1. Quarterly Update: English Learners, Students with Disabilities, African-American Students, and Counseling February 23, 2016

2. 2 Office of Language Acquisition

3. English Learner Support Teachers Three Area 5 ELSTs and Logan’s first grade PLC participated in lesson study All ELSTs observed PLC lesson study

4. 4 CELDT UPDATE AreaNumber of Newly Enrolled Students Pending CELDT Testing as of 1/2016 173 283 391 445 544 640 Total376 OLA Compliance Team is working with English Learner Coordinators and school sites to administer the CELDT to newly enrolled students.

5. 5 English Learner Advisory Committee AreaActive and Established Initiating and Launching 11710 2218 31018 4262 5230 61811 Total11549 OLA Compliance Team is currently assisting 49 school sites initiate and launch ELACs. Total = 164 ELACs

6. 6 Language Other Than English (LOTE) Test – Satisfies Two Years of Foreign Language High School Graduation/A-G Requirement LANGUAGESTUDENTS ASSESSED STUDENTS PASSED Somali5957 (96%) Spanish887816 (91%) Vietnamese7773 (94%)

7. 7 SEAL OF BILITERACY Awarded to high school seniors signifying mastery of two languages. Year201320142015 Students372310416

8. 8 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

9. 9 SEAL Strong partnership between parents and teachers Articulation across grades, and alignment of the preschool – 3 school system Creation of an affirming and enriched environment A focus on rich, powerful precise, and academic language Pillar 1 Pillar 2 Pillar 4 Pillar 3

10. 10 Long-term English Learners October 2013 October 2014 October 2015 Number of Long-term English Learners 5,7045,2494,884 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

11. 11 Area 4 Green Team Support

12. 12 Hoover High School and Special Education Department 2015-2016 Collaboration

13. 13 Designing Instruction for Students with Disabilities  Instructional Partnership  Learning Community  Rigorous Curriculum  Meaningful Instruction  Student Agency  Integration of General and Special Education

14. 14 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%

15. 15 Youth Advocacy Mentoring

16. 16 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 Principal-Led Research Projects DRA Scores Attendance Referrals Citizenship Marks

17. 17 Youth Advocacy Blueprint to Accelerate the Achievement of African American and African Students Task Force Student Concerns and Celebrations Implementation Team Number of Cases Recommended for Expulsion and Number Cases Expelled 2013-2014 131 students expelled 21 African-American students 2014-2015 78 students expelled 16 African-American students 2013-2014 131 students expelled 21 African-American students 2014-2015 78 students expelled 16 African-American students

18. 18 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 Expulsions First Day of School to mid-February

19. 19 Elementary School Counseling

20. 20 Design Process  Consensus Building  Elementary School Counselors  SDEA  Program Governance Team  Strategies  Strength-based  Survey  Focus Group  Matrix of Services  Feedback Loop

21. 21 Building A Cohesive Program  Articulation Process  Coach and Connect Plan  Student Agency Academic Support Social Emotional LearningCollege and Career Ready

22. 22 Agreements of Practice  A Comprehensive Program includes:  Direct Service – 80%  Tiered Supports  Common Structures − Calendars − Awareness Activities − Monthly Themes − Lessons/Curriculum − Groups

23. 23 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

24. 24 Interdepartmental Collaboration We continue to build networks to collaborate with various departments and schools to support the full development of individual students.