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Transcript of PRINCIPALS’ MEETING MARCH 19, 2015 Agenda on Wiki at hsprograms.pbworks.com.
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PRINCIPALS’ MEETINGMARCH 19, 2015
Agenda on Wiki at hsprograms.pbworks.com
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Welcome!
Teresa BunnerCoordinating Literacy Teacher for HS
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Updates
Teresa Pierrie David Wehbie Glenda Harrell
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IMPROVING THEWCPSS LANGUAGE INSTRUCTION
EDUCATIONAL PROGRAM (LIEP) FOR ENGLISH LANGUAGE LEARNERS
English As a Second Language (ESL) Program Update
March 19, 2015
Glenda Harrell, ESL Director
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Session Objectives
Review student data related to students learning English as a second (or third) language. State tests and retention Measures of English language proficiency
Review WCPSS Language Instruction Educational Program (LIEP). Evidence-based components ESL courses Step-Up!
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LEP = ELL = EL
ELL English Language Learner EL English Learner LEP Limited English Proficient
Terminology used by US ED prior to Jan 2015
Exited LEP/EL = Former LEP/EL
ESL English as a Second Language An instructional program supported by theories of
Second Language Acquisition
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Title VI of the Civil Rights Act Equal Educational Opportunities Act (EEOA)Elementary and Secondary Education Act
(ESEA)
January, 2015
“…joint guidance for meeting legal obligations to ensure that English Learner students can participate meaningfully and equally in educational programs and services
Issued by: Office for Civil Rights (OCR) at the U.S. Department of Education (ED) and the Civil Rights Division at the U.S. Department of Justice (DOJ)
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Language Instruction Educational Program (LIEP) Requirements
Language support services for ELLs must
1. Be based on a sound educational
theory, 2. Implemented effectively with
sufficient resources and personnel, and
3. Be evaluated annually to determine whether they are effective in helping students overcome language barriers (and achieve academic success).
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WCPSS Reading Results: Predictable outcomes without change in practice
All Stu
dent
s
Fem
ale
Male
Native
Am
erica
nAsia
n
Black
Hispan
ic/La
tino
Two
or M
ore
Races
White LE
PSW
D ED0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
4 Yr Grad Rate (2013) G3 Reading (2004) G8 Reading (2009) G3 Reading (2012)
Source: WCPSS Graduation Rate Update – September 2013, WCPSS D& A
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Source: Achievement Gap Update Focus on Literacy WCPSS, D&A February, 2014
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WCPSS: Grade 9 Students, 2014-15
Never LEP 11,280 83.8%
Retained in Gr 9 878 7.8%
Retained 2x in Gr 9
152 1.3%
LEP or Former LEP
2,166 16.1%
Retained in Gr 9 375 17.0%
Retained 2x in Gr 9
74 3.4%
2014-15 Grade 9 Total % of Total
All Students 13,446 100%
Retained in Gr 9 1253 9.3%
Retained 2x in Gr 9 226 1.7%
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2014-15 Grade 9 Total % of Total
LEP & Former LEP 2,166
Retained in Gr 9 375 17.3%
Retained 2x in Gr 9 75 3.5%
WCPSS: Grade 9 LEP & Former LEP, 2014-15
LEP 910
Retained in Gr 9 231 25.4%
Retained 2x in Gr 9
51 5.6%
Former LEP 1256
Retained in Gr 9144
11.5%
Retained 2x in Gr 9
24 1.9%
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2014-15 Grade 9 Total % of Total
LEP & Former 1532
Retained in Gr 9 223 14.6%
Retained 2x in Gr 9 34 2.2%
WCPSS: Grade 9 LEP and Former LEP, 2014-15 (Who also have Grade 3 EOG Math Results)
LEP 395
Retained in Gr 997
24.6%
Retained 2x in Gr 9
17 4.3%
Former LEP 1137
Retained in Gr 9126
11.1%
Retained 2x in Gr 9
17 1.5%
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ELLs 2014-15 Nov, 2014 (n=12,009)
PK K 1 2 3 4 5 6 7 8 9 10 11 120
200
400
600
800
1000
1200
1400
1600
1800
2000
Born Outside USBorn in US
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English Learner Specific Data
AMAO 1 Progress of English Language Development Includes all LEP students with at least two data points (two years of test results). Progress is met by 1) increase to next overall ELP level, 2) increase the previous overall score by .5, or 3) meet exit criteria.
