september 22 2010 principals' meeting - final

8/8/2019 September 22 2010 Principals' Meeting - Final

1/47


2/47

Local Local District 4 District 4

Developing An EnglishDeveloping An EnglishLearner Strategic PlanLearner Strategic Plan

Dale W. Vigil,Dale W. Vigil, Ed.DEd.D..Interim Superintendent Interim Superintendent

September 22, 2010September 22, 2010


3/47

Agenda Agenda

Purpose of SessionPurpose of SessionReview School API dataReview School API dataReview and discuss CSTReview and discuss CST

Proficient/Advanced data for EnglishProficient/Advanced data for EnglishLearnersLearnersBegin discussion on building a strategicBegin discussion on building a strategic

plan for English Learnersplan for English LearnersRead Foreword from Gibbons book Read Foreword from Gibbons book Assign homework from Gibbons book Assign homework from Gibbons book Outcome of SessionOutcome of Session


4/47

Purpose:Purpose:

In order to understand the educational milieu theIn order to understand the educational milieu theEnglish Learners in Local District 4 and at eachEnglish Learners in Local District 4 and at each

school site are in, we need to begin discussing theschool site are in, we need to begin discussing theneed to change their learning environment andneed to change their learning environment andtogethertogether commit to building a strategic plan that commit to building a strategic plan that develops their metadevelops their meta- -cognitive, linguistic andcognitive, linguistic andacademic potential.academic potential.


5/47


English LearnerEnglish LearnerDataData


6/47

LAUSDLAUSD CaliforniaCalifornia

SubgroupSubgroup 20092009BaseBase

20102010GrowthGrowth

GrowthGrowthPointsPoints

20092009BaseBase

20102010GrowthGrowth

GrowthGrowthPointsPoints

EnglishEnglishLearnerLearner

633633 644644 1111 676676 691691 1515

2009 Base API to 2010 Growth API2009 Base API to 2010 Growth API


7/47

Current Image is Sortedby Descending Order of Gain / Loss of Proficientand Advance

Blue Greater than 70Green Between 50 - 69Yellow Between 36 - 49Orange Between 21 35Red Less than 21

Proficient or AdvanceRed Greater than 40OrangeOrange Between 40-30Yellow Between 29 20

Green Between 19-11Blue Less than and or equal to 10

FBB or BB

English Learners - English Language Arts 2010


8/47

Current Image is Sortedby Descending Order of Gain / Loss of Proficientand Advance Two Years


Proficient or AdvanceRed Greater than 40OrangeOrange Between 40-30Yellow Between 29 20Green Between 19-11Blue Less than and or equal to 10

FBB or BB

EL - English Language Arts - Two Year Gains


9/47

Current Image is Sortedby Descending Order of Proficient and Advance

Blue Greater than 70Green Between 50 - 69Yellow Between 36 - 49

Orange Between 21 35Red Less than 21



FBB or BB

English Learners - English Language Arts Top 20


10/47

Current Image is Sortedby Ascending Order of Proficient and Advance





FBB or BB

EL - English Language Arts Bottom Twenty


11/47

Current Image isSorted byAscending Order of Gain / Loss of FBB


Proficient or Advance

Red Greater than 40OrangeOrange Between 40-30Yellow Between 29 20Green Between 19-11Blue Less than and or

equal to 10

FBB or BB

EL - English Language Arts Greatest Reduction of FBB


12/47

Table Work # 1Table Work # 1Discuss:Discuss:Working in pairs or triads at your table,Working in pairs or triads at your table,

Analyze and discuss the ELA data patternsAnalyze and discuss the ELA data patternsfor English Learners.for English Learners.What does the ELA data suggest isWhat does the ELA data suggest ishappening or not happening in thehappening or not happening in the

classroom?classroom?


