Oakland Unified School District
Instructional Services
Support Oakland’s Teachers
And Administrators
Instructional Services is committed to improving Oakland
schools by partnering with teachers, administrators and school
communities to measurably improve student achievement. We
provide effective, high quality consultation, curriculum support
and coaching services.
2009-2010
GET RESULTS IN IMPROVING STUDENT ACHIEVEMENT
Instructional Services has provided this directory of services to ensure that schools have the
opportunity to take advantage of the many services provided by our division. The list of services is a
living document and will change due to funding and district sponsored initiatives. Do not hesitate to
contact the program managers listed to find out what can be done to support your staff or students.
Put our expertise and experience to work in your school or division!
Consulting
We facilitate planning and provide expert information on core content areas, district and school
initiatives, compliance and more:
 Review curriculum, instruction and assessment practices
 Facilitate long term school initiative planning
 Support programs and assist with compliance, including English Language Learner Program and
other mandated programs
 Assist with linking standards to instruction
 Identify appropriate outside consultants and resources
Curriculum and Initiative Support
We provide tools, best practices and interventions to support strategic work and instructional
leadership:
 Develop assessments and evaluation tools
 Support understanding and collection of valid and reliable data
 Assist in analysis of qualitative and quantitative data and lead discussions about implications for
future instructional practices.
 Develop and disseminate best practices, exemplars and roadmaps for instruction.
 Develop and continuously maintain quality curriculum tools, products and services.
 Identify strategic professional growth for initiatives
 Monitor implementation of district initiatives
 Coordinate subject area initiatives
 Integrate technology
 Support use of Edusoft and/or other district assessment tools
 Select and implement intervention strategies
Coaching
We provide strategically focused coaching services that are connected to the district as well as school
site goals and vision, using the cycle of inquiry:
 Build coherent, whole school coaching models for school sites
 Train and coordinate site coaches
 Coach leaders (principals, NExO’s, and teachers (pre-K – 12 and special education)
 Individualize professional development
 Support New Teachers
Executive Officer, Mary Buttler: 879-8601
Mary.Buttler@ousd.k12.ca.us
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TABLE OF CONTENTS
Title
Page
Elementary English Language Arts
4
Secondary English Language Arts
6
Math
7
Science
12
Elementary English Language Learner
13
6-12 English Language Learner
14
Academic English Development (AED)
15
Curricular Programs
17
Textbook Services
17
Social Studies
17
World Languages
18
Physical Education
18
Gifted and Talented (GATE)
18
Advanced Placement
19
Violence Prevention
19
Conflict Resolution
19
Tobacco Use Prevention Education (TUPE)
20
California Healthy Kids Survey (CHKS)
20
Instructional Technology
21
New Teacher Support and Development
22
Visual and Performing Arts (VAPA)
25
School Improvement and Incubator Coaching Services
26
College and Career Readiness Office
28
3
ELEMENTARY ENGLISH LANGUAGE ARTS Manager, Mary Pippitt-Cervantes: 879-8608
mary.pippitt@ousd.k12.ca.us
Program/Service
Description
MOCHA integrated with Open Court (MOCHA
– Museum of Children’s Art)
Collaboration of VAPA and K-5 ELA to integrate art into the core
reading program, Open Court. A week-long summer institute is
provided to teams of interested teachers. Artists from MOCHA
provide year-long follow-up in-classroom coaching and
demonstrations.
Developing and distributing Pacing Guides
See our fabulous new electronic guide for ELA standards at
http://www.oaklandunified.org/guide/ Pacing guides for Open
Court and Foro Abierto are also available on the district website.
Developing Response To Intervention (RTI)
Guidelines
Guidelines for the implementation of Tiers 1, 2, and 3 as well as
recommended programs for addressing each Tier of
Intervention. Training and support for DIBELS/IDEL, the new
assessment tool for K and 1 classrooms. Ongoing support and
training for sites wishing to utilize the progress monitoring
aspect of this tool.
Content coaching and support for ELA
implementation
ELA Coaches and Coordinator provide site coaching and support
to principals and ELA site coaches on ELA Program
implementation (Open Court), and ELA Intervention through
Walkthroughs and feedback.
Content coaching and support for Elementary
Network Officers and their principals
ELA Network Coaches and Coordinator provide coaching and
support to Network Officers and principals on ELA Program
implementation, Tiered Intervention, and RTI, PLCs,
professional development plans, assessment reports and data
analysis.
ELA Implementation Rubric
Tool developed by a team of ELA site and network coaches for
the purpose of guiding the discussion during observation
debriefs. Helps describe levels of ELA implementation from
beginning to masterful.
Principal Small Group Inquiry Facilitation
Facilitation of principal inquiry groups for all elementary
networks. Weekly full day inquiry meetings. In addition to
facilitating the inquiry process, coaches assist with agenda
planning, resources, protocols and research materials.
Reading Leadership Team
Monthly meeting of key district stakeholders for the purpose of
coherence around preK-5 ELA. Meetings usually begin with a
walkthrough at an identified school site.
Personnel for Frontloading training
This institute prepares teachers to effectively teach language
throughout the instructional day, with particular emphasis on
how to link language instruction to reading instruction using the
Open Court Reading Program and the Open Court English
Learner Support Guide. ELA literacy coaches provide this
training in collaboration with ELL program.
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Professional Development for Coaches
Coaching and professional development to 27 site based
coaches
Standards Maps for each unit in K-5 ELA
instructional materials
Tool developed by coordinator and ELA site coaches to connect
the standards-based benchmark assessments to the units of
instruction. Developed in collaboration with grade-level teams
at various sites.
Summer and Fall Professional Development
for Classroom teachers and coaches
These institutes prepare teachers to effectively teach the core
reading/language arts program throughout the instructional
day.
Support for site-based CIC and Professional
Learning Communities
Coaching and professional development to site based coaches
on effective facilitation and coaching practices.
Support at sites for assessment ~
distribution, scanning, data analysis (Mostly
Reading First sites + a few additional sites)
Training, distribution, and scanning for all assessments K-5 for
all K-5 benchmark assessments. Analysis of results and
instructional next steps for all grades K-5 during site-based CIC.
Wireless Generation Pilot
Coordination of the use of electronic assessment system
(DIBELS/IDEL) at 10 sites. Interface with provider to assure
system functions at each site. Collaboration with OUSD
Research and Assessment to facilitate the formatting of reports
for district and site purposes.
