1. English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools
Kathryn Catania, Ed. D.
Administrator
Fresno County Office of Education
Sam Nofziger, M. A.
Coordinator

2. Fresno County Office of Education, December 2012
English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools
A project funded by Title III and managed by the English Learner and Curriculum Support Division, California Department of Education
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Fresno County Office of Education, December 2012

3. Fresno County Office of Education, December 2012
Purpose
To provide professional development and technical assistance for educators and teachers to increase student achievement for English learners (EL) in California’s county court and Division of Juvenile Justice (DJJ) schools.
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Fresno County Office of Education, December 2012

4. What information is required for parents of English Learner students?
LEAs must inform such parents about how they can be active participants in assisting their children to:
Learn English
Achieve at high levels in core academic subjects
Meet the same challenging state academic content and student achievement standards that all children are expected to meet (Title III, Section 3302 (1))
Fresno County Office of Education, December 2012

5. Parent Involvement in Court and DJJ Schools
Requirements
Best practices
Sample documents
Fresno County Office of Education, December 2012

6. Fresno County Office of Education, December 2012
What kind of information must an LEA provide to parents regarding their child's participation in a language instruction program?
The reasons for identifying their child as being limited-English proficient (LEP) and for placing their child in a language instruction educational program for LEP students
The child's level of English proficiency as measured by the California English Language Development Test (CELDT)
The method of instruction that will be used in the program, including a description of alternative programs
How the program will meet the educational strengths and needs of the child
Fresno County Office of Education, December 2012

7. Parent Involvement in Court and DJJ Schools
Meet with parents during visiting hours
Provide opportunities for parent meetings on Saturdays
Create information brochures
Conduct parent classes
Phone calls to parents
Invite parents to serve on school committees
Fresno County Office of Education, December 2012

8. Fresno County Office of Education, December 2012

9. Fresno County Office of Education, December 2012

10. Fresno County Office of Education, December 2012

11. County Court and DJJ School Update
Institute participation
Institute evaluations
Institute comments
Webcasts
Fresno County Office of Education, December 2012

12. Institute Participation Days 1 and 2
Region
Location
Number of Trainers
Number of Participants 1
Santa Rosa 2 22
Chico 25 3
Sacramento 48 5
Monterey 12 6
Modesto 17 7
Fresno 20 8
Santa Barbara 11 9
San Diego 34 10
San Bernardino
Orange
TOTAL
243
Fresno County Office of Education, December 2012

13. Institute Participation Days 3, 4 and 5
Region
Location
Number of Trainers
Number of Participants 1
Santa Rosa 2 18
Chico 22 3
Sacramento 25 4
South San Francisco 16 5
Monterey 10 6
Modesto 19 7
Fresno 8
Oxnard 21 9
San Diego 35 11
Orange 80
TOTAL
264
Fresno County Office of Education, December 2012

14. Fresno County Office of Education, December 2012

15. Fresno County Office of Education, December 2012

16. Evaluation Comments: CELDT
Understand CELDT levels and characteristics of an English Learner. Review of stages of language acquisition. Teaching strategies for each CELDT level. I was able to comprehend the differences in the performance levels and how I need to respond to them. Looking at the released test items from the CELDT showed some topics that are not being adequately covered during instruction. I know and understand the critical nature of teaching language and English language development skills.
Fresno County Office of Education, December 2012

17. Evaluation Comments: Use of Data
The gentle reminder that the expectation is measureable growth in ELD.
The more information we have about our students the better off we are. Including AMAO information that we do not use.
Using data and information from other juvenile halls.
Data given will help show teachers the big picture.
Reviewing the AMAO accountability reports helps me understand the data better.
I love the data (research) you used to back up the instructional use.
Fresno County Office of Education, December 2012

18. Evaluation Comments: Instructional Strategies
Today’s activities reminded me to look for cooperative and collaborative learning strategies targeting ELs when I observe classroom teachers.
I will employ the use of more academic vocabulary and directly teach meta-cognition with students whenever possible.
Explicit teaching of idiomatic and figurative language.
They reinforced that I need to expand my repertoire of activities.
It brought to the forefront the importance of ELD.
Fresno County Office of Education, December 2012

19. Evaluation Comments: Instructional Strategies
This was useful not only for my ELs, but for all my students.
I will employ the use of more academic vocabulary and directly teach meta-cognition with students whenever possible.
The need to help students achieve redesignation
I plan to use many of these strategies for the entire group, not just ELD! Great to network and learn about new ways to teach English.
Reiterated that language is a barrier to academic understanding, therefore, increase student academic vocabulary/language to assist their learning.
How to bridge language proficiency levels and academic learning demands through content and language objectives.
Fresno County Office of Education, December 2012

