ld west professional development series revised

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LD West Instruction

Professional Development Menu of Services Introduction: The following Menu of Services establishes the foundation for rigorous instruction that incorporates research-based effective teaching practices. The goal for each professional development session is to provide high-leverage instructional activities and strategies in each content area. All professional development supports the LD West’s instructional goals and strategic anchors. Research: These services are based on the following four research-based principles outlined in the NSDC’s Report “Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad” (Darling-Hammond 2009): PD should:

1) Be intensive, ongoing, and connected to practice 2) Focus on student learning and address the teaching of specific content 3) Align with school improvement priorities and goals 4) Build strong working relationships among teachers

In addition, these PD services are designed to be in alignment with the following five professional development principles released by the Center for Public Education titled “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability” which follow:

1) Duration of professional development must be significant and 2) Support must address the specific challenge of changing classroom practice 3) Initial exposure should engage teachers through varied approaches; participation must active 4) Model when introducing a new concept and help teachers understand a new practice 5) The content presented must be specific to the discipline

Format of services: The services outlined here will be provided at a PD location or direct to schools, through banked-time, lesson study, PLC work, grade-level planning. Professional development supports are designed to assist each school meet their instructional goals. All professional development is designed to extend the quality and effectiveness of instruction by using a variety of strategies to reduce barriers to learning while preparing students to be college and career-ready high school graduates. Professional development plan: Each school will design a professional development plan based on their individual school needs determined by their SPSA instructional goals, school data, site observations, Culturally and Linguistically Relevant (CLR) Walk-Throughs and principal/director discretion. Professional Development offerings include follow-up implementation support and monitoring over time. Schools may select a PD series for one semester with follow-up for the rest of the semester to refine/revise the implementation of this new learning. Professional Development will:

• Incorporate research-based effective teachings strategies to support at-risk students in meeting grade level standards • Support LAUSD Unified Focus Elements (3b2. Discussion Techniques and Student Participation; 3c1. Standards-based

Projects, Activities and Assignments; 3d3. Feedback to Students) • Align to support the LD West Focus Areas (Proficiency for All, Early Literacy, Secondary Literacy, Reclassification, A-G

Requirements, and Equity and Access for All) • Assist schools to execute federal, state and district school improvement guidelines • Help schools utilize site-based resources that result in improved student learning • Support LD West Strategic Anchors (Building Capacity, Cultivating School Cultures, Eliminating Inequities) • Integrate Adaptive Schools strategies

Note: These Professional Development Series can be adapted to meet individual schools’ needs. If needed, schools are responsible for funding substitute coverage for their teachers to attend professional development.

TableofContentsSubject Page(s)

Math(Elementary) 2-4Math(Secondary) 5-7ELA(Elementary) 8-9ELA(Secondary) 10-12EnglishLearners 13-18

StandardEnglishLearners 19TitleI 20-21Science 22-24

Teaching&Learning 25-26SocialMedia 27

InstructionalTechnology 28-29ArtsIntegration 30-31

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ELEMENTARY MATH

Phone: 310-914-2167 Coordinator: Joseph Espinosa Email: [email protected] CA Math Standards Plan-Do-Study-Act Cycle @ School Sites

PD Series Connections Dates Target Audience Duration Description

CA Standards Focus: Major Cluster for each grade College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Discussion Techniques

& Student Participation • Standard-Based

Projects, Activities, & Assignments

• Effective Feedback LD West Focus Area Connections: • Proficiency for All • A-G • Equity & Access

Grade Levels Spans: • K-2 • 3-6

2 hours 1a. Plan: Plan a UbD Common Core Math Unit including Formative and Summative Assessments Participants will: • Analyze standards, achievement level descriptors (ALDs), and IAB

questions for the upcoming unit of instruction. • Plan using the UbD planning process including the three stages: 1) Desired

Results 2) Determine Acceptable Evidence and 3) Sequence of Lessons. • Evaluate the unit using UbD Design Standards, EQuIP Rubric, and ALDs.

Individual Grade Levels

2 hours 1b. Plan: Plan a Common Core Math Lesson Participants will: • Cognitively plan a Common Core Math Lesson including the following

activities: 1) Number Talk/Number String & 2) a Problem-Based Lesson including a Mastery Rubric.

• Evaluate the Lesson using the TAG, Hess’ Cognitive Rigor Matrix, and EQuIP Rubric.


2 hours 1c. Do: Rehearse or Teach co-planned lesson and debrief Participants will: • Rehearse a portion of the lesson with in the moment coaching feedback

and debrief using the lesson study protocol. OR • Observe the co-planned lesson and debrief using the lesson study protocol.


2 hours

1d. Study: Analyze Student Work Participants will: • Analyze student work from the teaching of the co-planned lesson by the

grade level using a protocol. • Craft descriptive feedback to move students toward mastery of learning

targets and along the learning progression. Individual Grade

Levels 2 hours 1e. Act: Revise/Refine Unit and Lesson

Participants will: • Revise and refine the co-planned unit and lesson based on the data

from analyzing student work, UbD Rubric, and the EQuIP Rubric.

