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Title III Accountability Institute December 2013

Lessons From Around the State: Processes, Practices and Resources that Promote English Learner Success. Title III Accountability Institute December 2013. Tony Mora, San Diego COE Karla Groth, San Diego COE. Outcomes. Facilitate an understanding of:

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Title III Accountability Institute December 2013

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  1. Lessons From Around the State: Processes, Practices and Resources that Promote English Learner Success Title III Accountability Institute December 2013 • Tony Mora, San Diego COE • Karla Groth, San Diego COE

  2. Outcomes • Facilitate an understanding of: • Role of Title III Regional COE Leads: Technical Assistance and Partnerships with LEAs • Use of EL Data to Support Improvement Planning and Implementation • Strategies to Coordinate Programs for Successful Improvement Efforts • Helpful Online (Free!) Resources

  3. Title III Accountability: Annual Measurable Achievement Objectives • AMAO 1 – (CELDT) Annual Progress in Learning English • AMAO 2 – (CELDT) Attaining English Proficiency on CELDT • AMAO 3 – (CST, CMA, CAPA, CAHSEE) Meeting Adequate Yearly Progress (AYP) for the EL subgroup at the LEA and Consortia level

  4. Title III, Regional COE Leads: LEA Partnerships and Technical Assistance • Provide LEA representatives with training, guidance, and access to online resources (CDE. CA Comp Center, West Ed) • Provideguidance and feedback during development of Needs Assessment and Plan • Assist LEAs with data analysis (e.g., ELSSA and other tools) • Monitor Plan implementation for 18 months • Coordinate efforts of TIII regional work • Promote local capacity for improvement of EL achievement

  5. Map of Title III Regions and COE Leads Holly Ahmadi Stephanie Wayment Gail Egan Nancy Rogers-Zegarra Jan Mayer Karinn Linn-Nieves Charlotte Ford Laura A. Gonzalez Laura Voshall Cynthia Medina Fermín Jaramillo Yee Wan Lorena Tariba Melissa Bazanos Elva Hennessee Magdalena Ruz-González Antonio Mora Karla Groth Silvina Rubinstein

  6. Title III Improvement Plan - Process 1. Assess Needs • Review Title III Accountability Reports (multi-year) • ELSSA at LEA level • Determine need for APS, DAS or ISS • Review current LEA plan/addendum 2. Identify Strengths and Challenges • With appropriate staff leadership, review achievement data & LEA plan/addendum • Identify strengths & challenges • Determine contributing factors (Complete and discuss survey questions of ELSSA, APS, DAS, ISS, and/or observations)

  7. Title III Improvement Plan - Process 3. Identify Solutions • Must be research-based, high-leverage actions • Organized under LEA Plan measurable goals 4. Write Improvement Plan / Post Online • Enter plan on CAIS • Specify strategies, actions, and tasks for each Goal • Establish district-wide system to monitor implementation 5. Implement and Monitor • District self monitors and reports, Regional COE Lead verifies quarterly progress

  8. Handouts Read a case study with a district’s ELSSA data, comments, and results from the survey items. Find out what common issues emerge from data analyses and what next steps might be considered. ELSSA Activity

  9. ELSSA Activity: Oak Tree USD • Questions to consider • At which level do most students score? • How well did students progress from one level to the next? • Which groups of students merit further review? ELSSA Activity 1 Page 1

  10. Common Issues & Emerging Practices Discussion ELSSA Activity Handout (pages 1- 2) After reviewing the table on page 1, skim the survey results for how the district staff rated the ELD services provided on page 2. • What issues emerge for Oak Tree USD? Using the ELSSA Handout (page 2) Review the Common Issues identified in the left column. • Which common issues, or others not listed, reflect student results for your district?

  11. “CELDT Chats” • Prior to the CELDT administration, hold a CELDT assembly and discuss the following points: • The purpose of the CELDT • Why they have to take it each year • How each section is scored • The benefits to performing their best on the CELDT (e.g. reclassification)

  12. “CELDT Chats” • Prior to the CELDT administration, meet with selected English learners and discuss the following points: • Review past CELDT performance • Identify areas needing focus • Set goals for making progress toward English proficiency • Individual Learning Profile • Link to support classes or other school resources • Communicate with parents

  13. Implementing a Best Practice Discussion Using the ELSSA Handout (page 3) • Skim the list of Improvement Efforts • Discuss how to modify or begin implementation of an emerging best practice in your district, school or consortia. • Report out ideas

  14. ELSSA Activity: Oak Tree USD ELSSA Activity 2 Page 4 • Table Talk: Questions to consider • Which groups of ELs schools for 5+ years are not yet proficient? • What is keeping the proficient students from redesignation?

  15. Common Issues & Emerging Practices Discussion ELSSA Activity Handout (pages 3- 5) After reviewing the table on page 4, skim the survey results for how the district staff rated the ELD services provided on pages 4-5. • What issues emerge for Oak Tree USD? Using the ELSSA Handout (page 6) Review the Common Issues identified in the left column. • Which common issues, or others not listed, reflect student results for your district?

