lcap webinar 4-21-15 · 4/21/2015 · 4/20/15 3 lcap’requirements’for’els:’’ •...
TRANSCRIPT
4/20/15
1
TECHNOLOGY TIPS Ø Mute your microphone and wear
“earbuds”/headphones to prevent audio feedback.
Ø Close other programs/applications. Ø Call 310-338-7308 for assistance.
Does Your LCAP Improve and Increase Services for English Learners?
An opportunity to make a difference
Webinar Presentation April 21, 2015 3:30 – 5:00pm
Shelly Spiegel Coleman Execu=ve Director
Californians Together
Dr. Elvira G. Armas Associate Director & Affiliated Faculty
LMU Center for Equity for English Learners
WebEx Panel
MICROPHONE – CLICK ON ICON HERE TO MUTE.
CHAT BOX – TYPE QUESTIONS HERE.
Par2cipate in Our Polls!
VIEW POLL QUESTION HERE AND CLICK ON RESPONSE.
CLICK ON “SUBMIT” TO ENTER YOUR RESPONSE.
4/20/15
2
Par2cipate in Our Polls
POLL #1 What is your role? • District-‐level Administrator • School-‐site Administrator • EL Program Specialist/
Coordinator • County Specialist • Lead Teacher • EL Parent Representa2ve • Budget Analyst • Other
POLL #2 In what capacity have you worked on your LEA LCAP? • Focus Groups – Input during
development • Wri2ng Goals, Ac2vi2es • Iden2fying Metrics • Review and
recommenda2ons • Budget • Other
The Equity Intent of LCFF
• “Equal treatment for children in unequal situa2ons is not jus2ce.” Governor Jerry Brown, January 2013
• LCFF recognizes that students with addi2onal academic needs (LI, ELL, FY) need addi2onal financial resources to support their educa2on
• LCFF is a step towards more equitable funding • Top Priority: “Improved and Increased Services for Unduplicated Students”
What are the key EL issues for your district and site?
Long Term English Learners – how did LCAP address this?
Newcomers – how did LCAP provide needed supports?
Parent education and recruitment to bilingual programs, honoring waivers, building bilingual programs – how did LCAP support this?
Need for teacher collabora=on and planning =me to implement the new ELD standards –Did LCAP provide for this? Ensuring access to college preparatory
courses, and counseling for ELLs – how did LCAP funds contribute to this?
4/20/15
3
LCAP Requirements for ELs:
• 1. Address how the programs and services will provide ELs access to the CCSS and ELD standards for purposes of gaining academic content and English proficiency
• 2. Address the percentage of ELs making progress toward English proficiency as measured by CELDT or its successor
• 3. Data on EL reclassifica2on rate
Now is the Time to Reflect and Build Toward a Comprehensive Program For
ELs “Seizing the Opportunity to Narrow the Achievement Gap for English Learners:
Research-‐based Recommenda=ons for the Use of LCFF Funds “
Dr. Patricia Gandara
Dr. Maria Estela Zarate
Civil Rights Project at UCLA
PRIORITY 1: BASIC SERVICES
• Use resources to afract highly effec2ve, fully creden2aled bilingual teachers.
• Increase social workers, parent liaisons, nurses, counselors, psychologists, and librarians who are bilingual
• Provide library books, consumables, and other supplementary materials that can be used at home with parents, in the language of the parents whenever possible.
4/20/15
4
PRIORITY 3: PARENTAL INVOLVEMENT
• Increase bilingual personnel (or bilingual skills of exis2ng personnel), especially front office staff, teachers and counselors, regardless of type of language program provided.
• Broaden the representa2on of EL parents in school decision-‐making.
• Fully fund District English Learner Advisory Commifees (DELAC/ELAC) commifees.
Ventura Unified School District DELAC/ELAC Resolu2on
• WHEREAS, English Learner Advisory Commifees are most effec2ve when guided by legal requirements that are consistently applied throughout California; and
• WHEREAS, the Local Control Funding Formula currently under considera2on in Sacramento as the 2013-‐14 State budget proposal would eliminate the requirement for English Learner Advisory Commifees.
• THEREFORE, BE IT RESOLVED that the Board of the Educa2on of the Ventura Unified School District supports the con2nued role of English Learner Advisory Commifees in our educa2onal community; and
• BE IT FURTHER RESOLVED that the Board of Educa2on of the Ventura Unified School District recommends that California Department of Educa2on categorical program requirements remain in place guiding the forma2on and responsibili2es of English Learner Advisory Commifees in California public schools; and
PRIORITY 4: PUPIL ACHIEVEMENT
• Establish bilingual and two-‐way dual language programs where a cri2cal mass of parents of EL students (and others) request such a program
• Monitor reclassifica2on rates for schools and districts, but student academic progress as EL and as reclassified EL (R-‐FEP) should be the primary measure of success, not rates of reclassifica2on alone
4/20/15
5
PRIORITY 7. COURSE ACCESS
• Ensure EL students have full access to rigorous academic content in all core content areas,
enrichment and college prep courses. • Provide EL and reclassified (R-‐FEP) students the op2on of taking an extra year to complete gradua2on requirements and/or a college preparatory curriculum
How do we evaluate and improve LCAPs through the lens of ELs?
