ELL Leadership Academy - Region One ESC

EL Leadership Academy Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity Director [email protected] 2019 Region One Education Service Center PROFESSIO NAL LEARNING ESSENTIAL AGREEMEN

TS Be respectful of others Be an active participant Take care of your needs Use electronic devices as learning tools 2019 Region One Education Service Center

PBMAS Meeting the Needs of ELs in GT Programs Meeting the Needs of ELs in Special Education Programs

AGENDA 2019 Region One Education Service Center Planning for the Future PBMAS Performance Based Monitoring Analysis System 2019 Region One Education Service Center https://tea.texas.gov/Student_Testing_and_ Accountability/PBMAS/

PBMAS Reports 2019 Region One Education Service Center Special Education NCLB Title I Part A At Risk Program Performance & Program

Effectiveness NCLB Title I Part C Migrant Bilingual ESL CTE 2019 Region One Education Service Center 2018 Staging Framework 2019 Region One Education Service Center

Mean Ranges by Program Area for a 90%/10% Distribution STAGE BE/ESL CTE ESSA SPED 1

0.1 1.1 0.1 0.8 0.1 0.7 0.2 1.1 2 1.2 1.6 0.9 1.2

0.8 1.4 1.2 1.4 3 1.7 1.8 1.3 1.4 1.5 1.6 1.5 1.7

4 1.8 3.0 1.5 3.0 1.7 3.0 1.8 2.1 2018 Staging Framework 2019 Region One Education Service Center VISIONING

Strategy Root Data Cause Identification Analysis Implementation Analysis Planning Continuous Improvement Process 2019 Region One Education Service Center

Vision is the art of seeing what is invisible to others. -Jonathan Swift Step 1: Identify core values Step 2: Picturing the Ideal School 2019 Region One Education Service Center Step 3: Create

the Vision DATA ANALYSIS Visioning Strategy Root DATA Cause ANALYSIS Identification Analysis Planning Implementation

2019 Region One Education Service Center A problem properly stated is half solved. -John Dewey IDENTIFYING PROBLEM STATEMENTS Criteria Y/N Substantiated by facts/data Written objectively Uses concise language Includes specific details (who, what, when, where)

Focuses on a single, manageable issue Has relevance to our campus Avoids causation or assigning solutions 2019 Region One Education Service Center PROBLEM STATEMENT QUALITY CHECK ELs have a 60% pass ELs have a 60% pass rate in reading due to a rate in reading lack of parental involvement REVISED PROBLEM STATEMENT

2019 Region One Education Service Center IDENTIFYING PROBLEM ! S TATEMENTS n r u t r Criteria u

o Y Substantiated by facts/data Written objectively Uses concise language Includes specific details (who, what, when, where) Focuses on a single, manageable issue Has relevance to our campus Avoids causation or assigning solutions 2019 Region One Education Service Center Y/N

ROOT CAUSE ANALYSIS Visioning ROOT Implementation Strategy Data CAUSE Identification Analysis Planning ANALYSIS 2019 Region One Education Service Center

WHY? 2019 Region One Education Service Center ROOT CAUSE ANALYSIS PROCESS PROBLEM STATEMENT ACTION 1: ACTION 2: ACTION 3:

10, 5, 5 Categories 5 Whys 2019 Region One Education Service Center ROOT CAUSE ROOT CAUSE ANALYSIS PROCESS PROBLEM STATEMENT

ACTION 1: ACTION 2: ACTION 3: 10, 5, 5 Categories 5 Whys 2019 Region One Education Service Center

ROOT CAUSE ROOT CAUSE ANALYSIS PROCESS PROBLEM STATEMENT ACTION 1: ACTION 2: ACTION 3:

10, 5, 5 Categories 5 Whys 2019 Region One Education Service Center ROOT CAUSE Problem Statement: ELs have a 50% pass rate in reading Team Consensus: School is boring to the students 1. Why are the students bored at school?

Because the students arent engaged 2. Why arent the students engaged? Because the arent connecting with the material 3. Why arent the students connecting with the material? 2019 Region One Education Service Center Problem Statement: ELs have a 50% pass rate in reading Potential Root Cause: Teachers lack of understanding of instructional strategies needed to meet the linguistic needs of ELs. Supporting Data: Classroom walkthrough data and teacher interviews reveal an absence of instructional

strategies to support ELs. 2019 Region One Education Service Center STRATEGY IDENTIFICATION Visioning Root Data Cause Analysis Analysis Planning STRATEGIES

Implementation 2019 Region One Education Service Center The best strategies are those that are aligned and scaffolded to the root cause of low performance. 2019 Region One Education Service Center Brainstorming Activities

Idea Idea Idea Activities ~ Root Cause Idea Idea Idea

2019 Region One Education Service Center Overall Strategy Short Term Intermediate Long Term Activity #1

Activity #3 Activity #4 Activity #2 2019 Region One Education Service Center IMPLEMENTATION PLANNING

Visioning IMPLEMENTA-TION Strategies Root Data Cause Analysis Analysis PLANNING 2019 Region One Education Service Center Practice: Writing an Implementation Plan

Problem Statement Strategy to teacher induction practices, and our new teachers struggled. We will develop and monitor a year-long teacher orientation program in which master teachers and instructional coaches will provide 1:1 coaching for new teachers so that we can reduce the number of 5th grade students who did not meet grade level in math by 20%. Annual Goal 2019 Region One Education Service Center

Root Cause 75% of 5th graders did not meet grade level in math because we failed to adhere Practice: Writing Implementation Plan Activities Short Term Activity Activity Activity Who?

