district advisory council (dac), district english learner ... advisory council (dac), district...

District Advisory Council (DAC),

District English Learner Advisory

Committee (DELAC), and Title I

Annual Parent Meeting

Huntington Beach City School District

February 12, 2015

Welcome!

Please share the following information with

us as your introduction:

Your name

The school you represent

Your favorite thing about your child’s

school!

Meeting Agenda

Approval of Minutes

Reports ◦ Food Services

◦ English Learners

◦ Consolidated Application Status/Updates

◦ Title I

◦ Attendance

◦ Resources

Local Control Accountability Plan

Public Comment / Advisory

Unfinished Business

New Business

Adjournment

Approval of Minutes

Food Services

HBCSDBistro.com

English Learners – R30

English Learners - CELDT

School Number

Tested*

% Proficient

(Early Advanced or

Advanced)

IFEP

Candidates**

Smith 40 57.5 4

Seacliff 30 73.3 6

Eader 15 33.3 0

Peterson 76 36.8 3

Hawes 20 45.0 3

Perry 129 24.8 2

Moffett 26 76.9 4

Dwyer 84 55.9 2

Sowers 20 85.0 0 DISTRICTWIDE 440 46.1 24

Title III Program Improvement


Focuses on both State and Federal

achievement targets

Monitors progress for all students and

significant subgroups of students at both the

District and School level

Analyzes results annually to inform and focus

action steps at both the District and Site

Levels

Aligns with No Child Left Behind

requirements for 100% proficiency by 2014

Adequate Yearly Progress (AYP)

Federal accountability reporting system

Looks at the percentage of students

meeting proficiency

STAR CST and CELDT used to determine

whether a district/school has made AYP

Goals are articulated as Annual

Measurable Achievement Objectives

(AMAOs)


AMAO 1 - Percentage of ELs Making Annual

Progress in Learning English

# of 2013-14 Annual CELDT Takers: 366

# with Required Prior CELDT Scores: 366

% with Required Prior CELDT Scores: 100%

# in Cohort Meeting Annual Growth Target: 209

% Meeting AMAO 1 in LEA 57.1%

2013-14 Target 59.0%

Met Target for AMAO 1 - No


AMAO 2 - Percentage of ELs Attaining the English Proficient Level on the CELDT

Less than 5 Years Cohort

# of 2013-14 English Learners in Cohort: 306

# in Cohort Attaining the English Proficient Level: 80

Percentage in Cohort Attaining the English Proficient Level: 26.1%

2013-14 Target: 22.8%

Cohort Met Target - Yes

5 Years or More Cohort

# of 2013-14 English Learners in Cohort: 133

# in Cohort Attaining the English Proficient Level: 84

% in Cohort Attaining the English Proficient Level: 63.2%

2013-14 Target: 49.0%

Cohort Met Target - Yes

Met Targets for AMAO 2 – Yes


AMAO 3 - Adequate Yearly Progress for EL Student Group at the LEA Level

English-Language Arts

Met Participation Rate for English Learner student group: Yes

Met Percent Proficient or Above for English Learner student group: No

Mathematics

Met Participation Rate for English Learner student group: Yes

Met Percent Proficient or Above for English Learner student group: Yes

Met Targets for AMAO 3 No


Complete the Title III Plan Needs Assessment,

Plan Information Summary, Assurance documents,

and Goals/Strategies/Actions/Tasks

Upload completed documents to the California

Accountability Improvement System (CAIS)

Develop, Implement, and Monitor the Title III Plan

Maintain a record of Plan implementation by

posting updates, documents, and other evidence

into CAIS


Goal 2A: Annual Measurable Achievement Objective

(AMAO) 1 – Annual Progress Learning English

By June 2015, the percentage of ELs learning English will increase from 59% to 61%, in order to move toward state defined growth expectations as measured by the California English Language Development Test (CELDT). (State target for 2014-15 is 60.5%)

By June 2016, the percentage of ELs learning English will increase from 61% to 63%, in order to move toward state defined growth expectations as measured by CELDT. (State target for 2015-16 is 63%)


2C: AMAO3 – Reading/Language Arts

By June 2015, the percentage of administrators trained in the ELA/ELD Standards in tandem with the CCSS will increase from 0% to 100% as measured by locally developed observation tools.

By June 2015, the percentage of teachers of ELs implementing the ELA/ELD Standards in tandem with the CCSS will increase from 0% to 6% as measured by locally developed observation tools.

