English Learner Three Year Plan
Roseville Joint Union High School District
Draft version 2
June 22, 2011
Introduction: This plan outlines means for providing learning supports for English
learners. This is a blueprint for providing improved services to English learners in the district. This proposal is an example of how
Economic Impact Aid could be used to provide support for English learners.
Any plan involving Economic Impact Aid needs to approved by the site council at each school site.
Purpose: Propose an outline of learning supports
for English learners.
Goals: Increase student achievement by
changing the focus of the ELD department from focusing almost exclusively on
recent immigrants to all identified English Learners. In order to accomplish this, we have already learned
critical concepts for addressing the needs of long-term English Learners
(Olson, 2010).
District
Goals for 2011-2012
1. Increase
by 3 percentage points in every subgroup the number of graduates who complete
UC a-g requirements.
2. Improve
by 5 percentage points the number of students who are proficient (scoring 70%
or better) on the district- designed core academic common assessments.
3. Train
10 additional teachers at each site on PLC concepts, and additionally train 15
teachers per site on instructional practices to increase the effectiveness of
their professional learning teams and to improve student learning.
4. Improve
student performance to meet mandated Adequate Yearly Progress (AYP) targets
with every significant subgroup on 10th grade California High School Exit Exams
(CaHSEE).
5. Improve
student proficiency on California Standards Tests by 10 percentage points in
Algebra 1, Geometry and Algebra 2.
District goals 1, 2, 4 and 5 relate most closely to the English learner program.
Key Personnel: All teachers involved in teaching English Learners, staff at Roseville High, Antelope High, Oakmont High, the ELD aides currently working at Roseville High, the English Learner Coordinator, Director of Categorical Programs, and the Assistant Superintendent of Curriculum and Instruction.
Outcomes: The desired outcomes of this project will be the elimination of the achievement gap:
a) English learners at all sites will increase their graduation rates to match the mainstream population,
b) English learners at all sites will increase their UC a-g completion rate to match that of the mainstream population.
Constraints: Clustering
long-term English learners (LTELs) in classes may be constrained by the master
schedule and may not work for some students given their individual course
selections may prohibit some of the clustering. Antelope, Oakmont and Roseville High schools do appear to
have enough LTELs however, that clustering will probably work.
Funding Available: Approximately $250,000 available annually
through Economic Impact Aide.
Approximately $328,000 available as carryover from previous EIA
budgets. Legal availability of the
carryover funds will probably need to be ascertained through consultation with
the California Department of Education.
Time Frame: Clustering the LTELS (see below) could occur as early as Spring semester in all three schools. Parent education programs can start immediately.
Program Components:
Transforming the department will
mean that there are program components that will be eliminated, components that
will be modified and components that will be added. Some components may remain relatively unaltered. There are key personnel issues that are
not specifically addressed in this proposal.
|
Research Recommendation |
Program Component |
Implementation Recommendation |
|
Specialized English Language Development course(s) (Olsen 2010) |
ELD and SDAIE courses already exist at RHS. A CAHSEE prep class oriented towards ELs is operated each Fall term. |
Keep classes as being operated. Add either a CAHSEE prep or an ALP class at Antelope High. |
|
Clustered placement in heterogeneous and rigorous grade-level content classes (including honors, A-G) mixed with English proficient students and taught with differentiated instructional strategies. (Olsen 2010) |
Cluster long-term ELs in classes with mainstream students, including paraprofessional support. |
Training teachers on SDAIE techniques, emphasizing techniques that are most easily applied to differentiation. |
|
Clustered placement will be implemented in Spring 2012 term with paraprofessional support where possible at RHS. It is under consideration for AnHS and OHS. |
Training components for SDAIE strategies will begin Fall 2011 with Marzano training project (district) and SIOP training project (OHS and RHS) |
|
|
Differentiated instruction provided in classrooms. |
Need to define a differentiated instruction training project for teachers. Paraprofessionals to be trained in differentiated instruction techniques. |
|
|
Explicit language and literacy development across the curriculum (Olsen 2010) |
No systematic promotion of literacy across the curriculum. |
Training for administrators in EL and SDAIE is a possible vehicle for expanding literacy development across the curriculum. |
|
Native speakers classes (articulated sequence through Advanced Placement levels) (Olsen 2010) |
