English Learners Multilingual and Multicultural Education Department LCAP- Program & Goal Update DELAC March 9, 2017

Program Description The goals of MMED are to: District Investment: 23 million dollars MMED works closely with Title III Coaches and teachers in building their capacity to support English Learner students’ proficiency in English Language Development, Foundational Literacy Skills, and Integrated English Language Development. The goals of MMED are to: Develop Title III Coach capacity Develop teacher capacity on how to work with English Learners Develop teacher capacity for Dual/Bilingual Language Programs Improve English Language Proficiency Reduce the amount of Long Term English Learners Increase number of Bilingual/Biliterate students

Focus Areas Title III Coaches Monitoring and Reclassification Reducing LTELs Expanding Dual Language/Bilingual Programs Increasing Biliteracy Awards/Recognition Implementing the CA Standards for English Learners

Instructional Programs

Elementary Instructional Programs

Secondary Instructional Program

Dual Language/Bilingual Programs Dual Language Program (DLP) Maintenance Bilingual Education (MBE) Transitional Bilingual Education (TBE) Foreign Language (One-Way) Immersion (FLI) Program Goals Bilingualism & Biliteracy English Grade –Level Span K-12 K-5 K-3 Designed for English Learners English proficient students

Dual Language/Bilingual Programs for 2016-2017 LD Northeast (7 total) 6 Spanish 1 Armenian* LD Northwest (4 total) 2 Spanish 2 Korean LD Central (26 total) 21 Spanish 4 Korean 1 Mandarin LD West (17 total) 9 Spanish 4 Korean 3 Mandarin 1 French LD East (22 total) 19 Spanish 2 Mandarin 1 Arabic* 16,003 English Learners LDNW 15,758 English Learners LD WEST 20,057 English Learners LD NE 29,862 English Learners LD CENTRAL 23,111 English Learners LD EAST 21,037 English Learners LD SOUTH LD South (11 total) 10 Spanish 1 Korean *New Program Language for 2016-2017

District English Learners

English Learners by Local Districts NORTHEAST 19,819 CENTRAL 29,455 EAST 22,777 SOUTH 20,679 WEST 15,633 NORTHWEST 15,761 All Districts 124,464 ETK-12 Data Collected on 3/3/2017

100% Graduation

100% Graduation - English Learners Historical Actual Annual Targets 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Four Year-Year Cohort graduation rate 47% 51% 50% 54% 56% 58% Percentage of High School Students on-track for A-G with a “C” 9% 12% 14% 13% 20% 23% 26% Percentage of students who exceeded college readiness standards in ELA as measured by the 11th Grade Early Assessment Program (EAP) 0% 0.5% 0.3% 3% 4% 5% Percentage of students who exceeded college readiness standards in Math as measures by the 11th Grade Early Assessment Program (EAP) 2% 1% 0.2% Percent of AP exam takers passing with a Qualifying Score “3” or higher 42% (664) 57% (403) 53% (666) 61% (597) 55%

Programs & Interventions Target to the needs of all students and those students with specific needs such as special education, English Learner services, using a multi-tiered system of supports. Academic Interventions English Language Development, Dual Language/Bilingual Programs, Long Term English Learners (LTEL) courses, English Language Development and access to core interventions A-G Immediate Intervention Plan Summer school offerings, On-line Credit Recovery for A-G Courses, Mastery-Based-Online Learning-Year Long Intervention, After-school credit Coursework, Tiered interventions for A-G ELA/Math Coursework, A-G Training for all Teachers, Parent Engagement and Support

Proficiency for All

Proficiency for All-English Learners Historical Actual Annual Targets 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Percentage of English Learners Making Annual Progress on California English Language Development Test (CELDT) 55% 56% 54% 57% Percentage of 2nd grade students meeting early literacy benchmarks ELD 1-2 English Learners ELD 3-5 English Learners 32% 33% 30% 37% 39% 41% 69% 71% 70% 73% 75% 77% Percentage of English Learners who Reclassify as Fluent English Proficient (RFEP) 13% 14% 17% 11.6% 19% 20% 21% Percentage of English Learners who have not reclassified in 5 years (LTEL) 27% 24% 23% 18% 16% Percentage of students who met or exceeded standards in 3rd- 8th, and 11th grades in ELA 3% 4% 7% 9% 11% Percentage of students who met or exceeded standards in 3rd- 8th, and 11th grade Math 5% 8% 10% 12%

English Learner Improvement in Foundational Literacy Skills The percentage of English Learners who met the End of Year benchmark on DIBELS increased by 9% points as compared to non-EL students who decreased by 3% points

Reclassification by School Type

Reclassification by Local District

Preliminary Reclassification Rate Increased from 11.6% to 17.2%

Elementary Actions and Services Title III Coaches EL Dashboard Foundational Literacy Skills EL Support Guides Dual Language/Bilingual Programs Comprehensive ELD Designated ELD Start Smart Conversation Practices Units Formative Assessments (Student Progress Forms) Integrated ELD/Math Integrated ELD Lesson Components Model Lesson At-A-Glance Three Phase Model Lessons, One Per Grade Level (K-6) Five Online PD Modules Protocol Posters & Companion Cards to Support ELs with Problem Solving and Mathematical Discourse Three Reads Math Interview Math Summit

Secondary Actions and Services Title III Coaches EL Dashboard Designated ELD New curriculum adoption for ELD 1-4 Newly adopted curriculum LTEL Courses Constructive Conversation Start Smart Lessons Formative assessment for language Thematic Units on Resiliency LTEL Novels Integrated ELD SDAIE Resources Foundational Literacy Skills Dual Language/Bilingual Programs

Attendance

Attendance-English Learners Historical Actual Annual Targets 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Percentage of students attending 172-180 days each school year (96% or higher attendance rate) 68% 70% 71% 72% Percentage of Students with chronic absence (missing 16 days or 91% or lower attendance rate) 13% 15% 12% 11%

Challenges and Next Steps

Challenges for ELs and LTELs Reading Comprehension Foundational Literacy Skills English Language Development Access to Core

Next Steps Improve teachers capacity in reading instruction for English Learners: Continue to simultaneously develop language and content knowledge Continue to develop essential elements for Professional Development

Recommendations: Essential elements for professional development for Teachers of English Learners Shared Vision for English Learner Education Specialized Professional development to target linguistic and academic needs of English Learners Central, Local and schools prepared to support teachers of English Learners Collaborate and reflect on ELD instructional practice and assessments in order to inform instruction These essential elements were derived from research-based practices in effective professional development for teachers of ELs INCLUSIVITY AND COLLABORATION – School reform literature points to the importance of developing a shared vision for EL education. The collaboration of all stakeholders is essential in both processes and outcomes in order to increase district-wide knowledge DEFINED DIFFERENTION – Teachers need specialized professional development to target and differentiate according to the linguistic and academic needs of ELs RECIPROCAL ACCOUNTABILITY – Central, Local and schools must be prepared to support teachers teachers in order to ensure EL success. This is accomplished through strong systems of classroom-based professional development for both teachers and leaders Defined Professional Development Approach – Opportunities for grade-level professional learning communities to have time to collaborate and reflect on their ELD instructional practice and assessments in order to inform instruction

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