Conference Resources and Contact Information
Exemplary Practices in Education - Achievement Gains in Our San Joaquin
Valley - January 13, 2009
A primary goal of the Exemplary Practices in Education Conference was to establish a network of resources and expertise among Valley educators and supportive community partners. Because so many Valley schools share similar challenges, the Partnership felt that our presenters would have valuable insights to share with their fellow Valley educators.
This Conference Resources and Contact Information is organized by conference strand. A brief summary of each break out session is provided as well as power point or PDF files of presenter handouts. When available, contact links have been included so that interested parties can contact these Valley experts to learn more about the keys to their success.
Speaker and session strand resources will be added as they are available, so check back often!
See the video saluting Valley Star Schools (WMV format - may take 2-3 minutes to begin playing)
Click the link to obtain information regarding the keynote messages and break out session presentations.
Click again to close the panel.
Morning Keynote Speaker - Dr. James Lanich
Executive Director - Just for the Kids—California
President—California Business for Education Excellence
Dr.
Lanich began his career as an inner city middle school teacher for the
Los Angeles Unified School District. In 1992, he joined the L.A. County
Office of Education. There he led the largest Research and Development
Unit of any educational agency in the nation. In 1993, he received
his Ph.D. in Curriculum and Instruction from USC.
From 2001-2005 he served as the first Director for the Inaugural Broad Prize for Urban Education, which awarded $1 million dollars in scholarships to high performing urban school districts in the nation. While serving as the Inaugural director, he also co-founded Just For the Kids-California, the largest longitudinally linked student achievement database in the country.
He currently serves as the President of California Business for Education Excellence (CBEE) representing California's business leaders focused on raising student achievement in the state. He was also named by U.S. Secretary of Education Margaret Spellings to the National Assessment Governing Board (NAGB), which develops policy guidelines for the National Assessment of Educational Progress. His four-year term on the NAGB ends in September 2010.
Keynote Message Resources
Link to Speaker Power Point: internal link to power point
file
Just for the Kids Website
Luncheon Keynote Speaker - Dr. Thelma Melendez de Santa Ana
Superintendent—Pomona Unified School District
California Superintendent of the Year
ACSA
Imagine
a job where you wake up each morning knowing today you might forever
change someone’s life for the better. This is the power of education,
and this is why Dr. Melendez became a superintendent. She strives to
make a difference in the world, and knows no better way to improve the
future than by opening doors of opportunity for young people.
As a little girl, Dr. Melendez entered kindergarten in Montebello, Calif., speaking no English. But her caring teacher, Mrs. Silverman, never made to feel inferior. Melendez recalled: “She awakened me to my potential, and I soared.” Dr. Melendez wants her district’s education leaders to strive to make a difference for each child, as Mrs. Silverman did for her.
Superintendent Melendez’ district, Pomona USD, serves more than 30,000 students, more than 80 percent of whom are Latino, about half of whom are English language learners, and more than 75 percent of the students qualify for free and reduced-price lunch. The district faces serious challenges directly.
Keynote Message Resources
Link to Speaker Power Point: internal web line
Pomona Unified School District
Pomona
USD Student Voice Video
English Learner Strand
Session One Presentation
Create an Intensive Summer Language Program for Intermediate CELDT Students
Presenters: Barbara Thiesen, Dinuba USD
Summer
School is the opportunity to accelerate English learners' language skills,
especially for students who are "stuck" at intermediate. Dinuba
USD summer school is a language academy that moves students to higher
levels of academic English competence, and helps teachers master cutting-edge
ELD teaching strategies. Dinuba’s summer program has fully
implemented Kevin Clark’s Structured English Immersion strategies. The
District has impressive data to show that large numbers of English Learners
are growing at least one CELDT level after six weeks in the summer program.
Presentation Resources
Contact Information:
Barbara Thiesen, Director of Instructional Services, Dinuba USD
bthiesen@dinuba.k12.ca.us
Kevin Clark, Clark Consulting and Training, Inc.
clarkcon@comcast.net
The Case for Structured English Immersion by Kevin Clark
Link to Speaker Power Point: internal link
Link to Speaker Handout: internal link
Session Two Presentation
Corcoran High: Serving High School EL Students
Presenters: Principal Gent; Vice Principal Ochoa; ELD Coordinator Lerma & Resource Specialist Murray
Closing the EL academic achievement gap for middle school and high school EL students can be done when research-based best practices are identified and adhered to by everyone on staff. Corcoran High School staff provided an overview of the work they have done which has led to the dramatic academic growth by their EL students.