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SECONDARY ENGLISH LANGUAGE ARTS Program/Service
Manager, Sarah Breed: 879-8272
sarah.breed@ousd.k12.ca.us
Description
Writing Proficiency Project
Project provides Professional Learning Communities (PLCs) with
tools and resources necessary to engage in a site-based cycle of
inquiry around writing instruction. Initiative includes the Process
Writing Assessment (PWA) for grades 4-9, a grade-level
sequence for expository writing with a priority-writing genre for
each grade level, a teacher leader network, intensive summer
PD with BAWP, and high school participation in CSU’s Expository
Reading and Writing Course. www.oaklandwrites.org
English-Language Arts Instructional Guide
The blueprint for rigorous standards based instruction. Essential
Standards are identified for OUSD. Access our electronic guides
and instructional resources for ELA at
http://www.oaklandunified.org/guide/
Secondary ELA Benchmark Assessments
09/10 ELA Benchmarks will measure the same eleven Essential
Standards three times during the academic year.
ELA Content Coaching
Whole school, ELA department, PLC and 1:1 coaching. Provide
targeted support for standards based instruction, lesson and unit
planning, data analysis, and assessment.
Read 180 Implementation Support
Assist with procurement, initial set-up, and installation of Read
180 at 27 schools, middle and high. Read 180 coach provides
monthly visits to troubleshoot, coach, and insure proper
implementation. On-going teacher leader cadre provides PD to
Read 180 teachers.
Centralized and Site-Based Professional
Development in ELA
Writing Proficiency Project, Read 180, Curriculum Development
Institute.
Support for School Libraries
Provide PD, collection support and assistance with staffing for all
OUSD libraries.
Academic Contests and Events
District Spelling Bee (Grades 4-8)
Martin Luther King Oratorical Festival (K-12)
Read 180 Celebration of Success (4-8)
Bay Area Urban Debate League (9-12)
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MATH
Program/Service
CURRICULAR TOOLS: 2009 District
Adoption of New Math Textbooks (K-12)
CURRICULAR TOOLS: Math Pacing
Guides – Development and Distribution
CURRICULAR TOOLS: ALGEBRA 1
SUPPORT MATERIALS (New)
Manager, Heidi Boley: 879-8614
heidi.boley@ousd.k12.ca.us
Description
Math Adoption
IS Math coordinated and completed the district math adoption
process over a seven month period and the final recommendations
were presented to the Board in April 2009. Over 30 elementary, 10
middle and 13 high school teachers comprised the Mathematics
Adoption Committee. Fifty-three teachers (29 elementary and 24
secondary) were involved in piloting for a period of 4-8 weeks
between January and March. In most cases, teachers piloted two
textbooks in order to make meaningful comparison.
The math textbooks adopted for implementation in 2009-10 are as
follows:
 K-5: enVision Math CA, Scott Foresman/Addison Wesley
 Grade 6: CA Mathematics Course 1, Holt
 Grade 7: Mathematics, CA Pre-algebra, Pearson/Prentice Hall
 Middle School Algebra 1: CA Mathematics: Algebra 1, Holt
 High School Algebra 1: CA Algebra 1, Pearson/Prentice Hall
 Geometry: CA Mathematics Geometry, Holt
 Intermediate Algebra: Intermediate Algebra, 5th edition,(MartinGay), Pearson/Addison Wesley
 Advanced Algebra: Algebra 2, Holt
 Math Analysis/Pre-Calculus: Pre-calculus (Demana, et al),
Pearson/Addison Wesley
 AP Calculus AB/AP Calculus BC: Calculus (Demana, et al),
Pearson/Addison Wesley
 Probability & Statistics: The Basic Practice of Statistics, Freeman
 AP Statistics: The Practices of Statistics, Freeman
Williams’ Case Audits
 The District Elementary and District Secondary Math Coaches
visited and provided support to sites to ensure that sites had the
necessary math textbooks and materials.
Math Pacing Guides
With the assistance of math teacher leaders, IS Math develops
District pacing guides and revises them yearly. In addition, IS Math
partners with Swun Math to create unified K-7 Math Pacing Guides.
Pacing guides aligned with each of the new math textbooks listed
above were distributed to sites in June 2009 and also listed on the
district intranet.
CST Math Blueprints/CST Math Released Items
CST Math Blueprints and CST Math Released Items are also posted
on the district intranet as well as course syllabi for secondary math
courses.
Essential Math Concepts and Skills by Grade Level
A Math Instructional Guide was developed in 2007-08 that maps out
the essential concepts and skills for math, Grades K-Geometry, and is
available upon request.
