Committing to All means AllDesigning a System-wide Approach

in Support of English Learners

Jose A. Ortiz, Ph.D.

Senior Fellow, ICLE

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Turn and Talk

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Introduce yourself

What are you passionate about

and why?

Different paths Taken…one passion

• Elementary Teacher• Secondary Teacher• Middle School AP• Elementary Principal• K-12 EL Director• ICLE National and

International

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Our Session’s Objectives

• Explore the meaning of ALL means ALL• Establish a sense of urgency about English

Learners• Present a step-by-step approach for designing

and implementing all means all learning system-wide

• Identify actions and next steps

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Think-Pair-Share-Defend

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Describe what All means All signifies to

you.

Is your school system

designed to support all learners?

Yes/No

What evidence supports

your answer?

Paradigm Shift

The deep-rooted idea of “these kids” and “those kids” needs to be eradicated

and replaced with “our students”—systemwide.

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Building a Systemwide Approach In Support of All Students

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In order to create an education system where all students are encouraged to reach their academic

achievement potential, everyone in the system must begin by adopting a growth mindset.

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Instructional Leadership

Organizational Leadership

Teaching

ALL means ALL demands that we are diligent about subgroup achievement gap and the many variables impacting

this gap.

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ALL means ALL students

• English Learners• Special Education • Socio-Economic Status• Urban or Suburban• All Ethnic Groups • Cultures and Sub-Cultures

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A system who acts consistently on the belief that

ALL means ALL,get a step closer to eradicating

the achievement gap

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EL Double Digit Gains Systemwide

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New Haven AMAO K-12 Data

0

10

20

30

40

50

60

70

80

90

100

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

Year of Testing

Per

cen

tag

e o

f E

LL

s

% English Progress % Language Proficiency

EL AMAO Data K-12 +52%

+17%

EL Double Digit Gains Systemwide

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English Progress

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20

40

60

80

100

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

Per

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% NHPS English Progress % State Benchmark

+20%+26%

EL Double Digit Gains Systemwide

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Fair Haven ELL Students Grades 6 & 8

9

1919

37

05

10152025303540

Grade 6 Grade 8

Per

cen

tag

e at

Pro

fici

ency

an

d H

igh

er

2003-2004 2007-2008

++18%

++10%

EL Double Digit Gains Systemwide

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Cross' ELL Students Grade 10

10 10

23

33

0

5

10

15

20

25

30

35

RAD WADPer

cent

age

at P

rofic

ienc

y an

d H

ighe

r

2004-2005 2007-2008

++23%++13%

ALL means ALL students

• English Learners• Special Education • Socio-Economic Status• Urban or Suburban• All Ethnic Groups • Cultures and Sub-Cultures

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Why English Learners?

Turn and Talk with Your Neighbor.

Be specific.

How have the student

demographics of your school or

district changed over the years?

What have been the implications for you as the result of these

changes?

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ELs by the Numbers

• In 2010, approximately 5.3 million EL students were identified nationwide representing 10.7 percent of the overall K-12 student population in the nation.

• The number of PK-12 students increased by 8.5 percent while the number of PK-12 EL students increased by 53.2 percent in the same period.

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Batalova & McHugh, 2010Migration Policy Institute, Washington, DC

ELs by the Numbers1998-2008

• In the State of California, EL enrollment is greater than the combined total of EL students in Texas, Florida, New York, Illinois and Arizona.

• Other states that experienced rapid growth in EL enrollment were South Carolina and Indiana, with a percentage growth of 800 and 400, respectively.

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Batalova & McHugh, 2010Migration Policy Institute, Washington, DC

Percent of Public School EL Students by State

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MPI, 2011-2012

EL vs Non-EL Achievement Gap Sizes NAEP 2013

Reading–Fourth Grade:

38%–Eight Grade:

45%

Mathematics–Fourth Grade:

25%–Eight Grade:

41%

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NCES, 2013

A Four Step Process in Support of EL and ALL Students

• STEP-1: Data Analysis and Mapping EL Characteristics

• STEP-2: Assess Systemwide Readiness in Support of English Learners

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A Four Step Process in Support of EL and ALL Students

• STEP-3: Build Systemwide EL Capacity through Comprehensive and Ongoing Professional Learning

• STEP-4: Monitor Progress Frequently and Purposefully

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STEP 1Data Analysis and Mapping EL Characteristics

Data Metrics• Linguistic, race and cultural backgrounds• Family/community make up and transiency patterns• EL classification, program enrolled, and programs

available • Social and academic language proficiency in L1 and L2• District and statewide language and content

assessments• EL vs all other sub-group comparison data

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STEP 1Data Analysis and Mapping EL Characteristics

Process• Gathering and Organizing Data• Analyze Data

– Superintendent’s Cabinet Level Work Sessions– Curriculum Supervisors and Program Directors– Districtwide Data Team Meetings– Parent and Community

• Identifying Gap Hypothesis

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STEP 2Assess Systemwide Readiness in Support of

English Learners Process• Engaged district leadership in evidence based

conversations focused on testing the EL gap hypothesis• Built stakeholders’ consensus on possible causes for

the EL achievement gap• Developed a systemwide action plan that included:

– priorities/goals and strategies– professional learning and metrics of progress on

leading-lagging indicators– protocols for monitoring/supervision.

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STEP 2Stakeholder Actions Resulting from Assessing

EL Systemwide ReadinessExamples• Superintendent approved on year-round recruiting-

hiring of teachers and leaders in shortage areas.

• HR Director and CFO evaluated the system’s efficiency and reassigned human resources in support of EL Plan.

• EL and Pupil Services’ Directors engaged monitored progress of EL-SPED students.

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STEP 2Stakeholder Actions Resulting from Assessing

EL Systemwide Readiness

Examples• Curriculum Supervisors engaged all EL staff in

content specific professional learning sessions.

• CTO included EL metrics into data warehouse– EL Classification– EL Program– Years in EL Program– EL English Language AMAO Data

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Aha Moments!

Turn and Talk with Your Neighbor.

STEP 1

Data Analysis and EL

Characteristics

STEP 2 Assessing EL

Readiness Systemwide

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STEP 3Build Systemwide EL Capacity through

Comprehensive and Ongoing Professional Learning

Process• All teachers and leaders participated in key EL

professional learning areas– Second Language Acquisition– Academic Language Development– Cultural Competency

• Teacher and leader supports through Job-Embedded Coaching

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STEP 4Monitor Progress Frequently and Purposefully

Process• Weekly Internal EL Department Meetings and

Walkthroughs focused on support of EL Plan

• Bi-weekly goal monitoring of EL achievement and EL Plan implementation– Leading and Lagging Indicator Metrics

• Monthly Districtwide Data Team Progress Monitoring Meetings

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Aha Moments!

Turn and Talk with Your Neighbor.

STEP 3

Building Sytemwide

Capacity for EL Professional

Learning

STEP 4Monitor

Progress

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Identify Actions and Next Steps

What are the needs short and long

term? What resources are needed?

Include all means all in

the next agenda!

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Social Media - #ModelSchools

• @Rigor/Relevance• Facebook• Twitter• Instagram• Pinterest

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Evaluations and Wrap-Up

Digital Handouts Available At: www.modelschoolsconference.com

Please fill out the evaluations.

<survey monkey> | Paper | MSC APP

Thank you for a great session!

International Center for Leadership in Education

#ModelSchools#LeaderEd

www.leadered.com info@leadered.com

1587 Route 146Rexford, NY 12148

Phone (518) 399-2776

THANK YOU!

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