Post on 24-Feb-2016
description
Creating Access for SuccessAlameda County 7th Annual
Academic Language & Literacy ConferenceAdvancing the Language and Literacy of English
Language Learners through New ELD & Common Core Standards
February 1, 2014
Presented by: Garry GrotkePrincipal James Madison ElementarySan Leandro Unified School District
Parent Facilitators
James Madison Elementary Award Winning Staff
San Leandro Celebrates a Diverse Student Population
Based on STAR 2011 Answer Documents
Two or More Races2% Native American
0%Asian15%
Pacific Islander1%
Filipino8%
Hispanic / Latino44%
African American
15%
White12%
00
August 31, 2011
3
Welcome To James Madison Elementary School
We inspire learning, Every day,
Every way, for Everybody!
At Madison we believe….• Every child wants to be successful• Every family wants their child to be successful• Every employee from the principal to the para-professional
is here to ensure success• Everybody working together increases success
• At Madison we know….• Success begins with access to a safe school for all children
and staff• Success is not limited to a test score• Diversity of the human experience contributes to a
successful society
James Madison School-wide API Growth
700
720
740
760
780
800
820
840
860
880
900
718
754
781768
807820
854866
848
877 878
Acad
emic
Per
form
ance
Inde
x (A
PI)
School Year Growth API
7
Parent involvement is most successful when it is viewed, practiced and
promoted as a partnership between the home and the school.
Resource: California Strategic Plan for the Education of Parent Involvement.
Madison API Growth Trends by Student Subgroup Over a 4-Year PeriodFour Complete API Cycles: 2006 Base to 2010 Growth
600
650
700
750
800
850
900
950
Statistically Significant Subgroups
Aca
dem
ic P
erfo
rman
ce In
dex
(API
)
15.05% Growth
11.35% Growth
22.21% Growth
12.76% Growth
17.12% Growth
Madison API Growth by Student Subgroup2011 Base to 2012 Growth
848
877
759
832
919 92
8
905 91
6
769
814
853
886
888 89
7
768
839 85
2
884
753
808
660680700720740760780800820840860880900920940960
Statistically Significant Student Subgroups
Acad
emic
Per
form
ance
Inde
x (A
PI)
3.4% Growth
9.6% Growth
1.0% Growth 1.2%
Growth
5.9% Growth
3.9% Growth
1.0% Growth
9.2% Growth
3.8% Growth
7.3% Growth
2011 Base API
2012 Growth API
Parent Facilitators began 2006-07
709
788
818
853 86
4
852
884
882
768
805 82
0
854 86
6
848 87
7
878
600
650
700
750
800
850
900
Acad
emic
Per
form
ance
Inde
x (A
PI)
School Year
English Learner Subgroup API School-wide API
San Leandro USD & SchoolEnglish Learner Goals for AMAO 12012-13 Annual Growth on CELDT
Minimum Goal Stretch Goal
SLUSD 1,792 1,791 99.9% 1,013 56.6% 67.0% 68.0%Garfield 131 131 100.0% 92 70.2% 72.0% 73.0%Jefferson 211 211 100.0% 108 51.2% 73.5% 74.5%Madison 91 91 100.0% 69 75.8% 73.0% 74.0%McKinley 168 167 99.4% 97 58.1% 67.2% 68.2%Monroe 98 98 100.0% 57 58.2% 70.2% 71.2%Roosevelt 67 67 100.0% 47 70.1% 63.5% 64.5%Washington 158 158 100.0% 71 44.9% 70.9% 71.9%Wilson 277 277 100.0% 182 65.7% 71.7% 72.7%Bancroft 155 155 100.0% 87 56.1% 63.2% 64.2%Muir 131 131 100.0% 51 38.9% 68.3% 69.3%Lincoln 17 17 100.0% -- -- -- --SLHS 285 285 100.0% 144 50.5% 57.5% 59.0%
2013-14 CDE AMAO Targets 59.0%2012-13 CDE AMAO Targets 57.5%2011-12 CDE AMAO Targets 56.0%2010-11 CDE AMAO Targets 54.6%
11/08/2013 Chaja
2012-13 AMAO 1 - Annual Growth English Learners Making Annual Progress in Learning English