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ELEMENTARY MATH

Phone: 310-914-2167 Coordinator: Joseph Espinosa Email: [email protected] Building Educator Assessment Literacy (BEAL) 2 + 1 @ LDW PD Location


CA Standards Focus: Math Practices College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Discussion Techniques


Projects, Activities, &Assignments


• Administrators • Teachers • Teacher Leaders • Out of Classroom

Support

6 hours BEAL 101: SBAC Assessment System: Performance Tasks, Hand Scoring, & Instructional Implications Participants will:

• Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for Learning

• Experience a Smarter Balanced performance task from the perspective of a student • Understand alignment with Smarter Balanced Claims and CCSS Standards for Mathematical

Practice • Understand and use Scoring Guides to score student responses to hand-scored items within

the task. • Begin to think about the instructional implications of Smarter Balanced performance tasks. • Consider the role of Universal Design for Learning in the context of your own curriculum

and instruction • Consolidate ideas about needed learning experiences based on Hand-Scoring Cycle II • Revisit the role of Universal Design for Learning in planning the kinds of learning

experiences and tasks we want for our students • Administrators

• Teachers • Teacher Leaders • Out of Classroom

Support

6 hours BEAL 201: Design/Modifying a Curriculum-Embedded Performance Task Lesson Participants will:

• Understand the value of performance assessment as a way of formatively assessing knowledge and skills needed for success on Smarter Balanced performance tasks.

• Analyze and reflect on different versions of a performance task. • Experience a formative assessment cycle with a performance task • Design/Modify a Curriculum-Embedded Performance Task • Plan a Formative Assessment Lesson Using the co-planned Curriculum-Embedded

Performance Task • Evaluate the Formative Assessment Lesson Using the SCALE & EQuIP Rubrics • Rehearse the Classroom Activity or Unpacking of the Performance Task

• Administrators • Teachers • Teacher Leaders • Out of Classroom

Support

6 hours BEAL 202: Analyzing Student Work & Refining the Curriculum-Embedded Performance Task Lesson Participants will:

• Analyze and reflect on student work from the Formative Assessment Lesson using the EQuIP Student Work Protocol

• Craft descriptive feedback to move students toward mastery of learning targets and along the learning progression.

• Refine and revise Performance Task and Formative Assessment Lesson using the SCALE & EQuIP Rubrics

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ELEMENTARY MATH

Phone: 310-914-2167 Coordinator: Joseph Espinosa Email: [email protected] Number Strings: A Daily Number Sense Routine K-6 @ School Sites


CA Standards Focus: • Operation and Algebraic

Thinking Domain • Number and Operations-

Base Ten • Number and Operations-

Fractions • Math Practices College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Standard-Based Projects,

Activities, and Assignments

• Discussion Techniques & Student Participation

LD West Focus Area Connections: • Proficiency for All • A-G • Equity and Access

Whole Staff 2 hours Number Strings 101: Addition and Subtraction Participants will:

• Experience an Addition or Subtraction Number String • Develop an understanding of the why and what of Number Strings • Make CA Math Content and Practice Standard Connections • Observe an Addition or Subtraction Number String • Become familiar with the models and strategies used for Addition and

Subtraction Number Strings • Become familiar with Number String Teaching Supports

Whole Staff 2 hours Number Strings 102: Multiplications and Division Participants will:

• Experience a Multiplication or Division Number String • Deepen understanding of the what and why of Number Strings • Make CA Math Content and Practice Standard Connections • Observe a Multiplication or Division Number String • Become familiar with the models and strategies used for Multiplication

and Division Number Strings • Deepen understanding of Number String Teaching Supports

Whole Staff 2 hours Number Strings 103: Fraction, Decimals, and Percents Participants will:

• Experience an Addition, Subtraction, Multiplication, or Division Number String with Fractions, Decimals, or Percents.

• Make CA Math Content and Practice Standard Connections • Observe an Addition, Subtraction, Multiplication, or Division Number

String with Fractions, Decimals, or Percents. • Become familiar with the models and strategies used for Addition,

Subtraction, Multiplication, or Division Number String with Fractions, Decimals, or Percents

Grade Level 3 hours

Number Strings 201: Mini-Lesson Study Participants will:

• Cognitively Co-plan a Number String at their grade level • Rehearse OR Observe the co-planned Number String • Debrief, Revise, & Refine co-planned Number String

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SECONDARY MATH

Phone: 310-914-2164 Coordinator: Firoza Kanji Email: [email protected] HS ALGEBRA 1 TEACHER CADRE: Supporting Struggling Students @ Crenshaw PD Center


CA Standards Focus: • CCSS Algebra 1 College & Career Readiness Success Indicators: • Academic Organization • Supports TLF Focus Elements: Discussion techniques, Feedback to students, Standards based activities LD West Focus Area Connections: Proficiency for all A-G Equity and Access

Teams of HS Alg 1 teachers

6 hours Day 1 of 5 Participants will: • Look at and reflect upon data • Have dialogue about the struggles that students are having

and share strategies that are being used to address the struggles • Read and discuss what research says about effective intervention • Learn how to implement number talks to build number sense. • Plan 10 number talks to implement at the school site. • Learn talk moves for facilitating whole group discussions What are the issues? What does research say?

