tab 1 - eventsceldt/elpac assessments. this process has resulted in strong rates of english learner...

English Learner Intervention Plan

Background

The WISH mission is to maximize every scholar's learning potential within an atmosphere of caring and belonging. The WISH instructional philosophy rests upon the concepts of hands on learning, meaningful instructional activities, systematic instruction, and a collaborative group of professionals working together to make the learning environment exciting for students. Evidence-based teaching strategies will be tailored to meet individual development.

The Plan

Action Plan for Students Identified as Long Term English Learners

Program Goals: Accelerate the academic ELD and academic achievement of Long-Term EL students* so they are reclassified and able to meet college-

and career-ready standards comparable to native-English speaking peers in Mainstream English classrooms.

*ELs in grades 6-12 who have not reclassified after five full years or more in U.S. schools

1. Advanced, content-based ELD emphasizing oral and written academic language development with an emphasis on expository text. Includes instruction in

organization strategies and support for other content classes.

2. Support classes that teach academic language through science or social science content.

3. Access to instruction aligned to content standards.

4. Students clustered in heterogeneous Mainstream English content classes. Explicit language and literacy development across curriculum using SDAIE

strategies.

5. Focus on study skills and critical thinking in all content areas.

6. All LTELs are assigned to a counselor, teacher specialist or faculty member to monitor their language proficiency level, test results, goals for meeting grade

level standards, and progress toward reclassification.

7. School data systems are configured to identify and monitor progress of LTELs for teachers and administrators.

8. Preference is for a CLAD or BCLAD teacher with specialized professional development to meet language and academic needs of LTELs.

9. Parent and child meet at least twice yearly with a faculty member to review L2 progress, program placement, test results, and goals for meeting

reclassification criteria and accelerated academic progress targets.

The Plan

Current Status

Given that we have served ES students for the last 6 years and MS students for only two years, we do not have students

who have been identified as LTELs, as most of our English Learners have already been reclassified.

At WISH ES we have two students who have been identified as EL for the past five years. If they do not acquire the

necessary English skills then next year they will be identified by our LAT team as LTEL and we will follow the

guidelines for implementing an Accelerated Learning Program for Long Term English Learners in the LAUSD EL

Master Plan. In the meantime, both students are receiving intensive supports to build English Language Acquisition.

At WISH MS we have one 7th grader who came to us from another school. We are waiting for his test results which will

be reviewed by our LAT team. Following receipt of the results if it is determined that he qualifies as a Long Term

English Learner we will follow the guidelines set forth for Accelerated Learning Programs in the LAUSD EL Master

Plan.

ImplementationWISH provides ongoing annual professional development for administrators and staff, including special

education teachers and staff, on legal requirements and district procedures relating to the implementation of

the identification and placement requirements of this English Learner Master Plan, including but not limited to:

Initial identification

Placement options and procedures

Communicating assessment results to families effectively

Parental rights and informed consent regarding initial identification and placement, including the parental

exception waiver process.

Our Language Acquisition Team (LAT) meets quarterly to review Annual Assessment (AA) and Initial

Assessment (IA) scores along with student work samples and progress to determine reclassification statuses.

ImplementationELs are reclassified to fluent English proficient based on the following multiple criteria that are identified in the California Education Code and

recommended by the State Board of Education (SBE). The minimum criteria to be considered for reclassification are:

Score of Basic or above on the most recent California Content Standards Test (CST) or CMA in English-language arts

English proficiency on the CELDT: Overall level of Early Advanced (level 4) or Advanced (level 5) with each domain score (Listening, Speaking,

Reading, and Writing) Intermediate (level 3) or higher

Teacher evaluation based on student grades/progress report marks

Parent consultation and approval

In the event that a student meets the CELDT and CST/CMA criteria, but not the grade/ progress report mark requirements, the school’s

Language Appraisal Team (LAT) must meet to analyze other student data that demonstrates grade-level proficiency. The following multiple

measures may be considered:

Score of Basic or higher on District-adopted standards-based ELA assessments

Report card grades/progress report marks in equivalent ELA courses (secondary)

Prior SBAC ELA and Math scores

Authentic student work samples, especially writing samples

Evaluation

(1) The WISH program is based on a sound educational theory

Constructivism - is based on the premise that we all construct our own perspective of the world, based on individual experience and schema, focuses on preparing the learner to problem

solve.

