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4 EDCAL June 27 2016 Transitions ACSA Region 6 has announced its 2016 Administrators of the Year in the following categories: Superintendent, Dana Eaton; Secondary Principal, Kibby Kleiman; Middle School Principal, Margaret Arman; Elementary Principal, Cindy HicksRodriguez; Central Office Administrator, Cindy Alba; Secondary Co-Administrator, Heidi McFadden; Elementary Co-Admin­ istrator, Jennifer Molino; Classified Leader, Kandi Gravenmier; Confidential Employee, Sherri Rivenbark; Personnel/ Human Resources, Marci Williams; Adult Ed, Valerie Lynn Garret; Special Education Administrator, Wendi Aghily; Business Services Administrator, Connie Lu; Pupil Personnel Administrator, Linda Frecerro; Curriculum and Instruction, Amy Robbins; Continuation/Ed Options Administrator, Scott Bergerhouse; Retired Administrator, Maryann Hussey; Technology Administrator, Larry Simon; Valuing Diversity, Arlando Smith; Ferd J. Kiesel Memorial, Lindsey Osborne; Partners in Education, Behring Family; Marcus Foster, Lisa Murphy Oates. nnn San Dieguito Union HSD has named Eric Dill as interim superintendent, effective July 1. He currently serves as associate superintendent of B usiness Services. nnn Goleta Valley Junior High in Santa Barbara USD has a new principal, Mauricio ACSA leader featured in AASPA news Those in the world of personnel may have noticed that ACSA member David Robertson, chair of ACSA’s Human Resources Council, was recently featured in the newsletter for the American Robertson Association of School Pers­ on­nel Administrators. Robertson, director of human resources for Twin Rivers Unified School District in Sacramento, noted that he has a passion for public education and serving students through his work. He said that because the world of HR can be overwhelming at times, “it’s important to belong to local, state and other large organizations to help support your learning. Have that someone you trust that you can call when you need to discuss HR issues.” AASPA is a national affiliate of ACSA For more information, visit www.aaspa.org. Ortega. Ortega moves over from his current position as AP at Santa Barbara High. nnn nnn Cassandra Ziskind has been named principal of El Rincon Elementary in Culver City USD. Ziskind has been serving the last three years with Lynwood USD as principal of Helen Keller Elementary, a 2016 Gold Ribbon School. nnn Matthew Duffy is the new superintendent of West Contra Costa County USD, beginning next year. He moves up from his current position as Milpitas USD’s assistant superintendent of educational services. nnn David Jaffe is moving up the career ladder to become superintendent of Rancho Santa Fe SD. Jaffe has spent the past three years as principal of Torrey Pines High School in San Dieguito Union HSD. Matt Reno has been selected as the superintendent/principal in Alexander Valley USD after serving for 12 years in Rincon Valley USD as principal at Sequoia School. nnn Longtime educator and ACSA member, Lynn Andrews announced he is retiring June 30 after 46 dedicated years of service to the Los Angeles USD, the last 34 years as principal at Allesandro Elementary School. nnn Inglewood USD announced the following appointments to its district management team: Jacqueline Sanderlin, executive director, school and community relations; Marjorie Rudy, executive director, special education; Rene Rosas, director of K-12 English learner services and district professional development; Alejandra Velez- Erickson, director of special education; Isaac Burgess IV, principal of Morningside High School; and Oscar Rodriguez, principal of Centinela Elementary School. nnn Rick Schmitt is leaving the superintendency of San Dieguito Union HSD, a job he has held since 2013, to become the superintendent of San Ramon Valley USD. Schmitt has been with SDUHSD for a total of 13 years, including positions as principal, associate superintendent and deputy superintendent, before stepping up to become superintendent. Schmitt said he will always be grateful to SDUHSD, but wanted to return to the Bay Area, where he and his wife started their family years ago. nnn Johnstonville Elementary SD has named Melanie Spears as superintendent. Spears joins the district from her current management position with Alameda USD coordinating CAASPP, literacy, professional development and Title 1 schools. She will start her new position in July. nnn Valerie Quarles has retired after 40 years of service to Compton USD. Quarles served as vice principal and principal at the elementary level, with her most recent assignment at Rosecrans Elementary School. nnn Pleasant Ridge Union SD has announced that Thomas Blivens will be the next principal of Alta Sierra Elementary School. Blivens moves over from his current position with the district as principal of Ready See TRANSITIONS, page 6 Superintendent leadership crucial to success for English language learners Isaac Huang is assistant