AMAO 2 Proficiency in English Includes all LEP students. Students exit LEP designation when reaching an overall composite score of 4.8 or higher, with at least a 4.0 on the reading and the writing subtests.
AMAO 3 LEP Subgroup Is based upon the same decision rules used for AMOs for Title I.
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WCPSS AMAOs
2012-2013 2013-2014 2014-2015
# LEP Students (K-12) 11,183 11,589 12,019
AMAO 1 Progress Target: 57.1%
Met59.1%
Target: 58.1% Met
58.8%Target: 59.1% TBD
AMAO 2 Proficiency (Exited LEP identification)
Target: 13.5%
Met17.5%
Target: 14.0%
Met16.5%
Target: 14.6% TBD
AMAO 3AMO Reading and Math for LEP Subgroup
Met all proficiency AMOs for LEP subgroup;
Missed HS Math Participation
Met all proficiency AMOs for LEP subgroup;
Missed HS Reading & Math Participation
TBD
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How Long Does it Take?
At least 5 to 7 years
ELLs can reach parity with English-speaking peers in 5 years when they make at least 1.5 years of academic
growth each year.
Thomas, W. P., Collier, V. P., & Center for Research on Education, Diversity and Excellence. (2002). A national study of school effectiveness for language minority students' long-term academic achievement :
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Language Instruction Educational ProgramWCPSS Continuum of Services (LIEP)
School/ District
Content/Subject
Area
ESL
• Graduation Rate• MTSS• R2A• Language of the
content• Scaffolding for
access • Schedules/
Placement• Academic Language of the content areas
• Interaction – 4 domains
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Evidence Base: Academic Language
Language IS the means of instruction. Students demonstrate conceptual understandings
through language. Students of other languages and non-standard English
bring knowledge and experiences that are valuable. They are bright and capable.
Decisions about students’ abilities are based upon their use of standard academic language.
Teachers modeling of academic language is critical. Oral language is a bridge to literacy.
Vocabulary is one aspect of academic language. Words are useful only when put together to convey meaning.
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Evidenced-Based LIEPWhole School Approach
ESL Instruction ESL Course ESL Co-Teacher
Content Instruction All Courses Sheltered Courses Spanish for Native Spkrs
Collaboration Academic Progress
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Collaboration: LEP Plan
When content teachers know: Students’ English proficiency
levels (by domain), Years in U.S. schools, English proficiency ≠ Cognitive
ability, and that Students bring valuable learning
experiences
Then effective scaffolding can occur. Comprehensible lessons Manageable assignments Feasible assessments Supportive formative feedback
When ESL teachers know: Linguistic complexity needed
for success How to accelerate
development of academic language
Then rigorous ESL instruction can occur: Acceleration of language
learning Documentation and sharing of
language progression
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2015-16 ESL Course Change
Formerly known as ESL Resource Tutoring• Re-Focus the course to address the academic
language and skills needed for success in the content classes rather than a time to re-teach content/tutor.
*ELLs = English Language Learners
*
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ESL Course Transformation
ESL Resource Tutoring
Goal: Additional academic and organizational support Assistance for content, study
time, extended testing, instructional assistance, study skills
Students work independently Student profile – Student would
benefit from academic support, ESL Teacher provides one-on-one
support ESL Teacher conferences with
students ESL teacher communicates with
content teachers (about what to reteach)
ESL Tchr assists implementation of instructional mods and accommodations
Access to computers and supplies.
Advanced Language Support
Goal: Expansion of academic language development Deepen word knowledge and expand
working vocabulary needed to fully participate
Combination of whole and small group work
Student profile – student is not more appropriately placed in ESL I, II, or III and/or ESL IV is not offered
ESL Teacher creates interactive lessons focused on academic language that benefits the entire group
ESL teacher conferences with students ESL teacher communicates with
content teachers (to collaborate academic language taught and share evidences of student language growth)
ESL Tchr supports content-teacher modification of instruction and assessment
Access to computers and supplies.
