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This project provides professional development and technical assistance for educators to improve student achievement for English learners in California's county court and DJJ schools.
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English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Sam Nofziger, M. A. Coordinator Fresno County Office of Education
English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools A project funded by Title III and managed by the English Learner and Curriculum Support Division, California Department of Education Fresno County Office of Education, December 2012
Purpose To provide professional development and technical assistance for educators and teachers to increase student achievement for English learners (EL) in California’s county court and Division of Juvenile Justice (DJJ) schools. Fresno County Office of Education, December 2012
What information is required for parents of English Learner students? LEAs must inform such parents about how they can be active participants in assisting their children to: • Learn English • Achieve at high levels in core academic subjects • Meet the same challenging state academic content and student achievement standards that all children are expected to meet (Title III, Section 3302 (1)) Fresno County Office of Education, December 2012
Parent Involvement in Court and DJJ Schools • Requirements • Best practices • Sample documents Fresno County Office of Education, December 2012
What kind of information must an LEA provide to parents regarding their child's participation in a language instruction program? • The reasons for identifying their child as being limited-English proficient (LEP) and for placing their child in a language instruction educational program for LEP students • The child's level of English proficiency as measured by the California English Language Development Test (CELDT) • The method of instruction that will be used in the program, including a description of alternative programs • How the program will meet the educational strengths and needs of the child Fresno County Office of Education, December 2012
Parent Involvement in Court and DJJ Schools • Meet with parents during visiting hours • Provide opportunities for parent meetings on Saturdays • Create information brochures • Conduct parent classes • Phone calls to parents • Invite parents to serve on school committees Fresno County Office of Education, December 2012
County Court and DJJ SchoolUpdate • Institute participation • Institute evaluations • Institute comments • Webcasts Fresno County Office of Education, December 2012
Institute Participation Days 1 and 2 Fresno County Office of Education, December 2012
Institute Participation Days 3, 4 and 5 Fresno County Office of Education, December 2012
Evaluation Comments: CELDT Understand CELDT levels and characteristics of an English Learner. Review of stages of language acquisition. Teaching strategies for each CELDT level. I was able to comprehend the differences in the performance levels and how I need to respond to them. Looking at the released test items from the CELDT showed some topics that are not being adequately covered during instruction. I know and understand the critical nature of teaching language and English language development skills. Fresno County Office of Education, December 2012
Evaluation Comments: Use of Data • The gentle reminder that the expectation is measureable growth in ELD. • The more information we have about our students the better off we are. Including AMAO information that we do not use. • Using data and information from other juvenile halls. • Data given will help show teachers the big picture. • Reviewing the AMAO accountability reports helps me understand the data better. • I love the data (research) you used to back up the instructional use. Fresno County Office of Education, December 2012
Evaluation Comments: Instructional Strategies Today’s activities reminded me to look for cooperative and collaborative learning strategies targeting ELs when I observe classroom teachers. I will employ the use of more academic vocabulary and directly teach meta-cognition with students whenever possible. Explicit teaching of idiomatic and figurative language. They reinforced that I need to expand my repertoire of activities. It brought to the forefront the importance of ELD. Fresno County Office of Education, December 2012
Evaluation Comments: Instructional Strategies • This was useful not only for my ELs, but for all my students. • I will employ the use of more academic vocabulary and directly teach meta-cognition with students whenever possible. • The need to help students achieve redesignation • I plan to use many of these strategies for the entire group, not just ELD! Great to network and learn about new ways to teach English. • Reiterated that language is a barrier to academic understanding, therefore, increase student academic vocabulary/language to assist their learning. • How to bridge language proficiency levels and academic learning demands through content and language objectives. Fresno County Office of Education, December 2012