Algebra 1 Support Materials
 Designed for teachers who are teaching Algebra 1 or teaching the
Algebra Support Class (replacement for Strategic/Intensive
Support or Algebra A class)
 Aligned with the two different Algebra 1 textbooks, one for MS
and the other for HS
 Provides strategies for scaffolding lessons and engaging students
 Materials distributed to all appropriate MS and HS teachers:
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CURRICULAR TOOLS: Math Interventions
CURRICULAR TOOLS: Math Instructional
Technology
ASSESSMENT TOOLS: Math Assessments
Development
ASSESSMENT TOOLS: Common Formative
Assessments
binders, CDs, and on district intranet and new math website
Beyond the Basic Facts (Grades 2-7)
 Available to ALL sites: designed for 30-minute sessions 4-5 times
a week
 Contact IS Math if interested in training for teachers and
complementary learning/after school staff
 Materials made available with PD: no cost to non-Swun Math
sites
Summer School Intervention Classes (Grades 1-7)
 Coordinated development of common summer school pacing
guide
 Coordinated development of common pre- and post-assessments
 Coordinated PD for Summer School Teachers
UCLA Introduction to Algebra (Grades 7-Algebra 1)
 Piloted in 2006-07 and 2007-08 in middle schools
 Information and in-office copies available for preview
America’s Choice Navigator (Grades 6-Algebra 1)
 Piloted in 2006-07 and 2007-08 in middle schools
 Information and in-office copies available for preview
SDCOE Getting Ready for Algebra (Grades 6-Algebra 1)
 Piloted in 2006-07 and 2007-08 in middle and high schools
 Information and in-office copies available for preview
Instructional Strategies (PowerPoint)
 Available for Grades 2-7 and posted on district intranet
 Hard copies provided upon request
Graphing Calculators & Their Use in Classrooms
 Contact Phil Grebe and/or Brandi Patterson, IS Math Coaches
Geometer’s Sketchpad
 Contact Phil Grebe and/or Brandi Patterson, IS Math Coaches
DISTRICT MATH BENCHMARKS & BLUEPRINTS
Elementary (K-5)
 District Assessment Blueprints for Grades K-5
 Grades K-1: 3 Pre- and Post-Trimester Exams
 Grades 2-5: 3 Pre- and Post-Trimester Final Exams & End-of-Year
Exam (can be used to identify student candidates for summer
school/intervention)
 Coordination of assessment development with Swun Math and
R&A
 Coordination of Edusoft Answer Sheet preparation with R&A
Secondary (Grades 6-7)
 District Assessment Blueprints for Grades 6-7
 Pre- and Post-Quarter Exams & End-of-Course Exam
 Coordination of assessment development with Swun Math and
R&A
 Coordination of Edusoft Answer Sheet preparation with R&A
Secondary Math (Algebra 1 – Math Analysis)
 Partner with R&A in assessment development (Fall, Mid-Year,
Spring, & End of Course) by providing content knowledge
expertise
 Coordination of Edusoft Answer Sheet preparation with R&A
Elementary (Grades 1-5)
 Kindergarten: selected enVision Math Topic Tests identified in
Math Pacing Guide
 Grades 1-5: Unit Assessments available on district intranet and
answer sheets loaded into Edusoft. Hard copies provided during
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ASSESSMENT TOOLS: Multiple Measures
and Optional Formative Assessments
ASSESSMENT TOOLS: Math Placement
and Diagnostic Tests
PROFESSIONAL DEVELOPMENT &
COACHING: Centralized and Site-based
Instructional Support for Teachers and
Administrators
trimester PD sessions and also by request.
Secondary (Grades 6-7)
 Unit Assessments available on district intranet and answer sheets
loaded into Edusoft. Hard copies provided during quarter PD
sessions and also by request.
Open-ended Assessment Items/Math Performance Tasks (Grades 2Geometry)
 OUSD is a member of the Noyce Foundation’s Mathematics
Assessment Collaborative, a consortium of 35+ bay area districts
that provides PD and access to math tasks that emphasize
problem solving, communication of mathematical thinking,
synthesis and application of multiple math concepts and skills.
These assessments are developed by the Mathematics
Assessment Resource Service (MARS) and are used both
internationally and nationally.
 Free Math Workshops Available (contact Erik Moll for info)
 Sites must cover costs of substitutes and possibly mileage
 11/19/09 8:30-3:00 Measurement: Proportional Reasoning
 12/10/09 8:30-3:00 Geometry: Attributes of Shapes and
Scale
 1/21/10 8:30-3:00 Data Analysis: Weighted Averages
 Summative MARS Assessment: Voluntary participation, usually
available in April, Grades 2-Geometry
 Scoring leader training, analysis of results, teaching
implications and follow-up PD (4 times/year) provided by
MAC
 IS Math coordinates recruitment of participating teachers,
distribution of tests, scoring training including rubrics, and
data collection in partnership with R&A
SDCOE Pre-Algebra Test (NEW)
 Information and in-office copies to preview
CAHSEE
 Blueprint and instructional materials for teachers available.
CSU/UC MATHEMATICS DIAGONOSTIC TESTING PROJECT (MDTP)
Information and copies of the following tests available.
 Pre-Algebra Readiness
 Algebra Readiness
 Geometry Readiness
 Second-Year Algebra Readiness
 Mathematical Analysis Readiness
 Calculus Readiness
 Beginning Calculus
CSU Early Assessment Program (EAP)
 Information and instructional materials for teachers available.
Math Fluency Assessments (Grades 2-7)
 Addition Facts
 Subtraction Facts
 Multiplication Facts
 Division Facts
 Decimals
 Fractions
 Integers
New Math Textbook Training (K-5): Contact Erik Moll
 4 Sessions provided during June and August
 Coordination of grade level specific workshops provided by ScottForesman (Oct. 9 and Feb. 1 Buy Back Days)
 Lesson planning with enVision Math Workshops presented by Erik
Moll
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TEACHER LEADERSHIP: Site-based Math
Coach/Teacher Leader
TEACHER LEADERSHIP: Secondary Math
Department Chairs Meetings
New math Textbook (Grades 6-Math Analysis)
 4 sessions provided during June and August
Swun Math Initiative (Grades K-7)
Limited to 35 elementary schools and all middle schools, this math
instructional program provides core content (60 min.) based on a
modified pacing guide for district adopted math text and intervention
(30 min.), Beyond the Basic Facts. Assessments include pre-/posttrimester or quarter exams and unit assessments. Professional
development for both teachers and principals is available each
trimester/quarter plus math blueprint training in the spring. Swun
Math Team provides monthly site support visits and principal
coaching support. An IS Swun Math Coach provides weekly coaching
support that includes modeling lessons, co-teaching/elbow teaching,
lesson planning, PLC/grade level team support, site-based PD, and
observation and feedback.
High School Math Coaching Contracts
 CBITS: Brandi Patterson (1.0 FTE)
 Oakland HS: Phil Grebe (0.2 FTE)
Substitute Teachers PD
 Workshop for elementary and secondary substitute teachers
New Teacher Workshops
 Orientation sessions with OTF, interns, TFA
SB472 Math (Grades K-Algebra)
 State mandated 5-day training that provides teacher participants
with foundational knowledge of the CA Math Framework and
Standards, pedagogy for meeting the needs of EL and other
diverse learners, and how to become a critical consumer of the
State adopted math textbooks. Required for PI3 districts and
SAIT/DAIT schools.
Professional Learning Communities (PLC)
 IS Math Coaches attended Solution Tree PLC Institutes and are
available to provide site level support in this area, especially with
teachers in grade level teams or content teams to develop
common formative assessments and to lesson plan using
backwards mapping.
Pyramid of Interventions (Solution Tree)
 IS Math Coaches attended Pyramid of Interventions/RTI Institute
and can provide site level support in this area through coaching
contracts.
