Who? Who What When Where Why How. What is your responsibility? What?

Midland ISD

Training Powerpoint

Midland High School

What is your responsibility?

• Staff must be knowledgeable about

components of Bil/ESL program

• Staff must begin making Bil/ESL a daily

component in their teaching life

Who

What

When

Where

Why

How

Who

What

When

Where

Why

How

Who?

• The District takes the negative hit and

consequences of the Stage 4 Intervention

• The program that is targeted is Bilingual/English

As A Second Language

• Students that are negatively impacted due to our

failures as a district are:

– Limited English Proficient (any language)

• English as a Second Language • Parent Denials

Elem. Counselor, Burnet Elem Celina

Rodriguez

ESL Teacher, San Jacinto (LPAC) Luz

Vela

ESL Teacher, Lee High Jesse

Garcia

ESL Teacher, Midland High Victor

Hermosillo

ESL Teacher, Lee Freshman Homer

Lopez

DEIC rep, Crockett Elementary Judith

Jimenez

Principal, San Jacinto JH JoAnna

Rowley

Principal, Crockett Elementary Dolores

Cano

Principal, Midland High Jeff

Horner

Principal, Lee Freshman Fernando

Espino

Bilingual/ESL Director Lorrie

Orosco

Exec. Dir. Elementary Ed Jane

Rambo

Exec. Dir. Secondary Ed Patrick

Jones

Asst. Superintendent Sylvia

Garza

Dir. of Assessment & Accountability Elise

Kail

Advanced Academics - Supervisor (opt.) Susan

Zachary

Exec Dir. Student Services (optional) Betty

Newman

DropOut Prevention/At-Risk Coor. Debra

Acosta

Dir. Special Populations Michele

Harmon

ESL Teacher, Midland High Hiliberto

Ochoa

K-12 Science Supervisor Robert

Pena

Elementary Math Supervisor Irene

Garcia

Parent of 6th and 8th grade students Sarah

Torres

Counselor, San Jacinto JH Jill

Spannaus

Counseling Supervisor Ron

Moss

Principal, Parker Elementary Lisa

Neighbors

Gen Ed Teacher, South Elementary Leah

Coulter

Gen Ed Teacher, Lee Freshman Monique

Nevarez

What?

• Stage 4 Intervention calls for a

TEA On-Site Visit

–

April 20

_{AT MHS}

• Development of a CORE Team to conduct a

Focused Data Analysis and develop a

Continuous Improvement Plan that addresses

the issues

• Reorganization of the Bilingual/ESL program to

assist students in being successful

• Education of ALL district professional staff on

Bil/ESL CIP parts, requirements and trainings

When?

• Notified

Oct. 13, 2008

• CORE Team identified

Oct. 31, 2008

• 1

_{CORE Team meeting}

_{Nov. 6, 2008}

• 2

_{CORE Team meeting}

_{Nov. 19, 2008}

• 3

_{CORE Team meeting}

_{Dec. 12, 2008}

• Finalization of the CIP

Dec. 9, 2008 & Jan. 5,

2009

• CORE Team meeting

• Ongoing meetings to meet requirements of TEA

and the Bilingual/ESL CIP

Where?

• Should affect EVERY classroom and campus in

the district!!!

• Will affect all students PK – 12

• Will affect all bilingual/ESL teachers PK-12

• Will affect ALL teachers employed in MISD

• Will affect all new teachers employed in MISD

• Will affect the teaching styles of many teachers

• Will affect all instructional leaders in the district

Why?

• Indicators noted on PBMAS (Performance

Based Monitoring Assessment System)

• We had

__

indicators ranked at the

lowest possible rating (3)

• As a whole we are at the lowest possible

rating for a district in the Performance

Monitoring System (Stage 4).

3 10.2 3SA 6.3 3SA 8.3 3SA 5.9 Science

Bil Spanish TAKS

2 53.7 3 48.3 0 61.1 3 39.4 2 41.2 Writing 0RI 54.5 0RI 41.7 3 35.4 1 45.1 Social Studies 3 17.7 3 20 3 14.9 0 31.3 1 20.3 Science 3 28.2 3 26.5 3 25 3 20.9 3 25.2 Reading 3 27.1 3 22.8 3 22.8 2 25.5 3 24 Math

ESL Eng TKAS

0RI 44.2 3 28.4 0 36.1 RO 12.5 3 11.4 Science

Bil Educ English TAKS 3 27.3 3 15 LEP RHSP/DAP Diploma 2 7.7 2 6.8 1 3.7 0 1.4 0 1.8 LEP Annual Dropout Rate Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce Indicator Perform ance Level District Rate or Differen ce **Indicators 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004

PBMAS Historical View

PBMAS Indicator District Goals for Improvement

(Current rate and Performance Level) [State rate and expected Performance Level]

 Increase PBMAS Indicator #2 (ESL English TAKS):