Introduce strategies for building number sense and facilitating whole group discussion Same Teams of HS Alg

1 teachers 6 hours Day 2 of 5

Growth Mindset for students Participants will: • Reflect on implementation of number talks and talk moves. • Plan the next 10 number talks • Read about and discuss growth and fixed mindset • Explore resources for addressing student mindset • Plan 10 activities around mindset

Same Teams of HS Alg 1 teachers

6 hours Day 3 of 5 Formative assessment practices; Growth Mindset for teachers Participants will: • Reflect on implementation of number talks and mindset activities and discuss ways to

determine impact on students. • Plan next 10 activities for mindset and number talks • Look at and reflect upon data • Dialogue about mindset implications for teachers • Learn about formative assessment and share existing practices


6 hours

Day 4 of 5 Formative Assessment practices; Differentiation techniques Participants will: • Share student work from formative assessments and share next steps taken based on the

work • Continue to learn about, share, and implement formative assessment practices • Learn about, share, and implement strategies for differentiation


6 hours Day 5 of 5 Differentiation techniques (Math Practices) • Reflection on data and the impact of the series

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SECONDARY MATH

Phone: 310-914-2164 Coordinator: Firoza Kanji Email: [email protected] Building Educator Assessment Literacy (BEAL) 2 + 1 @ Crenshaw PD Center


CA Standards Focus: Math Practices College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Discussion Techniques &

Student Participation • Standard-Based Projects,

Activities, &Assignments • Effective Feedback LD West Focus Area Connections: • Proficiency for All • A-G • Equity & Access

Teachers 6 hours BEAL 101: The SBAC Assessment System: Performance Tasks, Hand Scoring, and Instructional Implications Participants will:

• Develop foundational knowledge about the assessment continuum, the Smarter Balanced Assessment System, and Universal Design for Learning

• Experience a Smarter Balanced performance task from the perspective of a student • Understand alignment with Smarter Balanced Claims and CCSS Standards for Mathematical

Practice • Understand and use Scoring Guides to score student responses to hand-scored items within

the task. • Begin to think about the instructional implications of Smarter Balanced performance tasks. • Consider the role of Universal Design for Learning in the context of your own curriculum and

instruction • Consolidate ideas about needed learning experiences based on Hand-Scoring Cycle II • Revisit the role of Universal Design for Learning in planning the kinds of learning

experiences and tasks we want for our students Teachers 6 hours BEAL 201: Designing/Modifying a Curriculum-Embedded Performance Task

Lesson Participants will:

• Understand the value of performance assessment as a way of formatively assessing knowledge and skills needed for success on Smarter Balanced performance tasks.

• Analyze and reflect on different versions of a performance task. • Experience a formative assessment cycle with a performance task • Design/Modify a Curriculum-Embedded Performance Task • Plan a Formative Assessment Lesson Using the co-planned Curriculum-Embedded

Performance Task • Evaluate the Formative Assessment Lesson Using the SCALE & EQuIP Rubrics • Rehearse the Classroom Activity or Unpacking of the Performance Task

Teachers 6 hours BEAL 202: Analyzing Student Work and Refining the Curriculum-Embedded Performance Task Lesson Participants will:

• Analyze and reflect on student work from the Formative Assessment Lesson using the EQuIP Student Work Protocol

• Craft descriptive feedback to move students toward mastery of learning targets and along the learning progression.

• Refine and revise Performance Task and Formative Assessment Lesson using the SCALE & EQuIP Rubrics

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SECONDARY MATH

Phone: 310-914-2164 Coordinator: Firoza Kanji Email: [email protected] 6TH GRADE MATH TEACHER CADRE: Creating common assessments aligned with the Smarter Balanced Achievement Level Descriptors @

Crenshaw PD Center

PD Series Connections Dates Target Audience Duration Description CA Standards Focus: • Ratio and Proportional

Reasoning • Number Systems • Expressions and

Equations College & Career Readiness Success Indicators: • Academic Organization • Supports TLF Focus Elements: • Standard-Based

Projects, Activities, and Assignments

• Feedback to students LD West Focus Area Connections: • Proficiency for All

Teams of 6th grade teachers

6 hours Day 1 of 4: Analyze standards and Achievement Level Descriptors for Unit 1 Create common assessment aligned to ALDS Participants will: • Analyze standards, achievement level descriptors, and IAB questions

for the upcoming unit of instruction • Create ALD aligned assessments for the unit

Same teams of 6th grade teachers

6 hours Day 2 of 4: Analyze standards and Achievement Level Descriptors for Unit 2 Create common assessment aligned to ALDS Participants will: • Reflect on student data from previously created assessments and decide

on next steps • Analyze standards, achievement level descriptors, and IAB questions