English Learner Research-‐Aligned LCAP Rubric Development
LCAP
State’s Eight Priori=es
1. Basic Services 2. Standards Implementa2on 3. Parental Involvement 4. Pupil Achievement 5. Pupil Engagement 6. School Climate 7. Course Access 8. Other Pupil Outcomes
EL Strategies for the LCAP (Aligned to 8 priori=es)
A. Condi=ons of Learning B. Pupil Outcomes C. Engagement
LCFF Tool Kit, Feb. 2014 CABE, CRLA, Californian’s
Together
Seizing the Opportunity
-‐ Research-‐based Recommenda=ons for addressing needs of ELs, per state’s 8 priori=es
-‐ Suggested metrics Patricia Gándara and Maria
Estela Zárate Civil Rights Project
at UCLA September 2014
EL Research-‐Aligned
LCAP RUBRIC English Learner Advocacy
Fall 2014
4/20/15
6
School wide –
PUBLICATION AVAILABLE FOR DOWNLOAD: hfp://www.ciclt.net/sn/adm/editpage.aspx?ClientCode=calto&FileName=LCAP_.txt
English Learner Research-‐Aligned LCAP Rubric Overview
• Ten Focus Areas
• 4-‐level Ra2ng Scale
1. English Language Development 2. Parent Engagement 3. Professional Development 4. Programs & Course Access 5. Expenditures
6. District wide -‐ School wide Funds 7. Ac=ons and Services 8. Propor=onality 9. EL Data to Inform Goals 10. Student Outcomes
No Evidence Included
Weak
Good
Exemplary
No men=on Limited plan Some representa=on Detailed – Long-‐term
Research-‐Aligned Rubrics Publica2on TABLE OF CONTENTS, p. iii
No men2on of research-‐based ELD program
Focus on the implementa2on of a research-‐based ELD program includes limited goals and ac2vi2es for ar2culated ELD programs and standards-‐based ELD curricular materials.
Focus on the implementa2on of a research-‐based ELD program includes some goals and ac2vi2es for ar2culated ELD programs and standards-‐based ELD curricular materials.
Focus on the implementa2on of a research-‐based ELD program includes explicit goals and ac2vi2es for ar2culated ELD programs and standards-‐based ELD curricular materials.
4/20/15
7
No men2on ELD Standards
Limited ac2vi2es for ELD standards professional development solely for teachers.
Focus on ELD standards is iden2fied to allow teachers, administrators and counselors to make meaning of the standards for designated ELD.
Focus on ELD standards is iden2fied as an explicit, targeted set of ac2vi2es of sufficient dura2on to allow teachers, administrators and counselors to make meaning of the standards and plan collabora2vely for implementa2on in designated ELD and in content areas.
LCAP Plan Rubric Applica2on On your own…
• Refer to your Year 1 LCAP and review goals and ac2vi2es for evidence of afen2on to ELD
• Use the ELD Rubric to rate your plan -‐ Read the Exemplary Column first then move les.
• Mark how you think your LCAP would be rated using these indicators
• What are one or two of the indicators that you will recommend to be included in the annual update on the LCAP? – PLEASE TYPE YOUR RESPONSE IN THE CHAT BOX
Focus Area: ELD Standards and PD Examples of promising goals and ac=ons from Year 1 LCAPs
• Evaluate and revise the current ELD curriculum, instruc2on, and assessment to establish alignment with the new ELA/ELD Framework and the new Common Core ELD Standards
• Provide research-‐based professional development for teachers on instruc2onal prac2ces and strategies for implemen2ng CCSS, ELD, and NGSS, including but not limited to summer, site based, district and consultant led PD
• Provide professional development to strengthen teacher leader roles in providing direct services to EL students; with con2nuous monitoring and evalua2on of this in Year 2 and 3
4/20/15
8
Focus Area: ELD Standards and PD LEA-‐Level Recommenda=ons
• Conduct needs assessments for PD for administrators, teachers, and counselors that includes knowledge and applica2on of ELD standards for integrated and designated ELD, as well as cultural proficiency/competency
• Priori2ze PD ini2a2ves focused on EL needs and on understanding the new ELD standards – and develop an ar2culated plan at the district level to ensure site-‐level alignment
EXAMPLES OF DISTRICT WIDE FOCUS ON
ENGLISH LEARNERS
Mt. View School District 3 Year Plan
• Need to prevent students from becoming Long Term English Learners
• Need for content and ELD standards based instruc2on
• Visited Redwood City School District SEAL Project – Prek – 3rd grade. English and Biliteracy Model
• LCAP plan will phase in all schools into this model over the three year period
4/20/15
9
3 Founda2ons of The SEAL Model
• Research on preven2ng LTELs
• Research on Effec2ve English Learner Prac2ces
• Seizing the Opportunity and Addressing the demands of the Common Core and ELD Standards
The Sobrato Early Academic Language (SEAL) model is…… • A PreK-‐3 model – piloted for Spanish-‐speaking English Learner children
• Research-‐based • Age-‐appropriate, coherent and ar2culated preschool through third grade approach that prepares children for academic success in elementary school and beyond.
