1 improving achievement for english learners through capacity building title iii accountability...

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Improving Achievement for English Improving Achievement for English Learners through Capacity BuildingLearners through Capacity Building

Title III Accountability Institute

December 2011

Patty Dineen, Sonoma COEJan Mayer, Sacramento COETony Mora, San Diego COE

Magdalena Ruz Gonzalez, Los Angeles COE

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PurposePurpose

Facilitate an understanding of:

◦Regional COE Leads’ Impact

◦Emerging Achievement Issues

◦Successful Improvement Efforts◦Developing District Capacity for

Improvement

Think-Pair-ReportThink-Pair-ReportTHINK: What are the two goals for ELs?

PARTNER: Share ideas◦ One goal for English Learners is ______.◦ A second goal for English Learners is ______.

PARTNER: Share a challenge or strategy for how the EL goals are met in your school/district.◦ (A specific program, curriculum, or strategy)

Report out / Reflect

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Title III Accountability: 3 Annual Title III Accountability: 3 Annual Measurable Achievement ObjectivesMeasurable Achievement Objectives

AMAO 1 – (CELDT)Annual Progress in Learning English

AMAO 2 – (CELDT)Attaining English Proficiency on CELDT

AMAO 3 – (CST, CAPA, CAHSEE)Meeting Adequate Yearly Progress (AYP) for the EL subgroup at the LEA and Consortia level

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◦Participate in Title III webinars & CDE meetings◦Provide guidance during development of Year 2

and Year 4 Plan Writing

◦Assist LEAs with ELSSA and other survey tools

◦Review Plan and provide feedback

◦Evaluate Plan with CDE rubric

◦Monitor implementation for 18 months

◦Coordinate efforts of TIII regional work

Regional County Lead Regional County Lead Technical AssistanceTechnical Assistance

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◦Contact district representatives◦Provide information of upcoming forums and

orientations, as well as resources online at CDE & Comprehensive Center at West Ed

◦Provide guidance or facilitate during development of Needs Assessment

◦Assist LEAs with ELSSA and other survey tools

◦Develop local district capacity for improvement of EL Achievement


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◦Review local Title III plans and provide

feedback

◦Evaluate Title III plans with CDE rubric as part

of the state reviews in February/March

◦Monitor implementation for 18 months

◦Coordinate efforts of TIII regional work

◦Develop local district capacity for

improvement of EL Achievement


Map of Regions with COE LeadsMap of Regions with COE Leads

Patty Dineen-WehnStephanie WaymentNancy Rogers-Zegarra

Holly AhmadiRindy DeVoll

Jan Mayer

Charlotte FordDenise Giacomini

Cynthia MedinaYee Wan

Nancy San Jose

Olivia Sosa

Guadalupe SolisLaura A. Gonzalez

Elva Hennessee

Antonio MoraKarla Groth

Maritza Rodriguez

Magdalena Ruz-GonzálezSilvina Rubinstein

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Timeline and Process for Title III StatusTimeline and Process for Title III Status

1. Assess Needs◦ Review Title III Accountability Reports (over time)◦ ELSSA at LEA level◦ Determine need for APS, DAS or ISS◦ Review current LEA plan

2. Identify Strengths and Challenges◦ With appropriate staff leadership, review

Achievement Data & LEA plan ◦ Identify strengths & challenges ◦ Determine contributing factors (Complete

and discuss survey questions of ELSSA, APS, DAS, and/or observations)

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Timeline and Process for Title III StatusTimeline and Process for Title III Status

3. Identify Solutions◦ Must be research-based, high-leverage actions◦ Organized under LEA Plan measurable goals

4. Write IPA / Online Plan◦ Specify strategies, actions, and tasks for each Goal◦ Establish district-wide system to monitor

implementation

5. Implement and Monitor ◦ District self monitors, COE quarterly reports

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Table Talk: 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: Oak Tree USD

Table Talk:Read and discuss the Common Issues identified in left column (handout pg. 2).

Which common issues or others not listed, reflect student achievement results for you district?

What steps are being or were taken to support EL achievement?

Common Issues & Emerging Practices

“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)

“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

Table Talk:Read the Improvement efforts listed on ELSSA handout page 3.

Discuss how to modify or begin implementation of an emerging best practice in your district.

Report out ideas

Implementing a Best Practice

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Oak Tree USDELSSA Table 5a

Table Talk: Questions to consider• What percentage of students 5+ years are not proficient?• What is preventing the proficient students from RDES?

Develop protocols to review dataCustomize reports for local use in analyzing group

and individual performance

Implement processes to review student performance and inform instructionUse benchmark assessments to collect information

about student progressUse student samples in collaborative discussions

to inform instruction

Collaborative Data Inquiry

ELD level 2009 Beginner

2010

EarlyIntermediate

2010Intermediate

2010

Early Advanced

2010Advanced

2010

Beginner 1 4 6 1 0Early

Intermediate0 4 12 5 4

Intermediate 0 2 33 14 9Early

Advanced0 0 2 18 11

Advanced 0 0 0 4 12

Questions to consider:

• Which students declined in performance? (red) (red)

• Which students maintained the same performance level? ((yellow)yellow)

• Which students advanced 1 level ? (green) (green) 2 levels? (purple)?(purple)?

Adapted from Bill Saunders (UCLA)

Linguistic areas that need work:

• Imprecise vocabulary use stuff

•Inconsistent and inaccurate use of present progressive tense: workin, they helping

• Mechanics use of commas.

Sample Language Objective

• Standards-Based Assignment:Standards-Based Assignment:

Write a descriptive paragraph including supporting details.

• Language Objectives:Language Objectives:

- Students will write a paragraph on a given topic using the correct form of present progressive tense verbs

is/are + verb + ing: They are working, I am helping- Students will write a paragraph including details

using precise nouns and adjectives: (no use of words such as “stuff, things, cool, and good.”



Report out ideas.


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ELSSA Table 6a (ELA) Focus: Performance of intermediate level ELs Focus: Performance of intermediate level ELs

Oak Tree USDELSSA Table 6a

Success from Site-Level Focused Instructional Monitoring

• Site-Level Administrators– Trained 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 observationsUse a structured protocol Included a targeted focus



Report out ideas.


Building Capacity (wrap Building Capacity (wrap up)up)

Big Hitters!Big Hitters!On site monitoring of instructional practicesProfessional support for site administrators in instructional researched-based practices, and instructional monitoringCollaborative instructional planning models, Data teams, Local Accountability SystemsParent Education and Partnerships, with student achievement results communicated and transparent as the value of their students doing well and what doors open for them

Building Capacity (wrap up)Building Capacity (wrap up)

Self Quick WriteSelf 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).

ResourcesResources Title III: Language instruction for limited-English-proficient and

immigrant students (CDE website http://www.cde.ca.gov/sp/el/t3/ ). California Comprehensive Center at WestEd

http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/esea-requirements.htm

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 (available at California’s Together website http://www.californianstogether.org/ )

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www.cacompcenter/t3ta

Resources Resources (Continued)(Continued)

Questions, Answers, and Questions, Answers, and DiscussionDiscussionPatty Dineen, Sonoma COE

[email protected] and website http://www.scoe.org/pub/htdocs/ell-services.html

Jan Mayer, Sacramento [email protected]

Tony Mora, San Diego [email protected]

Magdalena Ruz Gonzalez, Los Angeles [email protected]

1 improving achievement for english learners through capacity building title iii accountability...

Documents

improvement slide

review local title

needs review title

los angeles coe slide

capacity building title

consortia level slide

survey tools review

lea plan measurable