District Leadership Team Meeting Summary Facilitated by Denise Williams, Director of Instruction

February 29, 2016, 3:30-5:00 p.m. (If you need clarity or have questions, please email dwilliams@eesd.org)

Role of the DLT The District Leadership Team is a cohort that monitors the District Wide Improvement Process, the implementation of the Local Education Agency Plan (LEAP) and the Title III Accountability. The cohort is comprised of teachers, administrators, paraprofessionals, community members, and an ETA representative. In 2012, Evergreen entered program improvement year 3 status and revised the LEAP. We have been working collaboratively to further improve student achievement.

Summary of the February 29, 2016 Meeting Attendees: Julie Clark, Nanette Donohue, Gina Juarez, Erica Ruggiero, Lori Lim, Tonya Trim, Mae Valentino-Pickett, Lucia Velez, Ruth Stephens-Radle, Gracie Ramos, Guillermo Ramos, Suzie Woodley, Hong Nguyen, Loan Dinh, Carol MacLean, Maureen McClintock, and Daniela Ortiz DLT Roles: The roles were reviewed and discussed to ensure common understanding among the participants. I. Reviews the data pertinent to the LEAP/Title III Plan II. Provides recommendations to schools about district initiatives in LEAP based on data review III. Updates stakeholders on the DLT process on an ongoing basis through written and other communications Outcomes for February 29, 2016

Review Goals, Strategies and Action Charts Review elements of the Title III Improvement Plan Update Previous Recommendations and Make Recommendations Review elements of the Title III Improvement Plan Review Data

DLT Identified Areas of Focus Currently, based on our LEA Plan, we are monitoring data in the following categories. A. Common Core Implementation (1A & 1B, 1D/Effective Teaching & Administration) B. Support for Program Improvement (PI) schools and significant subgroups (1F, 1C) C. Support for Long Term English Learners (LTELs) & Dedicated ELD (2A & 2C) D. Improving Parent Engagement (2E, 2F Parent Notification) E. Professional Development (2D Quality Professional Development)

Data That Was Reviewed

• Danielson’s Framework For Teaching ** • Program Improvement Schools: Supplemental Educational Services • ADEPT: A Developmental English Proficient Test ** • CELDT: California English Language Development Test • Parent Engagement: DELAC/DAC • Districtwide CAASPP (Other lengthy data reports are available upon request.)

Danielson Framework For Teaching

Participants reviewed the cumulative data from School Site Walkthroughs using the Danielson Framework for Teaching. Data included was from November 2014 through March 2016.

Input from Participants (Danielson)

Look at more student evidence Most teachers fall between basic and proficient We see the score has declined from Nov. 2014 to 2016 in 3B • We are not seeing an increase in scores • Teachers have not changed their instruction • Inquiry training in all content areas Teachers and administrators need to review the rubric and discuss the elements. Teachers should trust students to drive instruction More training needed in the strategies of 3B and 3C Teachers need to be involved in the visits

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Support For Program Improvement Schools

Supplemental Educational Services (SES) Results/Discussion - Participants reviewed data from O.B. Whaley and targeted students have begun intervention with Knowledge Quest and Tutor Works. (Reading and Math) There was only pre-test data available and attendees indicated that the third graders were starting the intervention at a much lower percentage than the upper grade students. We will review the post-test data in May. - Katherine Smith’s SES is STRIVE and there was no data available because they just started their intervention program. - Dove Hill just began the SULLIVAN Program and this is a new intervention for the district and we look forward to seeing the pre and post data. - Montgomery is continuing with STRIVE. Pre-test data was the only data available. Attendees indicated that the third graders had the highest percentage greater than one level below. - Holly Oak is not in SES because they are in year one of Program Improvement; But they have begun an early intervention program called SEAL (Sobrato Early Academic Language). The research states that early intervention is the key to preventing Long Term English Learners. (LTELs) They also use Leveled Literacy More Input from Attendees:

How can the progress of the students be tracked who have participated in SES, but do not participate in consecutive years?

The students who are no longer participating in SES still need to be monitored

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The CELDT scores were reviewed for all of the Program Improvement Schools. The attendees concluded that reading and writing domains are of great concerns at all sites. There is a similar pattern exemplified in the district wide English learner/CELDT data is reviewed. RECOMMENDATIONS - Interventions that make an impact must be implemented. - There should be a deeper look at specific EL students.

