How How English as a Second Language Parent Denials Kail Elise - - PDF document

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Midland ISD Training Powerpoint Midland High School

What is your responsibility?

• Staff must be knowledgeable about

components of Bil/ESL program

• Staff must begin making Bil/ESL a daily

component in their teaching life

Who Wha hat Whe hen Wher here Why hy

How

Who Wha hat Whe hen Wher here Why hy

How

Who?

• The District takes the negative hit and

consequences of the Stage 4 Intervention

• The program that is targeted is Bilingual/English

As A Second Language

• Students that are negatively impacted due to our

failures as a district are:

– Limited English Proficient (any language)

• Bilingual
• English as a Second Language
• Parent Denials
• Elem. Counselor, Burnet Elem

Celina Rodriguez ESL Teacher, San Jacinto (LPAC) Luz Vela ESL Teacher, Lee High Jesse Garcia ESL Teacher, Midland High Victor Hermosillo ESL Teacher, Lee Freshman Homer Lopez DEIC rep, Crockett Elementary Judith Jimenez Principal, San Jacinto JH JoAnna Rowley Principal, Crockett Elementary Dolores Cano Principal, Midland High Jeff Horner Principal, Lee Freshman Fernando Espino Bilingual/ESL Director Lorrie Orosco

• Exec. Dir. Elementary Ed

Jane Rambo

• Exec. Dir. Secondary Ed

Patrick Jones

• Asst. Superintendent

Sylvia Garza

• Dir. of Assessment & Accountability

Elise Kail Advanced Academics - Supervisor (opt.) Susan Zachary Exec Dir. Student Services (optional) Betty Newman DropOut Prevention/At-Risk Coor. Debra Acosta

• Dir. Special Populations

Michele Harmon ESL Teacher, Midland High Hiliberto Ochoa K-12 Science Supervisor Robert Pena Elementary Math Supervisor Irene Garcia Parent of 6th and 8th grade students Sarah Torres Counselor, San Jacinto JH Jill Spannaus Counseling Supervisor Ron Moss Principal, Parker Elementary Lisa Neighbors Gen Ed Teacher, South Elementary Leah Coulter Gen Ed Teacher, Lee Freshman Monique Nevarez

What?

• Stage 4 Intervention calls for a TEA On-Site Visit

– April 20th AT MHS

• Development of a CORE Team to conduct a

Focused Data Analysis and develop a Continuous Improvement Plan that addresses the issues

• Reorganization of the Bilingual/ESL program to

assist students in being successful

• Education of ALL district professional staff on

Bil/ESL CIP parts, requirements and trainings

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When?

• Notified Oct. 13, 2008
• CORE Team identified Oct. 31, 2008
• 1st CORE Team meeting Nov. 6, 2008
• 2nd CORE Team meeting Nov. 19, 2008
• 3rd CORE Team meeting Dec. 12, 2008
• Finalization of the CIP Dec. 9, 2008 & Jan. 5,

2009

• CORE Team meeting
• Ongoing meetings to meet requirements of TEA

and the Bilingual/ESL CIP

Where?

• Should affect EVERY classroom and campus in

the district!!!

• Will affect all students PK – 12
• Will affect all bilingual/ESL teachers PK-12
• Will affect ALL teachers employed in MISD
• Will affect all new teachers employed in MISD
• Will affect the teaching styles of many teachers
• Will affect all instructional leaders in the district

Why?

• Indicators noted on PBMAS (Performance

Based Monitoring Assessment System)

• We had

__ indicators ranked at the lowest possible rating (3)

• As a whole we are at the lowest possible

rating for a district in the Performance Monitoring System (Stage 4).

3 10.2 3SA 6.3 3SA 8.3 3SA 5.9 Science Bil Spanish TAKS 2 53.7 3 48.3 61.1 3 39.4 2 41.2 Writing 0RI 54.5 0RI 41.7 3 35.4 1 45.1 Social Studies 3 17.7 3 20 3 14.9 31.3 1 20.3 Science 3 28.2 3 26.5 3 25 3 20.9 3 25.2 Reading 3 27.1 3 22.8 3 22.8 2 25.5 3 24 Math ESL Eng TKAS 0RI 44.2 3 28.4 36.1 RO 12.5 3 11.4 Science Bil Educ English TAKS 3 27.3 3 15 LEP RHSP/DAP Diploma 2 7.7 2 6.8 1 3.7 1.4 1.8 LEP Annual Dropout Rate Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce **Indicators 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004

PBMAS Historical View

PBMAS Indicator District Goals for Improvement

(Current rate and Performance Level) [State rate and expected Performance Level]

