MAY 18, 2013 ACADEMIC SUCCESS FOR IMMIGRANT YOUTH CMSD Transformation Plan International Newcomers...
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Transcript of MAY 18, 2013 ACADEMIC SUCCESS FOR IMMIGRANT YOUTH CMSD Transformation Plan International Newcomers...
MAY 18, 2013
ACADEMIC SUCCESS FOR IMMIGRANT YOUTH
CMSD Transformation Plan
International Newcomers Academy
Presentation CGCS BIRE Conference
Cleveland’s Plan for Transforming Schools
Reinventing public education in our city
and serving as a model for the state of Ohio
Principal Focus: Significantly increase the number of high –performing schools while reducing and eventually eliminating low-performing schools
Focus district's central office on key support and governanceroles and transfer authorityand resources to schools.
Grow the number of high-performing district and charter schools in Cleveland and close and replace failing schools.
Create the Cleveland Transformation Alliance to ensure accountability for all public schools in the city.
Invest and phase in high-leverage system reforms across all schoolsfrom preschool to college and career.
Cleveland's PortfolioSchools Strategy
Becoming a portfolio district: Choices that children deserve
• Promote and expand high-performing schools• Start new schools• Strengthen mid-performing schools• Repurpose low-performing schools
The Cleveland PlanThe Cleveland Plan
CMSD’s CEO: Legal obligations under HB 525
• Identify schools each year in need of corrective action, what corrective action is warranted for each school, and when the plan should be implemented
• Invite all labor organizations to form Corrective Action Teams to make recommendations on implementation of the corrective plans
Corrective Action schoolsCorrective Action schools
It is not enough to become a premier school district.
CMSD must become a district of premier schools.
Key messageKey message
We examined CMSD schools across multiple criteria
Candidate School
Academic achieveme
nt
Culture, teamwork,
vision
Strong school leaders
Motivated caring teachers
Rigorous instructio
n
Social & emotional
support for students
Family engage-
ment
School 1 X X X X
School 2 X X X X
School 3 X X X
School 4 X X X X
School 5 X X X
School 6 X X
School 7 X X X
School 8 X X
School 9 X X X
School 10 X X X
School 11 X X
School 12 X X X X
Research base: High performing, high poverty schools
readiness to TEACH
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
readiness to LEARN
1. Safety, discipline & engagement Students feel secure and inspired to learn.
1. Safety, discipline & engagement Students feel secure and inspired to learn.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
readiness to ACT
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
Mass Insight Education, The Turnaround Challenge
Investing: What is possible in the CMSD Investment Schools?
PeoplePeople
TimeTime
MoneyMoney
Programs Programs
• Selection of principal for 2013-14• Selection of teachers and staff for 2013-14• Investment Commitment letters to be signed by all staff
• Pilot CMSD initiatives (student-weighted funding, differentiated compensation)
• Increased budget autonomy to invest in positions, programs, partners best suited to a specific school
• Extended instructional time• Extended planning/preparation/collaboration time• Restructured use of existing time
• Intensive coaching and professional development to support specific school needs and goals
• Intentional alignment of student and family supports• External supports for programs and operations
