English Learner Subgroup Self-Assessment (ELSSA) and the Title III Year 4 Plan Montague Charter Academy for the Arts and Sciences Prepared and Presented By: Cary Rabinowitz

Objectives for Today O Why does Montague need to create and implement a Title III Year 4 Improvement Plan? O What are the components of the ELSSA and its relationship to the Title III Plan? O What are the components of the Title III Year 4 Improvement Plan and its implications on instruction O What are Montague’s budget considerations in relation to the Title Year 4 Improvement Plan?

How are English learners doing at Montague? O How do you know how English learners are doing at Montague? O What data do you collect for English learners to know how they are progressing in acquiring language (ELD)? O What data do you collect for English learners to know how they are progressing academically (ELA)? O What do you do with the data you collect? O What strategies can the school use to aid the academic development and language acquisition of English learners?

What is the purpose of Title III as reauthorized by the Elementary and Secondary Education Act (ESEA)? Part A of Title III- “English Language Acquisition, Language Enhancement, and Academic Achievement Act” O To ensure that limited-English-proficient (LEP) students (called English learners under California laws), including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet. O LEAs must use Title III funds to implement language instruction educational programs designed to help LEP students achieve standards. The state educational agency (SEA), LEAs, and schools are accountable for increasing the English proficiency and core academic content knowledge of LEP students

Legal Assurances

Montague’s Collaborative Board will understand why Montague must create and implement a Title III Year 4 Improvement Plan ELSSA Data Table 1 and 2a O AMAO 1: Percent of EL Students Making Annual Progress in Learning English O AMAO 2: Percent of EL Students Attaining English Proficiency (5 years or less) Table 2b and 3b O AMAO 2: Percent of EL Students Attaining English Proficiency (5 years or more) O AMAO 3: Adequate Yearly Progress (AYP) for EL Subgroup at the LEA Level: Percent Proficient (ELA and Math)

Consequences of Not Meeting AMAOs O Notification to Parents O AMAOs not met for two years (Title III Year 2) O Development of an Improvement Plan O AMAOs not met for four years (Title III Year 4) O Development of an Improvement Plan that shows a modification to its curriculum, program, and method of instruction O Charter Renewal-emphasis on El subgroup progress

How does Montague Match-Up? Comparison LEATitle III Program Improvement Pacoima Charter ElementaryYear 2 Fenton Primary CenterYear 2 Fenton Avenue CharterYear 4+ Santa Monica BoulevardYear 4+ Bert Corona CharterYear 4+ Los Angeles UnifiedYear 4+ LACOEYear 4+ Vaughn Next Century LCYear 4+ Pasadena UnifiedYear 4+

Year 4 Improvement Plan Development Sequence Conduct data analysis and identify factors that contributed to failure to meet AMAOs (ELSSA) Write Needs Assessment Identify research-based goals, strategies, action steps, and tasks Write and submit plan Title III Plan Due: March 10, 2014 Implement, monitor, and evaluate

What the ELSSA Does O Assembles data from the CELDT and CST that relate to AMAOs 1,2,3 O Disaggregates data by years in an educational program and by language proficiency O Helps identify areas of challenge that can be addressed to improve El achievement O Guides and facilitates conversations around data

Components of the ELSSA Identify LEA data Analyze Data ELSSA Survey

Collecting English Learner Data O Table 5 O How are El students performing on the CELDT based on the amount of time they have received language instruction educational programs at Montague? O Tables 6a and 6b O How are students at the Intermediate level on the CELDT performing on the CST-ELA? On the CST-Math? O Tables 7a and b O How are students at the Proficient level on the CELDT performing on the CST-ELA and Math? O Tables 8a and b O How are reclassified students performing on the CST-ELA and Math?

ELSSA Survey O Components O English Language Development O Access/Opportunity to Learn-ELA and Math O Intervention and Placement O Professional Development and Assessment O Accountability

Rating Scale 1–Minimal level of implementation Less than 50% of students Less than 50% of the time 2-Partial level of implementation 50% of students50% of the time 3-Substantial level of implementation 75% of students75% of the time 4-Full level of implementation 100% of students100% of the time

Components of the Title III Year 4 Plan 1. Goal 2A: Annual Progress Learning English (AMAO 1 and ELD Program) 2. Goal 2B: Strategies for Els to reach English proficiency (AMAO 2 and ELD Program) 3. Goal 2C: Address achievement of Els in ELA and Math (AMAO 3 and El subgroup support) 4. Goal 2D: Professional Development 5. Goal 2E: Parent and Community Participation 6. Goal 2F: Notification to Parents of Els 7. Goal 2G: Educational Services to Immigrant Students