Program in place at Roseville High. Inconsistent placement in Native Spanish 1 and Native Spanish 2. Lack of significant continuity to upper levels of language study. |
Improve program articulation at RHS. Consider adoption of Russian for Native Speakers at AnHS. |
|
Placement for accelerated progress and maximum rigor paired with formal systems for monitoring success (Olsen 2010) |
Monitoring students is inconsistent |
Create formal systems for monitoring student progress. |
|
Schoolwide focus on study skills, metacognition, and
learning strategies (Olsen 2010) |
Schoolwide emphasis is on Professional Learning Teams with staff development on study skills, metacognition and learning strategies. |
Continue with AVID training for its study skills. Develop a rubric for evaluating textbooks for support of study skills, metacognition, and learning strategies. (Williams 2007) |
|
Inclusive, affirming school climate and relevant texts
(Olsen 2010) |
Limited understanding of cultural inclusion and relevance among staff. |
English Learner training for administrators focusing on inclusive environments and culturally relevant education. |
|
Draw on studentsÕ background - their experiences,
cultures, and languages (Freeman 2002) |
No specific program component in place. This is a part of CLAD training, however, studies indicate that CLAD training statewide has had little effect on outcomes. |
CLAD training is very inconsistently implemented. Provide training focusing on implementation of SDAIE strategies that draw upon students backgrounds. Support native language classes where practical. |
|
Organize collaborative activities and scaffold
instruction to build studentsÕ academic English proficiency (Freeman 2002) |
These teaching strategies should already be in place. |
Provide training for administrators and coaching for teachers. Provide training for administrators and teachers when adopting new materials to verify that the materials support collaborative activities and scaffolding instruction. |
|
Create confident students who value school and value
themselves as learners (Freeman 2002) |
It is difficult to identify and quantify the current state of this recommendation as a program component. Staff survey needed. |
Focus on academic performance as a means for developing confidence. Provide tutoring support to improve academic performance. Focus on asset building with students. |
|
Engage and actively support parents. (Williams 2007,
Howard 2007) |
Parent education components currently include parent education on navigating the school system, high school graduation and college admissions. There is also a component that teaches parents how to access HomeLink to monitor their studentsÕ progress. |
Continue current parent education components and expand to other sites. |
Costs:
Costs have been elaborated in three parts: One-time costs, three-year costs and on-going costs. The one-time and three-year costs are intended to come out of the district carryover surplus of EIA funds. The other program activities fit within current annual funding parameters.
|
|
Cost |
Quantity |
|
|
|
|
|
Total |
|
|
|
each |
AHS |
AnHS |
I.HS |
OHS |
RHS |
WHS |
Dist. |
Cost |
|
One time Expenditures |
|
|
|
|
|
|
|
|
|
|
Marzano Book Study |
$1,000 |
|
3 |
|
3 |
3 |
|
|
$9,000 |
|
ELD Practices Book Study |
$1,000 |
|
1 |
|
1 |
1 |
|
|
$3,000 |
|
Instruction. Coach |
$60,000 |
|
1 |
0 |
0 |
0 |
|
|
$60,000 |
|
|
|
|
|
|
|
|
|
|
|
|
Total one-time costs |
|
|
|
|
|
|
|
|
$72,000 |
Three year costs (for
spend-down)
|
|
Cost |
Quantity |
|
|
|
|
|
Total |
|
|
|
each |
AHS |
AnHS |
I.HS |
OHS |
RHS |
WHS |
Dist. |
Cost |
|
Short Term (3
year) |
|
|
|
|
|
|
|
|
|
|
Intervention
Special. |
$50,000 |
|
|
|
0.8 |
0.8 |
|
|
$80,000 |
|
SIOP for
Administrators |
$1,500 |
1 |
1 |
1 |
1 |
1 |
1 |
1 |
$10,500 |
|
|
|
|
|
|
|
|
|
|
|
|
Total |
|
|
|
|
|
|
|
|
$90,500 |
|
Total
three-year costs |
|
|
|
|
|
|
|
x 3 = |
$271,500 |
Continuous Program Components
|
|
Cost |
Quantity |
|
|
|
|
|
Total |
|
|
|
each |
AHS |
AnHS |
I.HS |
OHS |
RHS |
WHS |
Dist. |
Cost |
|
Personnel |
|
|
|
|
|
|
|
|
|
|
Intervention
Special. |
$50,000 |
|
0 |
0.2 |
1 |
0.4 |
|
|
$80,000 |
|
Instructional
Aide |
$31,000 |
0.5 |
0 |
|
0 |
2.4 |
|
|
$89,900 |
|
Parent
Coordinator |
$1,000 |
1 |
1 |
1 |
1 |
1 |
1 |
|
$6,000 |
|
Parent
Ambassadors |
$200 |
1 |
1 |
1 |
1 |
1 |
1 |
1 |
$1,400 |
|
Digital
Ambassadors |
$1,000 |
1 |
1 |
1 |
2 |
1 |
1 |
1 |
$8,000 |
|
Teacher + aide
for Summer School |
$12,000 |
|
0 |
|
0.1 |
0.9 |
|
|
$12,000 |
|
Teacher for
Antelope Summer School |
$6,000 |
|
1 |
|
|
0 |
|
|
$6,000 |
|
Intramural
Sports |
$2,250 |
|
1 |
|
1 |
0 |
|
|
$4,500 |
|
|
|
|
|
|
|
|
|
|
|
|
Training and
Conferences |
|
|
|
|
|
|
|
|
|
|
Workshops |
$1,000 |
0.5 |
0.5 |
1 |
1 |
0.5 |
1 |
1 |
$5,500 |
|
AVID Summer |
$1,800 |
|
2 |
2 |
2 |
1 |
|
|
$12,600 |
|
AVID Conference |
$800 |
2 |
0 |
|
1 |
|
|
|
$2,400 |
|
CATESOL |
$800 |
|
0 |
|
|
0.5 |
|
1 |
$1,200 |
|
Title III
Accountability |
$800 |
|
1 |
|
1 |
0.5 |
|
1 |
$2,800 |
|
PCOE Training |
$12,000 |
|
0 |
|
|
0 |
|
|
$12,000 |
|
|
|
|
|
|
|
|
|
|
|
|
Total on-going
costs |
|
|
|
|
|
|
|
|
$244,300 |
Program Component Descriptions
The proposed program components are explained briefly here,
in the order presented.
