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SAMUEL IV Planning for Continuous Improvement for English Learners.

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Presentation on theme: "SAMUEL IV Planning for Continuous Improvement for English Learners."— Presentation transcript:

1 SAMUEL IV Planning for Continuous Improvement for English Learners

2 Planning for Continuous Improvement: Using ACCESS data to guide our direction

3 Determine if the School Met AMAOs Determine Language Goals Drill Down Language Data Complete CIP Needs Assessment Section Develop CIP Goals, Strategies, & Action Steps Following the Continuous Improvement Cycle

4 Review AMAO Report Compare it to Trajectory Table Activity 1 SDE Report Step 1 Step 2 Step 3 Determining School and Grade Level AMAO A Targets (Adequate Progress in Language Acquisition) Compare Student Roster Scores from present to past year Determine which students made a.5 gain on CS for ACCESS Count the number of ELs who made APLA Calculate the percentage Activity 2 Comparison Grade 5 Students

5 Grade 5 Last NameFirst NameACCESS Composite 2010 ACCESS Composite 2011 MADE APLA Y or N QuintanillaAlleli2.93.2 N MartinezJesus1.92.8 y MunozAraceli3.23.6 N GomezMelvin2.22.6 N GarciaMartha4.65.3 Y GarciaNorma3.84.1 N RuizJose3.43.3 N MorenoAlejandra3.94.3 N ChincanchanMelissa3.64.8 Y MartinezJohanna2.12.7 Y DiazCecilia1.82.5 Y DiazMarco1.51.9 N HernandezSilvia2.42.8 N GonzalesBeatriz3.43.7 N GuerraMonica4.44.7 N NoguezAlberto2.73.1 N AlanizSandra2.42.7 N VillarrealVeronica3.64.0 N VillarrealNoemi2.83.0 N SifuentesNorma4.54.7 N LongoriaAlba3.53.7 N RuizRuben2.42.8 N SolisMartin3.03.4 N RodriquezJuan4.54.8 Y ChavezAdrien3.84.2 N MartinezAngel4.04.4 N MorenoGabriel1.62.0 N Total N21/2778% N Total Y6/2722% Y

6 Review AMAO Report Compare it to Trajectory Table Step 1Step 2Step 3 How Do I know If My School Met AMAO B? (Attainment in English) Use the District Roster Report to determine which students made a 4.8 Composite score on ACCESS Calculate the percentage

7 CIP Goal Setting for Meeting AMAOs AMAO A: Adequate Progress in Language Acquisition Goal Setting by Grade Level Find percent of students making APLA ____Grade ___ /___ _____% Find percent of students making APLA ____Grade ___ /___ _____% Find percent of students making APLA _____Grade ___ /___ _____% Find percent of students making APLA _____Grade ___ /___ _____% Find percent of students making APLA _____Grade ___ /___ _____% Must increase APLA by _____% for students in grade _______. Must increase APLA by _____% for students in grade _______. Must increase APLA by _____% for students in grade _______. Must increase APLA by _____% for students in grade _______. Must increase APLA by _____% for students in grade _______. Goal Statement Grade ____needs to increase APLA from ___% to ___% in 2012. Goal Statement Grade ____needs to increase APLA from ___% to ___% in 2012. Goal Statement Grade ____needs to increase APLA from ___% to ___% in 2012. Goal Statement Grade ____needs to increase APLA from ___% to ___% in 2012. Goal Statement Grade ____needs to increase APLA from ___% to ___% in 2012. Example School Status Percent of Students making APLA 22% Must increase APLA by 24 % school wide Goal Setting School wide Need to increase APLA from 22% to 46% Example School Status Percent of Students making APLA 22% Must increase APLA by 24 % school wide Goal Setting School wide Need to increase APLA from 22% to 46% 46% minus School % = gap

8 AMAO B: Percent of ELs Attaining English Language Proficiency Goal Setting by Grade Level Find percent of students attaining English proficiency ____Grade ___ /___ _____% Find percent of students attaining English proficiency ____Grade ___ /___ _____% Find percent of students attaining English proficiency ____Grade ___ /___ _____% Find percent of students attaining English proficiency ____Grade ___ /___ _____% Find percent of students attaining English proficiency ____Grade ___ /___ _____% Must increase attainment in English by _____% for students in grade _______. Goal Statement Grade ____needs to increase attainment in English from ____% to 14% in 2012. Goal Statement Grade ____needs to increase attainment in English from ____% to 14% in 2012. Goal Statement Grade ____needs to increase attainment in English from ____% to 14% in 2012. Goal Statement Grade ____needs to increase attainment in English from ____% to 14% in 2012. Goal Statement Grade ____needs to increase attainment in English from ____% to 14% in 2012. School Status Percent of students attaining English 3/27 11% Must increase attainment by 3% school wide Goal Setting School wide Need to increase attainment from 11% to 14%

