Untitled Design

HALL

F5—MPR (UPSTAIRS)

G3—AUDITORIUM

INSTITUTE SCHEDULE

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

DAY 1

Monday, June 26

DAY 2

Tuesday, June 27

DAY 3

Wednesday, June 28

DAY 4

Thursday, June 29

DAY 5

Friday, June 30

LOS ANGELES UNIFIED ACKNOWLEDGMENTS

BOARD MEMBERS

Jackie Goldberg, President

Scott M. Schmerelson, Vice President

Dr. George J. McKenna III

Dr. Rocío Rivas

Nick Melvoin

Kelly Gonez

Tanya Ortiz Franklin

SUPERINTENDENT

Alberto M. Carvalho

DEPUTY SUPERINTENDENT OF INSTRUCTION

Dr. Karla Estrada

CHIEF OF SPECIAL EDUCATION, EQUITY AND ACCESS

Anthony Aguilar

REGIONAL SUPERINTENDENTS

José P. Huerta - East

Dr. David Baca - North

Andre Spicer - South

Dr. Denise Collier - West

LOS ANGELES UNIFIED SUPERINTENDENT

ALBERTO M. CARVALHO

Dear MMED family,

Being ready for the world! There has never been a more apt time in education to revitalize our collective efforts and vision on the limitless potential of our language learners. It is my great honor to welcome you to the 2023-2024 Master Plan Instructional Institute (MPII).

MPII will ignite the important work of empowering our multilingual students and families as we engage in critical discussions about pedagogy, rigorous grade level instruction, nurturing classroom environments, create yearlong school-site action plans, address state and federal mandated items, and bridge our beliefs to leadership and practices

Our 22-26 Strategic Plan offers interconnected elements that come together to ensure all students graduate ready for the world. These pillars represent, enhance, and will sustain the work and vision that you will be immersed in during MPII and throughout the year. These pillars combine to paint the beautiful and joyous picture of excellence that we wish for our students:

Pillar 1: Academic Excellence

High-Quality Instruction, Enriching Experiences, Eliminating Opportunity Gaps, College and Career Readiness

Pillar 2: Joy and Wellness

Welcoming Learning Environments, WholeChild Well-Being, Strong Social Emotional Skills, Outstanding Attendance

Pillar 3: Engagement and Collaboration

Strong Relationships, Accessible Information, Leading For Impact, Honoring Perspectives

Pillar 4: Operational Effectiveness

Data-Driven Decision-Making, Modernizing Infrastructure, Sustainable Budgeting, District of Choice

Pillar 5: Investing in Staff

Diverse Workforce, Professional Learning, Staff Wellness, High Performance Standards

It is my hope that your actions and words as transformative and courageous leaders of language, identity and culture will continue to enact the assets-oriented belief that our students are limitless and are lighting the world. Thank you for your unwavering commitment to improve student achievement and close opportunity gaps.

Alberto M. Carvalho Superintendent

DEPUTYSUPERINTENDENT OFINSTRUCTION

LOS ANGELES UNIFIED KARLA ESTRADA, ED.D

Dr. Estrada is a bilingual-bicultural education leader committed to closing opportunity and achievement gaps. Serving previously as the Chief Academic Officer at the Council of the Great City Schools and as the Deputy Executive Director for the California Collaborative for Educational Excellence, Dr. Estrada worked collaboratively with national content experts and other state agencies such as the California Department of Education, County Offices of Education and Special Education Local Plan Areas

In addition, Dr. Estrada served in Boston Public Schools as the Deputy Superintendent of Academic and Student Support for Equity Team (ASSET), which included the offices of the Opportunity and Achievement Gap, English Learner Supports, Special Education Services, Social Emotional Learning and Wellness and Academics and Professional Learning.

Dr. Estrada is a graduate of Los Angeles Unified and spent over 20 years serving students in multiple roles at the District.

These inc teacher and area administrator, working directly with schools and District leaders in attaining successful educational outcomes for all students, especially students with disabilities and English learners.