• The vision is children with high level cogni2ve, language and literacy skills – and who are confident, mo2vated, engaged learners
STUDENT IMPACTS • Sta2s2cally significant achievement gains in all academic, cogni2ve and social areas
• High gains in language and literacy • Significant rate of progress towards English proficiency (34% moved two levels; 79% one)
• Significantly greater growth than comparison groups of demographically similar in district and state
• Close gap (equal or higher) achievement outcomes • One year of SEAL provides benefits; benefits are cumula2ve
27
4/20/15
10
• Advanced ELD • Literacy and Language for ELs
Two courses created per the LAUSD Master Plan for
ELs (2012):
• 8 schools, both middle and senior high • 15 teachers • 6 different published instruc=onal curricula
Pilot of LTEL Courses, spring 2013
• Experiences and data collected from pilot program to inform course and curriculum recommenda=ons Data collec=on
• Selec=on of published curricula and novels • Instruc=onal guide • Ini=al teacher training: approximately 1200 teachers in 7 sessions in mul=ple loca=ons
• Also trained: School-‐site EL Coordinators, Title III Coaches, Administrators
Moving towards rollout
• Purchase and delivery of materials • UCOP applica=on submiped and courses approved for B credit
• All LTELs placed in the two courses fall 2013 • Ongoing follow-‐up training for teachers
Rollout
Dr. Magaly Lavadenz, Professor and Director Dr. Elvira G. Armas, Associate Director Dr. Gisela O’Brien, Assistant Director
____________________________________
Journalism for English Learners Program
Journalism for English Learners Program
DESCRIPTION
q Project-‐Based Program: Journalism Theme
q 10 Unit Cycle -‐ Aser school program (2 days/week for an average of 4 hours/
week) q Target English Learner group:
§ Minimum 4 years in school § Beginning, Early Intermediate, or Intermediate
level in English proficiency (CELDT) § Far Below Basic, Below Basic or Basic in CSTs
q Goal: 10 -‐15 students per group (1:10 ra2o ideal)
q Collabora2ve structures q Focused on 4 domains:
§ Listening, Speaking, Reading, and Wri2ng
STUDENT OUTCOMES
1. Experience the role of a journalist by gathering informa2on, interviewing people, and wri2ng ar2cles
2. Prac2ce listening, speaking, reading and wri2ng skills in English
3. Impact their community by providing informa2on
4. Learn about the language features of journalism as an expository genre
4/20/15
11
Results: Student Progress on CELDT- By Domains Post-‐Program moved at least one proficiency level
California Campaign for Biliteracy
• A campaign across California to develop strong, arEculated, equitably accessible preschool through high school programs and learning opportuniEes that will prepare students with high level proficiency in two or more languages.
Spanish 74.5%
French 9.8%
Mandarin 3.9%
Japanese 2.0%
Cantonese 0.3%
German 1.2%
Korean 1.7%
La2n 2.0%
Vietnamese 0.9%
Other 1.2%
California State Seal of Biliteracy Language of Proficiency
November 2013 -‐ June 2014
Spanish
French
Mandarin
Japanese
Cantonese
German
Korean
La2n
Vietnamese
Other
4/20/15
12
PRIORITY 8. OTHER PUPIL OUTCOMES
• Increase the number of seniors eligible for the Seal of Biliteracy
• Increase the number of schools offering the Seal of Biliteracy
• Implement bilteracy pathway awards in prek, elementary and middle school.
• Ensure access to training in the use of computers and other technologies for EL students
Biliteracy Pathway Awards Criteria
DINUBA SCHOOL DISTRICT – EL MASTER PLAN
Early Elementary: Biliteracy Par=cipa=on Award
Criteria at end of 3rd Grade: 1. Proficient/Advanced on standards-‐
based test OR wri2ng benchmark in language other than English
2. Minimum of 10 hours of community service using a language other then English
3. For ELs, norma2ve progress on CELDT/ELPAC
Upper Elementary and Middle School: Pursuit of Biliteracy Award
Criteria at end of 6th or 8th Grade: 1. Proficient/Advanced on standards-‐
based test OR wri2ng benchmark in language other than English
2. Minimum of 20 hours of community service using a language other then English
3. For ELs, norma2ve progress on CELDT/ELPAC
San Francisco Unified School District Resolu2on
• “The world we live in has become increasingly smaller and people of different languages and cultures are being brought ever closer. Preparing students for our world of mulElingualism and mulEculturalism has become an integral and indispensable part of the educaEonal process”
• “To prepare all SFUSD students, including English Learners, to become global ciEzens in a mulElingual/mulEcultural world by providing the opportunity for all students to graduate with proficiency in English and at least one other language through parEcipaEon in a well-‐arEculated, PreK-‐12 world language program”.
4/20/15
13
Time for Significant Work
• What’s the need in your district for language and academic achievement for ELs?
• What are the research-‐based prac2ces that align to efforts in your district?
• What is the 6 year plan to ins2tu2onalize a coherent, comprehensive prek-‐12th grade EL program?
• Let’s do it now!!!!!!! • [email protected]
Ques2ons and Answers