By developing a coherent learning culture wherein everyone is a learner, the Corcoran High School staff is becoming a culture of inquiry guided by data and research-based best practices.
Corcoran High School credits their measurable student improvement to the following:
- A full time English Learner coach,
- ELAC parent involvement and parent classroom visits,
- Proper placement of ALL EL students in ELD Classes,
- Student Voice Club and their staff presentations,
- EL awareness, and
- EL students participating in best practices institutes.
Corcoran High School is now implementing the following next steps to further improve services for EL students and the measurable achievement of EL students:
- Examples of students’ best work posted in class,
- Collaboration with their feeder middle school,
- Expanded student voice,
- Use Rosetta Stone in ELD classes,
- Focus on Academic Language, and
- Create more of a college-going culture on campus.
Presentation Resources
Contact Information:
Charles Gent, Principal, Corcoran High School
cgent@kings.k12.ca.us
Karen Ward, Springboard Schools
kward@springboardschools.org
Link to Speaker Power Point: internal link
Session Three Presentation
What’s Working at Del Rey Elementary School
Presenters: Del Rey Elementary School Staff, Sanger USD
Del Rey Elementary School has met their AYP goals with impressive annual academic improvement scores for English Learners. School representatives discussed the practices that have contributed to the growth of English Learners.
The Del Rey principal explained some of the critical initiatives that they implemented to bring about the impressive turn around and bring the school out of PI status. The entire school committed to learning and implementing a standards-based curriculum. To effectively implement the curriculum the staff was trained on curricular calibration and explicit, direct instruction. Engagement and modeling are key strategies.
A professional practice rubric was shared in the presentation. It guides teachers’ mastery of EDI elements. The rubric has been helpful for teachers to use as they reflect on their own best practice. Classroom walk throughs correlate with the EDI rubric and provide data monitor program implementation.
Presentation Resources
Contact Information:
Susan Fitzgerald, Principal, Del Rey Elementary School
susan_fitzgerald@sanger.k12.ca.us
Link to Speaker Handouts: internal link
College Going Culture Strand
Session One Presentation
AVID – Making a Difference in the Valley
Presenters: Cindy
Mettler, Bear Creek HS, Lodi USD; Amy Chavkin, Modesto HS, Modesto
City Schools; Derek Sato, Earle E. Williams Middle School, Tracy USD
AVID is a 4th – 12th grade system to prepare students in the academic middle for four-year college eligibility. In this presentation participants walked away with knowledge of how AVID’s rigorous standards can be implemented district-wide, professional development opportunities, and college resources.
AVID began at the high school level. The program now has offerings for elementary (grades 4 - 5) and middle school (grades 6 - 8). The elementary program has four critical components that mirror the secondary models:
- Student success skills - social etiquette,
- Organizational tools - foundation,
- WICOR Lessons - writing to learn, inquiry, collaboration, organization and reading to learn, and
- Partherships - keys to lifelong success.
Presentation Resources
Contact Information:
Michelle Badovinac, AVID Director, Delta Sierra Region 6\
mbadovinac@sjcoe.net
Schools:
Cindy Mettler, Bear Creek High School, Lodi USD
Amy Chavkin, Modesto High School, Modesto USD
Derek Sato, Earle E. Williams Middle School, Tracy USD
Link to Speaker Handouts: internal link
Session Two Presentation
Breaking the Algebra I Barrier
Presenters: B. Aguirre, Clovis USD & Principal Winter, Clovis HS
Challenged to raise achievement in Algebra I, Clovis USD implemented a Math Initiative; the first year resulted in dramatic achievement growth. Tid presentation included the history of the initiative and the processes used to develop materials coordinated to a textbook, as well as changing the culture of algebra instruction.
The following goals and expectations were created by a team of Clovis USD teachers and administrators:
- Raise student achievement by 5% each year for the next five years,
- Implement a comprehensive program of curriculum and assessment development for Pre-Algebra, Algebra I and Algebra II,
- Develop common curriculum documents including pacing guides and core assessments,
- Develop supplementary instructional materials to address standards not fully addressed in textbooks,
- Develop common unit tests,
- Disseminate and communicate curriculum materials through a lead teacher model, and
- Designate and train site lead teachers.