Math -- from27.1%to 45%(3)[50 and 1] Reading/ELA - from28.2%to 55%(3)[70 and 2] Science - from17.7%to 35%(3) [45 and 1] Social Studies - from54.5%to 65%(RI)[65 and 0] Writing - from53.7%to 65%(3)[65 and 0]

 Increase PBMAS Indicator #3 (BE Spanish TAKS Passing Rate):

Science from10.2%to 35%(3)[45 and 1]

 Decrease PBMAS Indicator #7 (LEP Annual Dropout Rate [7-12])

by 3.5% to district rate of 4.2%.(7.7% and 2)[2.0% and 1]  Increase PBMAS Indicator #8 (LEP RHSP/DAP Diploma Rate)

by 22.7% to district rate of 50%(27.3% and 3)[60% and 1]

Desired results/goals identified in the BE-ESL continuous improvement plan should be integrated, as appropriate, into LEA and campus improvement planning processes. The LEA must ensure that staff members on each campus have a clear understanding of the LEA’s CIP activities. Campus principals must disseminate the CIP to all faculty members and conduct training regarding implementation of CIP activities, including individual staff responsibilities for implementation and evaluation. The LEA must also conduct monitoring to determine the progress of implementation of CIP activities and evaluate completed activities to determine results related to student performance. The LEA must provide the TEA with updates regarding implementation, monitoring, and evaluation activities upon request.

165901 Co/District #: 12-9-2008 (1-5-2009) Submittal Date: Midland ISD LEA: 4 Stage of Intervention:

Bilingual Education / ESL Monitoring System 2008-2009 Continuous Improvement Plan

18 ESC Region #: TIMELINES Initial (beginning) Interim (formative) and Final (summative) for evaluation purposes RESOURCES Materials/supplie s, fiscal, and personnel needed to implement activities ACTIVITIES

Describe the new strategies, initiatives,

and/or redesign activities that will be

implemented to improve key program

components and systems to attain the

desired result. MEASURABLE EVIDENCE OF CHANGE Qualitative and/or quantitative measures of student performance/ program improvement DESIRED RESULT Goal(s) that address each identified area of improvement, including necessary correction of noncompliance

•Bilingual •ESL Elementary •Newcomer •ESL Secondary •Entrance criteria Assessment tools •Sheltered English •Dual Language •Parent Denials •First and Second

Year After Exit Monitoring •Exit Criteria •Late Exit Model •LPAC Process

Create a system whereby the components

of a LEP -- Bilingual/ESL program are in

place within the district and

can be identified by personnel

TEA Identified Indicator #1: Delineation of all program

components for all staff will be made available via a “Midland ISD Bilingual and

ESL Handbook”

CIP p. 2, 3, 4, 5

Existence of an accessible flow-chart of

Bil/ESL Personnel And Job Responsibilities

District Personnel Knowledge about program offerings, professional developments, and communication Within the district concerning all Bil/ESL programs

Develop a scope and sequence

for Bilingual-ESL Department

aligned to TEKS and ELPS

TEA Identified Indicator #2

Existence of a scope and sequence document that addresses all components of an

ESL program and is inclusive of Newcomers, Dual Language and Elementary ESL

CIP p. 6

Secondary Administration will be trained in

ESL program and Monitoring Strategies ---Elementary Administrators will be Included in all transitional activities

TEA Identified Indicator #3:

SIOP Training for Administrators

Feeder Meeting Agendas and Transitional Documentation Will assist in the correct placement and knowledge of Bilingual/ESL students

Training Agendas and improved placement of Bilingual/ESL students

CIP p. 7-8

Instructional placement and support

of LEP students will be data-driven

TEA Identified Indicator #4: PBMAS Data

Increase % of LEP students graduating on RHSP/DAP plan

Decrease the LEP Dropout Rate

Increase % of LEP students passing Spanish TAKS Science

Increase % of LEP students taking Spanish Math, Reading & Writing TAKS by 5%

LEP PEIMS Data Lists

Graduation Rosters Development of a 5

th_{& 6}th_grade

ESL model Reduction of Transitions for

Bil/ESL students in K-6

Standardized test scores

Alignment of ELA Scope & Sequence with ESL Scope & Sequence CIP p. 9-10

TEA Identified Indicator #5: (cont.)

Instructional placement and support

of LEP students will be data-driven

TEA Identified Indicator #4: (cont.)

Placement of LEP students with ESL Strategy Trained Teachers (emphasis on secondary)

Student Schedules _{Student Transcripts} SIOP Sign-in Sheets Academic Vocab Training

Sign-in Sheets

District List of ESL Certified Teachers

Policy Change in Hiring Requirement for New Hires To become ESL Certified Within one year of hiring Utilization of IPODs for ESL Students to assist in Language acquisition Elem & JH campuses

Provided more targeted Bil/ESL strategies for Students utilizing Various programs in place

CIP p. 11-12

TEA Identified Indicator #5: (cont.)