  16. Collaborative Data Inquiry • Develop structures & systems to review data • Customize reports for local use in analyzing group and individual performance • Implement processes to review student performance and inform instruction • Use formative assessments to collect information about student progress • Use student samples in collaborative discussions to inform instruction

  17. Questions to consider: • Which students declined in performance?(red) • Which students maintained the same performance level? (yellow) • Which students advanced 1 level ? (green) 2 levels? (purple)? Adapted from Bill Saunders (UCLA)

  18. Implementing a Best Practice Discussion Using the ELSSA Handout (page 7) • Skim the list of Improvement Efforts • Discuss how to modify or begin implementation of an emerging best practice in your district, school or consortia. • Report out ideas

  19. ELSSA Activity: Oak Tree USD ELSSA Activity 3 Page 6 Focus: Performance of intermediate level ELs

  20. Common Issues & Emerging Practices Discussion ELSSA Activity Handout (pages 6- 7) After reviewing the table on page 6, skim the survey results for how the district staff rated the ELA instruction provided to Intermediate level ELs on page 7. • What issues emerge for Oak Tree USD? Using the ELSSA Handout (page 9) Review the Common Issues identified in the left column. • Which common issues, or others not listed, reflect student results for your district?

  21. Success from Site-Level Focused Instructional Monitoring • Site-Level Administrators • Professionally developed as instructional leaders • Understanding of ELD instruction and SDAIE strategies • Actively engaged in supporting the implementation of effective instruction • Monitor use of effective instructional strategies • Implement routinely scheduled observations • Identify a targeted focus • Document key observations toward focus area

  22. Implementing a Best Practice Discussion Using the ELSSA Handout (page 9) • Skim the list of Improvement Efforts • Discuss how to modify or begin implementation of an emerging best practice in your district, school or consortia. • Report out ideas

  23. Building Capacity- Big Hitters! • On site monitoring of instructional practices • Professional support for site administrators in instructional researched-based practices, and instructional monitoring • Collaborative instructional planning models, Data teams, Local Accountability Systems • Parent Education and Partnerships, with student achievement results communicated and transparent as the value of their students doing well and what doors open for them

  24. Building Capacity – Next Steps Self Quick Write • For your district, write down two or three instructional program improvement efforts that are potentially “doable.” • Write the next steps necessary to build capacity to make this happen? • Share you idea with the other staff from your district (or a table partner).

  25. Plan Alignment

  26. Local Educational Agency Plan • The Title III Action Plan is a component of the umbrella LEA Plan (LEAP). • The strategies and actions in your Title III plan are detailed descriptions of goals in your LEA plan. LEAP Title III Action Plan SPSA SPSA SPSA SPSA LCFF - LCAP

  27. LEA Plan Requirements • Five Performance Goals: • 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. • 2. Alllimited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. • 3. By 2005-06, all students will be taught by highly-qualified teachers. • 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. • 5. All students will graduate from high school. (LEA Plan Template – page 5)

  28. RESOURCES

  29. Title III: Language instruction for limited-English-proficient and immigrant students (CDE website: http://www.cde.ca.gov/sp/el/t3/). • 2012 ELD Standards: (CDE website: http://www.cde.ca.gov/sp/el/er/eldstandards.asp) • Schools Moving Up, West Ed http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/upcoming.htm • California Department of Education, 2010, Improving Education for English Learners: Research-Based Approaches (available at CDE website http://www.cde.ca.gov/re/pn/rc/ap/pubdisplay.aspx?ID=001702 ) • Laurie Olsen, Ph.D., 2001, Reparable Harm Fulfilling the Unkept Promise of Educational Opportunity for Californian’s Long Term English Learners, and • Laurie Olsen, Ph.D., 2012. Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners. (available at California’s Together website http://www.californianstogether.org/)

  30. Doing What Works http://dww.ed.govUSDE site with support on 15 topics. • Through the Lens of An English Learner on Brokers of Expertise www.myboe.org/go/content/name/ThroughTheLens

  31. Brokers of Expertise: Through the Lens of an English Learner:Making Content Comprehensible Created by the Butte County Office of Education as part of the K12HSN ARRA-Advancing Network Uses Grant (ANU). www.myboe.org/go/content/name/ThroughTheLens Professional development resources for K-6 teachers to support achievement of English learners.

  32. Brokers of Expertise: Through the Lens of an English Learner:Making Content Comprehensible • A 9-module online resource to support educators in Kindergarten through 6th Grade working in classrooms with English learners. • The modules provide curricular ties to Houghton Mifflin Reading adopted materials to support quality English Language Development and Reading/Language Arts instruction.

  33. Brokers of Expertise: Professional Learning Modules - ELD Coming Soon!!

  34. http://www.cais.cde.ca.gov California Accountability and Improvement System

  35. Doing What Works http://dww.ed.gov

  36. Order or Download for free at: http://www.californianstogether.org/reports/

  37. Other On-line Resources http://www.Schoolsmovingup.net

  38. Understanding Languagehttp://ell.stanford.edu/

  39. Questions, Answers, and Discussion • Tony Mora, San Diego COE amora@sdcoe.net • Karla Groth, San Diego COE kgroth@sdcoe.net

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