Summer Math PD for Teachers
 Coordination of OUSD summer math professional development
offerings
Swun Math Teacher Leader/Site-based Coach PD
 These after-school sessions are offered bimonthly by Si Swun at
no cost to sites and are designed to build site capacity for
supporting full implementation of Swun Math so they can progress
to Phase II
IS Math Coach Training
 4-hour monthly sessions designed to build the capacity of IS
Coaches to sustain Swun Math
Site-Based Math Coach at Skyline HS
 Two Skyline HS math teachers partnered with LHS and IS Math to
attend 4-day Math Coaching Institute presented by EDC.
 IS Math provides support to designated “coach”
Every secondary school is invited to send at least one representative
to attend these monthly after school meetings, held on the last
Wednesday of the month, to disseminate information, develop
teacher leadership, and provide a forum to discuss math instructional
concerns.
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ADMINISTRATIVE SUPPORT:
COMMUNITY & FAMILY ENGAGEMENT:
Programs for Students and/or Parents
Swun Math Principal PD and Coaching Support (Gr K-7)
 Coordinate Swun Math Principal PD and Site Support Visits
Secondary Math Course Catalog
 Review/revise with math department chairs and align district math
course offerings to UC/CSU A-G requirements and district goals
 Submit recommendations to CIAC and/or Math Leadership Team
Coordination of Math Support Services by Internal/External Providers
 Meet with external providers to share district curricular tools,
provide for consistent messaging to teachers, and synchronize
efforts (BayCES Impact 2012, Project SOAR, Andy Schipper)
 Provide targeted support to red and SAIT schools
 Leverage and coordinate with IHEs to apply for math grants that
meet district needs
Walkthroughs
 Accompany NExOs/principals at site walkthroughs
IS Math provides information/assistance on the following:
 Math Competitions for Students
 Second Annual Swun Math Facts Competition
 Dec. 11, 2009 Grade 3 Multiplication
 Jan. 7, 2010
Grade 5 Fractions
 Jan. 8, 2010
Grade 6 Integers
 Mathletes
 Math Circles
 Math Programs for Students
 UC Berkeley Academic Talent and Development Program
(ATDP) Summer Courses (elementary and secondary)
 Expanding Your Horizons (Mills College)
 Family Engagement
 Swun Math Parent Workshops (4 Fall Workshops & 2 Spring
Workshops are planned)
 Family Math Nights
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SCIENCE
Program/Service
Program Manager, Caleb Cheung: 879-8842
caleb.cheung@ousd.k12.ca.us
Description
TeamScience
Leadership development and mentoring program for
secondary science teachers (6-12). Activities each marking
period include professional development sessions, mentor
training forums, and curriculum team meetings.
SMART Center and FOSS Support
Supports FOSS kit refurbishment and rotation districtwide
every trimester. Supplies consumable materials and living
organisms for the adopted curriculum.
Elementary FOSS Workshops
Provides an introduction to the FOSS curriculum and advance
topics every trimester for elementary teachers.
Elementary Science Leadership Meetings
Supports Lead Science Teachers from each school by
coordinating and supplying resources related to the science
program.
Pacing Guides and Benchmark Assessments
Provides a framework for instruction and assessment tools for
teachers.
HIV/AIDS Education
Provides training and resources for 7th grade life science and
high school biology per State mandate.
OUSD K-12 Science Fair
A non-competitive districtwide event for science fair projects
from school sites. Hosted by the Chabot Space and Science
Center.
Dinner with a Scientist
Semi-formal dinners for teachers and students to learn from
local scientists. Includes separate elementary and secondary
events, each with over 200 guests.
Science Walkabouts
Monthly Saturday field trips introducing teachers to local
regional parks and wilderness areas. Activities include birding,
tide pooling, geology, and natural history.
Oakland Science Partners Networking Forum
Semi-annual gathering of community organizations interested
in supporting science in Oakland.
Science in Oakland Website
Centralized website with updated information and resources
related to K-12 Science
(http://science.ousd.k12.ca.us/index.html)
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ELEMENTARY ENGLISH LEARNER PROGRAMS Manager, Elizabeth Macias: 879-8770
elizabeth.macias@ousd.k12.ca.us
Program/Services
Description
English Learner Lead Meetings
School EL Leads/teams will receive quarterly training and
ongoing support with the implementation of high leverage
teaching, leadership and organizational practices for English
Learners and the establishing site and network professional
learning communities to support English Learner instruction
and services.
Language for Learning/Writing and English Now!
ELD Program Professional Development
Language for Learning helps develop strong language skills
and gives English Learners a solid foundation for literacy. The
program accelerates the language proficiency of English
Learners by providing explicit practice in vocabulary, word and
sentence variety, the development of precise word knowledge,
and in hard to teach concepts. (Forms and Functions.)
Language for Writing teaches writing skills, vocabulary,
sentence, and organizational skills that underpin good writing.
Ongoing exercises support the development of specific writing
skills by showing students how to write narratives; use specific
words; make precise comparisons; summarize and retell; and
proofread for punctuation, grammar, and usage.
English Now! is focused on the intermediate and early
intermediate levels of language development to help students
through the intermediate hurdle that many experience. The
program addresses the 4 domains of listening, speaking,
reading and writing.
Frontloading Language for Open Court Reading
Professional Development
This institute prepares teachers to effectively teach language
throughout the instructional day, with particular emphasis on
how to link language instruction to reading instruction using
the Open Court Reading Program and the Open Court English
Learner Support Guide.
Frontloading Professional Learning Community
This professional learning community is focused on coaches
that are working to establish Frontloading practices at their
school sites. The group meets 4 times a year to observe,
debrief and discuss best approaches to supporting teachers
with Frontloading planning and instruction.
RESULTS for English Learner Professional
Development (REL)
This 6 day series is based on the literacy framework by John
Shelfelbine and is focused on developing the competencies to
effectively assess and teach instructional strategies to promote
academic success.
RESULTS/ Frontloading Professional Learning
Community
This professional learning community is focused on supporting
teachers to effectively implement the assessments and
instructional routines learned during each day of the REL 6 day
series. The group meets 4 times a year to review student data,
discuss and plan next steps regarding appropriate instruction.
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Spanish to English Biliteracy Transfer
(SEBT)Professional Development
This institute prepares teachers of Spanish Speaking students
by deepening the teachers’ understanding of Spanish to
English bi-literacy transfer and by providing tools to
strategically and systematically develop bilingual students’
literacy skills in Spanish and English.