13/47

Current Image is Sortedby Descending Order of Gain / Loss of Proficientand Advance





FBB or BB

English Learner - Mathematics 2010


14/47

Current Image is Sortedby Descending Order of Gain / Loss of Proficientand Advance Two Years





FBB or BB

English Learner Mathematics - Two Year Gains


15/47

Current Image is Sortedby Descending Order of Proficient and Advance





FBB or BB

English Learners - Mathematics Top 20


16/47

Current Image is Sortedby Ascending Order of Proficient and Advance





FBB or BB

English Learners Mathematics Bottom Twenty


17/47

Current Image isSorted byAscending Order of Gain / Loss of FBB


Proficient or Advance

Red Greater than 40OrangeOrange Between 40-30Yellow Between 29 20Green Between 19-11Blue Less than and or

equal to 10

FBB or BB

EL Mathematics - Greatest Reduction of FBB


18/47

Table Work # 2Table Work # 2Discuss:Discuss:Working in pairs or triads at your table,Working in pairs or triads at your table,

Analyze and discuss the Math data patterns forAnalyze and discuss the Math data patterns forEnglish Learners.English Learners.

What are some common and different patternsWhat are some common and different patternsin the ELA and Math data?in the ELA and Math data?What role does language play in the results of What role does language play in the results of

this data?this data?


19/47

Table Work # 3Table Work # 3R eflect & Write:R eflect & Write:

R eflect and analyze your ELA and Math dataR eflect and analyze your ELA and Math data

patterns for English Learners.patterns for English Learners.What are the strengths and weaknesses of What are the strengths and weaknesses of your school s instructional program for Englishyour school s instructional program for English

Learners?Learners?What role does language and content togetherWhat role does language and content togetherplay in the outcome of your data results?play in the outcome of your data results?


20/47

Table Work # 4Table Work # 4Discuss in pairs:Discuss in pairs:

Your reflection and analysis of your ELA andYour reflection and analysis of your ELA and

Math data patterns for English Learners.Math data patterns for English Learners.The strengths and weaknesses of your school sThe strengths and weaknesses of your school sinstructional program for English Learners?instructional program for English Learners?

The role language and content together play inThe role language and content together play inthe outcome of your data results?the outcome of your data results?


21/47


Developing a Strategic PlanDeveloping a Strategic PlanFor English LearnersFor English Learners


22/47

Develop and Implement an observation protocol that Develop and Implement an observation protocol that addresses the metaaddresses the meta- -cognitive, linguistic and academiccognitive, linguistic and academicneeds of the English Learner:needs of the English Learner:

Observation Protocol:Observation Protocol:

How do we look at student learning for EnglishHow do we look at student learning for EnglishLearners?Learners?

What do we look for in terms of appropriate pedagogyWhat do we look for in terms of appropriate pedagogyand practice for the English Learner?and practice for the English Learner?


23/47

Develop a theory of action that addresses the metaDevelop a theory of action that addresses the meta- -cognitive, linguistic and academic needs of the Englishcognitive, linguistic and academic needs of the EnglishLearner:Learner:

Theory of Action:Theory of Action:

If we develop a rigorous thinkingIf we develop a rigorous thinking- -based curriculumbased curriculumsupported by a communicative, collaborative andsupported by a communicative, collaborative andcreative construct that will engage English Learners increative construct that will engage English Learners intheir learning then students will give expression intheir learning then students will give expression in

higher order reasoning in their oral and writtenhigher order reasoning in their oral and writtenlanguage.language.


24/47

Instructional CoreInstructional CoreTeacher Skills & KnowledgeTeacher Skills & Knowledge

Rigorous Content Rigorous Content Student Engagement Student Engagement


25/47



Reasoning/ThinkingReasoning/ThinkingStrategies, Skills andStrategies, Skills and

TechniquesTechniques


26/47





Listening, Speaking,Listening, Speaking,Writing & ReadingWriting & Reading


27/47





Listening, Speaking,Listening, Speaking,Writing & ReadingWriting & Reading

Strategic Pedagogy &Strategic Pedagogy &Practice for EnglishPractice for EnglishLearnersLearners


28/47

When we build reasoning/thinking skills,When we build reasoning/thinking skills,strategies and techniques in students, the levelstrategies and techniques in students, the levelof intellectual discourse and knowledge willof intellectual discourse and knowledge willincrease significantly in our content subjects.increase significantly in our content subjects.