By June 2016, the percentage of teachers of ELs implementing the ELA/ELD Standards in tandem with the CCSS will increase from 6% to 100% as measured by locally developed observation tools.


Goal 2D: High Quality Professional

Development The Local Educational Agency (LEA) will provide high quality

professional development to teachers, administrators and other school

or community-based personnel to improve the education of ELs.

Goal 2E: Parent and Community

Participation The LEA will promote the involvement of parents and community

members in the education of ELs.

Key Strategies and Tasks

Implementation of Common Core State Standards (CCSS)

Teachers will provide daily ELA instruction aligned to CA Common Core State Standards. Integrated and designated English Language (ELD) development will be provided as differentiated instruction within the classroom to address English Learner student learning needs to meet grade level standards. Teachers will address language development needs to support EL student reading, writing, speaking and listening skills. This includes vocabulary development and supporting students in the language of specific subjects.

- Teacher professional development and PLCs

- Administrator CCSS training

- ELA/ELD materials


Instructional Strategies (ELD Training and DII Focus)

The District will provide support to principals and staff in aligning instruction to the ELD Framework and CCSS. OCDE is providing training and support to District instructional services staff. Principals and site administrators will then receive introduction and overview training on ELD framework to support teacher instruction. The focus of the Frameworks implementation will be differentiated instruction for English Learners, specifically the strategic use of Integrated and Designated English Language Development strategies. School staff will participate in DII professional development at the site and district level. Principal will provide focused PLC expectations and monitoring to support implementation of DII practices.

- ELD Frameworks training

- Training of Teachers

- DII Study, Coaching, and PLC Focus


Benchmark Assessments

Three district online (most grades) and paper/pencil (younger students) benchmark assessments were developed in ELA (administered three times per year) to provide formative assessment data to teachers to guide instructional planning decisions for English Learners, as well as to support monitoring of student progress and identification of students for possible participation in interventions and other classroom support systems.

- Develop online benchmark assessments

- Ongoing staff training on benchmark assessments

- Monitoring student progress


Standards Sequence Schedules

Standards sequence schedules have been developed with teacher input and are being implemented in grades 2-8, aligned to CCSS. These instructional guides have created an alignment and established teaching and learning expectations for grade level content to be instructed to all students, specifically our English Learners. The development of Benchmark Assessment blueprints was made in line with these guides to ensure the teaching and monitoring of student progress for all required grade level standards. With continued implementation of the Common Core and English Language Development Standards, the schedules will be reviewed and revised in Summer 2015 as needed to support pacing guide implementation in 2015/16 school year.

- Develop standards sequence schedules

- Monitor implementation


English Language Arts (ELA) and English Language Development (ELD) Instructional Materials Pilot & Training

It is essential for HBCSD to purchase curricular materials and assessment tools aligned to ELA Common Core State Standards and ELD Standards with appropriate interventions and supplemental resources. The research-based pedagogical shifts demanded by the new standards include deeper rigor with an increased focus in reading of informational text, the complexity of texts, academic vocabulary, and evidence-based writing. Teachers will pilot ELA/ELD curriculum before convening in committees to determine District adoption.

- Pilot new materials

- Teacher committee comprehensive review

- Adoption and implementation of ELA/ELD materials


Supplemental Services in the Local Control Accountability Plan (LCAP)

Supplementary services for English Learners include assessment, notification, interventions, and professional development. EL-specific supports provided by site staff (instructional aides, classroom teachers - Read 180 & English Language Development courses) and centralized EL staff (EL Coordinator, Bilingual Instructional Aides, EL Technician). Additional supplementary programs include instructional materials, translation services, parent consultations, and progress monitoring (EL and RFEP students).

- Interventions

- Bilingual Instructional Assistants


Parent Involvement and Communication

Parent survey and events based on

responses

Social media

Web resources (website, video portal)

Interim formative report cards

EL Master Plan Updates

Updates Details Rationale

Placement Criteria [Initial Fluent English Proficient (IFEP) and Reclassified Fluent English Proficient (RFEP)]

Update for new assessments

Old assessment data no longer applicable

Assessment Procedures

Update timelines Mostly the same, new CALPADS submission dates

Program Description Update instructional materials

ELA/ELD pilot process

Staffing Coordination with Title I intervention LCAP/Local Control Funding Formula (LCFF)-EL expenditure procedure

Efficiency Other interventions (BIAs, site-specific)

EL Master Plan Updates

Updates Details Rationale

Professional Development

ELA/ELD standards Implementation of new standards, DII, and Path to Proficiency

Funding Update for LCFF New process and language

Parent letters Update and “soften language”

Form letters are compliant but need improvement (focus on growth rather than No Child Left Behind [NCLB]-like targets)

Forms Digitize and update Cost savings Faster feedback for parent notification

Home Language Survey (HLS)

Update and revise New form

Next Steps for Success Continued adherence and implementation of the

State approved Title III Program Improvement Plan and EL Master Plan.