Bilingual Professional Learning Community.
This district wide professional learning community brings
Bilingual and Dual Immersion teachers together to participate
in a classroom based inquiry process focused on academic
achievement in 2 languages.
Principal Inquiry Teams
Network coaches work to facilitate an inquiry team with select
principals on a monthly basis. These inquiry teams focus on
topics that deal with specific elements of the EL Program.
Site coaching and support for Principals and EL
Leads
EL Coaches provide site coaching and support to principals and
EL Leads on EL Program implementation, ELD and
Frontloading, Transferability and ELD Intervention via
Walkthroughs and feedback. Coaches work in depth with
specific schools in each network to maximize efforts for
student’s achievement.
District English Learner English Learner
Coordinating Council (ELCC)
Quarterly meetings to collaborate with principals, teachers,
parents and community to continually provide feedback
regarding areas of improvement for English Learner instruction
and services.
6-12 ENGLISH LEARNER PROGRAMS
Program/Service
Manager, Elizabeth Macias: 879-8770
elizabeth.macias@ousd.k12.ca.us
Description
ELD Courses of Study: Placement,
Assessment, Planning and Coaching
ELD Course Guides serve as the basis for ELD instruction at the
secondary level. EL Coaches provide support to teachers,
counselors and administrators on placement guidelines and
assessment data as well as unit and lesson development with
teachers throughout the year.
ELD Teacher Leader Meeting
This district wide Professional Learning Community brings
together 6th through 12th grade ELD teachers. The purpose is to
have a venue to share information and best practices so that
ELD teachers are better equipped to advocate for and serve their
EL population.
Systematic ELD Professional Development
This professional development series focuses on a systematic
approach to providing ELD instruction at the secondary level.
There is an emphasis on the continuum of language
development to inform instructional planning for ELD.
WRITE Institute: Writing Support for English
Learners
This professional development series focuses on effective writing
instruction for English Learners with specially designed rubrics
for each level of language proficiency. Lead trainers lead
sessions for new and returning participated on 9 genres of
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writing.
Constructing Meaning: Secondary Content
Area Support for English Learners
This professional development series focuses on frontloading
instruction in the content areas for English Learners.
Site Based EL Support and PD
EL Programs Coaches work with principals and staff to establish
Professional learning communities focused on achieving the
goals identified by the school for English Learner programs.
Assist with facilitation of PLC and empower school staff to take
on responsibility.
District English Learner English Learner
Coordinating Council (ELCC)
Quarterly meetings to collaborate with principals, teachers,
parents and community to continually provide feedback
regarding areas of improvement for English Learner instruction
and services.
ACADEMIC ENGLISH DEVELOPMENT (AED) Manager, Elizabeth Macias: 879-8770 elizabeth.macias@ousd.k12.ca.us Program/Service
Initial training on Culturally Responsive
Teaching and Learning open to all teachers
and administrators.
Description
This four-day training series provides knowledge and context
building for participants. Culturally and linguistically responsive
teaching (CLR).
After experiencing these four days, participants will have a solid
understanding of the socio-historic connection to present-day
systemic failure and why culturally and linguistically responsive
teaching is necessary to bring about increased student
achievement. Teachers will learn about the following five
strands:
1.
2.
3.
4.
5.
Standards Based Teaching Using Culturally Relevant
Literature
Systematic Teaching of Situational Appropriateness in
Language and Behavior
Building on Cultural Behaviors For A Positive Classroom
Community
Expanding Academic Vocabulary Through Conceptually
Coded Words
Creating a Validating and Affirming Learning
Environment
AED Lead Teacher Professional Development
AED Lead teachers receive additional support from the Center
for Culturally Responsive Teaching and Learning as well as AED
coaches to help foster leadership in their practice and become
experienced practitioners in Oakland.
Demonstration Lessons and Coaching for Pilot
Schools
Through collaboration with the Center for Culturally Responsive
Teaching and Learning, AED Cadre Teachers at Pilot School
receive additional support to implement AED practices and
lessons in their classrooms. Teachers have the opportunity to
observe experienced teachers, debrief lessons and plan
collaboratively with content experts. Pilot schools participate at
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least 3 cycles of observation and planning.
AED Professional Development
This professional development is open to teachers at AED Pilot
Schools and focused on topics such as Reading Comprehension
and Academic Writing within the context of culturally responsive
teaching.
AED Professional Learning Community
This district wide Professional Learning Community brings
together elementary teachers who have participated in the AED
Foundational Institutes. The purpose of this PLC is to have a
venue to share information and best practices so that teachers
are better equipped serve their underserved populations.
Site Based AED Support and PD
AED Coaches work with principals and staff to build the capacity
regarding AED instruction and to achieve the goals identified by
the school for Academic English Learners.
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CURRICULAR PROGRAMS
Director, Yvonne Allara: 879-8758
yvonne.allara@ousd.k12.ca.us
Textbook Services
Program/Service
Wayne Garvin, Program Manager, 879-868
wayne.Garvin@ousd.k12.ca.us
Description
Textbook purchasing and distribution
Facilitate the yearly purchase/procurement of consumable
textbooks in the core subject areas for all schools, grades K-12;
Facilitate and coordinate warehouse textbook inventory needs
and order needed materials.
Textbook Management
Manage the purchase of all newly-adopted
textbooks/instructional materials for each adoption; as part of
each textbook adoption cycle and when materials are chosen,
meet and confer with respective publishers regarding the barcoding and shipping of all adopted math instructional materials;
coordinate with Student Enrollment Services to learn of closing
school sites to facilitate for the transfer of textbooks to schools
with new transfer students or to the warehouse to be used
where needed; coordinate with principals to obtain information
about schools adding grades and provide those schools with the
needed textbooks; coordinate with sites to ensure sufficient
textbooks are purchased and/or obtained from warehouse stock
and delivered to all schools.
Williams Settlement Case Textbook Processes
Facilitate and coordinate the development and distribution of the
yearly Williams Settlement case-mandated survey and the
“September Update” survey for all schools, grades K-12;
coordinate with the Alameda County Office of Education
regarding the training of principals for the yearly audit of
Williams Settlement Case designated schools and the completion
of the required on-line documents procedure for each Williams
Settlement Case designated school; Prepare the report for the
Board of Education for the yearly- mandated public hearing
within eight weeks of the first day of school;
Social Studies TSA, Nancy Midlin 879-8477 nancy.midlin@ousd.k12.ca.us
TSA, Stan Pesick 879-8497
stan.pesick@ousd.k12.ca.us Program/Service
Description
Coaching
Coaching focused on new and struggling teachers.
