LUNCHTIME 12:10PM IN THE SCHOOL LIBRARY
PLEASE ATTEND AND PARTICIPATE
TENTATIVE AGENDA ITEMS:
· BUILDING REP UPDATES
· REVIEW AND DISCUSSION OF 5 MASTER SCHEDULE PROPOSALS
· OTHER BUSINESS
UBC MEETING SUMMARY : FEBRUARY 17, 2009
DAVID WILLIAMS RECORDER
MEMBERS ATTENDING 28 THANK YOU!
UBC REPS ATTENDING: J.GERBER, A. BROWN, D.WILLIAMS, P.KOKA,
L.WOOTEN,M.MCCACHREN,D.BRYSON, J.GALGANO
1. CURRENT MASTER SCHEDULE PROPOSALS DISTRIBUTED TO MEMBERS
2. MR SCERRI UPSET ABOUT HOME VISIT BY SFPD ON INCIDENT WITH STUDENT
3. MR GALGANO UNABLE TO ATTEND ASSEMBLY MEETING ASKED UBC MEMBER OR
ANOTHER TEACHER TO GO IN HIS PLACE.
4. MS BROWN WILL CREATE ANOTHER PROPOSAL WITH MS DOYLEÕS HELP
5. GALGANO ASKED FOR MEMBERS TO RETURN PROPOSAL WITH REMARKS
SUGGESTIONS AND OR CURRECTIONS AS OTHERS HAVE. CONTACT GALGANO OR MS
BELLUOMINI IF YOU WANT TO PARTICIPATE ON MASTER SCHEDULE SUBCOMMITTEE.
OTHEERS ALREADY ON IT.
6. TEACHER CTC INFORMATION DISTRIBUTED, SUBJECTS TEACHERS QUALIFIED TO
TEACH AND THOSE QUALIFIED TO TEACH AN ELECTIVEE AND/OR INTERVENTION
READING IF REQUIRED
7. MANY MEMBERS STATE PROBLEMS WITH CURRENT READING CLASS AND US OF
HIGH POINT.
8. MS VILLEGAS DISCUSSED POSSIBILITY OF HAVING A TALENT SHOW AFTER THE
STAR TESTING . IT COULD BE PRESENTED DURING THE THIRD PERIOD. MEMBERS
DISCUSSED TALENT SHOW.
9. MS BROWN TALKED ABOUT MIDDLE SCHOOL UNION MEETING.HEPPERLY STATED
ONE MEASURE REQUIRED A GLITCH PREVENTED OTHER ACTIONS FROM BEING ADDED.
IRFÕS NOT EVALUATORS, BUT CAN GIVE OWN FEEDBACK TO ADMINISTRATORS ON
WHAT THEY OBSERVED IN TEACHERS CLASSROOMS.
10. GALGANO ON INCIDNENT LAST WEEK WHERE TEEACHER CALLED IN FOR
INFORMATION AND GIVEN WRITTEN REPRIMAND. SHEET RQUESTING INFORMATION ON
WHAT MEETING WITH ADMINISTRATORS ARE ABOUT BE GIVEN TO PRINCIPAL OR
ASSISTAANT PRINCIPAL TO PROTECT BOTH MMBER AND ADMINISTRATOR.
ENCOURAGED MEMBEERS TO REQUEST TO HAVE BUILDING REP OR MS. GERBEER OR
MR MCCACHREN WITH YOU WHEN YOU GO TO MEETING.
11. FRIDAY MEETING ON MASTER SCHEDULE PROPOSALS FOR SUBCOMMITTEE OR ANY
MEMBER WANTING TO PARTICIPATE IN REVIEWING PROPOSALS.
12. MS. BROWN ASKED WHEN CAN WE VOTE ON THESE SCHEDULES?
13. GALGANO STILL IN REVIEW AND REVISION STAGES. UBC MEETING NEXT
MONDAY DEVOTED TO REVIEW PROPOSALS. THEN TWO OR THREE CHOSEN TO BE
VOTED ON BY ALL MEMBERS IN SECRET BALLOT ELECTION. VOTE MUST BE
OVERWHELMING
14. MS BROWN WANTS ALL STAFF TO VOTE
15. GALGANO THEY DO BY SECRET BALLOT
16. DR. GIBSON: MULTICULTURAL DAY COMING.REVIEWS AGENDA OF THE DAY.
17. D.BRYSON: DISCUSSS BAK SALE FOR WASHINGTON DC TRIP URGS ALL TO BUY.
ALSO DISCUSSES BARBCUE ON MULTICULTURAL DAY.