Number of Annual
CELDT Takers
Number in Cohort
Percent with Prior
CELDT Scores
Number in
Cohort Meeting AMAO 1
Percent Making Annual Growth
(AMAO 1)
ELA Annual Growth Goal for 2012-13
AMAO 1
San Leandro USD & SchoolEnglish Learner Goals for AMAO 22012-13 Annual Growth on CELDT
Minimum Goal Stretch Goal Minimum
Goal Stretch Goal
SLUSD 1,568 399 25.4% 27.3% 28.3% 615 246 40.0% 47.0% 49.0%Garfield 147 37 25.2% 27.2% 28.2% 19 -- -- 47.0% 49.0%Jefferson 249 49 19.7% 32.8% 33.8% 19 -- -- 61.0% 62.0%Madison 108 48 44.4% 32.4% 33.4% 7 -- -- 47.0% 49.0%McKinley 200 53 26.5% 21.4% 22.4% 14 -- -- 47.0% 49.0%Monroe 110 28 25.5% 27.5% 28.5% 12 -- -- 47.0% 49.0%Roosevelt 78 31 39.7% 26.9% 27.9% 8 -- -- 47.0% 49.0%Washington 183 30 16.4% 21.4% 22.4% 20 -- -- 47.0% 49.0%Wilson 328 89 27.1% 32.0% 33.0% 38 25 65.8% 55.8% 56.8%Bancroft 29 -- -- 21.4% 22.8% 136 67 49.3% 51.6% 52.6%Muir 32 9 28.1% 33.4% 34.4% 109 30 27.5% 52.5% 53.5%Lincoln 0 -- -- 21.4% 22.8% 17 -- -- 47.0% 49.0%SLHS 104 19 18.3% 21.4% 22.4% 213 87 40.8% 47.0% 49.0%
2013-14 CDE AMAO Targets 22.8% 49.0%2012-13 CDE AMAO Targets 21.4% 47.0%2011-12 CDE AMAO Targets 20.1% 45.1%2010-11 CDE AMAO Targets 18.7% 43.2%
No data are reported if there are less than 30 in the cohort.
2012-13 AMAO 2 - English Learners Attaining English Proficiency
Less than 5 years 5 Years or More
Number in Cohort
Number Attain
English Proficiency
Level
Percent Attaining English
Proficiency Level
(AMAO 2)
Attaining English Proficiency
Goal for 2011-12 AMAO 2 < 5 Years Number in
Cohort
Number Attain
English Proficiency
Level
Percent Attaining English
Proficiency Level
(AMAO 2)
Attaining English Proficiency
Goal for 2012-13 AMAO 2 > 5 Years
11/08/2013 Chaja
Minimum Goal Stretch Goal Minimum
Goal Stretch Goal
SLUSD 36.8% 39.5% 2.7% 45.6% 89.0% 44.4% 44.8% 50.3% 89.1%
Garfield 38.2% 35.5% -2.7% 42.0% 89.2% 49.6% 49.2% 54.3% 89.5%Jefferson 36.6% 43.2% 6.6% 48.9% 89.2% 60.0% 64.5% 68.1% 89.5%Madison 59.8% 72.7% 12.9% 75.4% 89.2% 74.8% 75.6% 78.0% 89.5%McKinley 42.2% 35.0% -7.2% 41.5% 89.2% 58.5% 53.1% 57.8% 89.5%Monroe 55.5% 57.3% 1.8% 61.6% 89.2% 64.5% 68.1% 71.3% 89.5%Roosevelt 40.6% 57.7% 17.1% 61.9% 89.2% 54.0% 55.1% 59.6% 89.5%Washington 33.9% 33.6% -0.3% 40.2% 89.2% 53.4% 44.3% 49.9% 89.5%Wilson 37.2% 43.8% 6.6% 49.4% 89.2% 59.4% 59.3% 63.4% 89.5%
Bancroft 24.4% 28.8% 4.4% 35.9% 89.2% 12.2% 16.1% 24.5% 89.5%Muir 35.8% 37.5% 1.7% 43.7% 89.2% 27.8% 29.9% 36.9% 89.5%
SLHS 31.5% 20.9% -10.6% 28.8% 88.9% 36.4% 31.8% 38.6% 88.7%
= CDE Target MetDistrict Elem & MS HS District Elem & MS HS or Surpassed
2013-14 CDE AMAO Targets 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%2012-13 CDE AMAO Targets 89.0% 89.2% 88.9% 89.1% 89.5% 88.7% = CDE Target Not Met2011-12 CDE AMAO Targets 78.0% 78.4% 77.8% 78.2% 79.0% 77.4%2010-11 CDE AMAO Targets 67.0% 67.6% 66.7% 67.3% 68.5% 66.1% = Safe Harbor (Y2)
3.6%
SLUSD 2012-13 Goal for AMAO 3 Adequate Yearly Progress for English Learner Student Subgroup at the LEA Level
AMAO 3 - AYP Proficiency
2010-11 ELA
Percent met
AMAO 3
2011-12 ELA
Percent met
AMAO 3
ELA AMAO 3
1-Yr Growth
ELA Percent Proficient Goal for 2012-13
AMAO 3
2010-11 Math
Percent met
AMAO 3
2011-12 Math
Percent met
AMAO 3
Math AMAO 3
1-Yr Growth
Math Percent Proficient Goal for 2012-13
AMAO 3
0.4%
-0.4%4.5%
0.8%-5.4%
ELA Math
No data are reported for groups that are less than 11 students.