Instructional placement and support

of LEP students will be data-driven

TEA Identified Indicator #4: (cont.)

Secondary ESL Teachers will Be provided time to assist And monitor LEP students PBMAS data

Standardized test data

Campus membership projections (inclusive Of LEP projections)

Master Schedules CIP p. 13-14

Develop a check & balance system

for the expenditure and use of

campus resources for LEP needs

TEA Identified Indicator #5:

List of expenditures will be available upon demand From each campus and at the district level in Regard to Bil/ESL funds

CIP p. 15

Ensure all district personnel are knowledgeable about and understand the BE-ESL program components, mission, model and expectations

TEA Identified Indicator #6:

Upon development of Bil/ESL handbook, focus meeting at all levels will be held to address

the components and expectations within the program LPAC Trainings

CORE Team Meetings

Define and outline Exit Criteria for Late Exit Transitional Model for District staff Increase success of LEP students in all Programs within the district (PBMAS)

CIP p. 16-17

Educate the community and parents

about the Bil/ESL program and

all components of the program

TEA Identified Indicator #7:

Documentation of designated parent meetings in regard to Bil/ESL program

Involve the community in Bil/ESL Education

Satisfaction surveys for parents (Eng & Span) for the end of each school year

CIP p. 18

Monitor system at each campus

for implementation and

student success evaluation

TEA Identified Indicator #8:

•PBMAS Indicators Improvement

•Standardized State Testing Results Improvement •TELPAS Results

•Increased # of students graduating on RHSP/DAP plan

IFV Bil/ESL Focused Monitoring Results on SIOP strategies Focused Student Profiles (FSP’s)

at each campus

Identify and increase # of LEP students enrolled in: •AVID •PreAP/AP •Dual Credit •GT Classes

PSAT/ACT/SAT Results for LEP students Reduced LEP failures for: •6 weeks •Semesters •Credit Attainment •Algebra Success CIP p. 19-20

Monitor system at each campus

for implementation and

student success evaluation

TEA Identified Indicator #8: (cont.)

Minutes from Campus Bil/ESL Focus Groups

Minutes from faculty meeting and sign-in sheets

Projections of LEP data in regard to PBMAS will be formulated each spring CIP p. 19-20

Instructional Components

of the Bil/ESL Program will be organized

TEA Identified Indicator #9:

Inventory baseline list

Increase availability of Spanish materials and other languages as needed Effectiveness Rating Sheet

For inventory

Professional Development will be related to effective research-based Bil/ESL Strategies

Process will be enacted to create easy access

to and improved communication

regarding LEP student data

TEA Identified Indicator #10:

Staff is knowledgeable about and able to make informed decisions concerning LEP students

CIP p. 22

Increased focus on recruitment and retention

of qualified Bil/ESL Certified staff

TEA Identified Indicator #11

Documentation from HRS on recruitment activities

Documentation from HRS on statistics of certified recruitments

Create a balanced pay system for Bilingual and ESL Certified Teachers Increase number of certified ESL Teachers

CIP p. 23

A System for Follow-up Training,

Modeling and Support for Bil/ESL Instruction

TEA Identified Indicator #12

Implementation of Bil/ESL Coaching Model for campus assistance Evidence of more monitoring of out-of-town travel expenditures for professional development

CIP – p. 24

The District Bilingual/ESL CORE Team will meet on a quarterly basis to review the activities and deadlines within this CIP (Continuous Improvement Plan) and make reports and adjustments as necessary.

Activities that will be conducted:

Documentation Notebook of all Activities and Materials in relation to CIP will be maintained in the Bil/ESL Dept. by the Bil/ESL Director

Documentation Notebook of all Data in relation to LEP Activities will be maintained by the Dir. of Assessment & Accountability

Master calendar of deadlines and major activity dates will be maintained both in the Bil/ESL and Accountability Dept.

Analytical charts will be developed to be used in evaluation of program improvement and LEP student performance improvement

Analytical chart will be developed by the Dept of Assessment & Accountability to analyze CIP Upon periodic formative evaluation of the Bil/ESL CIP, the CORE Team will report data and observations to campus principals via a written report. Campus principals will then formally distribute and report information to campus staff.

Bil/ESL CORE Team will be knowledgeable about PBMAS Data and projections as well as standardized test results and projections

Any item that is not meeting standard or deadline will be revisited by the Bil/ESL CORE Team for revision as needed. In the interim period, the Bil/ESL Director may make needed adjustments as long as communication of adjustments has occurred with the Teaching & Learning Executive Staff and been documented and communicated to the Bil/ESL CORE Team via e-mail when possible.

Follow-Up Activities

After the interim benchmark for evaluation, what will we do if the initial plan isn’t working?

¿Tienen preguntas?

This presentation, the full District Improvement Plan, and specific ESL support information including definitions and acronyms can be found on the MHS website under “educator’s corner”.