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Los Angeles Orange Riverside San Bernardino San Diego Ventura P ursuing R egional pportunities for M entoring, I nnovation, and S uccess for E nglish Learners.

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Presentation on theme: "Los Angeles Orange Riverside San Bernardino San Diego Ventura P ursuing R egional pportunities for M entoring, I nnovation, and S uccess for E nglish Learners."— Presentation transcript:

1 Los Angeles Orange Riverside San Bernardino San Diego Ventura P ursuing R egional pportunities for M entoring, I nnovation, and S uccess for E nglish Learners PROMISE Research Monograph Report on Findings February 10, 2010

2 Los Angeles Orange Riverside San Bernardino San Diego Ventura Purposes of Presentation To share the findings from the four PROMISE research studies, cross- themes,and implications; To prompt dialogue and reflection about implications of the research for the continuing work of strengthening schools for English Learner success

3 Los Angeles Orange Riverside San Bernardino San Diego Ventura Agenda  Introduction Research Findings Study 1 (Laurie Olsen) Study 2 (Magaly Lavadenz & Elvira Armas/LMU) Study 3 (Franca Dell’Olio - LMU) Break Study 4 (Kathryn Lindholm-Leary) Cross-Research Findings (Laurie Olsen) Implications and Next Steps Discussion Share-out and Wrap-up

4 Los Angeles Orange Riverside San Bernardino San Diego Ventura PROMISE: a collaborative across a six county region SAN BERNARDINO ORANGE VENTURA LOS ANGELES RIVERSIDE SAN DIEGO

5 Los Angeles Orange Riverside San Bernardino San Diego Ventura Introduction to Pilot Study History Initiated in 2002 by 5 County Superintendents concerned with EL academic achievement in the region - joined in 2005 by Ventura A common vision for EL success was developed, and research-based guiding principles were distilled; A joint commitment to design and pilot a process for enacting core principles in local contexts, including an infrastructure to support implementation. (Chapter 1: Timeline in Table 1.1)

6 Los Angeles Orange Riverside San Bernardino San Diego Ventura Three-year PROMISE PILOT (ended June 2009) 6 Districts, 14 Schools- Pre-K - 12th Grade County Offices of Education & Partners LOS ANGELES Baldwin Park USD ORANGE Saddleback Valley USD RIVERSIDE Moreno Valley USD VENTURA Ocean View ESD SAN DIEGO Escondido Union USD California Tomorrow SAN BERNARDINO San Bernardino City USD Loyola Marymount University

7 Los Angeles Orange Riverside San Bernardino San Diego Ventura The 6 PROMISE counties serve over 2/3 of ELs in California. PROMISE counties, districts, and schools vary widely in student population and context. Variation is much greater at the school level than at the county or district level. Vast majority of PROMISE students were Spanish speaking ELs, economically disadvantaged, and had parents with high school diploma or less. (Chapter 1, Tables 1.2-1.5) Introduction to Pilot Study Demographic Context

8 Los Angeles Orange Riverside San Bernardino San Diego Ventura Introduction to Pilot Study Research – 4 Areas of Inquiry What is the PROMISE model, and what has occurred in schools as a result of implementing the PROMISE model? What has occurred in classroom practices as a result of engagement in PROMISE? What knowledge, skills, and expertise did PROMISE site principals have and need to effectively lead the implementation of the PROMISE model? What was the impact of PROMISE on student learning and participation?

9 Los Angeles Orange Riverside San Bernardino San Diego Ventura Introduction to Pilot Study- Research Approaches Four research studies represent a variety of approaches Were carried out by separate research teams The teams collaborated to share emerging findings and to provide multiple perspectives on the PROMISE pilot to the schools and districts participating in the Initiative

10 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Implementation of the PROMISE Model and Theory of Change: a qualitative analysis (Chapter 2 and Volume 2) Laurie Olsen, Ph.D.

11 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Four research questions What is the PROMISE model? What changes occur in schools as a result of implementing the PROMISE model? What lessons can be learned about strengthening school responses to the needs of ELs? What lessons can be derived from the PROMISE pilot that contribute to an understanding of school reform?