6 hours Day 3 of 4: Analyze standards and Achievement Level Descriptors for Unit 3 Create common assessment aligned to ALDS Number Strings: Fraction, Decimals, and Percent Participants will: • Reflect on student data from previously created assessments and decide




6 hours

Day 4 of 4: Analyze standards and Achievement Level Descriptors for Unit 4 Create common assessment aligned to ALDS Participants will: • Reflect on student data from previously created assessments and decide



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ELEMENTARY ELA/LITERACY

Phone: 310-914-2114 Coordinator: TBD Email: TBD Building Educator Assessment Literacy-ELA (BEAL)@ LDW PD Location


CA Standards Focus: • CA State Standards College & Career Readiness Success Indicators: • Academic Organization • Academic Content

TLF Focus Elements: • Standards-Based Projects,

Activities & Assignments •


Fall/ Winter

Administrators, Teachers, Teacher Leaders, Out of Classroom Support staff

6 hours BEAL 101: Smarter Balanced Performance Tasks, Hand Scoring, and Instructional Implications Participants will: • Examine Elementary ELA performance tasks • Practice scoring and analyzing student work • Identify implications for instruction • 4. Connect Smarter Balanced performance tasks, to college and career

readiness Winter Administrators,

Teachers, Teacher Leaders, Out of Classroom Support staff

6 hours BEAL 201: Designing/Modifying a Curriculum-Embedded Performance Task Lesson Participants will: • Develop a deeper understanding of the Smarter Balanced performance

tasks and the Common Core instructional shifts • Create a plan for all students to learn the skills and content necessary to

gain mastery of the CA Standards Early Spring

(before SBAC)

Administrators, Teachers, Teacher Leader, Out of Classroom Support staff

6 hours BEAL 202: Analyzing Student Work and Refining the Curriculum-Embedded Performance Task Lesson • Examine Elementary ELA performance tasks • Practice scoring and analyzing student work • Design an instructional plan that connects the Smarter Balanced

performance tasks and college and career readiness success indicators

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ELEMENTARY ELA/LITERACY

Phone: 310-914-2114 Coordinator: TBD Email: TBD Targeted Early Language & Literacy Instruction @ School Sites


CA Standards Focus: • CA State Standards

College & Career Readiness Success Indicators: • Academic Organization • Academic Content

TLF Focus Elements: • Standards-Based

Projects, Activities & Assignments

LD West Focus Area Connections: • Early Literacy K-2 • Proficiency for All • A-G • Access and Equity

Administrators, Teachers, Teacher Leaders, Out of Classroom Support staff

1.5-2 hours Early Language and Literacy Plan Introduction and Overview Participants will • research and discuss the importance for targeting early language and

literacy skills instruction • build on their understanding and knowledge of targeted early language

and literacy instruction • review essential considerations for creating a culture to eliminate

inequities for all students (ELs, SELs, Foster Youth, Students of Poverty, SWDs) through early language and literacy instruction

Administrators,

Teachers, Teacher Leaders, Out of Classroom Support staff

1.5-2 hours Data Analysis and Small Group Instruction Participants will: • Deepen our understanding of the CCS Foundational Skills • Use data to drive purposeful grouping • Plan to increase student achievement with targeted and differentiated

instruction

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SECONDARY ELA

Phone: 310-914-2108 Coordinator: Toya Tate-Rose Email: [email protected] Cohort Workshop #1: Exploring Pathways of Common Core Proficiency @ LDW PD Location


CA Standards Focus: CA ELA Standards College & Career Readiness Success Indicators: • Academic Organization • Academic Content • Enrichment and

Preparation TFL Focus Elements: • Standards Based-

Projects, Activities and Assignments

• Effective Feedback

LD West Focus Area Connections: • Proficiency for All • A-G

• Teachers • Teacher Leaders

6 hours C1-Study of Common Core READING and EVIDENCE BASED WRITING Cohort Members will learn how to: • Spend a majority of the lesson reading, speaking and writing about the

text(s) and intentionally connecting the text to other text in a coherent way…balance and sequence of text through use and creation of grade level text sets

• Teachers

• Teacher Leaders

6 hours

C2-Study of Common Core Text Based QUESTIONS, Responses and TASKS Cohort Members will learn how to: • Learn how to create/utilize questions and tasks that addresses the text

by attending to structural concepts, ideas, and details. • Learn how to support students through independent thinking and

analysis of text to cite evidence in support of inferences and claims. • Ensure that all students are given frequent opportunities to read

independently.


