Designing success for english language learners 15 th Annual Accountability Leadership Institute December 8, 2014 Joseph F. Johnson, Jr., Ph.D. Dean, College of Education, SDSU Executive Director, NCUST

Every system is perfectly designed to achieve the results it gets. Paul Batalden, Dartmouth University

NCUST Identifies, Celebrates, and Studies Non-selective, urban schools (serving primarily students from low- income families) that demonstrate high achievement for all students. These schools evidence: High proficiency rates for all groupsHigh proficiency rates for all groups High graduation rates for all groupsHigh graduation rates for all groups High rates of access to challenging programs for all groupsHigh rates of access to challenging programs for all groups Demonstrated success for English learnersDemonstrated success for English learners Low rates of suspension/expulsion for all groupsLow rates of suspension/expulsion for all groups Other indicators of student success/achievementOther indicators of student success/achievement

What are the teaching practices in these high-performing urban schools? Why are these schools more likely to attain excellent learning results than schools with similar demographic compositions? What are the leadership practices in these high-performing urban schools? What influenced the development of these teaching and leadership practices? Our Persistent Questions:

In the face of more challenging academic standards, how can we get better learning results for all urban students?

Consistently, we see seven elements that are prevalent in high-performing, urban schools These Successes Are Not Accidental: They Are Systemic

1. Clarity of focus To what extent do educators who teach the same subject matter and grades have the same specific understanding of what students need to master by various points during the school year? Do teachers share the same focus for English learners?

2. Measurement of mastery To what extent do educators who teach the same subject matter and grades share the same specific understanding of what mastery of each standard means/looks like? Are educators able to distinguish mastery of the standard from mastery of English?

3. Planning 1 st instruction To what extent do all educators who teach the same subject matter and grades share an understanding of what constitutes instruction that is LIKELY to lead to mastery of key standards? Is that common understanding likely to lead English learners to mastery?

4. Observation & Support To what extent do educators benefit from observation, feedback, and support that helps them improve the quality of first instruction? Do observers provide feedback and support designed to help educators ensure mastery for English learners?

5. Professional development To what extent do educators benefit from a coherent program of professional development that helps them improve the quality of first instruction related to key standards? Does professional development build capacity for meeting the needs of English learners?

6. Effective intervention To what extent do all students benefit from timely, effective intervention that helps them master key standards when additional instruction is warranted? To what extent is intervention tailored to ensure mastery for English learners?

7. Powerful enrichment To what extent do all of your students benefit from engaging enrichment programs that deepen student understanding of key standards? To what extent is enrichment tailored to deepen mastery for English learners?

NONE OF THIS IS EASY. ALL OF THIS IS ATTAINABLE. Leadership is essential.Leadership is essential. Climate and culture are critical fuels.Climate and culture are critical fuels. Structures and systems differentiate schools that achieve excellence for all, from schools with “pockets of excellence.”Structures and systems differentiate schools that achieve excellence for all, from schools with “pockets of excellence.”