12 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Exploratory, descriptive, ethnographic approach Principal Investigator as Participant- Ethnographer Dual-role data collection tools, formats and reflection activities Documents, meeting notes, documentation logs, Lead Team reflections, leadership interviews, site visits Analyzed by site, by chronology, by levels of schooling, by core principle (Chapter 2, Study Methodology and Design - pgs. 19 - 24)

13 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 The PROMISE Theory of Change and Theoretical Model Begin with…. Provide…. Resulting in… Impacting… Outcomes.. A vision of Student Success Research- derived core principles Processes of Codesign and Reflective Practices Create a community of schools in a network Customized & continually refined PROMISE Plans for Action Changes in policies, leadership capacity, structures & climate High levels of student success per the PROMISE vision Provide a system of leadership and support Changes in classroom practices Chapter 2: Pgs. 24 - 34

14 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 THE PROMISE PILOT The Three Year Plan (Chapter 2: pgs. 34 - 55)

15 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Preparing for the Pilot: Recruitment, application, selection of sites Reasons for participation: inspiration of vision, sense of urgency, credibility of the County offices, and the promise of support, to be part of a community of schools; Not always “voluntary” or an informed choice Assurances signed - but not always followed; The application and selection process itself was important.

16 Los Angeles Orange Riverside San Bernardino San Diego Ventura Year One: Selecting core principles, developing a plan, and answering: “What IS PROMISE? Affirming learning environment 5 Empowering pedagogy 4 Challenging and relevant curriculum 6 Parent and community engagement 7 High quality instructional resources 1 High quality professional development 10 Valid assessment systems 0 Advocacy oriented leadership 0

17 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Years 2 and 3 Implementation of plans, reflection, deepening the work Professional development tended to be similar across sites Lead Teams faced challenges and obstacles Degree of implementation varied From work on a few principles to more Advocacy oriented leadership emerged

18 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 IMPACT: Changes in Schools Degree of engagement with and implementation of the PROMISE model made a difference in number and depth of research-based changes made in schools; The more deeply schools engaged in the model, the more comprehensively their work addressed needs of ELs; PROMISE engagement built and strengthened leadership at the sites - building more collaborative responsibility for EL program and success. (Chapter 2: pgs. 72-82)

19 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Lessons Learned : The Vision Inspired participation Needed to be revisited throughout life of the project All but 2 schools implemented or strengthened existing programs and activities related to bilingualism

20 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Lessons Learned: Core principles Unfamiliar approach - required learning Meaning-making is a process Some principles were more challenging than others (e.g., empowering pedagogy, relevant curriculum, advocacy oriented leadership) Led to research-based practices - and new exemplars of all principles! Created sense of coherence, reduces sense of fragmentation and overwhelm Each principle opened a door to the others Do not stand alone!

21 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Lessons Learned: Co-design and reflective practice Plans deepened and became more research- based over time External lens of partners, Working group and Design Center were helpful Relied on trust and forums where people could work together across roles

22 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Lessons Learned: System of leadership & Infrastructure of Support County Offices of Education PROMISE Design Center PROMISE Facilitators PROMISE Lead Teams PROMISE Partners PROMISE sites and district leadership The PROMISE Networks!

23 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Conclusions: PROMISE results in EL specific research-based changes It is a better match for some sites than others The model works for all levels of schooling The PROMISE Vision mattered Core-principles gave coherence to school improvements and led to a more comprehensive reform Each component of the model is essential to the impact (Chapter 2: pgs. 102-106)

24 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 1 Reflection and Dialogue time 10 minutes: Key findings that seem particularly important Thoughts on implications for your continuing work or for the field Questions? Lolaurieo@gmail.com

25 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Changes in classroom teaching practices as a result of engagement in the PROMISE model (Chapter 4) Magaly Lavadenz, Ph.D & Elvira Armas, Ed.D. Loyola Marymount University Center for Equity for English Learners (CEEL)

26 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Purpose and Methods PURPOSE: To generate an evidence base for powerful and transformative teaching for English Learners RESEARCH DESIGN: Descriptive/observational research method Mixed-methods design (Triangulated Data Collection) - Quantitative data - observations using the OPAL instrument - Qualitative data - semi-structured interview protocols (Chapter 4– Methodology: Research Design, Figure 4.1)

27 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Research Questions Research questions - What are teachers’ current practices in instruction of ELs? - How do these practices reflect current research on effective instruction of ELs as measured by the OPAL? - What are teachers’ perceptions of current practices for meeting the needs of ELs? What professional development do they still need?