9 S SPECIFIC: clearly states who and what M MEASURABLE: with a defined assessment process or tool A ATTAINABLE: Stretches w/ a measurable acceleration of improvement R REALISTIC: Those involved must be willing and able to commit T TIMELY: Grounded within a time frame E ENGAGING: Involves all staff as “doers” of the goal S STRATEGIC: Aligned and focused on area of greatest need T TARGETED: Should be able to put faces on the targeted population Grade 5 needs to increase APLA from __% to __% in 2012.

10 344344 10 4 2 224224 15 3 1 7 5 11 211211 4 15 2 321321 Needs Assessment/ Strengths and Weaknesses

11 Step 1 Summarize data in a table WIDA ACCESS School Frequency Report Grade 5 EPLlisteningspeakingreadingwriting 13274 242515 344112 4101523 54312 62111

12 ACCESS for English Language Learners (ELs): Strengths: 13% of students school-wide scored 4.8 (fluent) and will exit the ESL program. Grade 5: 16/27 students scored 4.0- 6.0 in Listening. 19/27 students scored between 4.0-6.0 in Speaking. Weaknesses: made APLA (AMAO-A) At Alabama ES, only 35.25% of ELs made APLA (AMAO-A) attained English proficiency (AMAO-B) At Alabama ES, only 8% of ELs attained English proficiency (AMAO-B) Grade 1: only 37% of students made APLA (.5 CL growth). The weakest language domains were writing and speaking Grade 2: only 44% of students made APLA. The weakest language domains were speaking and reading Grade 3:only 40% of students made APLA. The weakest language domain was writing Grade 5: only 22% of students made APLA. 19/27 students scored between 1.0 and 2.9 in writing. 23/27 scored between 1.0 and 2.9 in reading. Strengths Weaknesses

13 How your CIP GOAL Page Should Appear Short name of Goal: Adequate Progress in Language Acquisition (APLA) Description of Goal: By the end of the 2011-2012 school year, Alabama Elementary School will increase the number of students making APLA school-wide from 35.25% to 46%. Disaggregated Grade Level Data: Grade 1 (37%-46%), Grade 2(44%-46%), Grade 3 (40%-46%), Grade 4 N/A, Grade 5 (19%-29%) Data Results on Which Goal is Based ACCESS for ELL ELP Test/disaggregated scores of ELs who met APLA (.5 overall gain); language domain data (or just ACCESS for ELLs) Target Grade Level: 1- 5 Target Language Domain : R, W, L, S WIDA Standards: Language of Social Studies (LoSS), Language of Language Arts (LoLA) The goal can be taken from your Where You Are sheets The results are taken from needs assessment) WIDA standards not mastered this year and over time should be liste d

14 Strategies & Action Steps

15 Action Step 2

16 How your CIP GOAL Page Should Appear Short name of Goal: Attainment of English Proficiency (AMAO-B) Description of Goal: By the end of the 2011-2012 school year, Alabama Elementary School will increase the number of students attaining English Proficiency from 8% to 14% Disaggregated Grade Level Data: Grade 1 ( % - %), Grade 2( %- %), Grade 3 ( %- %), Grade 4 N/A, Grade 5 ( %- %) Data Results on Which Goal is Based ACCESS for ELL ELP Test/disaggregated scores of ELs who attained English Proficiency; language domain data Target Grade Level: 1- 5 Target Language Domain : R, W, L, S WIDA Standards: Language of Social Studies (LoSS), Language of Language Arts (LoLA) The goal can be taken from your Where You Are sheets The results are taken from needs assessment) WIDA standards not mastered this year and over time should be liste d

17 Determine if the School Met AMAOs Determine Language Goals Drill Down Language Data Complete CIP Needs Assessment Section Develop CIP Goals, Strategies, & Action Steps Following the Continuous Improvement Cycle

18 Multiple Measures and Continuous Improvement Demographic Perception Student Learning School Processes NEXT STEPS Enrollment Attendance Limited/no formal education Special Ed referrals Gifted/talented Languages Whole community Questionnaires Interviews Surveys Observations Criterion referenced Norm referenced GPAs Benchmarks Authentic assessments Instructional methods Program delivery Classroom practices Scheduling Adapted from Bernhardt (1998)

19 OR QUESTIONS? Comments


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