Implementation of a skills-based intervention program for English Learners (EL), in which services are coordinated and adjusted based on student progress.

Focus on EL student opportunities to practice and reinforce language skills with the use of technology and specific curriculum.

Development of a centralized system for ongoing consultations to empower parents, focusing on EL procedures and guidelines, in addition to resources and materials that help develop linguistic skills outside of the school environment.

Consolidated Application

Application for State and

Federal Funding to Support

Students Allows the district to operate special programs to

support students not yet proficient

Provides for the district to accept State and

Federal funding to support student learning

Requires that the district meet learning targets

and submit fiscal reports on a regular basis to

ensure accountability *

June 2015 Submission Includes

2012-13 Expenditure / Obligation Reporting, 24 Months

Title II, Part A Fiscal Year Expenditure Report

Title III, Part A Immigrant YTD Obligations Report

Title III, Part A LEP YTD Obligations Report

2013-14 Expenditure / Obligation Reporting, 12 Months

Title II, Part A Fiscal Year Expenditure Report

Title III, Part A Immigrant YTD Obligations Report

Title III, Part A LEP YTD Obligations Report

June 2015 Submission Continued:

2013-14 End of Year Reporting

Title I, Part A School Funded Staff Report

Title I, Part A Parental Involvement Policies (LEA and school)

Title I, Part A School Program Improvement Activities

Title II, Part A School Class Size Reduction Report

Title III, Part A LEP Nonprofit Private School Reimbursement

Homeless Education Policy, Requirements and Implementation

Title I, Part A Nonprofit Private School Student Demographics and Services

Title I, Part A Program Improvement Expenditures and Reallocation Criteria

June 2015 Submission Continued:

2014-15 Application for Funding

Certification of Assurances

Protected Prayer Certification

Application for Funding

Other ESEA Nonprofit Private School Participation

School Student Counts Projected

Economic Impact Aid School Funding Plan

Title I, Part A Nonprofit Private School Participation

Title I, Part A Planned School Allocations

Substitute System for Time Accounting

Title I Program and Services Strong Accountability

Local Control

Choice for Parents

Effective Teaching Methods

Title I Funded Schools Dwyer Middle School

Perry Elementary

Peterson Elementary

Smith Elementary

Title I, Part A works for students!

Provides funding to support students

equally

Formalizes Parent Involvement with

District and School policies and

Compacts

Provides trainings, information and

resources throughout the school year

How do we involve parents?

Title I Site Meetings

Parent Conferences and Communication

School and Classroom Events and Activities

Volunteer Opportunities

Parent Survey – hbcsd.us

Parent survey and events based on responses

Social media

Web resources (website, video portal)

Interim formative report cards

Title I Funds Provide the Following

Services in HBCSD Extended Day Academic Learning

Programs

Intervention and Tutorial Support

Parent Involvement Activities

Additional Resources

Attendance

Clarification: Students that have more than 20 absences are considered to be chronic absentees. (~10%)

Truancy = upon the third unexcused absence or tardy in excess of thirty minutes

School Attendance Review Team (SART) meets with parents and students to create a plan to improve attendance. When unexcused absences continue, they are referred to the district’s

School Attendance Review Board (SARB) panel for hearing. The SARB meets regularly to address the attendance concerns of students who are considered truant for five or more school days.

HBCSD LCAP Goals

• Adopt CCSS-aligned materials

• Continue and expand instructional professional development

• Continue implementation of Illuminate

• Technology upgrades

• Web-based communication

• Attendance Recovery Program

• Proactive Intervention supports

• Before/After School Supports (P&D)

• Develop Library/Media Center Model (P&D)

• EL interventions (DW)

Consolidating Goals

LCAP Committee Meeting

March 3rd @ 3:30 PM

LCAP Comments Form

Public Comment / Advisory

Unfinished Business

New Business

Adjournment

Next Meeting: May 7, 2015

9:30 AM

district advisory council (dac), district english learner ... advisory council (dac), district...

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