principal at Luther Burbank Middle School in Burbank USD. He wrote the dissertation “An examination of … school district superintendents and the strategies they employ to improve the academic achievement of English language learners,” a summary of which follows, toward a doctorate from USC Rossier School of Education. School superintendents possess one of the most challenging and significant jobs in America’s public education system. In fact, the evolution of the role from a mostly managerial function to that of an instructional leader, highly capable of leading district reform efforts, is no small feat. Due to the hands-on nature of the modern-day superintendent, school boards expect they will work actively with princi- pals and teachers in curriculum development and implementation, as well as stanHuang dardized-test growth to close the achievement gap among student groups, particularly those classified as English language learners. The state of California has one of the largest ELL populations in the nation. From 2011 to 2014 there were between 1.4 million and 1.6 million ELLs. An inability to adequately address the academic achievement of ELL students educated in the U.S. compared to native English speakers has further perpetuated the achievement gap. Although the high school dropout dilemma has steadily improved through the years, wide disparities by race and foreign-born status continue to persist. Sadly, research has also found one’s identification as an ELL puts him or her at high risk of eventual high school dropout. The strategies a superintendent implements to support the academic performance of ELLs is critical to both students’ and a district’s overall success. Purpose of the study This study adds to the growing body of academic literature on the impact superin- tendent leadership exerts on the academic achievement of ELLs. The study sought to investigate how strategies employed by mid-sized school district superintendents in California improve the academic achievement of ELL students. Results and findings Research question 1 asked: “What strategies do mid-sized school district superintendents in California employ to improve the academic achievement of ELLs?” Professional development focused on ELL instruction, data-driven decision making, teacher expectation for ELL achi evement, high expectations for student achievement, clearly defined districtwide academic goals for ELLs, instructional leadership, See RESEARCH, page 6 Systems Leadership Collaborative reflects on year Build your cultural proficiency capacity to lead for equity and LCAP implementation. Starts September 9-10 • Lancaster Information & Registration www.acsa.org/equity CO-SPONSORED BY Leading the Leaders is a professional learning program that has successfully assisted first and second year superintendents for over fourteen years. The program places participants into a yearlong cohort (North or South) and tackles the current issues faced by superintendents in four (4) workshop settings. Each workshop is comprised of session topics based upon the California Professional Standards for Educational Leaders (CPSEL), delivered by experienced superintendents. Cohort registration begins soon for the 2016-17 program. Quarterly workshops in both and■ Effectively Southern ■ Negotiations-Setting the StageNorthern and Understanding the Working With Your BoardCalifornia (reviewing your contract Impacts of Your First Interim and preparing for evaluation) provide superintendents the content Literacy, Citizenship, & Leadership a Pro Active World ■ Digital ■ Leadership inwith ■ Personnel Issues ■ Superintendent Ethics and Form 700 and support need. a Better Grasp of Specialthey Education ■ Seven Habits of Highly Effective Instructional Leaders ■ Getting ■ What Have You Learned & Setting Goals for Next Year www.acsa.org/programs In addition, ACSA will provide a one-on-one mentor to each participant, whose goal will be to assist each new Practical topics will be included, such as: superintendent experience success in the most demanding of public education jobs. Sign up now, as space is limited. 2015-2016 Cohort Workshop Dates & Locations Southern CA Series SAVE THE DATE! Northern CA Series Session 1 | Sacramento | October 26-27, 2015 Lions Gate Hotel, 3410 Westover Street, McClellan, CA 95652 Session 1 | Ontario | October 30-31, 2015 ACSA Office, 3602 Inland Empire Blvd., Suite A-230, Ontario, CA 91764 Session 2 | Monterey | January 26 – 27, 2016 Session 2 | Monterey | January 26 – 27, 2016 Monterey Convention Center (Held prior to the Superintendents’ Symposium) Monterey Convention Center (Held prior to the Superintendents’ Symposium) Session 3 | Sacramento | March 9-10, 2016 Session 3 | Ontario | March 25-26, 2016 ACSA Office, 3602 Inland Empire Blvd., Suite A-230, Ontario, CA 91764 Session 4 | Sacramento | June 17, 2016 Session 4 | Ontario | June 17, 2016 ACSA Office, 3602 Inland Empire Blvd., Suite A-230, Ontario, CA 91764 McClellan