Goal 2A: Annual Progress Learning English (AMAO 1 and ELD Program) Goal: By June 2015, the LEA will increase the percentage of El students making annual progress in learning English from 68.2% to 73.0% as measured by CELDT data. O Strategies: O Daily Implementation of ELD O Monitor Implementation and Student Progress O Action Steps: O Develop and implement classroom placement criteria and instructional expectations O Provide a minimum of 45 minutes of ELD instruction O Monitoring ELD instruction O Weekly grade-level meetings with ELD discussion

Goal 2B: Strategies for Els to reach English proficiency (AMAO 2 and ELD Program) O Goal: O By June 2015, the LEA will increase the percent of El students attaining English proficiency within the fewer than 5 years cohort from 42.3% to 50% as measured by CELDT data. O By June 2015, the LEA will increase the percent of El students attaining English proficiency within the more than 5 years cohort from 65.7% to 75.0% as measured by CELDT data. O Strategies: O Supplemental Intervention Program for English learners O Identify and monitor El students ready to reclassify O Action Steps: O Identify El participants O Monitor Intervention Program O Development of Language Appraisal Team O Monitor El progress

Goal 2C: Address achievement of Els in ELA and Math (AMAO 3 and El subgroup support) O Goals: O By June 2015, the LEA will increase the number of students proficient in ELA from 41.3% to 50.0% as determined by the LEA’s internal benchmarks. O By June 2015, the LEA will increase the number of students proficient in Math from 54% to 73.38% as determined by the LEA’s internal benchmarks. O Strategies: O Implement Common ELA and Math O Monitor the use of SDAIE strategies in both ELA and Math O Small-group instruction for targeted Els in both ELA and Math O Action Steps: O Implement, monitor and provide feedback to teachers on the identification, groupings, and use of strategies

Goal 2D: Professional Development O Goal: By June 2015, the LEA will have implemented no less than 40 hours of professional development (PD) trainings for all certificated staff to be implemented in the classroom and integrated into ELA and Math instruction focused on strategies to support English language learners in meeting Common Core state standard requirements in ELA, Math, and ELD. This goal will be measured by PD sign-ins. O Strategies: O Develop PD Common Core timeline and implementation plan O ELA, Math, and ELD O Action Steps: O Provide PD on Common Core O ELA, Math, and ELD O No less than 10 hours for each

Goal 2E: Parent and Community Participation O Goal: By June 2015, 50% of parents of Els will have participated in workshops on Language and Academic needs of English learners, English learner placement, and strategies to help your child access the Common Core standards, as measured by workshops sign-ins and evaluations. O Strategies: O Provide Parent Workshops O Ensure Parent Involvement O Action Steps: O Organize and provide three parent workshops on each of the following: O Academic needs of El students O English learner placement O Strategies for Els to access the new Common Core ELA and Math standards O Parent Meetings O SSC and ELAC

Goal 2F: Notification to Parents of Els O Goal: In 2014 and 2015, the LEA will send home all legally mandated parent notifications to parents in a timely and diligent manner, including but not limited to: the LEA’s Title III status and annual notification of students’ language classification and progress toward English proficiency. Parents will also be notified of the LEAs Title III Year 4 LEA Plan for Improvement. O Strategies: O Parent Notification O Action Steps: O Develop and disseminate LEAs Title III status to Parent of Els O Compile and disseminate El students’ CELDT results and placement O Notify parents of the LEAs Title III Year 4 Improvement Plan

Goal 2G: Educational Services to Immigrant Students O Strategies: O Identification of immigrant students O Determine services for immigrant students O Action Steps: O Identify students O Placement of immigrant students O Monitoring of immigrant students

Proposed Funding to LACOE O Goal 2A: O General Fund “Certificated Salaries O 80-90,000 English Learner (EL) Coordinator O Goal 2B: O Title III LEP-64,970 O Intervention Teachers: $30,281 O Educational Aide: $1,353 O Benefits: $6,959 O ELD Supplies: 30,000

Proposed Funding to LACOE O Goal 2C: Els Meeting AYP in Math and ELA O General Fund O Teachers’ Assistant-520,000 O Goal 2D: High Quality PD O Title I Budget: O Professional Development- 47,000 O Title II Budget: 18,000 O Common Core Funding: 50,000 O Goal 2E: Parent Involvement O Title I “Parent Involvement/Education” 5,000 O Goal 2G: Immigrant Services O Title III-Immigrant Funding 2,640

Feedback O Implications for Montague: O Culture-thinking and expectations O Climate-actions and observations O Instruction-academic strategy and approach