6 hours

C3-Study of Common Core-SPEAKING, LISTENING, and WRITING Cohort Members will learn how to: • Monitor and track student progress towards mastery • Increase student independence in reading, writing, speaking and

listening tasks • Increase student demonstration and use of academic language in

speaking and writing (vocabulary and syntax)

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SECONDARY ELA

Phone: 310-914-2108 Coordinator: Toya Tate-Rose Email: [email protected] Workshop #2 Instructional Technology & CCSS, Video Study of CCSS Practices, and Analysis of Student Work & Feedback @ LDW PD

Location

PD Series Connections Dates Target Audience Duration Description CA Standards Focus: CA ELA Standards College & Career Readiness Success Indicators: • Academic Organization • Academic Content • Enrichment and

Preparation TFL Focus Elements: • Standards Based-Projects,

Activities and Assignments

• Effective Feedback

LD West Focus Area Connections: • Proficiency for All • A-G


6 hours C1-Study of Common Core READING and EVIDENCE BASED WRITING Cohort Members will learn how to: • determine text complexity by utilizing qualitative, quantitative, and

reader and task rubrics for lesson planning and learning goals • choose (high quality) text based on need, purpose, or both for your

student population • Teachers

• Teacher Leaders 6 hours C2-Study of Common Core Text Based QUESTIONS, Responses & TASKS

Cohort Members will learn how to: • Learn how to support students through independent thinking and

analysis of text to cite evidence in support of inferences and claims. • Infuse academic language throughout text based questions and tasks


6 hours

C3-Study of Common Core-SPEAKING, LISTENING, and WRITING Cohort Members will learn how to: • monitor and track student progress towards mastery • adjust instruction based on formative assessments and student work as

well as class assignments • increase student independence in reading, writing, speaking and

listening tasks • increase student demonstration and use of academic language in

speaking and writing

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SECONDARY ELA

Phone: 310-914-2108 Coordinator: Toya Tate-Rose Email: [email protected] Cohort Workshop #3: Study of SBAC Assessments and Tasks & Plan-Teach-Assess Inquiry Cycle@ LDW PD Location


CA Standards Focus: CA ELA Standards College & Career Readiness Success Indicators: • Academic Organization • Academic Content • Enrichment and

Preparation TLF Focus Elements: • Standards Based-Projects,

Activities and Assignments

• Effective Feedback • LD West Focus Area Connections: • Proficiency for All • A-G


6 hours C1-Study of Common Core READING and EVIDENCE BASED WRITING Cohort Members will learn how to; • choose (high quality) text based on need, purpose, or both for your

student population • prepare students for success with comprehending and responding to

SBAC formative and summative assessments


6 hours C2-Study of Common Core Text Based QUESTIONS, Responses and TASKS Cohort Members will learn how to; • Design and sequence text based questions for the purpose of delving

deeper into text and graphics that are related to the key ideas of the text. • Designing research based projects utilizing texts (complex text, text sets) • Ensure that all students are given frequent opportunities to read high

volumes of text independently and collaboratively • Teachers

• Teacher Leaders 6 hours C3-Study of Common Core-SPEAKING, LISTENING, and WRITING

Cohort Members will learn how to: • monitor and track student progress towards mastery • adjust instruction based on formative assessments and student work as

well as class assignments • increase student independence in reading, writing, speaking and listening

tasks • increase student demonstration and use of academic language in

speaking and writing

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ENGLISH LEARNER PROGRAMS

Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator Elementary: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected]

Monthly EL Designee PD @ LDW PD Location


CA ELD Standards Focus: Part I and Part II ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TLF Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification

Elementary Dates: 8/25/16; 9/22/16; 10/27/16; 12/01/16; 1/26/17; 2/23/17; 3/23/17; and 5/26/16 Secondary Dates: 8/25/16; 9/7/16; 10/05/16; 11/02/16; 2/01/17; 3/01/17; and 5/03/16

Elementary EL Designees

6 hours EL Designees will receive monthly professional development on various EL program compliance items, EL enrollment, identification, Initial/Annual CELDT assessments, reclassification, EL placement and classroom organization, Student Support and Progress Team, EL/RFEP monitoring and on the monthly Online Accountabilities. In addition, they will receive Designated/Integrated ELD and ELD standards PD that could be easily replicable at the school site.

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ENGLISH LEARNER PROGRAMS Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected] Integrated ELD/Math for Elementary EL Designees @ LDW Training Room


CA ELD Standards Focus: Part I ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TLF Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification

10/5/16 Elementary EL Designees

6 hours Elementary EL Designees will participate in a one-day professional development designed to build an understanding of the Integrated ELD/Math Lesson Resources. Participants will be provided an introduction to Integrated ELD/Math Three Phase Lessons and resources for English Learners during Math Content area instruction.

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ENGLISH LEARNER PROGRAMS Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected] Designated ELD—Disciplinary Discussions Using Texts Sets for Elementary EL Designees @ Crenshaw PD Center

PD Series Connections Dates Target Audience Duration Description CA ELD Standards Focus: Part I ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TLF Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification


6 hours Elementary EL Designees will participate in a one-day professional development designed to support Designated ELD instruction. Participants will understand the structure and purpose of Disciplinary Discussions lessons using Constructive Conversation Skills and Text Sets.

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ENGLISH LEARNER PROGRAMS Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected] Designated ELD—Introduction to Start Smart 2.0 for Elementary EL Designees @ Crenshaw PD Center


CA ELD Standards Focus: Part I ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification


6 hours Elementary EL Designees will participate in a one-day professional development designed to support Designated ELD instruction. Participants will understand the enhanced structure of Start Smart 2.0 lesson series and how these instructional resources support language development.