Presentation Resources
Contact Information:
Bobbi Aquirre, Math Initiative District Lead, Clovis Unified
School District
baguirre@cusd.com
Link to Speaker Handouts: internal link
Career Education and Workforce Development Strand
Session One Presentation
Madera High School Health Partnerships
Presenter: R. Sandie Woods, Vice Principal, Madera High School
Speakers presented Madera High School’s Allied Health Academy, the exemplary training program for high school students who want to seek employment in the health professions.
The Allied Health Academies Project, California State University, Fresno, is in its first year of implementation after having received funding from the Center for the Health Professions, University of San Francisco, through grants from The California Endowment and the California Healthcare Foundation. Recently, additional funding from the California Wellness Foundation was received, allowing the project to be secured for an additional two years. Blanca Sciara, MPH coordinates the Project.
The Project addresses health care workforce shortages in the Central San Joaquin Valley by developing an educational pipeline to attract underrepresented and low income high school and community college students to prepare for allied health careers. University students serve as ambassadors to the high school-based academies. The Project currently includes partnerships with the following 16 schools:
Fresno County
- McLane High School
- Selma High School
- Roosevelt High School
- Sanger High School
- Duncan Polytechnical High School
- Reedley High School
- Reedley College
- Parlier High School
- Fresno City College
Kings County
- Hanford West High School
- Hanford High School, East
Madera County
- Madera High School
Merced County
- Merced High School
Tulare County
- Golden West High School, Visalia
- Tulare School District, TCOVE College of the Sequoias
Contact Information
Sandie Woods, Learning Director, Madera High School
Madera High School
200 South L Street
Madera, CA 93637
(559) 675-4444
Session Two Presentation
SUCCESS Academy: Workforce Readiness in Alternative Schools
Presenter: Vicki Trask, ROP Teacher, Stanislaus COE
The Work for SUCCESS Academy is designed to instruct at-risk youth on how to gain meaningful employment and/or how to access educational and training opportunities.
Presentation Resources
Contact Information
Bob Dittman, Division Director
(209) 238-1500 Fax (209) 238-4216
Session Three Presentation
Firefighting Technician Program
Presenters: Phil Whitson, Mariposa High School
Speakers
discussed the exemplary training program for high school students who
want to seek employment as a firefighter. Presentation featured
program elements that contribute to program success.
The Mariposa High School Fire Fighting Technology and EMS Education Program began in 1995 under the guidance of Phil Whitson, an experienced Fire Captain and Battalion Chief. Using the Certified State of California Firefighter I Core Curriculum, the program enables students to meet the requirements for certification as State of California Fire Fighter I and II. The program enjoys an articulation agreement with College of the Siskiyous in Weed, California. Program graduates are hired into Fire Service. About 150 students are in the Fire Service and Emergency Medical Service field as a direct result of this program.
The program operates under the traditional Fire Department structure with the instructor serving as the Fire Chief. Students assume roles of Deputy Chief, Assistant Chief and Battalion Chiefs, Captains and non command students divided into platoons. All command positions are awarded through an application process that includes interviews and formal performance evaluations.
Presentation Resources
Program links: Grizzlies Fire Department
Presentation
Handouts
Contact information:
Phil Whitson, Mariposa High School, (209) 742-0260
pwhitson@mariposa.k12.ca.us
Reading Strand
Session Two Presentation
Sierra Vista: A STAR Elementary School
Presenters: Sierra Vista Elementary School Staff, Madera USD
Sierra Vista Elementary, a Just for the Kids STAR school, has proven success with English learners, including increasing their redesignation rates. For the past two years, the English learner sub-group has met their AYP markers, thus enabling the school to exit from PI status. 97% of the school’s students are Hispanic and 74% are English Learners.
To raise reading scores at Sierra Vista Elementary School in Madera County, the school staff used whole school English Language Development with groups based on CELDT scores and correlated ROLA levels. Groups are constantly monitored with new ROLA and/or test results for possible new group placements. At all grade levels strategic interventions have been adopted.
At kindergarten, instructional aides are trained in Hampton-Brown’s IDEA Kit for oral language development. All kindergarten students attend for a full day. Two weeks prior to the first day of kindergarten, all students who were not enrolled in pre-school attend a two week orientation session.
Technology plays an important role at Sierra Vista and many classes use Promethean Boards.
ELD teachers on special assignment conduct focus walks for ELD Best Practices, coach teachers, demonstrate model lessons and guide High Point instruction for grades 5 and 6. A copy of the walk through rubric is linked below.
