Quarterly Update:
English Learners, Students with
Disabilities, African-American
Students, and Counseling
February 23, 2016
Office of Language Acquisition
2
English Learner Support Teachers
• Three Area 5
ELSTs and Logan’s
first grade PLC
participated in
lesson study
• All ELSTs
observed PLC
lesson study
CELDT UPDATE
Area
Number of Newly Enrolled
Students Pending CELDT
Testing as of 1/2016
1
73
2
83
3
91
4
45
5
44
6
40
Total
376
OLA Compliance
Team is working
with English
Learner
Coordinators and
school sites to
administer the
CELDT to newly
enrolled students.
4
English Learner Advisory Committee
Area
Active and
Established
Initiating and
OLA Compliance
Launching
Team is currently
10
assisting 49 school
sites initiate and
8
launch ELACs.
1
17
2
21
3
10
18
4
26
2
5
23
0
6
Total
18
115
11
49
Total = 164 ELACs
5
Language Other Than English (LOTE)
Test – Satisfies Two Years of Foreign
Language High School Graduation/A-G
Requirement
LANGUAGE
STUDENTS
ASSESSED
Somali
59
Spanish
887
Vietnamese 77
STUDENTS
PASSED
57 (96%)
816 (91%)
73 (94%)
6
SEAL OF BILITERACY
Awarded to high school seniors signifying
mastery of two languages.
Year
2013
Students 372
2014
310
2015
416
7
Early Reclassification Grades 1-2
Early Reclassification Criteria
Students in Grades 1 and 2 are identified based on the following Early
Reclassification Criteria:
1. At grade level DRA (Diagnostic Reading
Assessment)
2. Early Advanced/Advanced on the CELDT
3. Score of 3-4 on the Lucky Calkins Writing Rubric
Students are monitored for one year
Students continue to make progress and meet the Early Reclassification Criteria
at the end of year
Students are reclassified and monitored for two years
8
• A focus on
rich,
powerful
precise, and
academic
language
• Articulation
across grades,
and alignment
of the
preschool – 3
school system
SEAL
Pillar
1
Pillar
2
Pillar
3
Pillar
4
• Creation of an
affirming and
enriched
environment
• Strong
partnership
between
parents and
teachers
9
Long-term English Learners
Number of
Long-term
English Learners
October
2013
October
2014
October
2015
5,704
5,249
4,884
Number of LTELs continues to decrease due to district-wide commitment to:
• High quality leadership
• High quality teaching
• High expectations for all
• ELSTs to continue to provide support and expertise to school sites to help
improve instruction and the academic achievement of English Learners
• Office of Language Acquisition and its Resource Teachers provide
professional development and resources for teachers and school sites
• Collaboration among departments helps maximize resources
10
Area 4 Green Team Support
11
Hoover High School
and
Special Education Department
2015-2016 Collaboration
12
Designing Instruction
for Students with Disabilities
Instructional
Partnership
 Learning Community
 Rigorous Curriculum
 Meaningful
Instruction
 Student Agency
 Integration of General
and Special Education

13
Youth Advocacy
District
Attendance
Intervention
Team
• Monitor Attendance Trends
• Deploy Targeted Support to
Sites
• Develop Districtwide
Attendance Improvement
Strategies
• Make Policy Revisions
• Maintain Districtwide
Attendance Average at or Above
97%
• Reduce Chronic Absenteeism
Rate to Below 5%
14
Youth Advocacy
Mentoring
15
Youth Advocacy
Blueprint to Accelerate the Achievement of African American
and African Students Task Force
Academic Achievement Implementation Team
Principal-Led
Research Projects
• DRA Scores
• Attendance
• Referrals
• Citizenship Marks
16
Youth Advocacy
Blueprint to Accelerate the Achievement of African American
and African Students Task Force
Student Concerns and Celebrations Implementation Team
2013-2014
• 131 students expelled
• 21 African-American students
2014-2015
• 78 students expelled
• 16 African-American students
Number of Cases Recommended for Expulsion and
Number Cases Expelled
17
Youth Advocacy
Blueprint to Accelerate the Achievement of African American
and African Students Task Force
Student Concerns and Celebrations Implementation Team
Expulsions
First Day of School to mid-February
18
Elementary School Counseling
19
Design Process

Consensus Building
 Elementary School Counselors
 SDEA
 Program Governance Team

Strategies





Strength-based
Survey
Focus Group
Matrix of Services
Feedback Loop
20
Building A Cohesive Program
Articulation Process
 Coach and Connect Plan
 Student Agency

Academic Support
Social Emotional Learning
College and Career Ready
21
Agreements of Practice

A Comprehensive Program includes:
 Direct Service – 80%
 Tiered Supports
 Common Structures
− Calendars
− Awareness Activities
− Monthly Themes
− Lessons/Curriculum
− Groups
22
Secondary: Capacity-Building

Strong focus on professional development
 Secondary counselors
 Special Education Department instructional team
 Athletic directors

Working to ensure educational equity and access
for all students
 Supporting school sites with Master Schedule
development
 Monitoring student progress toward graduation
23
Interdepartmental Collaboration
We continue to build networks to collaborate with various departments
and schools to support the full development of individual students.
24