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

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1 What is your responsibility? Midland ISD Training Powerpoint Midland High School 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? 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) Bilingual English as a Second Language Parent Denials Kail Garza Jones Rambo Elise Sylvia Patrick Jane Dir. of Assessment & Accountability Asst. Superintendent Exec. Dir. Secondary Ed Exec. Dir. Elementary Ed What? Orosco Espino Horner Cano Rowley Jimenez Lopez Hermosillo Garcia Vela Rodriguez Lorrie Fernando Jeff Dolores JoAnna Judith Homer Victor Jesse Luz Celina Bilingual/ESL Director Principal, Lee Freshman Principal, Midland High Principal, Crockett Elementary Principal, San Jacinto JH DEIC rep, Crockett Elementary ESL Teacher, Lee Freshman ESL Teacher, Midland High ESL Teacher, Lee High ESL Teacher, San Jacinto (LPAC) Elem. Counselor, Burnet Elem Nevarez Coulter Neighbors Moss Spannaus Torres Garcia Pena Ochoa Harmon Monique Leah Lisa Ron Jill Sarah Irene Robert Hiliberto Michele Gen Ed Teacher, Lee Freshman Gen Ed Teacher, South Elementary Principal, Parker Elementary Counseling Supervisor Counselor, San Jacinto JH Parent of 6th and 8th grade students Elementary Math Supervisor K-1 Supervisor ESL Teacher, Midland High Dir. Special Populations Stage 4 Intervention calls for a TEA On-Site Visit April 0 th 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 Acosta Debra DropOut Prevention/At-Risk Coor. Newman Betty Exec Dir. Student Services (optional) Zachary Susan Advanced Academics - Supervisor (opt.) 1

2 When? Notified Oct. 1, 008 CORE Team identified Oct. 1, st CORE Team meeting Nov. 6, 008 nd CORE Team meeting Nov. 19, 008 rd CORE Team meeting Dec. 1, 008 Finalization of the CIP Dec. 9, 008 & Jan. 5, 009 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 1 Will affect all bilingual/esl teachers PK-1 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 () As a whole we are at the lowest possible rating for a district in the Performance Monitoring System (Stage 4). **Indicators LEP Annual Dropout Rate LEP RHSP/DAP Diploma Bil Educ English TAKS ESL Eng TKAS Math Reading Social Studies PBMAS Historical View District Indicator District Indicator District Indicator District Indicator Rate or Perform Rate or Perform Rate or Perform Rate or Perform Differen ance Differen ance Differen ance Differen ance ce Level ce Level ce Level ce Level RO RI District Indicator Rate or Perform Differen ance ce Level RI RI Writing Bil Spanish TAKS 5.9 SA 8. SA 6. SA 10. PBMAS Indicator District Goals for Improvement (Current rate and Performance Level) [State rate and expected Performance Level] ESC Region #: LEA: 18 Midland ISD Bilingual Education / ESL Monitoring System Continuous Improvement Plan Stage of Intervention: Submittal Date: ( ) Increase PBMAS Indicator # (ESL English TAKS): Math -- from 7.1% to 45% () [50 and 1] Reading/ELA - from 8.% to 55% () [70 and ] - from 17.7% to 5% () [45 and 1] Social Studies - from 54.5% to 65% (RI) [65 and 0] Writing - from 5.7% to 65% () [65 and 0] Increase PBMAS Indicator # (BE Spanish TAKS Passing Rate): from 10.% to 5% () [45 and 1] Decrease PBMAS Indicator #7 (LEP Annual Dropout Rate [7-1]) by.5% to district rate of 4.%. (7.7% and ) [.0% and 1] Co/District #: 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. DESIRED RESULT Goal(s) that address each identified area of improvement, including necessary correction of noncompliance MEASURABLE EVIDENCE OF CHANGE Qualitative and/or quantitative measures of student performance/ program improvement 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. RESOURCES Materials/supplie s, fiscal, and personnel needed to implement activities TIMELINES Initial (beginning) Interim (formative) and Final (summative) for evaluation purposes Increase PBMAS Indicator #8 (LEP RHSP/DAP Diploma Rate) by.7% to district rate of 50% (7.% and ) [60% and 1]