Investment Schools Year 1: Focus on Readiness to Learn
readiness to LEARN
1. Safety, discipline & engagement Students feel secure and inspired to learn.
1. Safety, discipline & engagement Students feel secure and inspired to learn.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
Robert H. Jamison
Luis Munoz Marin
Mound
Kenneth Clement Boys
Leadership Academy
Investment Schools Year 1: Focus on Readiness to Teach
readiness to TEACH
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
Case
Robinson G. Jones
Walton
Franklin D. Roosevelt
Investment Schools Year 1: Focus on Readiness to Act
readiness to ACT
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
Anton Grdina
Carl & Louis Stokes
Collinwood HS John Adams HS
Lincoln-West HS
What school turnaround is NOT:What school turnaround is NOT:
CMSD Investment Schools = Positive Change
Settling for incremental
improvement
Settling for incremental
improvement Requiring additional improvement plans Requiring additional improvement plans
Additional mandates without support
Additional mandates without support
Multiple programs implemented
without intentionality
Multiple programs implemented
without intentionality
Infrequent coachingInfrequent coaching
“Every man for himself”
“Every man for himself”
What SU CCESSFUL turnaround IS:What SU CCESSFUL turnaround IS:
Recognition of the challenge: Our kids
deserve better
Recognition of the challenge: Our kids
deserve betterDramatic,
fundamental changeDramatic,
fundamental change
Collaborative community of professional
educators
Collaborative community of professional
educators
Urgency to make every minute a
learning minute
Urgency to make every minute a
learning minute
Working smarter, not harder
Working smarter, not harder
Supportive operating conditions
Supportive operating conditions
We will not do business as usual; this is unusual business.
We will not repeat old mistakes.
What visible changes must we see in Investment Schools?
1. Safety, discipline & engagement Students feel secure and inspired to learn.
1. Safety, discipline & engagement Students feel secure and inspired to learn.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
2. Action against adversity Schools directly address the challenges faced
by students living in poverty.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
3. Close student-adult relationships Students have positive and enduring
mentor/teacher relationships.
Building students’ Readiness to Learn: Clean, attractive, inviting classrooms and public spaces
Every adult in the school using consistent, positive language
to set the tone of high expectations for everyoneCurriculum and resources to support high-quality instruction for
English Language Learners and Special Education students
Improved student and staff attendance and morale
Real-Time Coaching for teachers who struggle to manage
classroom behavior and keep students engaged
Extra time for student advisory and structured supports from
caring adults: mentoring, tutoring, etc.
Proactive solutions to empower students and families
Cooperation and communication between educators, families,
and providers of other student supports
What visible changes must we see in Investment Schools?
Building educators’ Readiness to Teach: Extra time for teachers to collaborate, learn from one another, and
plan outstanding, relevant lessons
•Holding every adult accountable for the success of every student
•Integrated use of classroom technology to engage students
Targeted professional development and ongoing coaching on how to
use available data to meet individual students’ learning needs
Curriculum and resources to support high-quality instruction for
English Language Learners and Special Education students
All-school training to deepen staff commitment to a culture of
learning, high expectations, and every student graduating from
high school prepared for college and career success
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
4. Shared responsibility for achievement
Staff feel deep accountability and missionary zeal for student achievement.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
5. Personalization of instruction Individualized teaching based on diagnostic
assessment and adjustable time on task.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
6. Professional teaching cultureContinuous improvement through
collaboration and job-embedded learning.
What visible changes must we see in Investment Schools?
Building school leaders’ Readiness to Act:Allowing principals more budget flexibility to be responsive to the
needs of students in their school including ELLs and special needs students.
•Protecting schools from unnecessary bureaucracy so that leaders
can focus on the students and teachers in the school
Coaching Investment School principals in how to lead positive,
effective change processes
•Expanding school partnerships that have worked in other CMSD
schools (i.e., New Tech Network)
Increasing cooperation and communication between external
partners to keep every program focused on the needs and goals
of the school and its students
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
7. Resource authoritySchool leaders can make mission-driven
decisions regarding people, time, money, and programs.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
8. Resource ingenuityLeaders are adept at securing additional
resources and leveraging partner relationships.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
9. Agility in the face of turbulence Leaders, teachers, and systems are flexible
and inventive responding to constant unrest.
• This is a long-term commitment to improve all of Cleveland’s underperforming schools.
• Additional schools will be selected as Investment Schools for school years 2014-15 and 2015-16.
• Some struggling schools will utilize this year to plan and prepare to enter Investment School status.
Investing in Our Children: CMSD’s Investment SchoolsInvesting in Our Children: CMSD’s Investment Schools
Why were some high need schools not selected this year?