18. DETENTION ROOM POLICY: MEMBERS UPSEET ABOUT TUESDAY THROUGH FRIDAY
WITH NO NOTICE. UPSET ADM NOT THRE EVERY DAY AS PROMISED DURING UBC/ADM
MEETING AND FACULTY MEETING.
19. GALGANO THE THREE MINUTE TIME PERIOD THAT WAS AGREEED TO MUST BE
ENFORCD AND STUDENTS IN HALLWAY AFTER THAT TIME GIVEN DETENTION.
20. MS. BROWN: ADMINISTRATION MUST ENFORCE THIS AND B AT DETENTION EACH
DAY
21. D.BRYSON: WE NEED COOPERATION FROM SECURITY. THEY SHOULD COME TO
OUR MEETING TO DISCUSS THIS.
David Williams
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+
February 23, 2009
Joint UESF/SFUSD Special Education Committee Mtg.
4:15 p.m. @ Civic Center Secondary School - Library (727 Golden Gate
Ave.
=================================================================
researched by james a. galgano
Requirements for SB 472 English Learner Professional Development
(Based on Education Code 99230-99242 and Title 5. EDUCATION Chapter 11.
Special Programs Subchapter 21. Mathematics and Reading Professional
Development Program Regulation 11985.6)
The ultimate goal of the SB 472 ELPD is to increase English learner
student achievement. This goal will be accomplished by developing
competencies of teachers and paraeducators to effectively assess and
teach the continuum of language skills, knowledge, and instructional
strategies that promote English language proficiency and academic
success including ELD standards, content standards, and instructional
materials. [EC 99237.5 (a)(4)(A-D)]
Proposal Components
Provider mustÉ A. Legal Requirements Develop a training curriculum
that includes, but is not necessarily limited to, all of the following
characteristics:
It shall be sufficient in scope, depth, and duration to fully equip
teachers with comprehensive instructional strategies using State Board
of Education (SBE) adopted instructional including the universal access
components of the SBE-adopted programs [EC 99237.5(a)(4)(A)].
It shall include ELD components of the SBE-adopted instructional
programs for kindergarten and grades 1 to 8, inclusive or
standards-aligned programs purchased by local education agencies for
grades 9 to 12, inclusive, and provide strategies to differentiate
instruction as needed in the basic instructional materials, including,
but not necessarily limited to, English language proficiency levels as
measured by the California English Language Development Test (CELDT)
[EC 99237.5(a)(4)(B)].
It shall include strategies to use supplementary materials with the
SBE-adopted instructional materials to meet the needs of English
learner pupils [EC 99237.5(a)(4)(C)].
It shall be capable of delivering a thorough knowledge of the core
academic content standards using the ELD standards to deliver
instruction, as applicable [EC 99237.5(a)(4)(D)].
Develop training curriculum for 40 hours of instruction that supports
areas including, but not necessarily limited to, all of the following:
EC 99237.5 (b)(3)
Core academic standards and ELD standards to explicitly include the
development of oral language, vocabulary, reading and writing [EC
99237.5(b)(1-3)].
B. Targeted Audiences
Serve all teachers designated by the local educational agency (LEA) [as
defined in EC 99231 (e) and EC 99233 (a)(1-6)] by grade span (i.e. K-2,
3-5/6, K-5, 6/7-12), grade level, or content area. 11985.6 (a)(1)
Secondary ELD and core content teachers (mathematics, science,
history/social science, and English) are eligible to participate in EL
PD. EC 99237.5 (d)
Serve all instructional aides and paraprofessionals designated by the
local educational agencies (LEA) [as defined in EC 99231 (a) and (b)
and EC 99233 (a) (7)] by school level.
All kindergarten and grades 1-12 teachers, instructional aides and
paraprofessionals must have attended the initial 40 hours of AB 466 or
SB 472 institute in mathematics or reading/language arts to be eligible
for the EL PD. [EC 99237.5 (d)].