- Early recruitment of TK/Kinder students who are EL learners - Strong reading comprehension and phonemic awareness programs - Guided Language Acquisition Design (GLAD) should be phased into implementation

especially at the SEAL schools.

Support for LTELs and Designated ELD Participants were asked to review the ADEPT data and look for trends and patterns. Note: English Learners at levels 1-3 in grades 1st-8th received the ADEPT/Assessment. Teachers can receive copies of each student’s performance, which shows areas of need for receptive and productive grammar.

ADEPT (A Developmental English Proficiency Test

A Developmental English Proficiency Test/ (ADEPT) Receptive language means the ability to understand or comprehend language heard or read. Expressive language means being able to put thoughts into words and sentences in a way that makes sense and is grammatically accurate.

Jan. 2015

May 2015

Jan. 2016

Level 1 4%

Level 1 <3%

Level 1 3.3%

Level 2 20%

Level 2 13%

Level 2 15% Level 3 62%

Level 3 59%

Level 3 47%

Level 4 14%

Level 4 25%

Level 4 34% The following comments and recommendations were highlights from the discussion:

Relationships of levels 3 and 4 are consistent. Greater shift from level 3 to 4 in June 2016, in comparison to May 2015. Scores are increasing. Data demonstrates that students are improving. Review process and elements of Level 2 and Level 4. Mastering complex pronouns, adverbs, and verb forms(most especially double negatives

and conditional perfect) should be a goal. Teachers need to give students more oral language practice. Give actual test to teachers so they can see items. (They have always had access) Designated and Integrated ELD needs to happen in all classrooms. Train teachers on what ADEPT is and how to plan according to needs. Allow students to speak more in an academic manner. GLAD (Guided Language Acquisition Design) incorporates very rigorous and powerful

strategies for ELs. Some teachers are using the methodology and others are interested in more PD on these strategies.

****************************************************************Carousel /Chalk Talk

Highlights of LEA Plan Goals The DLT carefully review the goal areas of the LEA Plan. The following documents have been reviewed and updated by the team. If you have any questions or need clarification, please notify me at dwilliams@eesd.org. CHART # 1

Parent and Community Engagement (2E, 2F)

Goal 2E: Parent and Community Participation

1. By June 2016, 100% parents will have the opportunity to learn about and participate in

programs that assist them in helping their children across multiple domains. (highlights in progress) STRATEGIES/ACTIONS

- Newsletters - DAC/SSC - Migrant ED - PAC - DELAC - Site Family Nights - Parent University classes - Director of Communications will implement a structure to enhance participation of English

learner parents - Implement Family Engagement Framework

- Principal’s Coffees, Parent Pride

GOAL 2F: Parent and Community Notifications

1. By June 2016, 100% of the schools and the district will have a system in place to ensure

that all parents will receive communication in their primary language. The materials

will include program placement options, program placement notification, English

language proficiency levels, academic achievement levels and redesignation information.

(Revised 11/9/15) STRATEGIES/ACTIONS

- Translation in major languages (in progress) - High quality translation

__________________________________________________________________________________________________________________ Update and Comments On This Focus Area (2E/2F)

- Move district meetings around to different schools - Clarification and purpose for the parent groups - Establish and post agendas/Topics for the year - Post the DELAC/DAC on bright colored paper and post - Recruit from PTA - Fancy invites for a dinner party at the beginning of the year/retreat - Recognition for participating

- T Shirts, Buddy Up, Car Pool - Strengthen parent leadership opportunities - Reach out to schools that have little or no representatives (Denise visits all sites)

CHART #2

Support for LTELs & Designated ELD (2A,2C)

GOAL 2A: AMAO1 English Proficiency Annually

1. We did not meet AMAO 1 for the first time.

GOAL 2B/2C: AMAO 2 English Proficiency Attainment and

AYP for Subgroups/Highlighted strategies/actions have been implemented or are in progress 1. By June 2016, the percentage of English learners in language instruction programs for fewer than 5

years will meet state defined targets. (revised 11/9/15)

2. By June 2016, the percentage of English learners in language instruction programs 5 or more years

attaining English language proficiency will meet state-defined targets. (revised 11/9/15)

STRATEGIES/ACTIONS:

- The district will ensure that teachers incorporate the new ELD standards aligned with Common Core

within their instructional practices.

- Teachers will provide Integrated and Designated ELD.

- District and site leadership will monitor implementation of ELD standards through walkthoughs or

formal observations.

