How How English as a Second Language Parent Denials Kail Elise - PDF document

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 Midland ISD Training Powerpoint Midland High School Who? Who Who Wha hat • The District takes the negative hit and Wha hat consequences of the Stage 4 Intervention Whe hen Whe hen • The program that is targeted is Bilingual/English As A Second Language Wher here Wher here • Students that are negatively impacted due to our failures as a district are: Why hy Why hy – Limited English Proficient (any language) • Bilingual How How • English as a Second Language • Parent Denials Kail Elise Dir. of Assessment & Accountability What? Garza Sylvia Asst. Superintendent Jones Patrick Exec. Dir. Secondary Ed Rambo Jane Exec. Dir. Elementary Ed Orosco Lorrie Bilingual/ESL Director Espino Fernando Principal, Lee Freshman • Stage 4 Intervention calls for a TEA On-Site Visit Horner Jeff Principal, Midland High – April 20 th AT MHS Cano Dolores Principal, Crockett Elementary Rowley JoAnna Principal, San Jacinto JH • Development of a CORE Team to conduct a Jimenez Judith DEIC rep, Crockett Elementary Lopez Homer ESL Teacher, Lee Freshman Focused Data Analysis and develop a Hermosillo Victor ESL Teacher, Midland High Continuous Improvement Plan that addresses Garcia Jesse ESL Teacher, Lee High Nevarez Monique Gen Ed Teacher, Lee Freshman Vela Luz ESL Teacher, San Jacinto (LPAC) the issues Coulter Leah Gen Ed Teacher, South Elementary Rodriguez Celina Elem. Counselor, Burnet Elem Neighbors Lisa Principal, Parker Elementary • Reorganization of the Bilingual/ESL program to Moss Ron Counseling Supervisor Spannaus Jill Counselor, San Jacinto JH assist students in being successful Torres Sarah Parent of 6th and 8th grade students Garcia Irene Elementary Math Supervisor • Education of ALL district professional staff on Pena Robert K-12 Science Supervisor Ochoa Hiliberto ESL Teacher, Midland High Bil/ESL CIP parts, requirements and trainings Harmon Michele Dir. Special Populations Acosta Debra DropOut Prevention/At-Risk Coor. Newman Betty Exec Dir. Student Services (optional) Zachary Susan Advanced Academics - Supervisor (opt.) 1

When? Where? • Notified Oct. 13, 2008 • Should affect EVERY classroom and campus in • CORE Team identified Oct. 31, 2008 the district!!! • 1 st CORE Team meeting Nov. 6, 2008 • Will affect all students PK – 12 • 2 nd CORE Team meeting Nov. 19, 2008 • Will affect all bilingual/ESL teachers PK-12 • 3 rd CORE Team meeting Dec. 12, 2008 • Will affect ALL teachers employed in MISD • Finalization of the CIP Dec. 9, 2008 & Jan. 5, 2009 • Will affect all new teachers employed in MISD • CORE Team meeting • Will affect the teaching styles of many teachers • Ongoing meetings to meet requirements of TEA • Will affect all instructional leaders in the district and the Bilingual/ESL CIP PBMAS Historical View Why? 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 District Indicator District Indicator District Indicator District Indicator District Indicator Rate or Perform Rate or Perform Rate or Perform Rate or Perform Rate or Perform Differen ance Differen ance Differen ance Differen ance Differen ance **Indicators ce Level ce Level ce Level ce Level ce Level • Indicators noted on PBMAS (Performance LEP Annual Dropout Rate 1.8 0 1.4 0 3.7 1 6.8 2 7.7 2 Based Monitoring Assessment System) LEP RHSP/DAP Diploma 15 3 27.3 3 • We had __ indicators ranked at the Bil Educ English TAKS lowest possible rating (3) Science 11.4 3 12.5 RO 36.1 0 28.4 3 44.2 0RI ESL Eng TKAS • As a whole we are at the lowest possible Math 24 3 25.5 2 22.8 3 22.8 3 27.1 3 rating for a district in the Performance Reading 25.2 3 20.9 3 25 3 26.5 3 28.2 3 Monitoring System (Stage 4). Science 20.3 1 31.3 0 14.9 3 20 3 17.7 3 Social Studies 45.1 1 35.4 3 41.7 0RI 54.5 0RI Writing 41.2 2 39.4 3 61.1 0 48.3 3 53.7 2 Bil Spanish TAKS Science 5.9 3SA 8.3 3SA 6.3 3SA 10.2 3 PBMAS Indicator District Goals for Improvement ESC Region 18 Bilingual Education / ESL Monitoring Stage of 4 #: Intervention: System (Current rate and Performance Level) LEA: Midland ISD 2008-2009 Submittal Date: 12-9-2008 (1-5- 2009) [State rate and expected Performance Level] Continuous Improvement Plan Co/District #: 165901  Increase PBMAS Indicator #2 (ESL English TAKS): Desired results/goals identified in the BE-ESL continuous improvement plan should be integrated, as appropriate, into LEA  Math -- from 27.1% to 45% (3) [50 and 1] 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  Reading/ELA - from 28.2% to 55% (3) [70 and 2] 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  Science - from 17.7% to 35% (3) [45 and 1] completed activities to determine results related to student performance. The LEA must provide the TEA with updates  Social Studies - from 54.5% to 65% (RI) [65 and 0] regarding implementation, monitoring, and evaluation activities upon request. DESIRED MEASURABLE ACTIVITIES RESOURCES TIMELINES  Writing - from 53.7% to 65% (3) [65 and 0] RESULT EVIDENCE OF Describe the new Materials/supplie Initial Goal(s) that CHANGE strategies, initiatives, s, fiscal, and (beginning)  Increase PBMAS Indicator #3 (BE Spanish TAKS Passing Rate): address each Qualitative and/or and/or redesign personnel Interim identified area quantitative activities that will be needed to (formative)  Science from 10.2% to 35% (3) [45 and 1] of measures of implemented to implement and Final improvement, student improve key program activities (summative) including performance/ components and for evaluation  Decrease PBMAS Indicator #7 (LEP Annual Dropout Rate [7-12]) necessary program systems to attain the purposes  by 3.5% to district rate of 4.2%. (7.7% and 2) [2.0% and 1] correction of improvement desired result. noncompliance  Increase PBMAS Indicator #8 (LEP RHSP/DAP Diploma Rate)  by 22.7% to district rate of 50% (27.3% and 3) [60% and 1] 2