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

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 2

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

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) Provide guidance 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

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

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) 6

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 7

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

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: Oak Tree USD ELSSA Activity 1 Page 1

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? 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

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 Implementing a Best Practice

14 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? ELSSA Activity: Oak Tree USD ELSSA Activity 2 Page 4

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? Common Issues & Emerging Practices

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 Collaborative Data Inquiry

ELD level 2012 Beginner 2013 Early Intermediate 2013 Intermediate 2013 Early Advanced 2013 Advanced 2013 Beginner Early Intermediate Intermediate Early Advanced Advanced Adapted from Bill Saunders (UCLA)

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 Implementing a Best Practice

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

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? Common Issues & Emerging Practices

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

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 Implementing a Best Practice

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

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).

Plan Alignment

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. Local Educational Agency Plan LEAP Title III Action Plan LCFF - LCAP

(LEA Plan Template – page 5) LEA Plan Requirements Five Performance Goals: All 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by All 2. All limited-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. all 3. By , all students will be taught by highly-qualified teachers. All 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. All 5. All students will graduate from high school.

RESOURCES

Title III: Language instruction for limited-English-proficient and immigrant students (CDE website: ) ELD Standards: (CDE website: Schools Moving Up, West Ed s/upcoming.htm s/upcoming.htm California Department of Education, 2010, Improving Education for English Learners: Research-Based Approaches (available at CDE website ) 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., Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners. (available at California’s Together website

Doing What Works USDE site with support on 15 topics. Through the Lens of An English Learner on Brokers of Expertise

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

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. Brokers of Expertise: Through the Lens of an English Learner: Making Content Comprehensible

Brokers of Expertise: Professional Learning Modules - ELD

California Accountability and Improvement System

Doing What Works

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Other On-line Resources

Understanding Language

Questions, Answers, and Discussion Tony Mora, San Diego COE Karla Groth, San Diego COE