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The Principal Residency Network Leadership Presentation Name: Jorge Guilln School: Dolores Huerta Elementary Date: Friday,

March 8th, 2013. Overarching project question: How can we develop as a school a systemic program that focuses on Language Acquisition that will increase oral language and vocabulary of all students at Dolores Huerta Elementary School? Current dilemma: Dolores Huerta Elementary is a school with 360 of its 445 student population labeled as English Learners. Language Acquisition is an enormous issue in our school. Based on our Early Literacy Assessment Results at the beginning of the 2012-2013 school year, I found the following: 2/3 students in our three kindergarten classrooms scored as either Intensive or Strategic. 95% of our first graders scored at Intensive and/or Strategic. 2/3 of second graders scored at Intensive and strategic levels. 1/3 of third graders scored at Intensive levels. While analyzing the CST results of the 285 students tested in fourth grade from last year in Language Arts, the following was observed: 1. 33% scored at Basic 2. 24% scored at Below Basic 3. 5% scored Far Below Basic In other words, 62% of our 4th grade population is scoring below the Proficient level. Lastly, while analyzing the CST results of the 285 students tested in fifth grade from last year in Language Arts, the following was observed: 1. 40% scored at Basic 2. 20% scored Below Basic 3. 10% scored Far Below Basic This implies that 70% of our fifth grade population is scoring below the Proficient level.

Leadership presentation critical questions: 1. As an instructional leader, how do I make sure that my colleagues truly and clearly understand the need and urgency of a new/different approach to the development of Language Acquisition curricula in our school to increase language via music without being presumptuous? 2. How do I work with my colleagues to get them to look at/explore language acquisition via music? Desired outcomes: 1. Create a school-wide culture that embraces music as one of the aesthetic tools to develop Proficient Speakers, Listeners, Writers and Intellectual Thinkers. 2. Develop an instructional program as a school that offers equity, opportunities and music to all, as it was intended when the first music program was integrated as part of the Public School Curricula in 1838. Background information associated to project: Background role and Action Steps so Far: 1) I have taught music/dance (genres-singing-instruments and had conversations about songs, styles and instruments) with all kindergarten students. 2) I have taught dance to all first and all second grade students in our school (Focusing on Listening Skills-ELD 1 and 2). We have performed couple of times already this year. We performed for the Mexican Independence Day celebration (September) and Flag Day (during the last week of February) to promote world cultures (First time done as a school since we opened the school three years ago). 3) Every Thursday and Friday our Special Ed class (students in all grades k5th) come for music to my classroom to develop listening and speaking skills and socialization via music and to encourage main streaming. 4) I have introduced rock music (genre) to all 5th grade students focusing on listening, speaking and writing skills (grammar). 5) Administered a music questionnaire to staff. 6) Introduced the ILP to staff during Professional Development Research and resources that have been helpful: Our School Principal, Coordinator and Intervention Teacher have been great and helpful resources to the project. They assist me with the interpretation of data. In addition, books like Foundation of Music Education, Experiencing MusicExpressing Culture, Journals of Music Education and Brain Matters: Translating Research into Classroom Practice have become great supporters of the idea of how meaningful and beneficial music can be in effective teaching practices to develop language and writing skills.

My Role as a Leader: Model lessons that provoke thought and thinking using music as the tool to develop Writing, Listening and speaking skills. Facilitate standards in all disciplines that justify the reasoning or rationale for using music as the tool. Support music teaching practices and research that promote continuous learning through the conceptual mechanisms that make curriculum more meaningful to students. Provide instruction opportunities that allow students to hook new information to previous experiences which increases the strength and complexity of their neural connections and, therefore, the retention of the information (Music to itself).

What data have you looked at? My Data; California Department of Education, CST Results, Dibbles (Early Literacy Assessment) and CELDT test scores. How are you using your data to help you understand or assess your project inquiry? The data analyzed is the motivating force for the Initiative. Based on the data, the Initiative takes life and direction. After spending many hours looking, analyzing and interpreting our school data I have a greater understanding of one of the weaknesses in our school (Language Acquisition). What complications have arisen? Time is the most challenging aspect of this Initiative. Due to the heavy load of work and new instructional programs in place in our school many of my colleagues feel a heavy load on their shoulders already and another program could feel like a total burden. Colleagues in our school are dedicated and have very little room to breathe, and we all are concerned about the usage of our instructional minutes during the day. What have you already done to address the complications? Little by little I have been working with some grade level teachers and their students by using music as a tool to develop listening and speaking skills. The lessons have been about 40-45 minutes during their ELD block. I still need to sit down with them and discuss some of the things I observed from their class after teaching the music session. The future lessons should focus on writing and since I dont want to be abusive of their time, Im slowly moving from one grade to another in small intervals of time to demonstrate how music could be used to develop language.

Books: Abeles, F. Harold, Hoffer, R. Charles, Klotman, R. Robert (1995) Foundations of Music Education. New York, NY. Boldt, G. Lauren (1996) How To Find the Work You Love. New York, NY. Campbell, Patricia (2004) Teaching Music Globally: Experiencing Music, Expressing Culture. New York, NY. Dweck, Carol, PhD. (2006) Mind Set: The New Psychology of Success. New York, NY. Freire, Paulo (1970) Pedagogy of the Oppressed. New York, NY. Sheldon, Deborah (2004) Journal of Research in Music Education: Listeners Identification of Musical Expression through Figurative Language and Musical Terminology. New York, NY. Wade, Bonnie (2004) Thinking Musically: Experiencing Music, Expressing Culture. New York, NY. Wolfe, Patricia (2001) Brain Matters: Translating Research into Classroom Practice. New York, NY. Strands addressed: 1. Leadership and Vision: Vision DevelopmentFacilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student learning and relevant qualitative indicators. 2. Leadership and Vision: Vision Implementation 3. Research and Inquiry: Data-Based Decision-Making & Research and Inquiry: Program Evaluation 4. Instructional Leadership 5. School Governance Standards addressed: CCTC Standard 10: Vision of Learning. Promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. CCTC Standard 11: Student Learning and Professional Growth. Promote school culture conducive to student learning and staff professional growth. CCTC Standard 12: Promote management of the organization, operations, and resources for a safe, efficient, and effective learning environment.