Professional Development
Professional Development focused on content knowledge
enhancement; academic literacy in History; and instructional
design.
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Social Studies district-wide assessment,
grades 6-12
Document-based essay focused on writing the historical essay
administered district-wide two times per year.
World Languages
Program/Service
TSA, Shelley Forster: 879-8197 shelley.forster@ousd.k12.ca.us Description
Coaching
Coaching focused on new and struggling teachers and
substitutes in vacant positions.
Professional Development
Professional Development focused on the best practices of
World Languages curriculum implementation and instructional
design.
World Languages district-wide assessment
District-wide World Languages assessment development and
administration.
Physical Education Program/Service
TSA, Patricia Franklin: 879-4651
patricia.franklin@ousd.k12.ca.us Description
Coaching
Coaching focused on new and struggling teachers and
substitutes in vacant positions.
Professional Development
A Professional Development focused effort to ensure
implementation and instructional design of standards-based PE
instruction.
Gifted and Talented Education (GATE) TSA, Nancy Midlin: 879-8433
nancy.midlin@ousd.k12.ca.us
Program/Service
Description
Professional Development
Professional Development focused on differentiation of
instruction for GATE students.
Focused effort to increase GATE identification
in under-represented schools
Coordination and facilitation of the administration of the Ravens
Assessment to all 3rd grade students
Focused effort to support the improvement of
GATE programs at all schools
Training of site GATE representatives on the best practices of
GATE program development and implementation.
Parent education
Coordination and facilitation of the GATE Parent Advisory
Committee as well as the annual GATE Parent Conference.
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Advanced Placement Program/Service
TSA, Nancy Midlin: 879-8433
nancy.midlin@ousd.k12.ca.us
Description
Professional Development
Professional Development focused on helping student succeed
in Advanced Placement courses.
Focused effort to ensure that all teachers
teaching AP courses have taken the requisite
training to do so and are able to teach the AP
class to allow students credit
Coordinate and facilitate required College Board Advanced
Placement training for AP teachers in all subject areas.
Focused effort to ensure compliance with
College Board AP regulations
Coordinate and facilitate compliance with the College Board
Advanced Placement audit.
Violence Prevention Program
Director, Yvonne Allara: 879-8758 yvonne.allara@ousd.k12.ca.us Program Specialist, Taising Chen: 879-2861
taising.chen@ousd.k12.ca.us
Program/Service
Description
Professional Development and required
trainings
4-6 hour training for new teachers; 1-3 hour introductory and
refresher trainings for site staff as needed; collaboration with
NTSD.
Focused effort on compliant program
implementation of Second Step, Too Good
for Violence, and Too Good for Drugs and
Violence in accordance with regulations CDErequired reporting
9 part time coach consultants provide technical assistance to
staff at preschool, K-5 and middle school sites; K-5 teacher site
coordinators on extended contract; Program Specialist supports
implementation; Parent Education provided by 2 parent
educators on request. Ongoing collaboration with
Complementary Learning regarding wellness policy.
Conflict Resolution Program
Director, Yvonne Allara: 879-8758 yvonne.allara@ousd.k12.ca.us Program/Service
Description
Professional Development and trainings
Our lead consultant conducts training of site-based consultant
coordinators and school staff. Site-based coordinators or school
staff recruit, train, and oversee student mediators. Monthly
meetings/trainings with site-based coordinators.
Focused effort on improving program
implementation at middle school sites and
integrating program into school culture and
restorative practices
Site-based consultant coordinators work with principals,
teachers and other site staff, including the COS teams at Safe
Passages sites. Ongoing collaboration with community and
district Restorative Justice initiatives.
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Tobacco Use Prevention Education (TUPE)
Program/Service
Program Specialist, Robert Dousa: 879-5854
Robert.dousa@ousd.k12.ca.k12
Description
Focused effort on compliant program
implementation requisite tobacco-cessation
programs in high school
Provide service and support for program implementation of
“Too Good For drugs and Violence;” “Pack it up! /Prevention;”
and “Helping Teens Stop Using Tobacco.”
CDE-required reporting
Complete all reports as required by CDE.
California Healthy Kids Survey (CHKS)
Program/Service
Program Specialist, Robert Dousa: 879-5854
robert.dousa@ousd.k12.ca.k12
Description
Ensure required administration at all schools
in designated grade levels
Provide required information about CHKS purpose,
requirements, and use to all principals and site CHKS
coordinators.
Coordination/facilitation of district-wide CHKS
activities
Provide training and support to principals and site CHKS
coordinators.
CDE and WestEd-required reporting
Facilitate test distribution and return as required by CDE and
WestEd.
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INSTRUCTIONAL TECHNOLOGY
Program/Service
Manager, Ann Kruze: 879-8540
ann.kruze@ousd.k12.ca.us
Description
Provide professional development
Provide training and coaching support to teachers to better use
technology effectively in their classrooms. Occurs during school
year, Buy Back Days and Summer Institutes (TechCamp, oneto-one support, grade-level trainings, etc)
Write the District Level Technology Plan
This is required to apply for E-rate funds. Our current
technology plan expires June of 2011. The “new” version must
be submitted for state approval in October 2010. Writing must
start by April 2010.
Mentoring
Teachers and administrators who need individual help in using
technology to become more productive and to assist their
students in improving academic achievement.
Grant Writing (District level)
Identify and apply for appropriate funding opportunities that
will bring revenue into OUSD that target improving instruction
using technology. (EETT competitive grants, other technology
grants)
K-12 voucher support and applications
Approve site plans, contact vendors and claims administrator to
certify purchases and determine eligibility. Work with Fiscal to
distribute funds as they arrive.
Software selection and implementation
Work with sites to identify appropriate software/hardware to
meet academic achievement goals. Complete equipment and
network audits to see if supported at site prior to purchase.
Advise site of total cost of ownership issues. Act as liaison
between vendor and site to ensure success of implementation.
Provide research on best practices for using technology to
support RTI. Provide program support for Read 180,
SuccessMaker and other software.
Curriculum development for adopted software
Assist Tech Prep teachers with scope and sequence for grade
level appropriate technology classes guided by NETS standards.