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ENGLISH LEARNER PROGRAMS Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected] Elementary Reading Foundational Skills for EL Designees @ LDW Training Room PD Series Connections Dates Target Audience Duration Description

CA ELD Standards Focus: Part III ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TLF Focus Elements: 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification


6 hours Elementary EL Designees will participate in a one-day professional development designed to support teaching Reading Foundational Skills to English Learners. Participants will understand the supports, resources and tools necessary to fully understand and design instruction and intervention that considers the student's’ English language proficiency level when learning to read (CA ELD Standards Part III & EL Support Guide).

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ENGLISH LEARNER PROGRAMS

Phone: 310-914-2127 EL Programs Coordinator: Rafael Escamilla Email: [email protected] Phone: 310-914-2126 EL Instruction Coordinator: Alana Cortes Email: [email protected] Phone: 310-914-2146 EL Instruction Coordinator Secondary: Alejandro Ramirez Email: [email protected]

Designated ELD and Integrated ELD/ELA for Elementary EL Designees @ LDW Training Room

PD Series Connections Dates Target Audience Duration Description CA ELD Standards Focus: Part I and Part II ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification


6 hours Elementary EL Designees will participate in a one-day professional development designed to build an understanding of a Comprehensive ELD Program. Participants will be provided an introduction to the essential components of a Designated ELD lesson and an Integrated ELD/ELA lesson to support a Comprehensive ELD Program.

CA ELD Standards Focus: Part I and Part II ELD Standards College & Career Readiness Success Indicators: Academic Organization and Academic Content TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Reclassification

9/28/16 or 9/30/16

Elementary EL Designees

6 hours Elementary EL Designees will participate in a one-day professional development designed to build an understanding of a Comprehensive ELD Program. Participants will be provided an introduction to the essential components of a Designated ELD lesson and an Integrated ELD/ELA lesson to support a Comprehensive ELD Program.

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STANDARD ENGLISH LEARNERS (K-12)

Phone: 310-914-2128 Coordinator: Magan Mitchell Email: [email protected] Introduction to MELD (Mainstream English Language Development) Instruction @ LDW PD Location


CA Standards Focus: • Listening and Speaking • Reading • Writing • Language

College & Career Readiness & Success Indicators: • Academic Content • Lifelong Learning Skills • Supports TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: • Proficiency for All • Early Literacy • Equity and Access

TBD

Teachers of K-6

OR

Grade Level Spans K-2 3-4 5-6

1 hour PD will focus on online grade level MELD instructional curriculum, materials, resources, instructional pacing plan, and year-at-a-glance. Participants will experience lessons and obtain training on how to effectively implement MELD curriculum.

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TITLE I PROGRAM

Phone: 310-914-2134 Coordinator: Celina Reynoso Email: [email protected] Phone: 310-914-2145 Coordinator: Oscar Salas Email: [email protected]

Title 1 Monthly Designees’ Training/PD @ Webster MS, Daniel’s Den

PD Series Connections Dates Target Audience Duration Description CA Standard Focus: College & Career Readiness Success Indicators: Supports, Resources, Processes, and Feedback TLF Focus Elements: 3b2. Discussion Techniques and Student Participation LD West Focus Area Connections: Proficiency for All Equity and Access for All

• September 8, 2016

• September 15, 2016 (New Designees)

• October 20, 2016

• November 10, 2016

• December 8, 2016

• January 19, 2017

• March 9, 2017

• May 11, 2017

Title 1 Designees (Elementary & Secondary)

8:30 a.m.-3:30 p.m.

PD will focus on: • Federal/State/District Compliance • Instructional Practices • Parental Involvement

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TITLE I PROGRAM

Phone: 310-914-2134 Coordinator: Celina Reynoso Email: [email protected] Phone: 310-914-2145 Coordinator: Oscar Salas Email: [email protected]

SPSA Technical Assistance Training/ PD @LDW PD Location

PD Series Connections Dates Target Audience Duration Description CA Standard Focus: College & Career Readiness Success Indicators: Supports, Resources, Processes, and Feedback TLF Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: Proficiency for All Equity and Access for All

SPSA Lead Team Members (Principal & CPA/Designee)

8:30 a.m.-12:00 p.m. Or 12:30 p.m.-4:00 p.m.

Part I SPSA Technical Assistance Focus on: • Components of SPSA • Data Analysis

(100% Graduation, ELA, Math, ELD, Culture/Climate, Socio-Emotional)

• Measureable Objectives


8:30 a.m.-3:30 p.m.

Part II SPSA Technical Assistance Focus on: • Actions/Tasks (Instructional Strategies ) to address Measureable

Objectives • Monitoring the implementation of strategies


8:30 a.m.-3:30 p.m.