That requires a paradigm shift from how weThat requires a paradigm shift from how weperceive knowledge to be acquired. The abilityperceive knowledge to be acquired. The abilityto develop the metato develop the meta--cognitive knowledge incognitive knowledge in

our students is of equal value to the content weour students is of equal value to the content weteach.teach.


29/47

SAY MEAN MATTERSAY MEAN MATTERRead the quote and paraphrase it. Write yourparaphrase in column 1 (SAY)(SAY)

What do you think the quote is trying to say orwhat does it mean? How do you know that?Write your response in column 2 (Mean)(Mean)

How does this matter in terms of instruction at your school site? (Matter)(Matter)


30/47

Table Talk # 5Table Talk # 5Based on your response from the organizerBased on your response from the organizerSay, Mean, Matter, use the followingSay, Mean, Matter, use the followingquestions to have a discussion at your table.questions to have a discussion at your table.

Where is there evidence of thisWhere is there evidence of thispractice at your school?practice at your school?

What is the teacher doing?What is the teacher doing?How are the students engaged in theHow are the students engaged in theclassroom?classroom?


31/47

BLOOMS REVISED TAXONOMYBLOOMS REVISED TAXONOMY

CreatingCreating

Generating new ideas, products, or ways of viewing things. Designing,constructing, planning, producing, inventing.

EvaluatingEvaluating

Justifying a decision or course of action. Checking, hypothesizing, critiquing,experimenting, judging

AnalyzingAnalyzing

Breaking information into parts to explore understandings and relationships.Comparing, organizing, deconstructing, interrogating, finding

ApplyingApplying

Using information in another familiar situation. Implementing, carrying out, using,executing

UnderstandingUnderstanding

Explaining ideas or concepts. Interpreting, summarizing, paraphrasing, classifying,explaining

RememberingRemembering

Recalling information. Recognizing, listing, describing, retrieving, naming, finding


32/47

Questions for CreatingQuestions for Creating

Can you design a...to...?Can you design a...to...?Can you see a possible solution to...?Can you see a possible solution to...?

If you had access to all resources, how would you dealIf you had access to all resources, how would you dealwith...?with...?

Why don't you devise your own way to...?Why don't you devise your own way to...?

What would happen if ...? How many ways can you...?What would happen if ...? How many ways can you...?

Can you create new and unusual uses for...?Can you create new and unusual uses for...?

Can you develop a proposal which would...?Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn)


33/47

Questions for EvaluatingQuestions for EvaluatingIs there a better solution to...?Is there a better solution to...?

Judge the value of... What do you think about...?Judge the value of... What do you think about...?

Can you defend your position about...?Can you defend your position about...?

Do you think...is a good or bad thing?Do you think...is a good or bad thing?

How would you have handled...?How would you have handled...?

What changes to.. would you recommend?What changes to.. would you recommend?Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..?

How effective are. ..? What are the consequences..?How effective are. ..? What are the consequences..?

What influence will....have on our lives?What influence will....have on our lives?

What are the pros and cons of....?What are the pros and cons of....?Why is ....of value?Why is ....of value?

What are the alternatives?What are the alternatives?

Who will gain & who will lose?Who will gain & who will lose?

(Pohl,(Pohl, Learning to Think, ThinkingLearning to Think, Thinking to Learn )


34/47

Question for AnalyzingQuestion for AnalyzingWhich events could not have happened?Which events could not have happened?

If. ..happened, what might the ending have been?If. ..happened, what might the ending have been?

How is...similar to...?How is...similar to...?

What do you see as other possible outcomes?What do you see as other possible outcomes?

Why did...changes occur?Why did...changes occur?Can you explain what must have happened when...?Can you explain what must have happened when...?

What are some or the problems of...?What are some or the problems of...?

Can you distinguish between...?Can you distinguish between...?

What were some of the motives behind..?What were some of the motives behind..?

What was the turning point?What was the turning point?

What was the problem with...?What was the problem with...?(Pohl,(Pohl, Learning to Think, Thinking to Learn)Learning to Think, Thinking to Learn)


35/47

Questions for ApplyingQuestions for ApplyingDo you know of another instance where ?Do you know of another instance where ?