Marzano Book Study
Teachers study and implement the teaching strategies
highlighted in Robert MarzanoÕs book ÒClassroom Instruction that Works.Ó
Instructional Coach
A teacher on release period(s)
observes and coaches other teachers on instructional technique.
Intervention Specialist
A paraprofessional with tutoring
and counseling skills works part-time in the classroom and part-time in an
office setting, working with students on academic and motivational issues, and
communicating with parents.
SIOP for Administrators
Training for administrators in the
basics of Specially Designed Academic Instruction in English (SDAIE) using the
SIOP (Sheltered Instruction Observation Protocol) methodology.
Instructional Aide
Paraprofessionals who provide
academic support, translation and home contact to English learners and their
families.
Parent Involvement Coordinator
A teacher on stipend who
administers and teaches the parent education component at his/her school site.
Parent Ambassadors
Parent volunteers who make house
calls to families of at-risk students to teach them how the schools operate and
provide up-to-date information on their studentsÕ performance.
Digital Ambassadors
Parents who make house calls with
internet tablets to provide up-to-date information on their studentsÕ
performance.
Teacher + Aide for Summer School
On-ground summer school program for
English learners staffed with teacher and an aide.
Teacher for Antelope Summer
School
On-ground summer school at Antelope
High or nearby for families who find it difficult to transport their students
to the regular on-ground summer school program.
Intramural Sports
After school intramural sports
program designed for English learners (and open to all). Participation in sports is one of the
positive activities that connects student to school. Students who feel more connected to their school perform
better in class.
Workshops
One day workshops are often
presented in the local area.
AVID Summer
Summertime training for teachers in
AVID methodology and philosophy.
Held in Sacramento each year.
AVID Conference
Annual conference for AVID
teachers.
CATESOL
Annual conference of California Teachers of English as a
Second or Other Language. Most
appropriate for teachers of English Language Development classes.
Title III Accountability
Annual conference on English
learners sponsored by the California Department of Education. Most appropriate for English learner
coordinators, for ELD teachers and SDAIE teachers.
PCOE Training
Placer County Office of Education intends to sponsor two or three day workshops each year oriented towards administrators and teachers of English learners.
Research References
Freeman, Yvonne S. and David
E. Freeman, with Sandra Mercuri.
(2002) Closing the Achievement Gap: How to Reach
Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH:
Heinemann.
Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary,
K. J., & Rogers, D. (2007). Guiding principles for dual language education
(2nd ed.). Washington, DC: Center for Applied Linguistics.
http://www.cal.org/twi/guidingprinciples.htm (accessed October 21, 2009).
Jeynes, William (2005). Parental Involvement and Student Achievement: A
Meta-Analysis. Harvard Family Research Project, Family Involvement Research
Digests, December 2005.
Olsen, Laurie. Ensuring Academic
Success for English Learners. Langauge Minority Research Institute. 2006.
www.lmri.ucsb.edu/publications/newsletters/v15n4.pdf (accessed July 27, 2009)
Olsen, Laurie. Reparable Harm. Fulfilling the Unkept promise of
Educational Opportunity for California's Long-Term English Learners. Californians Together (2010). Accessed 10 July 2010 <www.schoolsmatter.info/2010/05/repairing-repairable-harm.html
>
Short, Deborah.
Best Practices in Secondary Education. Structured Support for English Learners. Accessed 8 May 2009. www.ngsp.com/Portals/0/Downloads/SEB21_0421A.pdf
Williams, T., Hakuta, K., Haertel, E., et al. (2007).
Similar English Learner Students, Different Results: Why Do Some Schools Do
Better? A follow-up analysis, based on a large-scale survey of California
elementary schools serving low-income and EL students. Mountain View, CA:
EdSource. http://www.edsource.org/iss_research_SimStu_initial.html (Accessed
November 24, 2009).