10/11/2012 Chaja
1.1%-9.1%-0.1%
3.9%2.1%
-4.6%
San Leandro USD & SchoolEnglish Learner Goals for AMAO 3
Attaining English & Math AYP Proficiency
13
14
Unity creates power, and by working together, parents and educators, we can ensure a quality learning environment for our English learners.
James Madison Elementary 2012 Academic Performance Index All Subgroups Surpasses 800 Benchmark
877 88
4
839
928
814
808
832
916
886 89
7
660
680
700
720
740
760
780
800
820
840
860
880
900
920
940
Demographic Subgroups In order of numbers of students tested
Gro
wth
Aca
dem
ic P
erfo
rman
ce In
dex
(API
)
877
881
850
914
839
818
850
912
865 87
9
660
680
700
720
740
760
780
800
820
840
860
880
900
920
940
Demographic Subgroups In order of numbers of students tested
Gro
wth
Aca
dem
ic P
erfo
rman
ce In
dex
(API
)James Madison Elementary 2013 Academic Performance Index
All Subgroups Surpasses 800 Benchmark
The Parent Facilitator Program
• Parents are hired and trained for the sole purpose of connecting and reconnecting parents with school.
• We currently have three facilitators supporting each of our significant populations of languages.
• Spanish, Vietnamese, Cantonese
Not just translators• They each work three hours a day • Daily in the classrooms • Time to call and connect with parents. • They attend and support translating at conferences• Attend ELAC and DELAC Meetings • SST, IEP meetings and report card conferences • They each have a designated phone line that parents
may call into for question. • They support CELDT administration and primary
language support for newcomers.
Funding• $20 per hour x 3 hours daily x 180 days per facilitator =
$10,800 • LCFF funding creates targeted support• Check classified Job Descriptions • Parent advocates / title one facilitators / para
professionals• Ensure that you are able to hire current parents • Work with Human resources and Classified Unions• Build it into your needs assessment from ELAC• Fold the program into the School Plan• Get teacher buy in….review benefits
Keys to successCurrent Parents work best
– They know the school, the PTA, teachers and students– They are familiar, trusted by the parents, they are Madison
parents– Understand that parent to parent conversations are different
than teacher, staff or admin…..
• Leadership Qualities and experience at the site– Site Council Members, ELAC Leaders, aspiring educators– Bi Cultural, parents who understand and have lived the struggle
of navigating school bureaucracy– Respect confidentiality of students and teachers
• Office Space or meeting rooms are beneficial– Time to overlap when parents drop off/pick up– Phone access
Best Practices– Set schedules with Flexible time
• By working in the classrooms each day the facilitators see the curriculum
• Know and hear the teacher expectations• Understand and know the children they are
speaking about• Can better communicate regarding expectations
for learning• Attend events and be available to welcome
families• Understand that your facilitators are parents too!
Best Practices– Set time aside at the beginning of each year
to call home to each family• Introductions in home language• Contact information• Solicit questions and needs• Invite parents to the first ELAC• Create contact time for news and events• Support for the PTA /PTO• Inform regarding times lines and office docs
Best Practices– ELAC / DELAC meetings are part of the job
• This creates leadership opportunities• Keeps school up to date• Makes the school presence felt at district• Increases parent knowledge of systems
– Create parent leaders and advocacy for site and students• Knowing how to navigate the layers of the system• Making it comfortable for parents to have a voice
Best Practices– Encourage parent participation at school
• Recess • Lunch• Field trips• Events• Conferences• PTA • Fundraising• Homework support• Staying connected for middle and high school
Recipe for success
• We need to help parents understand that there are many ways to be successful in life and school.