Can you group by characteristics such as ?Can you group by characteristics such as ?

Which factors would you change if ?Which factors would you change if ?

What questions would you ask of ?What questions would you ask of ?

From the information given, can you develop aFrom the information given, can you develop aset of instructions about ?set of instructions about ?

(Pohl, Learning to Think, Thinking to Learn)


36/47

Questions for UnderstandingQuestions for UnderstandingCan you write in your own words?Can you write in your own words?

How would you explain ?How would you explain ?

Can you write a brief outline...?Can you write a brief outline...?

What do you think could have happened next...?What do you think could have happened next...?

Who do you think...?Who do you think...?

What was the main idea...?What was the main idea...?

Can you clarify ? Can you illustrate ?Can you clarify ? Can you illustrate ?

Does everyone act in the way that .. does?Does everyone act in the way that .. does?

(Pohl,(Pohl, Learning to Think, Thinking to Learn)Learning to Think, Thinking to Learn)


37/47

We want to build a process where educatorsWe want to build a process where educatorsdevelop and/or expand the student sdevelop and/or expand the student s learning learningto think to think strategies, skills and techniques in thestrategies, skills and techniques in thecontext of content.context of content.

We want the students to develop strategies,We want the students to develop strategies,skills and techniques where they areskills and techniques where they are thinking thinkingto learnto learn. That is, they can reason, problem. That is, they can reason, problem

solve, evaluate, analyze, and create in theirsolve, evaluate, analyze, and create in theirlearning.learning.


38/47

SAY MEAN MATTERSAY MEAN MATTERRead the quote and paraphrase it. Write yourparaphrase in column 1 (SAY)(SAY)

What do you think the quote is trying to say orwhat does it mean? How do you know that?Write your response in column 2 (Mean)(Mean)

How does this matter in terms of instruction at your school site? (Matter)(Matter)


39/47

MetacognitiveMetacognitive KnowledgeKnowledgeW hy

Procedural KnowledgeProcedural Knowledge

Conceptual KnowledgeConceptual KnowledgeW

hat

Factual KnowledgeFactual KnowledgeW hat

Different Types of KnowledgeDifferent Types of Knowledge


40/47

ContentContent PedagogyPedagogy Facts,Facts,Concepts, etc.Concepts, etc.


41/47

ContentContent PedagogyPedagogy Facts,Facts,Concepts,Concepts,etc.etc.


42/47

ContentContent PedagogyPedagogyR easoning/R easoning/

ThinkingThinkingInquiry, Opinions,Inquiry, Opinions,Ideas,Ideas,

Questioning,Questioning,HypothesisHypothesis


43/47


44/47

Table Work # 6Table Work # 6R ead the Foreword in Gibbons BookR ead the Foreword in Gibbons BookThen think about a classroom at your school where you have seenThen think about a classroom at your school where you have seen

students engaging in rigorous and intellectually challengingstudents engaging in rigorous and intellectually challenging

subjectsubject- -based tasks.based tasks.1) Describe what you saw and heard.2) How were language activities integrated with contentlearning?

3) What supports was the teacher providing to enable allstudents to successfully negotiate the task?4) What was the intended outcome? Was the quality of thecompleted product what you expected, based on the teachingand learning that you observed


45/47

Homework: Pauline Gibbons book, EnglishHomework: Pauline Gibbons book, EnglishLearners Academic Literacy and ThinkingLearners Academic Literacy and Thinking

Read Chapter 1 and be prepared to discuss theRead Chapter 1 and be prepared to discuss theanswers to these questions:answers to these questions:

1.1. How do you see academic literacy being appliedHow do you see academic literacy being appliedin your school?in your school?

2.2. How do you understand Intellectual Quality toHow do you understand Intellectual Quality tobe working at your school?be working at your school?

3.3. How does the HighHow does the High- -Challenge and HighChallenge and High- -Support Support construct look like at your school?construct look like at your school?


46/47


47/47

Local District 4Local District 4Onward!Onward!

Adelante!Adelante! Sumlong!Sumlong!ti ti n v n v pha t r pha t r c c

en avant!

, , ,

september 22 2010 principals' meeting - final

Documents