LEP MODIFICATION PLAN MAY 2013 – AUGUST 2013
CMSD Internal Review Process of the design and instructional service delivery model for ELL’s is in progress.
Final recommendations to be aligned with the CMSD Transformation Plan and Portfolio of School Strategies.
CMSD ENROLLMENT
School Year
Average Daily Student Enrollment
African -American
Asian or Pacific Islander
Hispanic
Multi-Racial
White, non-Hispanic
Limited English Proficient
Students with Disabilities
2012-2013 40,831 68.17% 0.96% 7.83% 2.32% 20.13% 6.8% 22.2%
IMMIGRANT STUDENTSFrom 45 Countries
IMM
IGR
AN
T
STU
DEN
TS
IMM
IGR
AN
T
STU
DEN
TS
IMM
IGR
AN
T
STU
DEN
TS
Research Findings
Current research identified six major challenges for improving the literacy of ELLs:
Lack of common criteria for identifying ELLs and tracking their academic performance
Lack of appropriate assessments Inadequate educator capacity for improving literacy in ELLs Lack of appropriate and flexible program options Inadequate use of research-based instructional practices Lack of a strong and coherent research agenda about
adolescent ELL literacy
Report to the Carnegie Corporation of New York: Double the Work- Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners, published by the Alliance for Excellent Education in 2007, authored by Deborah J. Short and Shannon Fitzsimmons.
Alternative Solutions
Newcomers and Immigrant students need specialized programs to accelerate their learning of English, their acculturation to U.S. schooling practices, and access basic content knowledge.
Research based recommended program features include:
Intensive courses to integrate students and fill gaps in educational background.
Sheltered instruction or bilingual education coupled with content-based ESL classes
Length of enrollment based on individual needs Staff selection process to ensure highly-qualified staff Flexible pathways for graduation and careers
CMSD International Newcomers Academy Goals:
Accelerate English language acquisition in the four domains of listening, speaking, reading, and writing
Develop academic content vocabulary and higher level thinking skills
Deliver high-quality academic core content instruction Promote the development of cross-cultural social and academic
skills students will need when entering district mainstream schools Develop a strong interdisciplinary foundation for long-term
academic and socio-cultural success Develops strong family and community links that will foster cultural
acclimation and positive family school and community engagement
Program Objectives:
Students’ attainment of English as Second Language skills based on State Standards within one to two school years
Achieve academic gains of a minimum of one grade level in core academic content areas
Achieve Beginning and Intermediate levels in the Listening and Speaking Domains on the OTELA
Provide a flexible instructional curriculum that responds to students’ bilingual language and cultural needs
Increase cultural exposure through varied activities Students will develop learning strategies and self-awareness
for achieving success Provide students a comprehensive support system in
collaborations with internal and external providers to ensure cultural and emotional development.
Provide opportunities to effectively acclimate parents and families to the community and to it’s available resources
CMSD- Newcomer Definition and Entrance Criteria
A newcomer is a non English-speaking student who scores at the beginning level on the English language placement test and has been in the U.S. for no more than one school year.
INTERNATIONAL NEWCOMERS ACADEMY STUDENT REPORT BY GRADES
GRADE
TOTAL
PRE-K 13
K 33
1 29
2 22
3 24
4 26
5 29
6 24
7 16
8 27
9 34
10 24
11 20
12 8
TOTALS 329
STUDENT DEMOGRAPHICS-NEWCOMERS
GENDER CITIZEN STATUS
ENROLLMENT DATE
LANGUAGE
FEMALE
52%
REFUGEE
31%
ONE YEAR
90%
SPANISH= 56%ARABIC=10%NEPALI=13%
21% Other LanguagesBurmeseChineseDinkaEnglish/CreoleFrenchJapaneseKarenKirundiPulRomanianSwahili
MALE
48%
IMMIGRANT
56%
TWO YEARS
10%
BORN IN PUERTO RICO
44%
3113
STUDENT BY LAU CODES SY 2012-2013INTERNATIONAL NEWCOMERS ACADEMY
LAU CODES TOTALSLAU A- Prefunctional
Level 293LAU B- Beginning Level 33
LAU C- Intermediate Level 3
TOTAL 329
Staffing• Administration 2• TESOL CERTIFIED TEACHERS 25
• Pre-K- 1• Kindergarten 2• Gr 1-3- 3• Gr. 4-5 - 2• Gr. 6-8- 2• Gr. 9-12- 5• ESL Resource – 2• Special Education- 2• Electives- 5
• Guidance- 1• Nurse – 1• Attendance Laison- 1• Classified Paraprofessionals- 8
Instructional Design
Use of ESL research based practices and principles primarily utilizing sheltered English instructional methods and materials.