She has earned multiple degrees, credentials, and certifications, including a Bachelor of Arts degree in Liberal Studies, an Applied Behavior Analysis Certification; a Master of Arts in Education and Multiple Subject Teaching Credential from Pepperdine University; and a Doctorate in Education from Loyola Marymount University.

As the daughter of immigrants and a formerly unhoused student, Dr. Estrada’s desire to increase academic outcomes for Los Angeles Unified students carries deep personal significance.

Dr. Karla Estrada Deputy Superintendent of Instruction

LOS ANGELES UNIFIED EXECUTIVEDIRECTOR

LYDIA ACOSTA STEPHENS

Parent of they/them/Kiddo

As a Social Justice and Culturally Responsive Education Leader, this quote speaks loudly to me. I am from a generation who was taught to believe that education was the great equalizer. I wholeheartedly believed that because some of us had used education for social mobility and to access the middle class Then, education served as a tool for equity I no longer believe this about our present form of education – I know better now.

Let me share what I currently understand and believe. I intentionally use the word “currently” because as a Social Justice Culturally Responsive Education Leader (SJCREL), I understand that an essential part of the work is to continually read, learn, grow, and reflect. And that is not enough. I must use this evolving knowledge, theory, praxis, and language to enact change and transformative disruption. As Dr. Bettina L. Love argues, I understand that the current education system is an “educational survival complex,” one that is “built on the suffering of students of color in which they are never educated to thrive, only to survive ”

I also know that collectively we can swiftly disrupt and transform practices, language, thinking, and institutions that continue to harm our students, families, and us.

Transformative Disruption must guide our actions Transformative Disruption is the praxis of centering of students, families, and communities as sources of knowledge There are many policies and practices that no longer serve our families and students.

At one time, these policies, and actions might have represented our best thinking and intentions, but now they contribute to the systemic racism and oppressive policies and practices that deny our students an education. It is time to disrupt, undo and change those policies and practices. It is time for new practices that are conceived and enacted from social justice anti-racist ways of being, speaking and thinking.

Abolitionist teaching is about restoring humanity for children in schools It is defined as teaching with the goal of intersectional social justice for equitable classrooms that love and affirm Black and brown children.

This work is also about putting joy and love at the center of what we do. As bell hooks taught us, “Learning is a place where paradise can be created. The moment we choose to love, we begin to move against domination, against oppression The moment we choose to love, we begin to move towards freedom, to act in ways that liberate ourselves and others.” I am choosing love. I am choosing to move against oppression. I am choosing to act in ways to liberate myself and others. The work of saving education will take much love, collective love.

We have to save education Today, I am inviting you to choose love I am inviting you to move against oppression. I am inviting you to act in ways that liberate yourself and others. I am inviting you to be a part of this collective work. Every day that I have the privilege and responsibility to engage in this work, I look forward to doing it alongside you.

In Unity, Lydia Acosta Stephens

“Education can’t save us, we have to save education.” Dr. Bettina Love

LOS ANGELES UNIFIED EXECUTIVEDIRECTOR

LYDIA ACOSTA STEPHENS

Parent of they/them/Kiddo

As a Social Justice and Culturally Responsive Education Leader this quote speaks loudly to me. I am from a generation who was taught to believe that education was the great equalizer. I believed that because some of us had relied on education for social mobility, and education was also seen as a way to level the playing field I no longer believe this based on the present state of education - I know better now

I currently understand that I must use this evolving knowledge, theory, and language to enact change and to disrupt the status quo. I intentionally use the word “currently” because as a Social Justice Culturally Responsive Education Leader, I understand that an essential part of the work is to continually read, grow, reflect and implement Collectively we can transform pedagogy, language, and thinking grounded in practices that hinder the academic growth of our students, families, and us. At one time the current policies and actions might have represented our best thinking and intentions, but now they contribute to the systemic practices that deny our students a rigorous education

Dr Bettina L Love sees the current education system as an "educational survival complex," one that is “built on the suffering of students of color in which they are never educated to thrive, only to survive.”

