Ryan Partika

Social justice advocate and educational leader dedicated to creating inclusive learning environments. Demonstrated success in facilitating professional development and implementing curriculum design based on universal design principles. Extensive leadership experience across elementary, middle, and high school settings.

• As vice principal at Piner High School, I ran athletics, testing, all health and wellness surveys, 504 compliance and support, CTE pathways, facilities and maintenance and with a team of administrators supported our Early College Magnet program, professional development and helped the high school with its model of continuous improvement through our Professional Learning Communities.
• While under my leadership at Slater Middle School, we have become a Universal Design of Learning (School); created a robust Multi-Tiered Systems of Support (MTSS) framework that includes tiered student support in academics, behavior, socio-emotional needs and attendance; brought back PBIS; and are working on becoming a Community Based School.
• Staff satisfaction, according to our Fall 2024 Panorama Survey, increased 24% in one year. Student engagement and connections are in the mid-80's and climbing.
• Within one year, we were able exit program improvement due to ELL gains.
• Failing grades are down over 20% within one year.
• Suspensions are down 15%.
• Our Parent Teacher Organization (PTO) went from a few dozen members to over a hundred.
• When I was principal at Pennycook Elementary I headed a school-wide multi-tiered systems of support (MTSS') for behavioral modification: social emotional learning, PBIS, PAX, Kimochis and trauma informed teaching practices. I was also in charge of school safety, our ELD program, our The Leader in Me (TLIM) program and professional development for our STEAM program.
• Pennycook's attendance rate was always above the 90% mark.
• Pennycook's suspension rate had significantly decreased.
• Between my split position at Fremont (50%) and Glenoaks Elementary (50%) and my history as a teacher specialist for Franklin Magnet, I held leadership responsibilities with our Categorical Budgets, Single Plan for Student Achievement, Safety Plan, School Site Council, English Language Advisory Committee, ELD coordinator, PBIS coordinator, testing coordinator, RTI/intervention coordinator, website designer and manager, GATE coordinator, head of supervision, safety coordinator, Professional Development coordinator and facilitator of News Club, Student Council, Robotics and Spelling Bee coach.
• PBIS Goal: During my time as a PBIS coach, Glenoaks received and held the highest marker on Dashboard for Suspensions: blue. Fremont holds the second highest marker on Dashboard for Suspensions: green.
• PBIS Goal: Fremont's office referrals declined over 40% from 2018-19 to the 2019-20 school year. Glenoaks' office referrals declined 20% in the same span.
• While at Franklin Magnet, when I was heading professional development in ELA and ELL strategies, we received the highest mark on Dashboard for ELA: blue.
• Fremont earned the second highest mark on Dashboard for ELA: green.
• PD Goal: While heading PD in ELA and as a Testing Coordinator, Glenoaks Elementary, had 76% of its students score grade level or above on its final ELA iReady diagnostic for the 2019-20 school year and Fremont had 72% of its students score grade level or above on the same exam.
• RTI Goal: On average, from 2018-19 to the 2019-20 school year, RTI students at Fremont and Franklin earned one year's growth on their end of the year iReady math and ELA diagnostics.
• For the Glendale Unified School District, I was the curriculum writer for our 7th and 8th grade English teachers district wide from 2013 to 2015. I wrote pacing guides, benchmark exams, sample units, learning targets, essential questions, grade norming packets and their year-at-a-glance. As a result of their strong foundation and start, Glendale USD's English scores on the CAASPP, for grades 7 and 8, have risen every year.
• At Roosevelt Middle School, I was the head of the English department and the department's implementation of the Common Core standards from 2013 to 2015. I facilitated the creation of the department's first Common Core aligned pacing guide, CFA's, Essential Questions, reading/text lists and benchmark exams. PPG Goal: The English department, in 2015, increased its writing benchmark score by 8 percent. CAASPP scores were not yet available.
• At Del Mar Continuation High School, as the head of the history department, I co-wrote our WASC accreditation proposal with the leaders of the school. In the process, we aligned the school schedule, calendar, types of classes, pedagogy, grading policy, electives and technology to our vision and E.S.L.R's. School Goal: Our 2010 graduation rate went up 10% the following year after our major reorganization of the school.