Use of Sheltered English instructional strategies and SIOP in the teaching of core content along with native language
support.
In the Classroom• 5, 40 min. periods of ESL daily
• Daily session on Imagine Learning software program
• RIGOR English Reading Program- Gr, 5-12
• Spotlight on English- Santillana Gr, K-4
• SIOP Methods used in all content subjects
• Marzano’s Teaching Basic and Advanced Vocabulary
Resources
Imagine Learning
RIGOR
RIGOR
Spotlight On English
Imagine Learning
English in a Flash
Accelerated Reader
First in Math
Instructional DesignAll students (Pre-K -12) follow an elementary program master schedule based on forty minutes instructional periods. Students are also grouped into one of two ESL levels (A and B) based on their English proficiency levels and assigned to self-contained classes by grade bandsESL Level A: Students at pre-functional level in English language acquisition and/or read in English at the pre-literate level Students receive 5 periods of ESL/ELA, 1 period of math, and 1 period of an elective ESL Level B:Students with native language literacy skills and/or read in English at the early literacy or above 3rd grade levelStudents receive 4 periods of ESL/ELA, 1 period of math, 1 period of an elective, 1 period of Sheltered English instruction integrating science and social studies.
Instructional Design
Project based learning and Global studies are integrated school wide in the academic subjects to build on students’ prior knowledge and experiencesStudents move through the proficiency levels at varying rates based on classroom performance, motivation, ongoing assessments and teacher observations. A balanced literacy program is provided during the ESL/ELA instructional block. Use of direct and indirect instruction, cooperative flexible grouping, learning centers, rich language and student interaction activities to supports vocabulary development Use of technology lab and resources to support and practice reading, speaking and listening skills.
CHALLENGES
•NEW INCOMING STUDENTS DAILY
•TESTING ACCOMMODATIONS
•MEETING NEEDS OF SPECIAL EDUCATION STUDENTS
•GROWING PAINS
•STAFFING:
•RECRUITMENT/IDENTIFICATION OF QUALIFIED
• TESOL TRAINED TEACHERS
•CONTRACT ISSUES- TEACHERS ASSIGNMENTS
• INTERVIEWS OF NEW HIRES
•PROFESSIONAL DEVELOPMENT RESOURCES
•EXIT CRITERIA:
•PARENT PUSH BACK -WANT STUDENTS TO
•REMAIN MORE THAN 2 YEARS IN SAME SCHOOL
AssessmentsDistrict and State standardized tests:
OTELA, OAA, OGT and CMSD Benchmark QuaterlyTests
Resource Specific Assessments: Imagine Learning and English in a Flash ongoing tests, STAR Reading, Accelerated Reader, First in Math skills logs.
Authentic Assessments: Portfolios, Video for reading fluency.
Video Recording
• Provides a way for evaluating reading fluency, pronunciation and intonation
•Reading Fluency Rubric used for evaluation.