• Increase PBMAS Indicator #2 (ESL English TAKS):
• Math -- from 27.1% to 45% (3) [50 and 1]
• Reading/ELA - from 28.2% to 55% (3) [70 and 2]
• Science - from 17.7% to 35% (3) [45 and 1]
• Social Studies - from 54.5% to 65% (RI) [65 and 0]
• Writing - from 53.7% to 65% (3) [65 and 0]
• Increase PBMAS Indicator #3 (BE Spanish TAKS Passing Rate):
• Science from 10.2% to 35% (3) [45 and 1]
• Decrease PBMAS Indicator #7 (LEP Annual Dropout Rate [7-12])
• by 3.5% to district rate of 4.2%. (7.7% and 2) [2.0% and 1]
• Increase PBMAS Indicator #8 (LEP RHSP/DAP Diploma Rate)
• by 22.7% to district rate of 50% (27.3% and 3) [60% and 1]

Desired results/goals identified in the BE-ESL continuous improvement plan should be integrated, as appropriate, into LEA and campus improvement planning processes. The LEA must ensure that staff members on each campus have a clear understanding of the LEA’s CIP activities. Campus principals must disseminate the CIP to all faculty members and conduct training regarding implementation of CIP activities, including individual staff responsibilities for implementation and

• evaluation. The LEA must also conduct monitoring to determine the progress of implementation of CIP activities and evaluate

completed activities to determine results related to student performance. The LEA must provide the TEA with updates regarding implementation, monitoring, and evaluation activities upon request.

165901 Co/District #: 12-9-2008 (1-5- 2009) Submittal Date: Midland ISD LEA: 4 Stage of Intervention:

Bilingual Education / ESL Monitoring System 2008-2009 Continuous Improvement Plan

18 ESC Region #:

TIMELINES Initial (beginning) Interim (formative) and Final (summative) for evaluation purposes RESOURCES Materials/supplie s, fiscal, and personnel needed to implement activities ACTIVITIES Describe the new strategies, initiatives, and/or redesign activities that will be implemented to improve key program components and systems to attain the desired result. MEASURABLE EVIDENCE OF CHANGE Qualitative and/or quantitative measures of student performance/ program improvement DESIRED RESULT Goal(s) that address each identified area

• f

improvement, including necessary correction of noncompliance

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• Bilingual
• ESL Elementary
• Newcomer
• ESL Secondary
• Entrance criteria

Assessment tools

• Sheltered English
• Dual Language
• Parent Denials
• First and Second

Year After Exit Monitoring

• Exit Criteria
• Late Exit Model
• LPAC Process

Create a system whereby the components

• f a LEP -- Bilingual/ESL program are in

place within the district and can be identified by personnel

TEA Identified Indicator #1:

Delineation of all program components for all staff will be made available via a “Midland ISD Bilingual and ESL Handbook” CIP p. 2, 3, 4, 5 Existence of an accessible flow-chart of Bil/ESL Personnel And Job Responsibilities District Personnel Knowledge about program offerings, professional developments, and communication Within the district concerning all Bil/ESL programs

Develop a scope and sequence for Bilingual-ESL Department aligned to TEKS and ELPS TEA Identified Indicator #2:

Existence of a scope and sequence document that addresses all components of an ESL program and is inclusive of Newcomers, Dual Language and Elementary ESL CIP p. 6

Secondary Administration will be trained in ESL program and Monitoring Strategies

• Elementary Administrators will be

Included in all transitional activities

TEA Identified Indicator #3:

SIOP Training for Administrators Feeder Meeting Agendas and Transitional Documentation Will assist in the correct placement and knowledge of Bilingual/ESL students Training Agendas and improved placement of Bilingual/ESL students CIP p. 7-8

Instructional placement and support

• f LEP students will be data-driven

TEA Identified Indicator #4:

PBMAS Data Increase % of LEP students graduating on RHSP/DAP plan Decrease the LEP Dropout Rate Increase % of LEP students passing Spanish TAKS Science Increase % of LEP students taking Spanish Math, Reading & Writing TAKS by 5% LEP PEIMS Data Lists Graduation Rosters Development of a 5th & 6th grade ESL model Reduction of Transitions for Bil/ESL students in K-6 Standardized test scores Alignment of ELA Scope & Sequence with ESL Scope & Sequence CIP p. 9-10

TEA Identified Indicator #5: (cont.)

Instructional placement and support

• f LEP students will be data-driven

TEA Identified Indicator #4: (cont.)

Placement of LEP students with ESL Strategy Trained Teachers (emphasis on secondary) Student Schedules Student Transcripts SIOP Sign-in Sheets Academic Vocab Training Sign-in Sheets District List of ESL Certified Teachers Policy Change in Hiring Requirement for New Hires To become ESL Certified Within one year of hiring Utilization of IPODs for ESL Students to assist in Language acquisition Elem & JH campuses Provided more targeted Bil/ESL strategies for Students utilizing Various programs in place CIP p. 11-12

TEA Identified Indicator #5: (cont.)