28 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Participants 381 classroom observations 78 ES – 145 MS – 158 HS 177 teacher interviews 34 ES – 72 MS – 71 HS (Chapter 4 – Methodology: Participants, Tables 4.1, 4.2, and 4.8)

29 Los Angeles Orange Riverside San Bernardino San Diego Ventura What is the OPAL? Observation Tool Measures classroom practices and interactions Aligned to California and national standards Within the PROMISE context, a powerful tool for describing teacher capacity and informing systemic supports Likert-scale rating ( 1 -2 Low 3-4 Middle 5-6 High) Anecdotal Notations The OPAL’s Four Domains Rigorous & Relevant Curriculum Connections Comprehensibility Interactions (See Chapter 4 – Methodology: Observation Instrument & Validity, Table 4.3) Study 2 Observation Instrument The OPAL (Observation Protocol for Academic Literacies)

30 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year3 Rigorous & Relevant Curriculum OPAL Domains Entire K-12 Sample By Grade Span Samples: K-5, 6-8, and 9-12 K-12 Y1 n =78 Y2 n =145 Y3 n =158 M (SD) Change in Mean Score K-5 Y1 n =21 Y2 n =59 Y3 n=58 M (SD) Change in Mean Score 6-8 Y1 n=33 Y2 n=30 Y3 n=43 M (SD) Change in Mean Score 9-12 Y1 n=24 Y2 n=56 Y3 n=57 M (SD) Change in Mean Score Rigorous & Relevant Curricu- lum Y1 2.72 (0.85) Y2 3.29 (1.11) Y3 2.93 (0.95) Y1 to Y2 + 0.57 Y2 to Y3 - 0.36 Y1 2.79 (0.78) Y2 3.88 (1.09) Y3 3.28 (0.98) Y1 to Y2 + 1.09 Y2 to Y3 - 0.60 Y1 2.63 (0.82) Y2 3.15 (1.00) Y3 2.78 (0.83) Y1 to Y2 + 0.52 Y2 to Y3 - 0.37 Y1 2.80 (0.97) Y2 2.74 (0.87) Y3 2.68 (0.92) Y1 to Y2 - 0.06 Y2 to Y3 - 0.06 Quantitative Findings (Chapter 4 – Results: Table 4.9; Grade Span Results Figures 4.2 – 4.4; Program Type Tables 4.15 - 4.16)

31 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year 3 Connections OPAL Domains Entire K-12 Sample By Grade Span Samples: K-5, 6-8, and 9-12 K-12 Y1 n=78 Y2 n=145 Y3 n= 158 M (SD) Change in Mean Score K-5 Y1 n=21 Y2 n=59 Y3 n=58 M (SD) Change in Mean Score 6-8 Y1 n=33 Y2 n=30 Y3 n=43 M (SD) Change in Mean Score 9-12 Y1 n=24 Y2 n=56 Y3 n=57 M (SD) Change in Mean Score Connec- tions Y1 2.76 (1.06) Y2 3.07 (1.20) Y3 2.80 (1.10) Y1 to Y2 + 0.31 Y2 to Y3 - 0.27 Y1 2.90 (0.93) Y2 3.42 (1.16) Y3 3.02 (0.99) Y1 to Y2 + 0.52 Y2 to Y3 - 0.40 Y1 2.70 (1.12) Y2 3.22 (1.03) Y3 2.42 (0.89) Y1 to Y2 + 0.52 Y2 to Y3 - 0.80 Y1 2.72 (1.10) Y2 2.63 (1.21) Y3 2.88 (1.29) Y1 to Y2 - 0.09 Y2 to Y3 + 0.25 Quantitative Findings (Chapter 4 – Results: Table 4.9 ; Grade Span Results Figures 4.2 – 4.4; Program Type Tables 4.15 – 4.16)