- A cohort of teachers will give input on possible selections for the new ELD materials and discuss needs.

- Teachers will be provided with PD and will pilot new materials. (in progress)

- Summative/Formative assessments will be collected and analyzed during the year to monitor the progress

of ELs in ELD. (CELDT,ADEPT, AR, CAASPP)

- Each school principal will identify LTELs who need an intervention plan and this will be monitored by

site and district admin.(in progress)

GOAL 2C: AMAO 3 Proficiency in ELA and Mathematics

1. By June, 2016, the percentage of English learners attaining proficiency in Reading/Language Arts will

increase 5% over the baseline CAASPP.

STRATEGIES/ACTIONS

- Support Reading/Language Arts through scaffolding reading

- Culturally Responsive Instruction(at some sites)

- Implement purposeful and explicit instruction in Math

- Review Math materials, provide PD, pilot for implementation of differentiated instruction for ELs

- Monitoring student progress

Update and Comments On This Focus Area (2A/2B, 2C)

- How are teachers using this data to drive instruction? (AMAO 2 &3)

- How do we doing a district wide mandate around this work?

- ELD Standards training for all

- What intervention programs are being implemented for LTELs ($7500)

- How will implementation of ELD standards be monitored?

- How will the CRL work be sustained?

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***Title III Accountability Report/Status(State Report) AMAO I Percentage of ELs Making Annual Progress in Learning English NO AMAO II Percentage of ELs Attaining the English Proficient Level on the CELDT Less Than 5 years Cohort YES More Than 5 years Cohort NO AMAO III NO AYP N/A

CHART #3

Common Core Implementation (1A, 1B, 1D) GOAL 1A, 1D: Proficiency In Reading

1B: Proficiency of High Priority Students

• By August, 2017, our students’ proficiency results will increase by 5%. (revised 11/9/15)

(Yellow highlighted actions/strategies have begun or are in progress)

STRATEGIES/ACTIONS • Ensure that classroom instruction is aligned with California content standards and standards-aligned (including technology-based, as appropriate) instructional materials. • Utilize classroom instructional practices that prepare students with 21st Century Skills, including collaboration, communication, creativity, and critical thinking. Incorporate various tools and strategies, including technology, to help students reach the goal of being career and college ready. • Provide ongoing training for teachers on CCSS aligned assessment development and the use of data to ensure the success of a multi-tiered system of support model. This ongoing training will specifically address the unique needs of students with disabilities and subgroups that missed AYP. • Provide high quality professional development on ELA Common Core State Standards and instructional practices, including those that meet the needs of students with disabilities, EL students, and other students who are not meeting AYP. Update and Comments On This Focus Area (1A, 1B, 1C)

- Coaching and PLCs

- Expanding and the implementation of GLAD(Guided Language Acquisition Design) in 4-6

- Above action (#3) is inconsistent and needs to be addressed

- More technology

- Should RTI be considered again? (Above action #3)

CHART #4 Professional Development (2D)

GOAL 2D: Professional Development

1. By June 2016, 100% of LEA teachers and administrators will receive professional development on research-based strategies to improve English language proficiency in

Reading/Language Arts and Mathematics. (highlighted strategies and actions implemented or in progress) STRATEGIES/ACTIONS

- Targeted professional development - Integrated and Designated ELD (PD at sites where requested) - Culturally Responsive Learning at some sites - Coaches will continue to be available to provide professional development in ELA and/or

Math - Coaches will learn strategies that will provide support for ELs

Update and Comments On This Focus Area (2D)

- Continue district funding - Sharing EL strategies with teachers - Is this work following a continuum? - YES!!! (Happiness with the current strategies and actions)

CHART # 5 Support for PI schools & Significant Subgroups (1F,1C) GOAL 1F: Support Schools In Corrective Action

By August 2016, Katherine Smith Elementary School, Dove Hill Elementary School, Montgomery Elementary School, and O.B. Whaley Elementary School will improve student achievement by 5% overall on CAASPP. (Highlighted strategies & actions have been implemented and/or in progress) STRATEGIES/ACTIONS

- Supplemental Educational Services(SES) -

Update and Comments On This Focus Area (1C/1F)

- Small groups - Keep same students in the SES program to monitor accurate growth over time - Designate support staff to help with reading instruction - Leveled reading models and programs for students - Literacy coach does guided reading with target students using specified programs (Leveled

Literacy & etc.) - Possibly use number of students with the projected percentage for growth - Please students in reading comprehension classes