Teachers receive relevant data on a regular basis using CELDT, benchmark tests, ELD unit tests, chapter tests and writing samples. Extensive before and after school tutorials offer intervention at a variety of skill levels.
Collaboration among teachers is critical. Weekly collaboration time allows teachers to examine student work and evaluate assessment data. Time is spent in both same grade level meetings and multiple, vertical level collaboration. Cycle of Inquiry model is used to establish and monitor SMART goals.
Presentation Resources
Presentation Handouts: internal link
Contact information: Sherri DeFina, Principal at (559) 674-8579
Session Three Presentation
Panel of South Valley STAR Elementary Schools
Presenters: Columbine Elementary School Staff, Tulare County and Cesar Chavez Elementary School Staff, Bakersfield City Schools
Just for the Kids identifies those schools who are outperforming their demographics. The principals and teacher representatives from each school discussed how they are improving their language arts scores.
Columbine Elementary School, Tulare County
Columbine Elementary School
Columbine Elementary is a K-8 school located in southern Tulare county. The
school serves 198 students-- 42% students are on free and reduced lunch
program and 7% are EL students.
According to Principal Jones, the school’s goal is to be flexible,
be creative, and realize that there isn’t just one way to do anything. Do
the mandated, but it is great to supplement it. When adopting new
programs, it is key to get teacher “buy-in”.
In Kindergarten, we begin teaching using “Sing-Spell-Read-Write” and carry it on to the other grades.
When teaching “SSRW”, you need to teach everything that is in the workbooks/worksheets.
Description of the “Sing-Spell-Read-Write” supplemental program
- All aboard Workbook-alphabet picture book, cut out and paste, Ex. A-Alligator, ant, alphabet, and astronaut. “Why reinvent the wheel?”
- On Track Workbook- Phonics, vocabulary development, reading, and comprehension. Phonetic Analysis. Sing the A to Z sond and draw lines from the letters to the pictures that start with their first letter. Color the pictures. There is a connection/interweaving with their reading program Open Court with this supplement.
- Raceway Workbook- 36 step book
Begins with phonemic awareness, phonics, reading, comprehension, vocabulary development, spelling, writing, comprehension, and grammar are the elements of this program. Step 6 starts the phonetic storybook readers. There are 17 story books in the program. The first five storybooks cover shirt vowels with book 1 about a and book five is on u. Book 6 stresses all 5 of the short vowels. Books 7 through 17 emphasize reading rules.
Another supplemental program used at Columbine is Saxon Phonics
It is a scripted program for explicit, direct instruction and provides
for ample practice so that students can learn, practice, and apply
their learned skills. 85% of words in English language follow some
sort of a pattern. So it is important to teach students to chunk
and find the patterns in reading. Saxon Phonics has workbooks
for each sound/spelling. Each grade level has their own
sound spelling cards. Saxon Phonics also provides plenty of additional
games for learning letters and sounds. Little take-home books are provided
for each student for additional practice. Additional programs
used at Columbine School are:
- Earobics: phonemic awareness
- Reader Rabbit:
- Zoo Phonics
- Read naturally
- Step Up to Writing
After school programs use these programs as well.
Think about what your gaps are and what program you could use to help
a student improve in that area. Do whatever you can to motivate students
to improve, the cost is low in comparison to what is gained!
Staff training is another key component. We highly recommend the
Upland School District for training on teaching strategies and working
with at-risk students. Don’t be afraid to let people
try things as long as they are reasonable and don’t supplant the
core curriculum.
The student body has to believe, “It’s okay to be smart!” There is not one silver bullet that is going to be the answer for every student. It is important to know where our students are so that we know where we are going.
Presentation Resources
Presentation Handouts: internal link
Contact Information:
Timothy Jones, Superintendent/Principal
e-mail: tcolschool@aol.com
(661) 725-8501
Cesar Chavez Elementary School Staff, Bakersfield City Schools
Cesar E. Chavez Elementary School, located in Bakersfield, California,
is a public school that serves grades K-6 in the Bakersfield City School
District. It has received a GreatSchools rating of 7 out of 10 based
on its performance on state standardized tests.