Assist teachers with choosing appropriate technology tools.
CyberSafety & CyberEthics
Provide materials, training and resources for sites around
internet citizenship and safety as required by AB307.
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NEW TEACHER SUPPORT AND DEVELOPMENT Manager, Lisa Spielman: 879-8903
http://ntsd.ousd.k12.ca.us
lisa.spielman@ousd.k12.ca.us
Coordinator, Hope Tollefsrud; 879-8902
hope.tollefsrud@ousd.k12.ca.us New Teacher Support and Development (NTSD) supports new teachers in their efforts to develop, through
collaboration, reflection, and their own continuing education, into highly effective classroom practitioners. An
essential resource for both new and experienced educators, NTSD focuses on the structuring and management
of classroom learning environments and the quality of instruction, insofar, as they promote student achievement.
NTSD is committed to supporting and retaining OUSD faculties through its mentoring and professional
development programs. We contribute to creating and maintaining diverse, productive, and effective teaching
faculties district-wide.
Program/Service
BTSA Induction Program
Description
Generates state funding for an accredited district credentialing
program.
Course of study develops teaching skills focused on equity for all
students.
Builds teacher-leadership through coach training, protocols, and tools.
Individualized, one-on-one weekly coaching sessions that facilitate
teacher development.
Successful completion results in earning the California Clear Credential.
Coaches earn a stipend for each teacher they support.
Provides release time through a designated NTSD substitute so new
teachers and coaches are able to observe colleagues’ best practices.
Intern Program
Generates state funding to support intern teachers while they are
enrolled in their accredited teacher preparation programs.
Course of study focuses on teachers understanding the context in
which they are teaching.
Coordinate support for teachers with the Teacher Preparation Programs
and recruitment programs such as Teach For America, the Oakland
Teaching Fellows, and Teach Tomorrow in Oakland.
Support intern teachers with individualized, one-on-one weekly
coaching sessions that facilitate teacher development. Coaches earn a
stipend for each teacher they support.
Provides release time through a designated NTSD substitute so new
teachers and coaches are able to observe colleagues’ best practices.
Visiting Teachers Program
Support program for teachers from Spain and Mexico.
Classroom Management Program
Provides individualized, intensive classroom management coaching for
new teachers assigned to specific school sites.
Organizes and facilitates on-going classroom management trainings:
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Positive discipline, effective classroom management, and equity
trainings to create effective learning environments.
Teach Tomorrow in Oakland
Recruit and retain local, teachers who represent the diversity in
Oakland with a 5 year commitment to teach in OUSD.
Works in partnership with the Mayor’s office.
Partially funded by a federal grant.
Program recruits and supports middle school Club Ed program, the
Skyline Education Academy, alumni from Oakland schools,
paraprofessionals, career-changers, and student teachers.
No Child Left Behind (NCLB), subject
matter competency support program
Information and reimbursement for teachers when becoming highly
qualified.
English Learner Authorization
Support Program
Information and reimbursement to teachers for CLAD, organizes the
Oakland CLAD/CTEL cohort facilitated by Stanford.
National Board Certification Program
Recruitment, information and operational support through the National
Board certification process. Teachers receive an annual $1K stipend for
10 years once they earn certification.
Make and Take/Teacher Resource
Center
Operates the Make and Take Center which provides teachers with
materials and use of equipment for designing their classroom. Open
after-school, evenings, and on the 1st and 3rd Saturdays of each month.
Give-aways occur on Saturday where teachers can take children’s
books for their classroom and teacher reference guides.
Windows on Work (WOW) List
Creates a list of teachers organized by area of expertise who can be
observed by OUSD colleagues. List posted on the NTSD website.
New teacher retention data
Tracks yearly retention of all new teachers to the district.
New teacher coach training
Organizes and presents coach trainings for all new teacher coaches,
instructional services coaches, and site-based teacher leaders.
Positive School Climate Program
Coordinates positive school-wide climate programs to create and
maintain positive school environments that are caring, safe, secure,
respectful, diverse and inclusive of all students and staff.
Program helps teachers learn skills to guide students in becoming
responsible decision makers and community members.
Credential guidance
Helps teachers determine the requirements for earning the appropriate
credential.
Creates and maintains the new hire
list
Collaborates with Human Resources to create the new hire contact list.
Emails new hires about professional development opportunities and
OUSD resources. Information begins once the teacher is hired.
Teacher of the Year Program
Recognizes and sends Teacher of the Year finalists to the Alameda
County Teacher of the Year program. This program is part of the
National Teacher of the Year Program.
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Manages the DVD and professional
lending library
Teaching related resources and tools on loan, e.g. flip cameras, video
cameras, books. Many of the videos are showcasing OUSD teachers
instructing students.
New Teacher Data
Working conditions survey, Coach survey, BTSA Surveys, Intern surveys
(state-mandated).
Maintains Memorandums of
Understanding (MOU) with teacher
preparation programs
Coordinate and write MOUs with OUSD’s partner universities to ensure
fiscal responsibility and to define roles of each organization.
Organize and host the IHE (Institute
of Higher Education) and OUSD
partner meetings
The goal of these meetings is to strengthen partnerships between the
Oakland Unified School District and the Bay Area Institutions of Higher
Education (Teacher Preparation Programs).
SOS (Support of Solutions) line
New teachers/hires email questions or concerns about logistical issues
such as pay, benefits, how to advance on the salary schedule, when
teachers can not find the answers. Support and help given within 48
hours.
New hire handbook
Create new hire handbook. Collect information from OUSD
departments to ensure new hires are able to navigate OUSD resources.
Coach coordination list
Creates a list of teachers and identifies each one’s coaches and/or
support program. List is organized by school site and distributed to all
those who are supporting teachers.
Network Liaisons
Acts as an intermediary for Network Executive Officers, principals, new
teacher coaches, and new teachers to provide smooth guidance for
new teachers, collaboration for all teachers, and coach development.
Provides new teachers with guidance to ultimately clear their
credentials.
Assists principals in building site capacity and teacher leadership at
sites.
Assists coaches to develop skills to act as new teacher coaches and
teacher leaders.
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VISUAL AND PERFORMING ARTS (VAPA)
Program/Service
Description
Program Manager, Phil Rydeen: 879-8116
phil.rydeen @ousd.k12.ca.us
MOCHA – OCR Integration
K-5 curriculum that includes materials and training to integrate
visual arts into the OCR curriculum.