==================================================================
CALIFORNIA STATE BOARD OF EDUCATION
JANUARY 2009 AGENDA SUBJECT
No Child Left Behind Act of 2001: Amended Rubric for Evaluation of
Revised Local Educational Agency Plans for 50 Local Educational
Agencies in Program Improvement Corrective Action.
Action Information Public Hearing
RECOMMENDATION
The California Department of Education (CDE) recommends that the State
Board of Education (SBE) take the following action:
Adopt the amended rubric for the evaluation of Local Educational Agency
(LEA) Plan revisions submitted by 50 LEAs advancing to Program
Improvement (PI) Corrective Action in September 2008.
SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION
In November 2008, the SBE adopted criteria described in California
Education Code (EC) Section 52055.57(d), including a priority
assistance index, to evaluate 50 LEAs that had advanced to PI Year 3
Corrective Action in September 2008 in order to Òdetermine the
pervasiveness and severity of LEA performance problems and the sanction
to be imposed.Ó The SBE assigned Corrective Action 6, described in
California EC Section 52055.57(c), to all 50 LEAs and assigned
technical assistance requirements as follows: one LEA was assigned a
specific District Assistance and Intervention Team (DAIT) and 25 LEAs
were required to contract with a DAIT of their choosing. In addition,
the SBE required each LEA to revise its LEA Plan to document
implementation of the SBE-assigned sanction and any recommendations
made by the DAIT. Finally, the SBE adopted a timeline for submission of
revised LEA plans, applicable DAIT reports, and any LEA appeals to DAIT
recommendations.
At the September 2008 SBE meeting, the CDE notified the SBE that 50
LEAs had advanced to PI Corrective Action status.
At the July 2008 SBE meeting, the CDE shared a rubric that was used in
the review of the revised LEA Plans submitted by 97 2007 LEAs. This
rubric was based on the SBE assignment of Corrective Action F to all
LEAs in the 2007 cohort.
SUMMARY OF PREVIOUS (Cont.)
At the May 2008 SBE meeting, the CDE proposed a timeline and strategy
for assigning corrective actions and technical assistance to the 2008
cohort of PI Year 3 LEAs.
At the March 2008 SBE meeting, the SBE assigned Corrective Action (F)
to the 97 LEAs of the 2007 PI Year 3 cohort and required each LEA to
revise its LEA Plan/Plan Addendum to document implementation of the
corrective action. In addition, the SBE assigned differentiated
technical assistance and required 44 LEAs to contract with a DAIT to
assess the capacity of the LEA in the areas of governance, academic
support, fiscal operations, and human resources.
SUMMARY OF KEY ISSUES
This item conforms CDE/SBE practice to the provisions of Assembly Bill
519 (Chapter 757, Statutes of 2008). In accordance with AB 519, the
Superintendent may recommend, and the State Board may approve, that an
LEA identified for corrective action contract with a DAIT or other
technical assistance provider to receive technical assistance,
including, but not limited to, a needs assessment of the LEA. Standards
and criteria that the DAIT or other technical assistance provider shall
use in assessing the LEA shall include, at a minimum, all of the
following areas:
(A) Governance
(B) Alignment of curriculum, instruction, and assessments to state
standards
(C) Fiscal operations
(D) Parent and community involvement
(E) Human resources
(F) Data systems and achievement monitoring
(G) Professional development
EC Section 52059(e)(2) requires that within 120 days of the assignment
of a DAIT or other technical assistance provider, the team shall
complete a report based on the findings from the needs assessment and
including, at a minimum, recommendations for improvement in the seven
areas specified above.
EC Section 52059(e)(4) requires that the local governing board adopt
the report recommendations, as modified by any exemptions granted by
the Superintendent, within 60 days of completion of the report.
The original rubric, shared with the SBE in July 2008, was developed
with the sole aim of determining whether the revised LEA Plan
documented LEA actions to fully implement the SBE-assigned Corrective
Action, defined as full implementation of the most recent SBE-adopted
and/or standards-aligned curriculum in mathematics and English-language
arts (ELA), materials-based professional development in the mathematics
and ELA curricula adopted by the district, and prioritization of the
needs of English learners, students with disabilities, and other
underperforming students.
SUMMARY OF KEY ISSUES (Cont.)