20. Instructional Strategies
Content and language objectives and how important they are to support L2 acquisition and progress toward mastery of ELA/ELD standards.
Importance of engaging students with dynamic lessons. Will incorporate music/songs to teach students new words.
I think the lesson template will be useful in keeping my planning focused on specific content and language objectives.
Writing an ELD lesson plan helped me to remember to consider and address the needs of EL students.
I got ideas for having students use language to demonstrate they know what was expected and demonstrate their comprehension and knowledge.
We are in the process of implementing a PLC. This will help us to not forget the EL students that we may have from time to time.
Fresno County Office of Education, December 2012

21. Instructional Strategies
I gained confidence seeing that ELD strategies can be implemented without disrupting my comfort zone too quickly.
EL students can be successful accessing ELA standards through allowing them to respond at their level of proficiency. Evidence does not always have to be in reading and writing.
Expectation that EL students will receive ELD, even in the court schools.
How to make ELA accessible to EL students. The importance of correlating ELA and ELD standards and making the material accessible to EL students.
Fresno County Office of Education, December 2012

22. Videoconferencing Schedule 2011-12
October Motivating English Learners
November 2 Strategies for Long Term English Learners
December 7 ELD Folders, Implementation Check- up
January Re-designation of English Learners
February Academic Vocabulary and Assessment Vocabulary
March Blended Learning (Tech) with English Learners
April Revisiting Language Objectives and Sentence Stems
May ELD progress monitoring
Fresno County Office of Education, December 2012

23. Court School ELD Ongoing Assessments
Fresno County
Court School
Two Classrooms
One classroom who primarily uses EDGE Curriculum (approximately 12 students)
One classroom use primarily uses CBL (Character Based Literacy) and supplements with EDGE (approximately 12 students)
Same Assessments
Fresno County Office of Education, December 2012

24. Fresno County Office of Education, December 2012
Ongoing Assessments
EDGE Assessments
Levels (Fundamentals, A, B, C)
Units- Six to Seven in Each Level
Clusters- Three in Each Unit
Unit and Cluster Assessments Available
Fresno County Office of Education, December 2012

25. Assessments Used Cluster Assessments for Level B, Unit 2 and 3
Assessment Used for this Comparison:
Cluster Assessments for Level B,
Unit 2 and 3
Every student in both classrooms takes a CLUSTER assessment every 5-6 weeks.
One classroom who regularly uses EDGE, and one classroom that does not.
Fresno County Office of Education, December 2012

26. Fresno County Office of Education, December 2012
Once Per Semester
English Language Gains Test
Vocabulary
Grammar
Reading Comprehension
Written Composition
To be given at then end of the spring semester to measure growth in English Language Proficiency, using B, EI, I,
EA, and A
Fresno County Office of Education, December 2012

27. Common Implementation of Instructional Strategies
Content Objective
Language Objective
Brainstorming
Think-Pair-Share
Highlight/Underline
Table Talk
Exit Slips
Modeling
and Practicing
Drawing on Background Knowledge
Academic Questioning
Academic Language Frame
Sentence Frame
Partner Work
Anticipation Guide
Frayer Model
Cloze Activity
Tea Party
3x3 Sentence Builder
Note Taking
Give One Get One
Choral Response
Numbered Heads
Pose a Question
Random Response
Fresno County Office of Education, December 2012

28. Fresno County Office of Education, December 2012
Preliminary Results
December 20 Cluster Assessment
February 20 Cluster Assessment
May 10 Cluster Assessment
End of Semester English Language Gains Test
Fresno County Office of Education, December 2012

29. Fresno County Office of Education, December 2012
Comparison Results
The results are in!
Fresno County Office of Education, December 2012

30. CELDT Level to End of Study Language Gains Assessment
Fresno County Office of Education, December 2012

31. Fresno County Office of Education, December 2012
Classroom #1 This Teacher implemented EDGE as the Language Arts Curriculum
Fresno County Office of Education, December 2012

32. Fresno County Office of Education, December 2012
Classroom 1 (EDGE)
Fresno County Office of Education, December 2012

33. Fresno County Office of Education, December 2012
Classroom #2 This Teacher implemented Character Based Learning as the Language Arts Curriculum
Fresno County Office of Education, December 2012

34. Fresno County Office of Education, December 2012
Classroom 2 (CBL)
Fresno County Office of Education, December 2012

35. Fresno County Office of Education, December 2012
Project Results
Very mobile Court School Population
Sample of students too small to make specific predictors.
Generally speaking:
Language Proficiency Benchmarks CAN be implemented in the Court School Setting
Students in the Court School are developing English Language proficiency
Common Implementation of Instructional Strategies Seemed to Outweigh the Choice of Textbook
Fresno County Office of Education, December 2012

36. Publication LEADERSHIP Association of California School Administrators
September / October 2012
“Court Schools: Embracing a
Culture of Learning”
Paul A Garcia, Ed.D
Kathryn Catania, Ed.D.
Sam Nofziger, MA, Ed.
Fresno County Office of Education, December 2012

37. The Fresno County Office of Education
Contact Information
The Fresno County Office of Education
Kathryn Catania, Ed.D
Sam Nofziger, MA, Ed.
Fresno County Office of Education, December 2012