3 Delineation of all program components for all staff will be made available via a Midland ISD Bilingual and ESL Handbook 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 TEA Identified Indicator #1: Create a system whereby the components of a LEP -- Bilingual/ESL program are in place within the district and can be identified by personnel CIP p.,, 4, 5 District Personnel Knowledge about program offerings, professional developments, and communication Within the district concerning all Bil/ESL programs Existence of an accessible flow-chart of Bil/ESL Personnel And Job Responsibilities TEA Identified Indicator #: Develop a scope and sequence for Bilingual-ESL Department aligned to TEKS and ELPS CIP p. 6 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 SIOP Training for Administrators Training Agendas and improved placement of Bilingual/ESL students PBMAS Data graduating on RHSP/DAP plan Decrease the LEP Dropout Rate passing Spanish TAKS taking Spanish Math, Reading & Writing TAKS by 5% TEA Identified Indicator #: Secondary Administration will be trained in ESL program and Monitoring Strategies Elementary Administrators will be Included in all transitional activities Feeder Meeting Agendas and Transitional Documentation Will assist in the correct placement and knowledge of Bilingual/ESL students CIP p. 7-8 LEP PEIMS Data Lists TEA Identified Indicator #4: Graduation Rosters Reduction of Transitions for Bil/ESL students in K-6 CIP p Standardized test scores Development of a 5 th & 6 th grade ESL model Alignment of ELA Scope & Sequence with ESL Scope & Sequence Elem & JH campuses Provided more targeted Bil/ESL strategies for Students utilizing Various programs in place District List of ESL Certified Teachers Utilization of IPODs for ESL Students to assist in Language acquisition PBMAS data Secondary ESL Teachers will Be provided time to assist And monitor LEP students TEA Identified Indicator #5: #4: (cont.) Student Schedules Academic Vocab Training Sign-in Sheets CIP p Placement of LEP students with ESL Strategy Trained Teachers (emphasis on secondary) SIOP Sign-in Sheets Student Transcripts Policy Change in Hiring Requirement for New Hires To become ESL Certified Within one year of hiring TEA Identified Indicator #5: #4: (cont.) Standardized test data CIP p Master Schedules Campus membership projections (inclusive Of LEP projections)

4 CORE Team Meetings TEA Identified Indicator #5: LPAC Trainings Increase success of LEP students in all Programs within the district (PBMAS) Develop a check & balance system for the expenditure and use of campus resources for LEP needs CIP p. 15 TEA Identified Indicator #6: Ensure all district personnel are knowledgeable about and understand the BE-ESL program components, mission, model and expectations List of expenditures will be available upon demand From each campus and at the district level in Regard to Bil/ESL funds CIP p Upon development of Bil/ESL handbook, focus meeting at all levels will be held to address the components and expectations within the program Define and outline Exit Criteria for Late Exit Transitional Model for District staff Documentation of designated parent meetings in regard to Bil/ESL program TEA Identified Indicator #7: Educate the community and parents about the Bil/ESL program and all components of the program CIP p. 18 Focused Student Profiles (FSP s) at each campus Reduced LEP failures for: 6 weeks Semesters Credit Attainment Algebra Success IFV Bil/ESL Focused Monitoring Results on SIOP strategies TEA Identified Indicator #8: Monitor system at each campus for implementation and student success evaluation CIP p PSAT/ACT/SAT Results for LEP students Involve the community in Bil/ESL Education Satisfaction surveys for parents (Eng & Span) for the end of each school year PBMAS Indicators Improvement Standardized State Testing Results Improvement TELPAS Results Increased # of students graduating on RHSP/DAP plan Identify and increase # of LEP students enrolled in: AVID PreAP/AP Dual Credit GT Classes Minutes from Campus Bil/ESL Focus Groups Minutes from faculty meeting and sign-in sheets Inventory baseline list Effectiveness Rating Sheet For inventory TEA Identified Indicator #8: (cont.) Monitor system at each campus for implementation and student success evaluation TEA Identified Indicator #9: Instructional Components of the Bil/ESL Program will be organized CIP p CIP p. 1 Projections of LEP data in regard to PBMAS will be formulated each spring Increase availability of Spanish materials and other languages as needed Professional Development will be related to effective research-based Bil/ESL Strategies 4

5 Documentation from HRS on recruitment activities Documentation from HRS on statistics of certified recruitments TEA Identified Indicator #10: Process will be enacted to create easy access to and improved communication regarding LEP student data TEA Identified Indicator #11: Increased focus on recruitment and retention of qualified Bil/ESL Certified staff CIP p. CIP p. Staff is knowledgeable about and able to make informed decisions concerning LEP students Create a balanced pay system for Bilingual and ESL Certified Teachers Increase number of certified ESL Teachers Evidence of more monitoring of out-of-town travel expenditures for professional development TEA Identified Indicator #1: A System for Follow-up Training, Modeling and Support for Bil/ESL Instruction CIP p. 4 Implementation of Bil/ESL Coaching Model for campus assistance Follow-Up Activities After the interim benchmark for evaluation, what will we do if the initial plan isn t working? 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 when possible. 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. 5