AB 519 expanded the focus of the DAIT needs assessment to include all
seven areas in EC 52059(e). Therefore, the rubric has been amended to
ensure that the LEA Plan revision incorporates the findings and
recommendations of a DAIT.
FISCAL ANALYSIS (AS APPROPRIATE)
There will be minimal cost to the CDE to revise and disseminate the
rubric.
ATTACHMENT(S)
Attachment 1: Amended Rubric for Evaluating Program Improvement Year 3
Local Educational Agency Plan Revisions Amended Rubric for Evaluating
Program Improvement Year 3 Local Educational Agency Plan Revisions
Name of LEA: SFUSD
Name of Reviewer:
Date of Review:
The revised LEA Plan will document steps to fully implement:
Corrective Action 6: Institute and fully implement a new curriculum
based on state academic content and achievement standards, including
professional development based on scientifically-based research for all
relevant staff [California Education Code (EC) Section 52055.57(c)]
Additional recommendations made by a district assistance and
intervention team (DAIT), if assigned.
Required Elements No Revisions Needed Revisions Needed
Documented in revised LEA Plan
Not addressed or documented in revised LEA Plan
Instructional Materials: Mathematics
The plan addresses district-wide implementation of most recent
SBE-adopted/standards-aligned materials in mathematics:
Identifies core programs currently in place and describes current
levels of adoption
Describes intervention materials currently in place for students
working below grade level, including K-8 strategic intervention
materials for students working 1-2 years below grade-level standards
and intensive intervention classes and materials for students working
more than 2 years below grade level
Describes materials for English learners and students with disabilities
(e.g., ancillary materials and strategies to help students access the
curriculum)
The plan clearly outlines the district process to adopt and phase-in
the 2007 mathematics curriculum by fall 2009
The plan incorporates the recommendations of the DAIT (Write N/A if
there are no DAIT recommendations in this area.)
Required Elements No Revisions Needed Revisions Needed Documented in
revised LEA Plan Not addressed or documented in revised LEA
Plan Instructional Materials: English-Language Arts (ELA) The plan
addresses district-wide implementation of most recent
SBE-adopted/standards-aligned materials in ELA: Identifies core
programs currently in place and describes current levels of adoption
Describes intervention materials for students performing below grade
level, including K-8 strategic intervention materials for students
working 1-2 years below grade-level standards and intensive
intervention classes and materials for students working more than 2
years below grade level
Describes materials for English learners and students with
disabilities (e.g., ancillary materials and strategies to help students
access the curriculum)
The plan outlines a district process to adopt and phase-in the 2008
ELA curriculum by fall 2010
The plan incorporates the recommendations of the DAIT (Write N/A if
there are no DAIT recommendations in this area.)
Required Elements No Revisions Needed Revisions Needed Documented in
revised LEA Plan Not addressed or documented in revised LEA
Plan Professional Development for Teachers The plan prioritizes the
professional development needs of all mathematics teachers: Documents
the percent of mathematics teachers who have completed AB 466/SB 472
training (40-hour institute and 80-hour practicum) in the most recent
curriculum adopted by the district
Documents schedule to provide all mathematics teachers with SB 472
training (plus the 80 hour practicum) in the newly adopted mathematics
curriculum
The plan prioritizes the professional development needs of all ELA
teachers: Documents the percent of ELA teachers who have completed
AB 466/SB 472 training (40-hour institute and 80-hour practicum) in the
most recent curriculum adopted by the district
Documents steps to provide SB 472 training to all ELA teachers who
have not yet completed the institute and/or practicum in the currently
adopted curriculum
The plan prioritizes the need for all teachers of English Learners
to complete SB 472 English Learner Professional Development (ELPD)
after completing the initial 40-hour SB 472 institute
The plan incorporates the recommendations of the DAIT (Write N/A if
there are no DAIT recommendations in this area.)
Required Elements No Revisions Needed Revisions Needed Documented in
revised LEA Plan Not addressed or documented in revised LEA Plan
Professional Development for Administrators
The plan addresses the professional development needs of all
administrators: Documents percent of administrators who have
completed AB 75/430 training (institute and practicum) in the most
recent curricula adopted by the district
Documents steps to provide AB 430 training for all administrators
who have not completed the institute and/or practicum
Documents steps to provide administrators with training on the
implementation of English learner programs, e.g., Specially Designed
Academic Instruction in English (SDAIE)
Documents steps to provide administrators with training on the
implementation of programs for students with disabilities, e.g.,
Response to Intervention (RtI)
The plan incorporates the recommendations of the DAIT (Write N/A if
there are no DAIT recommendations in this area.)