Part III SPSA Technical Assistance Focus on: • Funding Sources • Budget Alignment to support instructional strategies

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SCIENCE K-12

Phone: 310-914-2166 Specialist: Glendar Haskin Email: [email protected] NGSS Leadership 101@Crenshaw High School PD Center

PD Series Connections Dates Target Audience Duration Description Register on My PLN: LD West or NGSS Leadership CA Standards Focus: NGSS College & Career Readiness Success Indicators: TLF Focus Elements: • Discussion Techniques


Projects, Activities, &Assignments


October 10, 2016 November 7, 2016 December 5 ,2016 January 30, 2016 February 6, 2016 March 6, 2016 April 3, 2016

School leaders, (Administrators, Lead teacher, ILT members) *20 maximum

6 hours

The Leadership Training is a 1-day training for school leaders to help them to develop a clear and cohesive vision for STEM teaching and learning. Since it is predicted that in 2018, California will have 75% of the Nation’s STEM jobs, much emphasis will be placed on how to support science and elementary teachers who will be instrumental in preparing students to gain access to these jobs. Leadership Training Topics

• Why STEM for all students (Students and Teachers Energizing Active Minds)

• NGSS Overview/Practices • Science Literacy/Note booking (incorporated into

demos and lessons) • Obtaining, evaluating, and communicating

information (Lota Bowl ©)* • Argumentation from evidence (Footprints)* • Developing and using models (Roller Coaster/”How

Stable is Your Web?”)* • Planning and carrying out investigations ((Roller

Coaster)* • Anchoring Events (using Real World phenomenon to

teach Science) • Bundling Performance Expectations (Creating an

NGSS Lesson Unit)

*Model Lessons

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SCIENCE K-12

Phone: 310-914-2166 Specialist: Glendar Haskin Email: [email protected] Elementary PD @ School Site

PD Connections PD Dates Target Audience Duration Description

CA Standards Focus: NGSS College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Standard-Based




TBD • Teachers • Administrators • Instructional

Coaches • Out of

Classroom Support

2 -4 hours 2 Banked Tuesdays for New Schools • NGSS Overview, Assessing and reading the standards, &

Making the pedagogical shift. • Model Lesson Unit: Science Literacy (Using trade books

to teach science), Science Note booking, incorporating scientific and engineering Practices

Grade Level Meetings for Follow-up Schools • Maximizing the FOSS kit!

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SCIENCE K-12

Phone: 310-914-2166 Specialist: Glendar Haskin Email: [email protected] Secondary PD @School Site

PD Connections Dates Target Audience Duration Description CA Standards Focus: NGSS College & Career Readiness Success Indicators: • Academic Organization • Processes TLF Focus Elements: • Standard-Based




TBD • Teachers • Administrators • Instructional

Coaches • Out of

Classroom Support

1-2 hours Banked Tuesdays • NGSS Overview, Accessing and reading the standards,

Making the conceptual shift Departmental Meetings • “Anchoring Events” to guide instruction • Bundling Science and Engineering Performance

Expectations to create lesson units. • California’s preferred integrated model (life, physical, and

earth space sciences)

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TEACHING & LEARNING

Phone: 310-914-2162 Coordinator: Nancy Concha Email: [email protected] EDST @ LDW PD Location

PD Connections Dates Target Audience Duration Description CA Standards Focus: College & Career Readiness Success Indicators: • Resources • Feedback TLF Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments 3d3. Effective Feedback LD West Focus Area Connections: • Proficiency for All

(Various dates throughout the year)

Administrators 5 days Observer Certification Training: Five-day workshop introductory workshop preparing administrators for the observation process that will be utilized during the implementation of the Educator Development & Support: Teachers process for the evaluation and support of teaching practice. Day five is a certification assessment.

(July – September):

Teachers

3 hours

Introduction to Educator Development & Support: Teachers (EDST101) Three-hour professional development provides an overview of the teacher evaluation process – Educator Development Support: Teachers (EDST). Participants will: • deepen their understanding of the LAUSD Teaching and Learning Framework • review all EDST steps, tools, and resources; and • discuss how the EDST teacher evaluation and support process can be used to enhance teaching practice.

Administrators 6 hours

EDST Observer Calibration (July – August): Six-hour professional development is for administrators to calibrate their performance as an observer in the EDST process. During this training participants will: review changes to the 2016-2017 EDST process; review the lesson design and observe a videotaped lesson; and align and rate evidence for the 15 Teaching and Learning Framework focus elements. Participants whose performance improves in the area of “Accuracy of Ratings” may be able to raise their certification level of performance.

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SCHOOL LEADERSHIP

Phone: 310-914-2162 Coordinator: Nancy Concha Email: [email protected] EDSSL @ LDW PD Location

PD Connections Dates Target Audience Duration Description

CA Standards Focus: College & Career Readiness Success Indicators: • Resources • Feedback SLF Focus Elements: LD West Focus Area Connections: • Proficiency for All

(Various dates throughout the year)

• Assistant Principals • Principals

3 hours Introduction to EDSSL: This is the introductory three-hour workshop preparing administrators who are evaluated and supported with the implementation of the Educator Development & Support: School Leaders (EDSSL) process. Administrators will leave the training with an understanding of the procedures and expectations.