Social Interactionist – the learner discovers the meaning potential of language by participating in communication

(ZPD) Zone of Proximial Development or i + 1 (input plus 1) Strategies: use a scaffold such as questioning techniques, modeling, demonstrations, realia, mentors to assist learning process. Meaning centered, whole language, using all 4 domains l,s,r,w to create classrooms where students’ lives and experience are valued, and they explore the multiple functions of literacy, reading and writing to satisfy their own needs and goals. (2) The WISH program is implemented effectively with sufficient resources and personnel

Instruction is provided by fully credentialed teachers in whole group, small group, and 1:1Resources are provided to ensure that all curriculum is meaningful and engaging(3) The WISH program is evaluated both internally and externally to determine whether they are effective in

helping students overcome language barriersOutside COP representative walked every classroom at WISH to determine areas of strength and weakness; reported an update to the administrative team, led professional development, set goals for instructional shifts and growth for each team, and received evidence of implementation of shifts from teams. LAT team meets quarterly to review student data, progress, and communicates with teachers and parents regarding next stepsTeacher Leadership team reviewed subgroup data on internal assessments at PD and in January to determine evaluate student growth

ConclusionCurrently, all families that have students identified as EL have received a phone

call from the a member of the administrative team offering a data chat on their child’s progress during the week or on a Saturday

Administrators are having data chats with their own teaching teams to identify areas of needed growth and next steps

Continued outreach to all community members and organizations will be conducted to ensure that all families are aware that WISH provides services and supports for ALL children, including children who are English Learners.

Ednovate – USC Hybrid High College PrepEnglish Learner Intervention Plan

BackgroundIn SY 2015-2016, Ednovate – USC Hybrid High College Prep had the following:

• 466 students, of which 25 were designated as English Language Learners, and 19 of the 25 were LTELs

• 50% of students were redesignated as Fluent-English-Proficient

• 68% of students grew at least one level on the CELDT exam

• USC Hybrid High RFEP students outperformed1 their peers’ performance at comparison schools

Figure 1: 2016 CAASPP Results - RFEP Subgroup2

1 USC Hybrid High tied one school’s performance in ELA, but exceeded all other comparison schools’ performance2 Source: DataQuest

The Plan• USC Hybrid High will use a systematic, ongoing process to monitor ELs’, including Long Term English Learners (LTELs), progress toward English proficiency.

• Teachers will use formal and informal assessment data, including annual CELDT/ELPAC scores, internal interim assessments, pre/post assessments, the speaking and writing portions of performance tasks, CAASPP performance, and daily performance in coursework to monitor student progress and to modify instruction to meet students’ needs.

• Teachers will regularly examine student progress toward ELD standards and tailor instruction to ensure that students make gains according to the English learner levels.

• If students are not meeting mastery toward ELD and Career and College Readiness standards, teachers will employ a cycle of instruction whereby teachers assess student progress, analyze patterns and trends pertaining to student mastery, and develop an action plan tailored to the student's personalized learning needs.

• Reclassified English Learners’ progress will be monitored in the same way, excluding annual CELDT/ELPAC assessments. This process has resulted in strong rates of English Learner reclassification over time.

*Castañeda v. Pickard: “Programs for ELs must be (1) based on a sound educational theory, (2) implemented effectively with sufficient resources and personnel, and (3) evaluated to determine whether they are effective at having students overcome language barriers and meet the same academic goals set for all other students within a reasonable period of time.”

Implementation•At the beginning of enrollment: USC Hybrid High School, every effort will be made to obtain their cumulative record in order to identify their English Learner status. In the absence of a cumulative record, USC Hybrid High will access CALPADS data to determine the student's English Learner Status. USC Hybrid High will also utilize the Home Language Survey to confirm the student's status. • Within 30 days of enrollment: All students for whom USC Hybrid High has not obtained a cumulative record or whose English Learner

status is unknown and whose home language is other than English (as indicated on their home language survey) will be given the California English Language Development Test (CELDT).

•Annually, students who have been CELDT/ ELPAC tested before will be assessed between July 1 and October 31 until a student is redesignated as Fluent English proficient.

•USC Hybrid High will use a systematic, ongoing process to monitor ELs’, including Long Term English Learners (LTELs), progress toward English proficiency. • August and June pre/post assessments

• Quarterly internal interim assessments

• Quarterly performance tasks (including speaking and writing portions)

• Quarterly, teachers will examine student progress toward ELD standards and tailor instruction to ensure that students make gainsaccording to the English learner levels

• Annual CELDT/ELPAC scores

•The implementation of this system has led to reclassification rates that exceed the 20% goal:• 2014-2015: 34.5%

• 2015-2016: 50%


Evaluation•USC Hybrid High aims to reclassify 100% of its ELs, LTELs included, over the course of their enrollment.

