ELs, not including
RFEPs
• 87% Latino
• 92% Free/reduced lunch
• 2nd year of our
partnership

45. Why Grade Level Release Days
Common Core
Grade Level
Expectations
Common Core
Assessments
Common Core
Unit Plans
Weekly
Collaboration
Set Goals, Plan,
Assess, Reflect
and Adjust
Grade Level
Result-Oriented
Cycles of Inquiry

46. Release Day Logistics
• Calendaring and budgeting
– 4 full days
• Design Principles:
– Common objectives
– Consistent agenda
– Embedded opportunities for professional
learning
– Direct facilitation by PSI and principal

47. Objectives
• Being a team
• Reflect and Adjust:
analyzing student learning
• Set Goals
• Plan: summative
assessment
• Plan: CCSS unit map
• Reflect and Adjust: ways of
working and team
commitments
Agenda
Grade Level Release Day Agenda

48. Unit Overview

49. Unit Map Template

50. Impact
We observed:
• Consistent curricular
alignment
• An increase in rigor of
learning objectives and
assessment
• An increase in teacher
investment in
collaborative learning and
planning around
Common Core
Common Core
Grade Level
Expectations
Common Core
Assessments
Common Core
Unit Plans
Weekly
Collaboration
Set Goals, Plan,
Assess, Reflect
and Adjust
Grade Level
Result-Oriented
Cycles of Inquiry

51. Impact
An increase in equitable access to rigorous
teaching and learning.

52. Questions

53. Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Contact
PartnersInSchools.org
Renewing the Promise of Public Education
Eve Pallansch and Sanee Ibrahim
epallansch@partnersinschools.org
sibrahim@partnersinschools.org
School Innovation Partners