Abolitionist teaching is about restoring humanity for children in schools, and it is defined as teaching with the goal of creating equitable classrooms centered on social justice that love and affirm black and brown children

The work of Abolitionist teaching is about putting joy and love at the center of what we do. As Bell Hooks taught us, “Learning is a place where paradise can be created... The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others.” I am choosing love I am choosing to act in ways to liberate myself and others The work of saving education will take much love

Today I am inviting you to choose love. I am inviting you to act in ways that liberate yourself and others. I am inviting you to be a part of this collective work. Every day that I have the privilege and responsibility to engage in this work, I look forward to doing it alongside you.

“Education can’t save us, we have to save education.” Dr. Bettina Love

In Unity, Lydia Acosta Stephens

LOS ANGELES UNIFIED EXECUTIVEDIRECTOR

LYDIA ACOSTA STEPHENS

Parent of they/them/Kiddo

“Education can’t save us, we have to save education.” Dr. Bettina Love

As a Social Justice and Culturally and Linguistically Responsive Education Leader this quote speaks loudly to me. I am from a generation who was taught to believe that education was the great equalizer. I believed that because some of us had relied on education for social mobility, and education was also seen as a way to level the playing field I have been reflecting on my belief about our present state of education

I currently understand that I must use this evolving knowledge, theory, and language to enact change and to disrupt the status quo. I intentionally use the word “currently” because as a Social Justice Culturally and Linguistically Responsive Education Leader, I understand that an essential part of the work is to continually read, grow, reflect and implement Collectively we can transform pedagogy, language, and thinking grounded in practices that hinder the academic growth of our students, families, and us. At one time the current policies and actions might have represented our best thinking.

Dr Bettina L Love sees the current education system as an "educational survival complex," one that is “built on the suffering of students of color in which they are never educated to thrive, only to survive.”

Abolitionist teaching is about restoring humanity for children in schools, and it is defined as teaching with the goal of creating equitable classrooms centered on social justice that love and affirm marganilized children

The work of Abolitionist teaching is about putting joy and love at the center of what we do. As Bell Hooks taught us, “Learning is a place where paradise can be created... The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others.” I am choosing love I am choosing to act in ways to liberate myself and others The work of saving education will take much love

Today I am inviting you to choose love and kindness. I am inviting you to act in ways that liberate yourself and others. I am inviting you to be a part of this collective work. Every day that I have the privilege and responsibility to engage in this work, I look forward to doing it alongside you.

In Unity, Lydia Acosta Stephens

DAY1

KEYNOTE SPEAKERS

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

DAY2

Monday, June 26, 2023

DR.ANITATIJERINAREVILLA

Dr. Anita Tijerina Revilla is a Muxerista and Joteria activistscholar, Professor, and Chair of CSULA’s Department of Chicana(o) and Latina(o) Studies.

Her research focuses on student movements and social justice education, specifically in the areas of Chicana/ Latina, immigrant, feminist and queer rights activism.

Tuesday, June 27, 2023

DR.BETTINALOVE

We Gonʼ Be Alright, But That Ainʼt Alright: Abolitionist Teaching and the Pursuit of Educational Freedom.

Dr. Love will discuss the struggles and the possibilities of committing ourselves to an abolitionist goal of educational freedom, as opposed to reform, and moving beyond what she calls the educational survival complex.

Abolitionist Teaching is built on the creativity, imagination, boldness, ingenuity, and rebellious spirit and methods of abolitionists to demand and fight for an educational system where all students are thriving, not simply surviving.

DAY3

KEYNOTE SPEAKERS

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

DR.JOSÉVIANA

Wednesday, June 28, 2023

Dr. José Viana is the Assistant Deputy Secretary and Director of the Office of English Language Acquisition at the United States Department of Education. He was responsible for the leadership, management, and direction of education for English Language Learners nationwide.