• To this end, the school will evaluate its EL programs through the following:• Regular subgroup analysis of its quarterly interim assessments and end-of-year assessment data,

continuously monitoring any discrepancies in performance between English Learners, RFEP students, and their Fluent English peers.

• Bi-weekly progress monitoring and subgroup analysis on performance of Ednovate’s six annual college readiness indicators

• CELDT and CAASP data

• Annual reclassification rates


Conclusion• USC Hybrid High believes English proficiency is critically important for all students and for ensuring their success in college and beyond.

• USC Hybrid High strives to adequately support all English Learners with the goal of having 100% of English Learners reclassified to Fluent English Proficient by the time they graduate.

• USC Hybrid High will continue to use a systematic, ongoing process to monitor ELs’, including Long Term English Learners (LTELs), progress toward English proficiency.

• This process led to a redesignation rate 2.5x greater than the board’s goal of 20% and CAASP results where students outperformed their peers at comparison schools.

TABS 2 & 3

GreetingsMarjorie Josaphat

Co-Lead Chief Human

Resources Officer

Pathways, Certification, Mentoring, Teacher Leadership,

Professional Development

The District will direct its efforts and resources to

recruit, develop and support principals and teachers

in creating a learning environment that ensures 100% of

students achieve and graduate.

LAUSD Strategic Plan

focuses on a single fundamental strategy:

Pathways, Certification, Mentoring, Teacher Leadership, & Professional Development

Teacher Support and Development BranchPeggy Taylor Presley, Director



Provisional Teaching Permit Program( PIP and STP)

258 working on subject matter competence

next step intern program

Must comply with state mandates:

• Personal Professional Development Plan

• Mentor Support

• Professional Development

• Virtual Subject Matter Prep and Exam Support

Many teachers who participate in this program have attended LAUSD schools and return to teach in high need areas.

Options:• Mild/Moderate Disabilities• Moderate/Severe Disabilities• Visual Impairment• Physical and Health Impairment• Early Childhood• Other shortage areas within LAUSD


Program Overview• MOU

• Professional Development Plan

• Mentor Support

• English Learner Authorization

• Ongoing Advisement and Support

University Intern Credential

238 Working on their California Preliminary Credential

Need Support; Must meet State Mandates


Teacher Feedback Comments. . .

• “Thanks for sharing

information regarding

transitioning from Provisional

to Intern Status…”

• “Appreciate the guidance and

support via professional

development sessions . . .”

• “Thanks for the RICA support sessions! They have made a difference.”

• “The English Language workshop was great!”

.


National Board Certified Teacher

1,478 Achieved National Board Advanced Certification: Leadership &

Service

NATIONAL BOARD CERTIFIED TEACHERS BY LOCAL DISTRICT

1,478 Active/Eligible for NBC Service Hours

CENTRAL 284 NORTHEAST 224

SOUTH 209 NORTHWEST 222

WEST 236 EAST 301

NATIONAL BOARD CERTIFIED TEACHERS BY BOARD DISTRICT

1,478 Active/Eligible for NBC Service Hours

BOARD DIST 1 134 BOARD DIST 5 260



BOARD DIST 4 158 ITINERANT TEACHERS 25


National Board Certified Teachers

303NBC Teachers

Providing Professional Development

651 New

Teachers

Supported

150 Parent

Engagement

738Supporting

Special School & District

Needs


District Intern ProgramPatricia Pernin, Ed.D., Administrative Coordinator


and Professional Development

District InternCredentialing and Added Authorization Programs

Since the inception of the District Intern program we have serviced over 12,000 teachers in CTC accredited credentialing and added authorization programs

Mentors

Cohort Model

Instructional Faculty

Step 1

Preliminary Credentials

• Special Education:

MMD/MSD

• General Education:

Single Subject/Multiple Subject

Step 2

Clear Credentials

• Special Education:

MMD/MSD, DHH, ECSE

• General Education:

Single Subject/Multiple Subject

Additional:

• Early Childhood Special Education

Added Authorization

• Autism Spectrum Disorder Added

Authorization


2016-2017 Program EnrollmentDistrict Intern MMD* 199

District Intern MSD* 46

District Intern Dual Specialty Area (MMD/MSD)* 26

District Intern Single Subject* 7

District Intern Multiple Subject* 26

Clear Education Specialist Induction Program (CESIP)* 401

District Intern Induction Program (DIIP)* 5

Early Childhood Added Authorization Program* 57

Autism Spectrum Disorders Added Authorization 27

Teaching Permit for Statutory Leave (TPSL)* 29

TOTAL

823


* Programs provide

Mentor support


Completion rates …2017

PRELIMINARY CREDENTIAL: Coursework and Administrator Evaluation

• MS: 100% completed

• Special Education: (MSD/MMD): 93.2% Completers

CLEAR CREDENTIAL: Program Only

• Special Education and General Education: 100%


From the Field…

• 95% of participants stated that they are a confident in applying what they learned in the course/session.