Technology and Computer Literacy Strand
Session One Presentation
One to One Learning
Presenter: Karen Ward, Anytime Anywhere Learning Foundation
A
personal laptop computer is a powerful learning tool. John Muir
Middle School in Corcoran USD has implemented a program in which every
student has access to their own laptop every day at school. By placing
class sets of laptops in designated classes so that every student is
enrolled in at least one laptop class. Program implementation and best
practices were discussed.
Presentation Resources
Contact information:
Karen Ward at kward@aalf.org
Mike Graville, Principal
Website resource
link
Additional information on One to One Learning
Session Two Presentation
Enhancing Classroom Instruction with Emerging Technology!
Presenters: CTAP Region 7: Emy Lopez-Phillips, B. Curwick; Fresno COE: M. Hammons, D. Serrato and B. Radoicich
In a recent Region 7 needs assessment, over 70% of educators polled expressed "being informed about new technologies," as their greatest need. Participants experienced emerging classroom technology that enhances instructional delivery and student engagement.
A variety of dynamic technologies are now common in classrooms across our Valley. These include: smart boards, document cameras, individual response pads, tablet PCs, web-based resources, computer simulations and science lab tools. Many of these technologies were modeled and/or explained.
Presentation Resources
Contact information:
Emy Lopez-Phillips and B. Curwick at Fresno COE
CTAP information
Session Three Presentation
On-Line Classes as Emerging Technology
Presenter: Rob Darrow, Clovis USD; M. Guthrie & Paul Colagiovanni
This presentation shared the latest research and trends regarding K-12 online learning, funding of online schools, and online charter schools. Participants were given a basic overview of the factors to consider when offering online courses including funding, current trends in K-12 online learning, and examples of online schools in Fresno County.
Data Systems Strand
Session One Presentation
Using Data to Drive Instruction
Presenters: Principal
Fuentes; J. Britton, Academic Coach; D. Lopez, 4th Grade Teacher & C.
Turman, 5th Grade Teacher
Serving grades 4 and 5, Mills Intermediate School staff was recognized
by Just for the Kids for the achievement gains of their high poverty
and high EL students. Staff credits their success to use of data
throughout the school. They shared their best practices.
Session Two Presentation
Just for the Kids
Presenters: Ken Sorey, Just for the Kids - California
Learn how school and district leaders use student performance data to benchmark against high performing look-a-like schools, uncover best practices, and replicate proven strategies that raise student achievement and close achievement gaps.
Presentation Resources
Link to Speaker Power Point: internal link to power point
file
Just for the Kids Website
Session Three Presentation
California Partnership for Achieving Student Success
Presenter: Michelle Kalina
Cal-PASS
is a vital resource to help educators improve student achievement by
identifying and reducing barriers to successful student transition in
all levels of education: from kindergarten through college. The power
of Cal-PASS rests in two aspects:
- The data the system collects, and
- bringing K-16 groups and faculty together from different educational segments to use the data to identify barriers, empower educators to make changes and build best practices.
Cal-PASS provides the information educators have been asking for. Working together, educators use the Cal-PASS data to equip students with the tools they need to make the successful transition to higher education. So please peruse our web site and become involved with our exciting program. Cal-PASS is for everyone interested in student success!
Link to Speaker Power Point: internal link to power point
file
CalPASS Website
Partnerships & Collaboration Strand
Session One Presentation
Creating Sustainability with Community Partners
Presenter: Adam Valencia, Tulare COE
Partnerships
for Excellence
Community partnerships have strengthened the relationships between schools,
community based organizations and schools throughout Tulare County by
focusing on five general areas: faith based organizations, community
based organizations, business leaders, law enforcement and education. Key
to the work of this partnership is their collective support for high-risk
youth and the County’s community schools.
Court/ Community School
The Tulare County Office of Education (TCOE) services high-risk youth
in its Court/Community Schools. Tulare County operates seven separate
community schools in addition to the Youth Facility Court School (Boot
Camp) and Juvenile Detention Facility Court School. On a daily basis,
the Court/Community Schools have approximately 500 students enrolled
but will serve several multiples of that figure in one school year.
This is due to the high transiency of students through individual programs.
TCOE Court/Community Schools serve those referred students ranging from
seventh through twelfth grades who are either expelled, adjudicated,
or incarcerated. TCOE currently operates two community school sites to
serve group homes.
The adjudicated/incarcerated student category is considered high-risk
because of the overlapping of juvenile offenders, those at risk for school
failure, and children who have various disabilities. Low academic achievement
and performance, teen parent status, physical/sexual abuse, chemical
dependence, and school expulsion are some of the challenges these students
face. These high-risk students are referred to Court/Community Schools
by the Juvenile Court, the Probation Department, schools districts, and
other public agencies.