Exit Criteria
The decision to exit a student from the Newcomer program follows a standardized procedure
Teacher recommendationsFormal and informal observations English-Language Development Observation Checklist, Standardized test scores , OTELA & Benchmark testsStudent’s portfolio of class work Parent Conference/Contract
Newcomers Grades 6 - 8
/Bilingual Program Schools Grades 6, 7, 8
OR
Other Schools of Choice
Paths to Graduation for Secondary Newcomer Academy Students
Newcomers grades 9-12
Ninth GradeThomas JeffersonGrade 9
OR Comprehensive High Schools with supportGrades 10-12
OR Other CMSDHigh Schools
Five year alternatives pathways for high school overage students. Strong Partnerships with secondary institutions and Community College to support student after high school completion
Provides , sheltered instruction in content subjects and bilingual tutorial support with academic credit leading to HS diploma.
Extended Leaning opportunities in Summer School and after-school enrichment sessions
Provides counseling and linkage to targeted post-secondary and career + technical programs for students unable to graduate by age 21.
Referral to Career Technical Schools, credit retrieval, GED for 17-21 year olds with low credits
Support Intervention Components
Student Transition Activities•Support to schools, collaboration with staff, students, parents and administrators.
•Discussion and end of year pre-preparation activities or conferences by all staff with parents and students.
•Students make visits to the receiving school and classrooms. Students are transitioned into ESL/Bilingual classrooms at the designated home school.
•Orientation activities provided by the receiving school to ensure that the newcomer students are provided appropriate information to allow them to access appropriate courses and make decisions about postsecondary options.
Support Intervention Resources
Parent Engagement Outreach and parent engagement activities will be
implemented to improve the whole family’s successful integration to the new community and culture. (Workshops, socials, community trips etc.)
Collaborations with community partners will be established to support and address the financial, educational and health needs of families.
Health screening and referrals to therapeutic services for all students who need additional care.
Support to break cultural barriers to help parents understand how schools function and provide them with the information and assistance they need to support their children’s education.
Support Intervention Resources
Multilingual Welcome Center services- (in the same school location at Thomas Jefferson School)
Community Collaborations for student and family services
After school tutoring programs to support students' academic achievement and increase interactions with native English speakers
Summer enrichment school offerings in partnerships with community partners
Professional & Committed Staff
Commitment to a school wide philosophy of research best practices for English as a second language instruction and academic outcomes for ELLs...
Implement collaborative professional learning community standards focused on improved student learning .
Engage in common planning time (3 to 5 hours/week) to support team collaborations, curriculum development and alignment of curriculum based on student needs, and to monitor student progress using data.
Participate on ongoing job-embedded professional development on a monthly basis along with opportunities to evaluate student growth and progress effectiveness. ( 50 hours of summer pre-service & after-school)
SPEAKING GR. 3-5
LISTENING GR. 3-5
OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL
LISTENING
GR. 6-8
OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL
SPEAKING GR. 6-8
OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL
LISTENING
GR. 9-12
SPEAKING GR. 9-12
SCHOOLS TOTALS
Loss Gain
Buhrer 12.1% 47.6%Clark 20.6% 48.1%Joseph M. Gallagher 25.2% 33.3%Lincoln West 22.7% 33.5%Luis Muñoz Marín 23.5% 35.0%Marion C. Seltzer 18.7% 37.3%Max S. Hayes 25.4% 30.5%Scranton 15.3% 48.1%International Newcomers Academy (2 YRS STUDENTS ONLY)
5.2% 50.6%
Non-Bilingual Sites 23.2% 29.7%Walton 21.6% 40.5%
Proportional Change in Composite: Year to Year Comparisons within Student
•Questions?Contact Information
Natividad Pagan, Ex, Director Multilingual Multicultural Education [email protected] (216) 574-8584
Rhonda A. Corr Saegert, PrincipalInternational Newcomers Academy [email protected] (216) 404-5111
Margaret Berrios-Brown, Academic Coach [email protected] (216) 224-1547
The International Newcomers Academy 3145 West 46th Street, Cleveland, OH 44102
(216) 404-5098