• 96 % of participants indicated that “the course/session provided me with the resources I need to apply what I learned successfully.”

• 94 % of participants indicated that “The assignments, readings, and/or activities further developed my understanding of the course/session content.”

From the field…

My induction program leader was more helpful than he realizes -- and always very entertaining...

The most valuable experience

was collaborating with my

colleagues in the induction

program … while in the

credential program.

I had an incredible

experience in the

induction program and

appreciate all the work in

support our growth. Thank

you team!

"I believe there are great

points to be taken out of

this course that could

benefit all teachers. The

instructors were

knowledgeable and

supportive."

"Class has been extremely

beneficial on setting my routines

and goals with a focus on positive

behavior acknowledgements of

students."

I enjoyed the hands on assignments

and small group activities. It's great

to collaborate with other teachers

and share their expertise and best

practices.


What’s Next? A look into the exciting future of

LAUSD’s Credentialing Programs!• Early Childhood Special Education Credential (submitted)

• Bilingual Added Authorizations

• Spanish (July 30, 2017)

• Mandarin (September 2017)

• Korean (October 2017)

• Reading and Literacy (October 2017)

Added Authorization

• Video Recording Program (Begun)


District Intern

districtinternprogram

@lausd.net

213-241-5466


mailto:[email protected]

Teacher Training AcademyJanet Peaks, Administrative Coordinator



New Teacher Orientation (NTO) Mandated Training for all New Hires

264 Participating Teachers Supported

New Substitute Training Mandated Training for New

Substitutes

488 Participating Substitutes

Supported

Investment Schools

Mentors Train/Provide PD to

Investment Schools Mentors

111 Investment Mentors

Trained

Tailored Special Ed Mandated for New Special Ed

Teachers

200 Special Ed Teachers

Supported

Teach for America

and CA Stem Institute 40 TFA Teachers Supported

78 CSI Teachers Supported

Subject Matter Prep (SMP) Face to Face CSET Exam Prep

270 Participating Teachers

Supported

Teacher Training Academy

Total

Teachers

Supported

2,243

792 Teachers Supported in

CTC Mandated Induction


Beginning Teacher Growth & Development Induction (BTGDI)

State accredited tuition-free induction program, supporting General Education teachers in clearing their Preliminary Multiple/Single Subject Credentials within 2 years

Uses a full-release mentor support model

Highly trained mentors provide ongoing individualized intensive support to participating teachers to accelerate teacher practice

792 participating teachers, including 27 UCLA IMPACT

434 schools

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

178 167

418

696757

792

BTGDI ENROLLMENT HISTORY


Beginning Teacher Growth & Development Induction (BTGDI)

2015-16 BTGDI Impact Survey Results

95% “Program meets the needs of beginning teachers as a growing professional”

94% “Teacher practice has improved from participation in the program”

93% “Program impacts student learning and achievement”

94% “Plan to remain in the teaching profession”


Average Rating across EDST Focus Elements:BTGDI v. Eligible Non-Participants for SY 2015-16

2.752.71

2.00

2.25

2.50

2.75

3.00

BTGDI Participant (N=490) Eligible Non-Participant (N=150)

Difference in average

ratings across all focus

elements statistically

significant in favor of

BTGDI participation

(p<.05)

Source: My Professional Growth System (MyPGS) | Jeffrey White, Professional Learning and Leadership


BTGDI Effectiveness: Future Analyses

Work with Professional Learning and Leadership Development to:

Review 2016-17 EDST results

Disaggregate results for Induction Year 1 and 2

Calculate 2016-17 growth from prior EDST year for Induction Year 2 participants


Summary Data Report Marjorie Josaphat

Co-Lead Chief Human

Resources Officer



2015-2016 EDST Exceeds Standard Percentages

26%

19%

33%

16%

29%

14%16%

19%

45%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Regular/Permanent(N=4,505)

Prob 1(N=609)

Prob 2(N=1,326)

Dist Int 1(N=223)

Dist Int 2(N=62)

Univ Int 1(N=98)

Univ Int 2(N=43)

TeacherQualityProgram

(N=1,058)

NBCTeacher(N=222)

*Numbers in parentheses indicate the total number of teachers in each category who were

evaluated with EDST in 2015-16


Human Resources Division

MAY 23, 2017

Empowering educators to be courageous and transformational leaders.