Instructional placement and support

• f LEP students will be data-driven

TEA Identified Indicator #4: (cont.)

Secondary ESL Teachers will Be provided time to assist And monitor LEP students PBMAS data Standardized test data Campus membership projections (inclusive Of LEP projections) Master Schedules CIP p. 13-14

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Develop a check & balance system for the expenditure and use of campus resources for LEP needs TEA Identified Indicator #5:

List of expenditures will be available upon demand From each campus and at the district level in Regard to Bil/ESL funds CIP p. 15

Ensure all district personnel are knowledgeable about and understand the BE-ESL program components, mission, model and expectations

TEA Identified Indicator #6:

Upon development of Bil/ESL handbook, focus meeting at all levels will be held to address the components and expectations within the program LPAC Trainings CORE Team Meetings Define and outline Exit Criteria for Late Exit Transitional Model for District staff Increase success of LEP students in all Programs within the district (PBMAS) CIP p. 16-17

Educate the community and parents about the Bil/ESL program and all components of the program TEA Identified Indicator #7:

Documentation of designated parent meetings in regard to Bil/ESL program Involve the community in Bil/ESL Education Satisfaction surveys for parents (Eng & Span) for the end of each school year CIP p. 18

Monitor system at each campus for implementation and student success evaluation TEA Identified Indicator #8:

• PBMAS Indicators Improvement
• Standardized State Testing Results Improvement
• TELPAS Results
• Increased # of students graduating on RHSP/DAP plan

IFV Bil/ESL Focused Monitoring Results on SIOP strategies Focused Student Profiles (FSP’s) at each campus Identify and increase # of LEP students enrolled in:

• AVID
• PreAP/AP
• Dual Credit
• GT Classes

PSAT/ACT/SAT Results for LEP students Reduced LEP failures for:

• 6 weeks
• Semesters
• Credit Attainment
• Algebra Success

CIP p. 19-20

Monitor system at each campus for implementation and student success evaluation TEA Identified Indicator #8: (cont.)

Minutes from Campus Bil/ESL Focus Groups Minutes from faculty meeting and sign-in sheets Projections of LEP data in regard to PBMAS will be formulated each spring CIP p. 19-20

Instructional Components

• f the Bil/ESL Program will be organized

TEA Identified Indicator #9:

Inventory baseline list Increase availability of Spanish materials and other languages as needed Effectiveness Rating Sheet For inventory Professional Development will be related to effective research-based Bil/ESL Strategies CIP p. 21

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Process will be enacted to create easy access to and improved communication regarding LEP student data

TEA Identified Indicator #10:

Staff is knowledgeable about and able to make informed decisions concerning LEP students CIP p. 22

Increased focus on recruitment and retention

• f qualified Bil/ESL Certified staff

TEA Identified Indicator #11:

Documentation from HRS on recruitment activities Documentation from HRS on statistics of certified recruitments Create a balanced pay system for Bilingual and ESL Certified Teachers Increase number of certified ESL Teachers CIP p. 23

A System for Follow-up Training, Modeling and Support for Bil/ESL Instruction TEA Identified Indicator #12:

Implementation of Bil/ESL Coaching Model for campus assistance Evidence of more monitoring of out-of-town travel expenditures for professional development CIP – p. 24 The District Bilingual/ESL CORE Team will meet on a quarterly basis to review the activities and deadlines within this CIP (Continuous Improvement Plan) and make reports and adjustments as necessary.

Activities that will be conducted: Documentation Notebook of all Activities and Materials in relation to CIP will be maintained in the Bil/ESL Dept. by the Bil/ESL Director Documentation Notebook of all Data in relation to LEP Activities will be maintained by the Dir. of Assessment & Accountability Master calendar of deadlines and major activity dates will be maintained both in the Bil/ESL and Accountability Dept. Analytical charts will be developed to be used in evaluation of program improvement and LEP student performance improvement Analytical chart will be developed by the Dept of Assessment & Accountability to analyze CIP Upon periodic formative evaluation of the Bil/ESL CIP, the CORE Team will report data and

• bservations to campus principals via a written report. Campus principals will then formally

distribute and report information to campus staff. Bil/ESL CORE Team will be knowledgeable about PBMAS Data and projections as well as standardized test results and projections Any item that is not meeting standard or deadline will be revisited by the Bil/ESL CORE Team for revision as needed. In the interim period, the Bil/ESL Director may make needed adjustments as long as communication of adjustments has occurred with the Teaching & Learning Executive Staff and been documented and communicated to the Bil/ESL CORE Team via e-mail when possible.

Follow-Up Activities After the interim benchmark for evaluation, what will we do if the initial plan isn’t working?

¿Tienen pregun untas?

This presentation, the full District Improvement Plan, and specific ESL support information including definitions and acronyms can be found on the MHS website under “educator’s corner”.