• Principals • Directors

2.5 days

EDSSL Certification (July – September): This two-and-a-half day professional development provides an overview of the EDSSL process. Day three is a certification assessment. Participants will: • deepen their understanding of the LAUSD School Leader Framework; • review all EDSSL steps, tools, and resources; and • discuss how the EDSSL administrator evaluation and support process can be used to enhance administrator performance, teacher effectiveness and student achievement.

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SOCIAL MEDIA

Phone: 310-650-3572 Specialist: Justin Frank Email: [email protected] Social Media and Your School @ School Sites


ISTE Standards Focus: Digital Citizen College & Career Readiness Success Indicators: • Processes TLF Focus Elements: LD West Focus Area Connections: • Equity and Access

TBD • Administrators • Teachers

45 minutes- 1 hour

• To inform you of what Social Media is and how it can help your school.

• Layout what you need to do to have a successful Social Media plan at your school.

• Explain how LD West will guide and support your efforts.

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INSTRUCTIONAL TECHNOLOGY

Phone: 310-914-2169 Specialist: Kevin Clanin Email: [email protected] Google Classroom @ LDW PD Location


ISTE Standards Focus: College & Career Readiness Success Indicators:

TLF Focus Elements: LD West Focus Area Connections:

• Teachers • Administrators

6 hours Introduction to Google Classroom This workshop is designed start to build teacher comfort level with Google Classroom and the additional Google applications that support it. Participant Outcomes: • Learn and practice logging in to their Google applications • Learn and practice setting up a Google Classroom and how to

have students enroll in the course. • Learn and practice setting up assignments, how to attach

various types of documents, and set calendar dates for assignments.


6 hours

Google Classroom for Intermediate Users This workshop is designed to develop teacher’s skills with Google Classroom, supporting Google applications, and create interactive lessons using a variety of media. Participant Outcomes: • Create or further develop an existing Google Classroom. • Create interactive Google Docs to add to an assignment. • Create an assignment that requires students to follow a link to

a website and return to the Classroom to complete the developed task.

• Learn and practice setting up a Google Form as a formative assessment that will be attached to a classroom assignment.

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INSTRUCTIONAL TECHNOLOGY

Phone: 310-914-2169 Specialist: Kevin Clanin Email: [email protected] iMovie 101 @ LDW PD Location


ISTE Standards Focus: College & Career Readiness Success Indicators:

TLF Focus Elements: LD West Focus Area Connections:

TBD


6 hours This workshop is designed to familiarize teachers with the basic operations of iMovie and how to create short films using a template. Participant Outcomes: • Learn how to access iMovie from either a Mac or iPad. • Learn how to choose from the iMovie templates and how to

drop in video, photos, and music. • Work in small groups to create a 1-3 minute film and share

out with their colleagues.

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ARTS INTEGRATION K-12

Phone: 310-914-2165 Specialist: Jessica Williams Email: [email protected] Exploration into Arts Integration Practices (All Grade Levels) @ School Sites


CA Standards Focus: • Listening and Speaking • Reading • Visual & Performing Arts

Standards/ Arts Instructional Guides

College & Career Readiness Success Indicators: Academic Content, Supports, Processes, and Academic Organization TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: • Proficiency for All • Equity and Access for All

All staff members 1-2.5 hours

Part I Introduction/Practice in Visual Thinking Strategies PD will focus on: • Components of Arts Integration • Visual Thinking Strategies (VTS)

(Overview, Demonstration, Practice) • Use of strategy in classroom


Part II Introduction/Practice in Tableau PD will focus on: • Review of VTS • Tableau

(Overview, Demonstration, Practice) • Use of strategy in classroom


Part III How to implement Arts Strategies PD will focus on: • Arts integrated lesson planning • Unit development *Classroom observations to observe and provide feedback

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ARTS INTEGRATION

Phone: 310-914-2165 Specialist: Jessica Williams Email: [email protected] An Interdisciplinary Exploration into Arts Integration Practices (Secondary)@ School Sites


CA Standards Focus: • Listening and Speaking • Reading • Close Reading • Visual & Performing Arts

Standards College & Career Readiness Success Indicators: Academic Content, Supports, Processes, and Academic Organization TFL Focus Elements: 3b2. Discussion Techniques and Student Participation 3c1. Standards-Based Projects, Activities and Assignments LD West Focus Area Connections: • Proficiency for All • Equity and Access for All

Arts-related (magnet, academy, or small learning

community) staff

1-2.5 hours

Part I Overview of interdisciplinary planning PD will focus on: • Components of Arts Integration Lesson Plan • Theme Development • Lesson Examples • Pre-writing


community) staff

1-2.5 hours

Part II Lesson Planning and Writing PD will focus on: • Complete writing of lesson • Group share out and feedback


community) staff

1-2.5 hours

Part III Lesson Feedback PD will focus on: • Finalize writing • Review classroom observation forms Classroom Observations: • Walk with administrative/staff members to observe • Complete observation forms to provide feedback *Part I/Part II can be completed in one full day with one additional meeting to provide feedback prior to observations

ld west professional development series revised

Documents