Required Elements No Revisions Needed Revisions Needed
Documented in revised LEA Plan Not addressed or documented in revised
LEA Plan Focus on High Priority Students
The plan addresses the fundamental learning needs of English
learners: Documents district policies for assessing, placing, and
exiting English learners in ELD support
Documents instructional delivery strategies that render content
comprehensible to students learning English (SDAIE)
The plan addresses the fundamental learning needs of students with
disabilities:
Documents presence of or actions taken to provide support for teachers
delivering specialized instruction to students with disabilities
Documents presence of, or actions taken to create, collaboration among
general education and special education teachers by grade level or
program
The plan addresses the fundamental learning needs of other high
priority students:
Documents presence of, or plans to provide, SBE-adopted intervention
programs, offered as separate, extended-period classes, for all
students requiring intensive intervention in reading/English-language
arts and/or mathematics
Documents presence of, or plans to provide, transitional and support
classes for students requiring strategic intervention in
reading/English-language arts and/or mathematics
The plan incorporates the recommendations of the DAIT (Write N/A if
there are no DAIT recommendations in this area.)
Additional DAIT Recommendations: In accordance with EC Section
52059(e), a DAIT is required to assess the needs of an LEA in each of
the seven areas listed below and to make recommendations in any area it
determines to be in need of improvement. In the table below, indicate
whether the DAIT report of findings includes recommendations in one or
more areas and whether the revised LEA Plan documents steps to adopt
the recommendations.
Area addressed in DAIT recommendations
LEA Plan documents steps to adopt DAIT recommendation
LEA Plan does not document steps to adopt DAIT recommendations
Governance
Alignment of curriculum, instruction, and assessments to state
standards
Fiscal operations
Parent and community involvement
Human resources
Data systems and achievement monitoring
Professional development
Researched by james a. galgano
????????????????????????????????????????????????????????????????????????
????????????????
From greg brown
My concerns regarding next years schedule are as follows;
The Federal (GearUp) Peer Resources grant requires that the Peer
Resources co-ordinator teach two periods of peer educaton - peer
mentoring - peer conflict mediation training. This mandate, upheld by
federal purse strings, is NOT compatable with the one period only
elective format of the current schedule at MLK. This nessecitates
either an afterschool class: (per this year's schedule) which has low
motivation and compliance on the part of students, being at the end of
a long and hard day in an academic school. - OR - a before school class
- which actually may be more successfull as a large number of students
are on campus in the two hours prior to commencing instruction with
nothing to occupy them.
The Federal grant also dis-allows sixth graders form being students in
federally funded Peer Resource classes, therefore the proposed split
lunch schedule, with a peer resources class in each lunch period will
also not work, as sixth graders cannot be in P.R. courses.
I understand that the needs of the students and the integrity of
philosophy within an academic school must prevail over the needs of one
prgram meeting mandated compliance issues - however if a sucessfull and
meaningfull Peer Resources program is going to thrive at MLK, some
scheduling considerations in line with our Fedreal grant mandates need
to be included in the conversation.
I am hoping that next years peer resources coordinator will have a
schedule that is more compatable with the integrity of the District's
peer resources agenda, and with the grant mandates and limitations.
this would look like:
1) All peer resources classes being scheduled within the standard seven
period instructional day - within periods where seventh and eighth
gradrers in session; ALSO, NO peer resources classes could be scheduled
durring either of the lunch periods, as we are required offer a lucnh
time activities schedule. Instructional - trainig periods would need to
be at different times than either split lunch periods in order to
accomplish both mandates.
2) One Peer resource class being scheduled for the period prior to the
commencement of instruction in the morning.
B) I am unable to attend the lunch time UBC meetings, as San Francisoc
Peer Resources agenda requires that I manage a lunch activities
program; Consequently I am stating my concerns in section with the hope
of them being represented by someone in attendance who agrees with
them;
Greg Brown