Growing Our Leaders From Within

Ileana Dávalos, DirectorProfessional Learning and Leadership

Development

LAUSD Strategic Plan focuses on a single fundamental

strategy:

The District will direct its efforts and resources to recruit, develop

and support principals and teachers in creating a learning

environment that ensures 100% of students achieve and graduate.

The programs designed and delivered by the Professional Learning and Leadership Branch support the growth and development of

teachers, administrators, and District leaders. These programs offer real-time, purposeful, and customized professional development

and support grounded in the District’s Teaching and Learning Framework and School Leadership Framework.

High-Quality Programs Grounded in District Frameworks

ASPIRING ASSISTANT PRINCIPALS PROGRAM (AAPP)

ASPIRING PRINCIPALS PROGRAM (APP)In-person and virtual

AAPP participants: • Engage in a series of targeted sessions in the areas of instruction and

operational leadership. • Build their leadership capacity through self-reflection, group discussions,

seminars, and performance assignments. • Receive coaching from an assigned mentor. • Complete an In-Basked Examination at the end of the program.

APP participants: • May complete sessions in-person or virtually. • Engage in a series of targeted sessions in the areas of instruction and

operational leadership. • Build leadership capacity through extensive practice to develop an entry-plan

for assuming the role of principal.• Complete end-of-session, multiple-choice Summative Assessment via MyPLN

and an In-Basked Examination/Mock Interview at end of the program.

Beginning in 2017-2018, AAPP and APP will be the District's primary promotional processes.

SUPPORTING NEW ASSISTANT PRINCIPALS PROGRAM (SNAP)

NEW PRINCIPAL SUPPORT (NPS)

First-year principals: • Engage in a self-assessment of strengths and areas of growth. • Receive support through critical issue seminars, network of support, and an

online collaborative platform via MyPLN. • Receive individual coaching from an assigned mentor (retired principals).

First-year assistant principals: • Engage in a self-assessment of strengths and areas of growth. • Receive support through critical issue seminars, network of support, and an

online collaborative platform via MyPLN.

PLLD Leadership Development Program Placements

0

20

40

60

80

100

120

140

Aspiring PrincipalProgram (APP)

Aspiring AssistantPrincipal Program (AAPP)

New Principal Support(NPS)

Support for NewAssistant Principals

(SNAP)

126

83

45

64

10497

Number of School Leader Participants

2015-16 2016-17

8 Virtual

102 Virtual

90 of 171 currently in

school leader positions

Feedback from PLLD Leadership Development Programs

SNAP Participants • “All of the sessions were extremely helpful as a first year AP”

• “The format of the SNAP seminars was helpful (presentation and application through the lens of various practicing administrators)”

NPS Participants• “In addition to the wonderful seminars, I really appreciated the multiple opportunities to

meet my mentor and have meaningful conversations at my school site”

• “Every topic occurred at the perfect time for me. As I was working through certain issues at my school. I would come here & it would answer certain questions I had or give me new ideas”

• “I didn’t know things that I didn’t know and was able to receive ideas, guidance, and effective feedback”

AAPP Participants • “AAPP was inspiring and hearing from content and department experts

rounded out my experiences at the school-site.”

• “Over the fifteen weeks, I have a better understanding of the School Leadership Framework such as, how to manage people, time, and resources more productive as well as how to engage families and community members as partners.”

Principal and Assistant Principal Eligibility

0

50

100

150

200

250

300

350

400

Applicants Selection Interviews Program Participants Eligible(Passed In-Basket Exam)

128

75

4532

400

130

6439

2016-17 Applicant Eligibility (APP and AAPP)

Aspiring Principal Program Aspiring Assistant Principal Program

71% 61%

The District will direct its efforts and resources to recruit, developand support principals and teachers in creating a learning

environment that ensures 100% of students achieve and graduate.

LAUSD Strategic Plan focuses on a single fundamental strategy:

tab 1 - eventsceldt/elpac assessments. this process has resulted in strong rates of english learner...

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