Arts Anchor Schools Initiative – Coaching for
developing comprehensive arts programs
Strategic initiative designed to assist schools in planning and
implementing high quality integrated arts instruction. Oversight
of program implementation, providing technical assistance, and
group facilitation to participating schools.
Music Integration Initiative – Music
Integrated instruction (elementary)
Pilot initiative-elementary music specialists co-create and teach
music integrated curriculum targeted at the lower grades.
Currently being expanded and researched through the United
States Department of Education Arts grant. (Four years)
Elementary Instrumental Music Program
Provides instrumental music instruction at the elementary level
in grades 3-5 including instructional supervision and itinerate
music teacher evaluation.
Dance Programs K-12
Provides content area coordination and support for district arts
specialists. Coordination meetings, planning and implementing
district wide events for arts education. Managing resources
including extensive inventory of music instruments, ensuring
equipment and materials are maintained and ready for student
use.
Theatre Programs K-12
Visual Arts Programs K-12
Music Programs K-12
Festivals: Art, Jazz, Orchestra, Music Arts
K-12 Summer Arts Institute & follow-up
Managing curriculum initiatives in music, dance, and visual arts.
Theatre in planning phase 2009-2010.
Week long summer program providing discipline based arts
instructional practice for district teachers who would like to
learn new arts strategies to integrate.
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SCHOOL IMPROVEMENT COACHING SERVICES Manager, Kristina Crestetto: 879-8602 kristina.crestetto@ousd.k12.ca.us
School Improvement Services provides customized and strategic support to school and district leaders,
leadership teams, and teacher leaders seeking researched-based approaches and strategies to significantly
improve and sustain conditions to support measurable improvement for all students.
Role of Coach:




Provide high quality, job-embedded leadership and school improvement coaching support, to build
leader’s skills and knowledge to enhance effectiveness, and change leadership behaviors and practices
that lead to transformational leadership and organizational change.
Coach leaders to facilitate an improvement process that engages partners to create comprehensive
plans and conduct continuous inquiry around core areas of school improvement and achievement for all
students.
Coach leaders to develop the conditions to support the staff and community to strategically and
collaboratively implement and monitor high leverage strategies to reach equitable outcomes for all
students.
Support and coach leaders to build the collective capacity in PI schools and red, orange and yellow
tiered schools to create and sustain the necessary structures, systems, and conditions that support site
educators to increase student achievement, eliminate achievement gaps and exit PI status.
Coaching is provided through:
One on one coaching sessions
Modeling practices and providing feedback
Partnership with leaders to co-facilitate implementation plans
Program/Service
Instructional Leadership Development
Description
Provide customized and high quality coaching for school and
district leaders, leadership teams, and teacher leaders in the
following leadership areas:
1 ) Visionary Leadership
2) Instructional Manager
3) Sharing and Building of Leadership
4) Communication
5) Resource Manager
6) Personnel Manager
Professional Learning Communities
Provide customized and high quality coaching support to school
and district leaders, leadership teams, and teacher leaders to
design, facilitate and maintain structures to create the conditions
for equity centered PLC’s that can deliberately and explicitly
challenge all forms of inequity and support educators to change
practices to improve student achievement for all students.
Quality Teaching and Learning
Provide customized and high quality coaching support to school
and district leaders, leadership teams, and teacher leaders to
manage a highly effective and equitable instructional program by
supporting leaders to:


Monitor and evaluate the effectiveness of instructional
programs and decisions
Create the conditions to support instructional alignment
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



Community and Family Engagement
Hold high expectations for all students, keeping the goal of
equity in mind
Manage site and district compliance
Support the professional development of instructional staff
Develop as an instructional expert.
Provide customized and high quality coaching support to school
and district leaders, leadership teams, and teacher leaders to
increase the strategies to actively engage all parent communities
to partner with sites around school wide improvement efforts and
the educational experiences of all students.
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COLLEGE AND CAREER READINESS OFFICE
Director, Jeannie Johnson: 879-2144
jeannie.johnson@ousd.k12.ca.us
Coordinator, Abigail Adams: 879-2144
abigail.adams@ousd.k12.ca.us Coordinator, Susan Benz: 879-2144
susan.benz@ousd.k12.ca.us
Alternative Education, Home and Hospital Monica Vaughan: 879-2140
monica.vaughan@ousd.k12.ca.us
http://webportal.ousd.k12.ca.us/WebItem.aspx?WebItemID=297
Program/Service
Description
College and Career Readiness Network
A network of organizations that support students and the district
to develop after-school, summer, and school based activities so
that all students have access to a college going culture meets
monthly to coordinate services and educate organizations about
the goals of the district.
Transforming School Counseling
Ongoing professional development for counselors designed to
support increased student achievement. Every counselor will
report on their systemic change efforts that focus on creating
policies and practices that help schools better need student
needs. Focus on implementation of A-G for all.
Home and Hospital
Students who require home and hospital instruction are served
by this unit. Teachers are matched to students upon medical
referrals.
College Summit
A program that provides high school students and their teacher’s
information and training to increase college preparedness and
admission rates.
College Board activities
OUSD participates in College Board initiatives such as the Irvine
Foundation Grant for counselor training and Advanced
Placement support to both teachers and students. All 10th grade
students take the PSAT.
A-G course submission support
UCOP provides support for schools to develop courses that meet
the A-G requirements and then prepare the submission in the
required format.
School to Career and ROP
Links high school students to Career Technical Education and
Regional Occupational Programs, academies, and classes.
Supports principals and academy directors in Academy reporting
and management requirements.
Alternative Education program design,
compliance and operations support
Support is provided to alternative education schools to manage
the operations of the sites with regard to the multiple partners
and compliance initiatives required.
Gateway to College program
A partnership with Laney College to serve students who have
dropped out of school. Students earn a high school diploma and
an AA degree from Laney. This is co-sponsored by the High
School Network and designed to prepare students to attend
college.
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College and Career Readiness Planning
Council
Coalition of district staff, parents, students and community
partners working to transform the structure of high schools so
that every student is engaged in a meaningful pathway that
includes a strong academic core, a strong technical core, a
work-based learning component and support services. Focus on
implementation of A-G for all.
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