TCOE Court/Community Schools are chartered to provide high-risk students
an alternative educational setting where they can develop the social,
academic, and life skills to be transitioned successfully back to their
home schools or to complete the general equivalency diploma (GED).
Volunteer work opportunities are available at many sites, strengthening
positive experiences with the community and exposing students to practical
career options. Job placement support from SEE, C-SET, and JTPA are also
provided at school sites. Special features of Court/Community Schools
include:
- Individualized programs that accommodate the age range and subject requirements of students.
- Modern facilities designed to meet the needs of at-risk youth.
- Opportunity for vocational training, possible part-time work experience and labor market counseling.
- Counseling for students and their families in the areas of substance abuse, anger management, gangs and violence prevention.
- Specialized curriculum to teach the CHARACTER COUNTS! program. This innovative and exemplary program teaches students to make better decisions by teaching responsibility, trustworthiness, respect, fairness, caring and citizenship.
- Working To Independence Program. A program that teaches work ethics to those interested in assisting severely handicapped children in a M.O.V.E. program.
- Additional school day on Saturdays for court school students.
The Step Up Service Learning Grants Program
The Step Up Service-Learning Grants Program funds small-scale, youth
directed projects that focus on reducing adolescent violent crime,
aggression, delinquency and/or substance abuse. All proposals must
include service-learning projects.
The Step Up Service-Learning Grants Program funds small-scale, youth directed projects that focus on reducing adolescent violent crime, aggression, delinquency and/or substance abuse. All proposals must include service learning.
Presentation Resources
Contact Information
Adam Valencia, Prevention Coordinator II, Tulare County Office of Education
Other Program Links:
Session Two Presentation
ARCHES: Merced P – 16 Council
Presenters: Sharon Twitty, Merced COE & Jorge Aguilar, UC
Merced
A panel of key leaders from economic development, education, and government
sectors discussed how they worked collaboratively to establish a Preschool-16
Council in Merced County. The Council has had an impact on establishing
an open community dialogue on student achievement, gap analysis and systems-driven
measures to address the needs of Merced County students.
Merced County is a young and growing community with 30% of its population under the age of 13. The population is diverse and 80% of the people have at least a high school diploma. Merced County’s P-16 Council is a countywide assembly of education, business and community leaders dedicated to address the equity challenges found in P-16 education. The Council’s goal is to promote the success of Merced’s youth in accessing and completing college through strategic business-education alliances. The data show that a critical focus is reading. Students who are not reading at grade level by grade four are destined to be high school drop outs.
Key principles guide the work of the Council. The Council uses a systemic approach towards the accomplishment of three goals:
- Early care and education- preschool in every site in Merced,
- Increase the number of 9th students to enroll in college prep courses
- Higher education- placement of students in college readiness coursework. A key strategy for the accomplishment of the third goal is AVID.
- The Council has realized the importance of transitional points along the Pre-school though higher education continuum. Some of their work has addressed kindergarten readiness.
In order to curtail dropout and increase placement in higher education,
the Council has explored the importance of rigor and relevance in grades
7 - 12. To develop baseline data for rigor, the Council is tracking
enrollment in a - g coursework. To address relevance the council
is working with business partners to identify and integrate career connections
in all classes. For example, the mechanics of automobiles has been
integrated into physics coursework;. Five programs have been approved
to promote the rigor and relevance paradigm: The Art of Animation,
Digital Photography, Graphic Arts, Food Science and the Art and History
of Floral Design. All of these classes have a-g certification.
The P-16 Council has sponsored research to track and validate the Council’s
focus work. Research found that schools in Merced County do not
uniformly allow for ALL students to access rigorous and relevant courses
like those described. Some students had four years of CST proficiency
yet were not given the opportunity to enroll in or had failed a-g certified
courses. There was a stereotype that ROP courses were not for “college
bound” students. Based on CST scores those students can
compete, with system enhancements. These data have resulted in
system-wide meetings to compare and collaborate.
The University of California, Merced, has already found that students who have been given access may not be well prepared. The system in characterized by inequities.