Prior to joining the Department, Dr. Viana served for eight years as an administrator of the Migrant Education Program for North Carolina's Department of Public Instruction.

His career began in Miami-Dade County Public Schools as an elementary school teacher for English Language Learners, and later was a humanities and technology instructor at an International Baccalaureate World School. In 2006, he became an elementary school administrator for Durham Public Schools, where he established the district-wide Title I Parent Advisement Committee for Hispanics.

Dr. Viana is a first-generation Cuban immigrant who started his primary years as an English Language Learner. The magnificent teachers he encountered in his early learning inspired him to become an educator. He has devoted his life to improving educational opportunities for minority populations and is honored to serve our nation's emergent bilinguals and their families.

DAY4

KEYNOTE SPEAKERS

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

DR.IOULIAKOVELMAN

Thursday, June 29, 2023

Dr. Ioulia Kovelman is a Professor of Psychology at the University of Michigan, as a developmental cognitive neuroscientist who studies bilingualism.

Dr. Kovelman uses behavioral and neuroimaging methods, especially optical fNIRS neuroimaging, to understand the effects of bilingualism on children’s language, literacy, and brain development. Her research focuses on bilinguals learning to read in typologically distinct languages such as Spanish, Chinese, and English.

Her research includes studies with typically-developing young readers as well as at-risk learners with dyslexia. Through this work, Dr. Kovelman addresses questions on the nature of human brain development and the brain’s amazing plasticity that allows children to grow up speaking and reading in multiple languages.

DAY 1 ZOOM LINKS

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

REGIONEAST

LAST NAME A-K

https://bit.ly/easta-k

LAST NAME L-Z

https://bit.ly/eastl-z

REGIONNORTH

LAST NAME A-K

https://bit.ly/northa-k

LAST NAME L-Z

https://bit.ly/northl-z

REGIONSOUTH

LAST NAME A-K

https://bit.ly/southa-k

LAST NAME L-Z

https://bit.ly/southl-z

REGIONWEST

LAST NAME A-K

https://bit.ly/westa-k

LAST NAME L-Z

https://bit.ly/westl-z

TUESDAY JUNE27,2023

Maximizing Academic Discourse Through Art in Action: Text Layering

—

Lunch Maximizing Academic Discourse Through Art in Action: Text Layering

All coaches, please report to MPR. All EL designees please report to region rooms (by last name).

EAST (A-K) ROOM: E3-307

SOUTH (A-K) ROOM: E3-431

7:30 A.M.

EAST (L-Z) ROOM: E3-317

SOUTH (L-Z) ROOM: E3-451

8:05 A.M.

Sign-in and Breakfast Welcome and Grounding Activity

8:45 A.M.

Bettina

-

EAST SECONDARY ROOM: E3-321

NORTH (A-K) ROOM: E3-407

NORTH (L-Z) ROOM: E3-408

NORTH SECONDARY ROOM: E3-417

SOUTH SECONDARY ROOM: E3-455

WEST (A-K) ROOM: E3-511

WEST (L-Z) ROOM: E3-521

WEST SECONDARY ROOM: E3-525

2:55 P.M.

10:15 A.M. — 10:30 A.M.

Speaker Break - Return to Auditorium

Closing and Evaluation/Sign-out mmed.lausd.net

Workshops located on pages 20-24

Dr.

Love

Keynote

THURSDAY

DAY4 AGENDA

INPERSON

Sign-in Welcome and Grounding Activity

Dr. Iolia Kovelman - Keynote Speaker

Break Session 1 - Select a Workshop

Lunch Session 2 - Select a Workshop

1:30 P.M. — 1:40 P.M.

1:40 P.M. — 2:55 P.M.