Instructional Strategies • Content and language objectives and how important they are to support L2 acquisition and progress toward mastery of ELA/ELD standards. • Importance of engaging students with dynamic lessons. Will incorporate music/songs to teach students new words. • I think the lesson template will be useful in keeping my planning focused on specific content and language objectives. • Writing an ELD lesson plan helped me to remember to consider and address the needs of EL students. • I got ideas for having students use language to demonstrate they know what was expected and demonstrate their comprehension and knowledge. • We are in the process of implementing a PLC. This will help us to not forget the EL students that we may have from time to time. Fresno County Office of Education, December 2012
Instructional Strategies • I gained confidence seeing that ELD strategies can be implemented without disrupting my comfort zone too quickly. • EL students can be successful accessing ELA standards through allowing them to respond at their level of proficiency. Evidence does not always have to be in reading and writing. • Expectation that EL students will receive ELD, even in the court schools. • How to make ELA accessible to EL students. The importance of correlating ELA and ELD standards and making the material accessible to EL students. Fresno County Office of Education, December 2012
Videoconferencing Schedule 2011-12 October 18 Motivating English Learners November 2 Strategies for Long Term English Learners December 7 ELD Folders, Implementation Check- up January 17 Re-designation of English Learners February 8 Academic Vocabulary and Assessment Vocabulary March 14 Blended Learning (Tech) with English Learners April 17 Revisiting Language Objectives and Sentence Stems May 14 ELD progress monitoring Fresno County Office of Education, December 2012
Court School ELD Ongoing Assessments • Fresno County Court School • Two Classrooms • One classroom who primarily uses EDGE Curriculum (approximately 12 students) • One classroom use primarily uses CBL (Character Based Literacy) and supplements with EDGE (approximately 12 students) • Same Assessments Fresno County Office of Education, December 2012
Ongoing Assessments • EDGE Assessments • Levels (Fundamentals, A, B, C) • Units- Six to Seven in Each Level • Clusters- Three in Each Unit • Unit and Cluster Assessments Available Fresno County Office of Education, December 2012
Assessments Used Assessment Used for this Comparison: Cluster Assessments for Level B, Unit 2 and 3 • Every student in both classrooms takes a CLUSTER assessment every 5-6 weeks. • One classroom who regularly uses EDGE, and one classroom that does not. Fresno County Office of Education, December 2012
Once Per Semester • English Language Gains Test • Vocabulary • Grammar • Reading Comprehension • Written Composition To be given at then end of the spring semester to measure growth in English Language Proficiency, using B, EI, I, EA, and A Fresno County Office of Education, December 2012
Common Implementation of Instructional Strategies Fresno County Office of Education, December 2012
Preliminary Results • December 20 Cluster Assessment • February 20 Cluster Assessment • May 10 Cluster Assessment • End of Semester English Language Gains Test Fresno County Office of Education, December 2012
Comparison Results • The results are in! Fresno County Office of Education, December 2012
CELDT Level to End of Study Language Gains Assessment Fresno County Office of Education, December 2012
Classroom #1 This Teacher implemented EDGE as the Language Arts Curriculum Fresno County Office of Education, December 2012
Classroom 1 (EDGE) Fresno County Office of Education, December 2012
Classroom #2 This Teacherimplemented Character Based Learning as the Language Arts Curriculum Fresno County Office of Education, December 2012
Classroom 2 (CBL) Fresno County Office of Education, December 2012
Project Results • Very mobile Court School Population • Sample of students too small to make specific predictors. • Generally speaking: • Language Proficiency Benchmarks CAN be implemented in the Court School Setting • Students in the Court School are developing English Language proficiency • Common Implementation of Instructional Strategies Seemed to Outweigh the Choice of Textbook Fresno County Office of Education, December 2012
Publication LEADERSHIP Association of California School Administrators September / October 2012 “Court Schools: Embracing a Culture of Learning” Paul A Garcia, Ed.D Kathryn Catania, Ed.D. Sam Nofziger, MA, Ed. Fresno County Office of Education, December 2012
Contact Information The Fresno County Office of Education Kathryn Catania, Ed.D kcatania@fcoe.org Sam Nofziger, MA, Ed. snofziger@fcoe.org Fresno County Office of Education, December 2012