Presentation Resources
Contact Information:
Sharon Twitty, Merced County Office of Education
Information on the course pairing project, an activity supported by the P-16 Council
Merced County Children’s Action Plan
Session Three Presentation
Effective Relationships Between Schools & Communities
Presenters: Kandy Woerz, Stanislaus COE & Keith Griffith, Stanislaus Alliance
The ARCHES Central Valley Regional P-16 Collaborative identified areas of need as well as existing resources available from K-12, IHE's, Community & Business organizations, and established Summer Academies for students at Basic or Below Basic on CST's in core curriculum areas. Most students represented are EL's and/or Economically Disadvantaged. Support is provided by all partners for the students and their families. The Stanislaus Economic Development & Workforce Alliance, Inc. is coordinating and implementing educational initiatives and programs to align business partners with educators to better prepare students for college and careers with the skills needed to meet employers expectations.
ARCHES
The mission of Arches Central Valley Regional Collaborative is to build
a “College Going Culture” among low income and underrepresented
students from communities with historically low college going rates. The
short term goals of arches are to:
- Increase the number of students in targeted schools I Stanislaus County who successfully complete Grade 8 Algebra I or Grade 9 Geometry, by providing Summer Academies for transitioning Grade 7 and Grade 8 students.
- Provide parent and student support before, during and after the summer academies.
The long term goals are:
- Expand the Summer Math Academies to serve students in all districts in Stanislaus County.
- Add Summer Math Academies for Grade 6 Math, Grade 8 Science and Grade 10/11 English.
- Develop a variety of ongoing support strategies for high school students and their parents.
Presentation slides included the funding sources, planning processes, follow-up strategies. The strengths of the Summer Academy include the:
- Utilization of master instructors,
- Support provided by bi-lingual aides,
- Utilization tutors who are math and science majors, and
- Provisions for continuity with algebra Instructors during the 8th grade.
Presentation Resources
Link to presentation power point: internal link
ARCHES contacts: Linda
Erickson at ericvigneto@aol.com
Kndy
Woerz at kweoerz@stancoe.org
Stanislaus Workforce Alliance
Stanislaus Economic Development and Workforce Alliance
Initial
discussions about merging the Stanislaus County Economic Development
Corporation and the local WIB began in the fall of 2000. The prospect
of such a merger arose out of dissatisfaction with the county’s
existing workforce and economic development programs. The intended goal
was to streamline these functions and better align the counties job creation
and worker training efforts. This idea was deemed plausible due to similar
successful efforts in the nearby San Joaquin Partnership.
The Stanislaus Economic Development and Workforce Alliance (the Alliance)
was ultimately founded in 2002. The alliance is a non-profit organization
designed to oversee both job training and job creation activities. It
derives its funding from a combination of public and private sources.
The Alliance has approximately 20 staff and four departments—Employment
and Training, Economic Development, the Business Resource Center and
the Small Business Development Center. It has a 47- member board with
both public and private sector representation.
Forming the Alliance required the region’s stakeholders to overcome
a number of difficulties. Most notably, the organizers had to overcome
the pervasive mistrust between different public entities in the county.
In particular, many smaller cities felt that the county ignored their
needs and placing merging the two organizations into one entity would
give the county too much control. To overcome these perceptions, the
new organizations governance structure allowed each member city to be
a seated voting member. As a result, the county’s smallest city
had he same voting power as Modesto, the county’s largest city.
The new organization’s top leadership also needed the appearance
of impartiality. This led the region’s stakeholders to find an
executive from outside the region, and who could assume the position
without any kind of local political baggage. After a nationwide search,
the organization hired a director with an economic development background
from a large Midwestern town.
The region’s stakeholders also engaged in a collaborative planning
process in order to better align the varying agendas. The resulting strategy
served as an important tool in the fundraising necessary to support the
new organization’s workforce and economic development activities.
The creation of the Alliance was less a merger of two organizations than
the creation of an entirely new organization. Although many of the same
staff was retained, the Alliance is nevertheless an organization with
a new mission, new goals and objections, new bylaws, etc. Nevertheless,
the new organization allowed the county to overcome the limitations imposed
by keeping different funds within their individual silos. The new governance
structure better allows the Alliance to find creative ways to combine
programs and better need the needs of employers and workers alike.
Presentation Resources
Link to presentation power point: internal link to power point
Stanislaus Workforce Alliance contact: Keith Griffith at (209) 567-4985
Teacher and Administration Training Strand
Session One Presentation
Sanger’s Success Story: Professional Learning
Communities in Action
Seven Sanger elementary schools have been recognized by Just for the Kids as STAR schools. Across the district student achievement is on the rise and most schools have exited PI status. Superintendent Johnson and Associate Superintendent Smith discussed the important role professional learning communities have played in improving student learning.