Session 3 – Select a Workshop

All coaches, please report to MPR to attend Academic Discussion Guides Workshop

Closing and Evaluation/Sign-out

Workshops located on pages 20-24

Break mmed.lausd.net

Sign-in Welcome Overview of partnerships between MMED and Student, Family, and Community Engagement Logistics

DAY5 COACHES AGENDA

Break - Coaches transition to coach room

Leveraging Functions to Organize ELD Data in Excel Break - Participants stay in room

Leveraging Functions to Organize ELD Data in Excel continued Transition to the General Session Closing Celebration Evaluation /

DAY 5 ZOOM LINKS

2023 MASTER PLAN INSTRUCTIONAL INSTITUTE

REGIONEAST

ENGLISH LEARNER DESIGNEE

https://bit.ly/eldesigneee

REGIONNORTH

COACHES

bit.ly/mpiicoaches

ENGLISH LEARNER DESIGNEE COACHES

https://bit.ly/eldesigneen

bit.ly/mpiicoaches

REGIONSOUTH

ENGLISH LEARNER DESIGNEE COACHES

https://bit.ly/eldesignees

REGIONWEST

bit.ly/mpiicoaches

ENGLISH LEARNER DESIGNEE COACHES

https://bit.ly/eldesigneew

bit.ly/mpiicoaches

WEDNESDAY, JUNE 28,2023

WORKSHOPS

CONSTRUCTIVE CONVERSATIONS FOR STANDARD ENGLISH LEARNERS

ROOMS:

E3-407, E3-408, E3-417, E3-431

WORLD LANGUAGES AND CULTURES (WLC) ESSENCE OF CA WLC STANDARDS

ROOMS: E3-325, E3-321

MULTILINGUAL AWARDS: UTK12 HONORING OUR STUDENTS’ MULTILINGUAL GIFT

ROOMS: E3-557, E3-559

WHAT IS MELD AND ALD?

ROOMS: E3-511, E3-517, E3-521

Deepen understanding around instructional strategies that are efficacious for advancing language acquisition and learning for Standard English Learners.

Explore ways to engage students in constructive conversations for academic language development and improved instructional outcomes. Help students build new ways to understand and interact while respecting diverse beliefs and perspectives.

Gain a deeper understanding of the following items that support language learning and multilingualism:

Essence of World Languages and Cultures Standards

At-a-glance documents ACTFL proficiency levels

Gain a deeper understanding of the following items that support language learning and multilingualism awards:

UTK-12th Awards Criteria

Changes to the revised UTK-8 Policy

Job Aid for entering the awards into MiSiS

Strengthen the support of Standard English Learners (SELs) with academic English Language development (ALD) and Mainstream English Language Development (MELD), specifically in areas of operationalizing, instructional tools/resources, and lesson design

WEDNESDAY, JUNE 28,2023

WORKSHOPS

TITLE VI: AMERICAN INDIAN/ALASKAN NATIVE (AIAN) STUDENT IDENTITY AND NEEDS

ROOMS: E3-455, E3-451

THE IMPACT OF STUDENT LEADERSHIP AND STUDENT VOICE

ROOM: E3-525

Q&A WITH KEYNOTE SPEAKER

ROOM: AUDITORIUM

ONLY AVAILABLE DURING SESSION 1

An informational and thought-provoking learning session centered around the past, present, and future of American Indian/Alaska Native (AIAN) students to build a foundation for understanding AIAN cultural and academic needs.

Participants will address historical bias and institutional racism and will leave with strategies to support AIAN student success.

Leadership experience is a crucial component of college readiness. Research shows that student participation in leadership opportunities increases student academic achievement, selfefficacy, and healthy interpersonal relationships.

This session will provide strategies to increase student engagement and leadership development opportunities to nurture empowered student leaders who will elevate their voices to inform and influence District policies and practices and who will become lifelong, self-directed learners.