• Relationships are fostered faster• Student assets (talents and skills) are identified quickly• Attitude, Skills, and Knowledge are the ingredients to
developing a definition of success that is attainable for all students.
Unexpected Benefits– After 5 years our parent trust and participation at events has
increased for previously unrepresented families. – Staff stress in minimized– Students are referred for support quicker and more accurately
• fewer special education referrals– Improved student behavior– Increase in free and reduced lunch applications– Increase in parent initiated concerns
• Fewer misunderstandings / less frustration• More homework completed• Teachers understand and build relationships with students
and families • Less wasted time in class, • Faster re-designation of English Language Learners
• All systems policies and programs work better when parents understand what is needed.
• Ongoing parent involvement at Middle and High School
Stories from the classroom
Stories and Questionscomments from staff and parents
• It is incredibly helpful to have a Vietnamese, Chinese and Spanish speaker on campus almost all the time. I have asked each of them to make phone calls home about academic progress, homework, discipline, and IEP meetings frequently. It works so well because when they call home they have or they build relationships with the parents, so the phone call is inclusive instead of distancing. Plus, I am able to contact parents in a timely manner. This closes the loop for kids and they know that I can contact their parents, which holds them accountable.
• Parents who are not strong in English are present more often at school, they know there are people there to network with so that language is not an issue.
• Parent facilitators are the foundation for clear and open communication between the school and home. They provide clarity to an unsure parent and an avenue where a parent’s concerns are able to be expressed and relayed back to his/her child’s school. This in turns builds that all important level of trust.
• Our parent facilitators at James Madison Elementary School are joyful and willing partners. They assist in any way they can; often times making contacts in the evening, on weekends and being available for parent’s to contact them as well. It is not uncommon that a parent facilitator may be the “link” for outside resources beyond the school. Although, not expected of them, our parent facilitators go that extra mile because in the end, we are all working toward a common goal…the children.
Stories• My name is Samantha Tung. I am a Parent Facilitator/Para-educator at James
Madison. I work actively with many Chinese parents and their children at this school. Many of these parents speak little or no English. They feel helpless and do not know how to get in touch with the school or school district regarding their concerns. I help direct these families to the appropriate places where they can find information they are seeking, such as homework assistance for their children, after school programs, transferring assistance, and other services related (sometimes unrelated) to education. I also help provide and translate school news to these families by speaking with them in person or on the phone, in order to engage them in making decision to involve in the school communities.
• I’ve been the first person many Chinese families contact when they have questions or concerns about Madison’s school events, news, policies, and related issues surrounding the school environment. I often encourage families to learn more about our school by keeping them informed about instructional goals, after speaking with the teachers myself. I work with Mr. Grotke (our principal) and the teachers in identifying issues of concern to some of these families so that they could be addressed in a timely manner.
• Asides from my direct, ongoing communication with the Chinese families to address their children’s educational concerns, I also provide assistance to teachers daily. These teachers’ workloads are quite overwhelming, and I assist them with instructional and non-instructional activities for students. I’ve tutored students individually and in small groups, corrected classroom work, monitored student’s behavior, and prepared classroom materials. I also help supervise students on the playground by ensuring that they follow rules and regulations. As a result of my direct involvement with Madison and the teachers, I have a better understanding on the school environment and know how to approach these Chinese families to offer assistance and advice.
Gerhard M. Grotke Principal James Madison Elementary School
I am currently completing my 27th year in public education. I have spent nine years as a classroom teacher, six years as a Superintendent/Principal of single school districts, a year as a Director of Educational Services and Personnel and I am currently completing my 12 th year as a Principal in the San Leandro Unified School District in Alameda County. (ADA 9,500) I have worked in five different counties ranging from the most urban to the most rural.
In addition to being a full time Principal of more than 400 students, I currently serve on the State Elementary Education Council for ACSA Region VI. I have been a speaker at the Disaster Resistant California Conference on school safety and at the National Association of Elem. School Principals on school successMy wife Annie Blackstone and I have five wonderful children. I am the parent of two adopted English Language Learners along with three boys. For the past 8 years we have developed our non-profit organization, Sionfonds for Haiti, where we have funded the building and maintenance of three schools. We support medical programs to serve families in rural Haiti. I am currently a parent of an English Language Learner. Contact information
Direct office 510 895-4129e-mail ggrotke@sanleandro.k12.ca.us
Sionfonds for Haiti http://www.sionfondsforhaiti.org/