The foundation of Sanger’s improved student achievement is a strong commitment to students and teamwork. Sanger USD credits the academic improvement of their students to a systemic approach to professional development, instructional improvement and accountability. All professional development has been focused around three initiatives: Explicit Direct Instruction, Intervention and Professional Learning Communities. Over the past four years, a comprehensive implementation plan has guided the training schedule for all teachers including several districtwide staff development conference days. During the session Superintendent Johnson and Deputy Superintendent Smith described the design and implementation of these initiatives.
All principals were trained in all of these initiatives as well as walk-through strategies to monitor and coach school site implementation.
Presentation Resources
Link to Sanger USD information
Contact Information: Superintendent Johnson and Deputy Superintendent Smith at (559) 875-6521
Session Two Presentation
BRIDGES: Regional System of Tier I Leadership Training
Mark Archon, Director, Madera County Office of Education
Tricia Protzman, Program Director, Madera County Office of Education
Presenters highlighted key components of the Bridges program, a state-approved Tier I administrative training program. The purpose of the program is to develop aspiring school leaders with the confidence and competence to impact student learning.
Bridges to Leadership – Tier One is a comprehensive program, approved by the California Commission on Teacher Credentialing (CCTC), for educators who want to earn a Preliminary Administrative Services Credential in a non-university setting. The focus of BRIDGES is to work with districts/counties who are interested in building their capacity by “growing their own” administrators.
Developing competent leaders in schools is the crucial component to continued student success. The Bridges to Leadership – Tier One program goes beyond the completion of coursework or the passing of a test. It truly develops candidates who are ready to focus the efforts of a school on the continued implementation of a vision and school culture capable of improving student achievement. There are three major components of this 15-month program:
- Face-to-face seminars based on the California Professional Standards for Educational Leaders. Small cohort groups are formed that provide collaborative exploration on these standards.
- Online-Learning that reinforces and enhances the face-to-face seminars. This establishes a community of learners who continue to support one another.
- Fieldwork specifically focused on teaching and learning. A coach trained in Cognitive Coaching SM will be provided for each candidate.
Presentation Resources
Link to contacts:
Mark Archon, Director, (559) 662-3854 or marchon@maderacoe.k12.ca.us
Tricia Protzman, Program Director, (559) 662-3852 or email at tprotzman@madercoe.k12.ca.us
Creating a Regional Voice for Preschool Planning and Implementation in the San Joaquin Valley
Strand Facilitator:
Dr. Karen Hill Scott, Early Education Consultant
Strand Coordinators:
Gaye Riggs, Assistant Superintendent for Early Care and Education, Merced
County Office of Education
Jennifer West, PCAP Project Manager, Merced County Office of Education
As part of the California Partnership for the San Joaquin Valley’s Exemplary Practices in Education regional conference held on January 13, 2009 at California State University, Fresno a group of nearly seventy interested persons from eight San Joaquin Valley counties met to discuss the status of preschool planning and implementation in the valley. This imbedded preschool strand was funded by The David and Lucile Packard Foundation and was the culminating element of the Preschool Coordination and Alignment Project (PCAP). PCAP was funded to publish a written report on the status of preschool planning and implementation in San Joaquin, Stanislaus, Merced, Madera, Fresno, Kings, Tulare and Kern counties and to use the report as a catalyst for conversation about the counties’ interest in exploring a regional voice for preschool issues.
Karen Hill Scott, a premier group facilitator and well-known preschool
champion facilitated the day-long dialogue. The group reviewed the final
draft of the preschool status report. More important, it discussed rationale
for and explored interest in continuing a regional preschool conversation.
The group consensus was that the first step was to develop a regional
message a draft of which emerged at the end of the day: 8 Counties, One
Voice for Today’s Children and for the Future of California’s
Great Central Valley – Beginning Now. Nine persons (one from
each county and a representative of the California Preschool Instructional
Network) were identified to continue the regional conversation and to
explore next steps. Merced County agreed to facilitate the process.
Presentation Resources
Link to Contacts:
Dr. Karen Hill Scott
Gaye Riggs, Assistant Superintendent, (209) 383-7147 or griggs@mcoe.org, Merced
County Office of Education Website