Conversation with keynote speaker Dr. José Viana

THURSDAY, JUNE 29,2023

WORKSHOPS

ACADEMIC DISCUSSION PROTOCOLS

ROOMS: E3-408, E3-417, E3-431, E3-407: THIS ROOM ONLY AVAILABLE DURING SESSION 1 & 2

MIGRANT EDUCATION PROGRAM (MEP): COUNSELING SERVICES

ROOM: E3-557

MIGRANT EDUCATION PROGRAM (MEP): IDENTIFICATION AND RECRUITMENT

ROOM: E3-553

UC DAVIS-LAUSD: BUILDING STUDENTS’ ACADEMIC LANGUAGE IN MATH THROUGH INTEGRATED ENGLISH LANGUAGE DEVELOPMENT

ROOM - E3-451

In this session, we will introduce Maximize Academic Language Routines and the Metacognitive Strategies for Emergent Bilinguals. These strategies support the implementation of an effective Comprehensive ELD program. They can be used throughout the day and across content areas. Participants will experience and practice these strategies.

Understand the role of the MEP counselor in secondary. Receive a brief overview of duties, with a main focus on the one-to-one meetings with students. Additionally, discuss collaboration with school staff to achieve 100% graduation rate for migratory students will be discussed.

Learn how families are identified as being eligible for Migrant Education Program Services.

Requirements for school sites will be reviewed and explained, including the Family Work Questionnaire.

Explore your identity as a mathematician Engage in conversations investigating the connections between the ways in which we teach math and our own math identities. Leave the session with ideas of how to support students in developing their identities as mathematicians.

THURSDAY, JUNE 29,2023

WORKSHOPS

A COMMUNITY STORY: ADVOCACY-LED DUAL LANGUAGE EDUCATION PROGRAMS

ROOMS: E3-511, E3-517

CULTIVATING LINGUISTICALLY RESPONSIVE DUAL LANGUAGE EDUCATION IN TK-12 CLASSROOMS

ROOMS: E3-521, E3-525

Q&A WITH KEYNOTE SPEAKER

ROOM: AUDITORIUM

ONLY AVAILABLE DURING SESSION 1

This session will provide an overview of the history and student-centered implementation structures for UTK-12 Dual Language Education (DLE) programs in LAUSD.

The learning will focus on the role of advocacy, sociocultural competence, and the critical shifts that inform the guidance that is strategically provided to DLE school communities

The session will culminate with writing a bilingual advocacy poem.

This Dual Language Education session focuses on leveraging the funds of knowledge of students and families

Participants will gain an understanding of the translanguaging stance to further deepeen student-led, student-centered classroom cultures. Educators will help create intentional multilingual learning spaces to honor and make visible the linguistic tapestry of the community

Conversation with keynote speaker Dr. Iolia Kovelman

THURSDAY, JUNE 29,2023

WORKSHOPS

OPTIMIZING NEAR & LONG-TERM ACTIONS, INFORMED BY DATA

ROOM – F5-MPR (UPSTAIRS)

ONLY AVAILABLE DURING SESSION 1

A DATA-SUPPORTED PERSPECTIVE ON LANGUAGE ACQUISITION AND LEARNING

ROOM – F5-MPR (UPSTAIRS)

ONLY AVAILABLE DURING SESSION 2

A DATA-FACILITATED WORKSHOP TIME

ROOM - E3-455

ONLY AVAILABLE DURING SESSION 3

Explore the pivotal role that teachers and school leaders play in ensuring optimal summative ELPAC achievement by:

Understanding test contents

Knowing students’ current competencies Providing students with targeted lessons Creating routines to address competency needs

Participants will explore summative ELPAC domain information, scale score ranges, align ELD & ELA standards, and model integrated ELD strategies informed by data

In this focused session, you will explore a triangulation of data Our goal is to explore certain ELD-support Whole Child Integrated Data routines and consider what implications might be drawn from looking at this data in totality, especially when planning longer-term instructional arcs via scope & sequence calendars.

Participants will explore Whole Child Integrated Data, CAASPP ELPAC domain results data, Sankey Charts, CAASPP SBA & SELPAC alignment in blueprints, and sample supplementary resources such as Newsela.

This is not a presentation but an expertisedevelopment session