% Intermediat e Activity Activity Activity Who? %

2019 Region One Education Service Center Long Term Activity Who? Activity Activity %

How can I use this information at my campus/district? Why is it important? Small Group Discussion 2019 Region One Education Service Center ELL Leadership Academy, Part II Educational Equity Special Programs

YOUR IDEA HERE Remember this image? 2019 Region One Education Service Center Student Group Region One State

English Language Learners 36.9% (158,915) 15% 18.9% (1,010,168) Students with Disabilities 7.81% (33,680) 7%

8.8% (467,611) Migrant Students 4.06% (17,503) 57% 0.5% (30,948) Economically Disadvantaged 85.1% (366,473)

12% 59% (3,155,117) Gifted and Talented 8.42% (36,304) 9% 7.8% (415,641) ALL

431,028 5,343,834 Texas vs Region One Data 2019 Region One Education Service Center THE POWER OF ACCELERATION Remediation vs Acceleration 2019 Region One Education Service Center

50 mph 25 mph The Power of Acceleration: Scenario 1 2019 Region One Education Service Center 50 mph l

l i w p G a en wid 25 mph The Power of Acceleration: Scenario 1 2019 Region One Education Service Center

50 mph 50 mph The Power of Acceleration: Scenario 2 2019 Region One Education Service Center 50 mph l

l i w p Ga ain rem me a s the 50 mph The Power of

Acceleration: Scenario 2 2019 Region One Education Service Center 50 mph 75 mph The Power of Acceleration: Scenario 3 2019 Region One Education Service Center 50

mph l l i w p a G ually t n e ev ose cl

75 mph The Power of Acceleration: Scenario 3 2019 Region One Education Service Center W. Thomas and V. Collier, 2002 2019 Region One Education Service Center EL Progress Typical Native Speaker 50th percentile in L1

One year progress = 10 months 7 6 5 4 3 2 English Learners 25th percentile in L2 1+ year progress = 10 months

(Thomas & Collier, 2001) 1 http://www.crede.ucsc.edu/research/llaa/1.1_final.html 2019 Region One Education Service Center EL + GT = Equity 2019 Region One Education Service Center www.gtequity.org 2019 Region One Education Service Center

Jigsaw Reading 2019 Region One Education Service Center Identifying ELs in Gifted and Talented Programs By Sam Savage 1. 2. 3. 4. 5. Introduction (Paragraphs 1-3)

Introduction (Paragraphs 4-6) The Role of Public Schools Use of IQ Tests Recommendations for Identifying GT ELs 6. Recommendations for Future Research Jigsaw Reading 2019 Region One Education Service Center Varied Faces of Giftedness http:/www.gtequity.org/docs/opt/varied_face

s.pdf 2019 Region One Education Service Center How does your district compare to the Region? What inequities, if any, exist in your GT programs? ocrdata.ed.gov 2019 Region One Education Service Center If we dont provide GT services to the best and the brightest from this rapidly growing population, where will the

leadership and role models come from? Reflection 2019 Region One Education Service Center SPECIAL ED + EL Reaching Educational Equity 2019 Region One Education Service Center Content Objective Today I will analyze how different

disabilities might impact language acquisition. Language Objective Today I will explain the connection between disabilities and language acquisition through an expert gallery walk. Session Objectives 2019 Region One Education Service Center

Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; An activity limitation is a difficulty encountered by an individual in executing a task or action; While a participation restriction is a problem experienced by an individual in involvement in life situations. Thus, disability is a complex phenomenon, reflecting an interaction between features of a persons body and features of the society in which he or she lives. - World Health Organization, Disabilities 2019 Region One Education Service Center

https://youtu.be/0-8PvNOdByc The Brain: Structures and Functions 2019 Region One Education Service Center http://www.projectidealonline.org/v/disability-categories/ http://prntexas.org/categories-of-disability-under-idea/ 2019 Region One Education Service Center 1. Specific Learning Disability

2. Other Health Impairment 3. Autism Spectrum Disorder 4. Emotional Disturbance 5. Speech or Language Impairment

6. Visual Impairment 7. Deafness 8. Hearing Impairment 9. Deafblindness 10. Orthopedic Impairment

11. Intellectual Disability 12. Traumatic Brain Injury 13. Multiple Disabilities 13 Disability Categories Under IDEA 2019 Region One Education Service Center

How is Language Acquisition impacted by the Disability? Listenin g Speakin g Reading Writing Disability vs

Language 2019 Region One Education Service Center http://www.projectidealonline .org/v/disability-categories/ http ://prntexas.org/categories-ofdisability-under-idea/ Resources 2019 Region One Education Service Center How is Language Acquisition impacted by the Disability? Listenin

g Speakin g Reading Writing http://www.projectidealonline.org/v/disability-categories/ http://prntexas.org/categories-of-disability-under-idea/ 2019 Region One Education Service Center EL

Identification Bilingual/ESL Services EL Reclassificatio n Identification and Exit 2019 Region One Education Service Center https://bit.ly/2Gk0vjJ

Password: ellacademy More SpEd EL Resources 2019 Region One Education Service Center Content Objective Today I analyzed how different disabilities might impact language acquisition. Language Objective Today I explained the

connection between disabilities and language acquisition through an expert gallery walk. Session Objectives 2019 Region One Education Service Center Exit Tickets Write a Tweet about something you learned today (120 characters or less).

Dont forget to hashtag it! 2019 Region One Education Service Center Mil gracias! See you at the ELL Leadership Academy, Part II! Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity Director [email protected] Facebook: Region One ESC Bilingual Twitter @esc1bilingual @bilingualpride 2019 Region One Education Service Center

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