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Key Scheduling Information
ESL Course Offerings Maintain course fidelity
ESL I, II, III, IV Advanced Language Support for ELs Sheltered Instruction ESL Co-Teaching
Student Placement Should be made based upon individual student need. Proficiency level of the students for placement in each course
is a general guideline Revised course descriptions will assist in appropriate
placement of ELs
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International Transcripts
Award English I credit for international students only when one year of high school literature AND English as a world language appear on school records.
Award English II credit for international students only when two years of high school literature AND English as a world language appear on school records.
Award elective English credit for each year of high school English as a world language.
Consider W-APT reading and writing results (administer the entire W-APT, don’t observe ceiling).
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Step-Up!
What: Collaborative meeting where elementary, middle and high school ESL teachers will exchange student information in an effort to improve the transition for ELs.
When: May 4, 2015 (8:30-4:30) Where: Crossroads II, Room 1400 Who: Middle School ESL Teachers – All Day
Elementary ESL Teachers – A.M. High School ESL Teachers – P.M.
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District Priorities for Teaching ELs
• Fully implement the Language Instruction Educational
Program (LIEP).
• Minimize students’ academic gaps.
• Empower ELs by providing access to language of school.
• Prevent long-term ELs.
• Ensure credit accrual and guide program completions
(e.g. CTE).
• Provide rigorous ESL instruction.
• Provide accessible, grade-level teaching and learning.
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Vision 20/20
Strategic Leadership
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Strategic LeadershipVision 20/20
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A Closer LookChart it out
What do schools own?
What do we (HS Programs) own? What do we
BOTH own?
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K-12 Aligned Literacy
Instructional Leadership
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Writing Focus Group
Sherri Miller, K-12 DirectorSara Overby, HS ELA
Melissa Hurst, MS ELAShanta Lightfoot, MS ELASharon Collins, ES ELA Barbara Sorensen, ES ELAWalter Harris, ES ELA
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The Heart of Writing
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Argument TrainingDay 1
Day 2– March 2, 2015CR2 1400
• Send the same team for Day 2.
• HS Programs pays for subs.
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• Day 4—Writing in the Content Areas• Day 5—Performance Tasks/Integrated Units
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http://tinyurl.com/Growing-Writers-Video
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Designing Aligned K-12 Writing Rubrics
• 24 Teachers• Across District• Across Grades K-12• Across Content
Areas
David Balmer, SocSt, HeritageTammy King, SocSt, Holly SpringsKristen Larsen, SocSt, SandersonLaura Stiles, Sci, WakefieldMolly Bostic, Sci, HeritageMary Cate Larocca, ELA, Southeast RaleighJenni Greene, ELA, Holly SpringsLauren Genesky, ELA, MillbrookCarrie Horton, ELA, Vernon Malone
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ArgumentInformative
Narrative
Aligned Rubrics for Quality
K through 12
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Cross-CurricularImplementation
http://map.mathshell.org/materials/_map/_map/pics/map_teachers_1.jpg
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2. Look across: one skill criterion• What do you notice about growth within and across
grade spans?• How might these rubrics support a call to rigor in
content-area learning?
1. Look down • What do you notice about skills and
criteria?• How might these fit all content areas?
Apply It: Choose a skill criterion. Read the student response. What subskill feedback would you give this student? How can the quality continuum be used to support qualitative student growth, rather than quantitative grades?
Table Talk
http://tinyurl.com/k9cgu3c
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We Need Some Bright Ideas!
http://thumbs.dreamstime.com/z/light-bulb-idea-821688.jpg
Google Response Formhttp://goo.gl/forms/Io07BqGRMD
One per group? Per pair?
What ideas do you have for implementation in a high-school culture and climate?
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http://map.mathshell.org/materials/_map/_map/pics/map_teachers_1.jpg
http://www.princeton.edu/pr/pwb/06/0925/m/02-IMG_7678.jpg
Teacher Professional Development
Fidelity of Cross-Curricular Implementation
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http://www.onlinecolleges.net/wp-content/uploads/2013/07/Writerfolio.jpg
Interactive Digital Rubrics
K-12 Digital Portfolios
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Cary High SchoolNolan Bryant
Summer IMP-stitute
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Ruth Steidinger
ETF Update
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Sonia DupreeAnna Jackson
Mid-Year Data Review
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Sara OverbyTeresa Bunner
Planning for Literacy Coaches
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