Conference Center, 5411 Luce Avenue, McClellan, CA 95652 ACSA Office, 1029 J Street, Suite 320, Sacramento, CA 95814 For further program information contact: Sacramento – Don & Molly Helms, Program Directors, helms@internet49.com Ontario - John Roach, Program Director, jroach238@gmail.com October 5-7, 2016 | Holiday Inn Capitol Plaza acsa.org/conferences School districts throughout California are preparing for the transition to a new accountability system that merges LCAP and ESSA with a common goal of closing achievement gaps for all students. The Systems Leadership Collaborative, coordinated by ACSA in partnership with lead advisor Michael Fullan and lead partner InnovateEd, has engaged school districts with leading systems coherence for this changing education landscape. On June 16, the 14 districts convened to reflect on the year-long progress and impact of efforts that laid the foundation for the focus of 2016-17. Systemic Collaboration and Co-Learning Focused on Student Success: The LCAP is a strategic plan for long-term growth of district capacity and student achievement that communicates a few goals and outcomes focused on aligning services and supports for leadership, teaching and student learning. The Systems Leadership Collaborative will bring together district leaders, school principals and teacher leaders as a collective body to define the critical supports, high impact practices and evidence of learning aligned with desired student skills as part of a continuous improvement process. Align District Supports with School Improvement Efforts: The impact of district­wide improvement efforts is reliant upon the backwards mapping of desired student skills to ensure alignment of instructional practices, student supports, school leadership and district services. School districts have recognized that district supports must build capacity to implement school improvement efforts. The roles of the principal, school leadership team and teacher teams are foundational for building capacity of schools to lead a continuous improvement process. The Collaborative will engage school districts in the research and best practices for leading districtwide improvement efforts through structures and supports that develop capacity of principals and teachers to lead continuous improvement of student learning. Evidence of Learning Informs and Improves Practices: The key driver for long-term growth of student achievement and improvement of school district practices is the relentless pursuit of evidence. By identifying the short-term leading indicators of student success that align with the long-term lag indicators defined by LCAP metrics, school districts can both engage in root cause analysis of student underperformance, as well as identify research-based practices that most impact student learning and achievement. The Systems Leadership Collaborative will support district leaders, principals and teacher leaders with backwards mapping student skills to identify local evidence of student learning that is predictive of attaining annual student achievement outcomes for LCAP and ESSA. Classroom and school level evidence of learning will serve as the driver of districtwide continuous improvement efforts, so that teachers and principals are directly empowered to lead improvement of practices based on student learning needs. Lead Implementation Focused on Results: A districtwide strat egic focus driven by evidence of impact that builds capacity to lead site-driven improvement efforts has the potential to close achievement gaps for all students, each classroom and every school site. The challenge is developing capacity to implement with a focus on short-term results for the continuous improvement of leadership, teaching and learning. What is measured and monitored will improve, and the key is cultivating a culture of shared accountability, wherein all school staff, principals and district leaders monitor evidence of impact on student learning to continuously adapt and improve supports and practices. The goal of the Collaborative is to provide tools, resources and supports so the collective leadership of district administrators, principals and teachers establishes a sustainable system of continuous improvement. Next Steps: During the 2016-17 school year, the 14 districts will convene multiple times and work as a collective body to engage in a process focused on leading systems coherence improvement efforts. The 12 County Offices of Education serving the school districts will be invited to participate. This next phase will focus on statewide systems coherence that connects the roles of county offices, school districts and school sites. ACSA members can look forward to learning more of the processes and practices developed by the Systems Leadership Collaborative via ACSA, Michael Fullan and InnovateEd. For more information contact: Chris Adams, cadams@ acsa.org; Michael Fullan, mfullan@me.com; Jay Westover, jayw@InnovateEd.