32 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year3 Comprehensibility OPAL Domains Entire K-12 Sample By Grade Span Samples: K-5, 6-8, and 9-12 K-12 Y1 n= 78 Y2 n=145 Y3 n=158 M (SD) Change in Mean Score K-5 Y1 n=21 Y2 n=59 Y3 n=58 M (SD) Change in Mean Score 6-8 Y1 n=33 Y2 n=30 Y3 n=43 M (SD) Change in Mean Score 9-12 Y1 n =24 Y2 n =56 Y3 n=57 M (SD) Change in Mean Score Compre- hensibility Y1 3.33 (1.05) Y2 3.85 (1.26) Y3 3.54 (0.98) Y1 to Y2 + 0.52 Y2 to Y3 - 0.31 Y1 3.40 (1.06) Y2 4.43 (1.20) Y3 3.91 (0.89) Y1 to Y2 + 1.03 Y2 to Y3 - 0.52 Y1 3.23 (1.16) Y2 3.92 (1.15) Y3 3.50 (0.89) Y1 to Y2 + 0.69 Y2 to Y3 - 0.42 Y1 3.41 (0.92) Y2 3.22 (1.07) Y3 3.18 (1.02) Y1 to Y2 - 0.19 Y2 to Y3 - 0.04 Quantitative Findings (Chapter 4 – Results: Table 4.9 ; Grade Span Results Figures 4.2 – 4.4; Program Type Tables 4.15-4. 16)

33 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year3 Interactions OPAL Domains Entire K-12 Sample By Grade Span Samples: K-5, 6-8, and 9-12 K-12 Y1 n=78 Y2 n=145 Y3 n=158 M (SD) Change in Mean Score K-5 Y1 n=21 Y2 n=59 Y3 n=58 M (SD) Change in Mean Score 6-8 Y1 n=33 Y2 n=30 Y3 n=43 M (SD) Change in Mean Score 9-12 Y1 n=24 Y2 n=56 Y3 n=57 M (SD) Change in Mean Score Inter- actions Y1 3.17 (1.07) Y2 3.22 (1.08) Y3 3.41 (0.99) Y1 to Y2 + 0.05 Y2 to Y3 + 0.19 Y1 3.07 (0.91) Y2 3.46 (1.07) Y3 3.74 (0.95) Y1 to Y2 + 0.39 Y2 to Y3 + 0.28 Y1 3.19 (1.28) Y2 3.53 (1.11) Y3 3.42 (0.84) Y1 to Y2 + 0.34 Y2 to Y3 - 0.11 Y1 3.22 (0.92) Y2 2.80 (0.96) Y3 3.06 (1.01) Y1 to Y2 - 0.42 Y2 to Y3 + 0.26 Quantitative Findings (Chapter 4 – Results: Table 4.9; Grade Span Results Figures 4.2 – 4.4; Program Type Tables 4.15 – 4.16)

34 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year3 Overall OPAL (Four Domains) OPAL Domains Entire K-12 Sample By Grade Span Samples: K-5, 6-8, and 9-12 K-12 Y1 n = 78 Y2 n=145 Y3 n=158 M (SD) Change in Mean Score K-5 Y1 n=21 Y2 n=59 Y3 n=58 M (SD) Change in Mean Score 6-8 Y1 n =33 Y2 n =30 Y3 n=43 M (SD) Change in Mean Score 9-12 Y1 n =24 Y2 n=56 Y3 n=57 M (SD) Change in Mean Score Overall OPAL (Four domains) Y1 3.00 (0.87) Y2 3.39 (1.01) Y3 3.18 (0.87) Y1 to Y2 + 0.39 Y2 to Y3 - 0.21 Y1 3.04 (0.71) Y2 3.86 (0.94) Y3 3.51 (0.81) Y1 tY2 + 0.82 Y2 toY3 - 0.35 Y1 2.93 (0.99) Y2 3.46 (0.95) Y3 3.06 (0.71) Y1 to Y2 + 0.53 Y2 to Y3 - 0.40 Y1 3.05 (0.85) Y2 2.87 (0.86) Y3 2.94 (0.94) Y1 to Y2 - 0.18 Y2 to Y3 + 0.07 Quantitative Findings (Chapter 4 – Results: Table 4.9) ; Grade Span Results Figures 4.2 – 4.4; Program Type Tables 4.15 -14.6)

35 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year 3 Rigorous & Relevant Curriculum Theme 1: Reliance on a Prescriptive Curriculum - Instructional decisions primarily guided by pacing guides and grade level standards - Limited use of supplemental instructional materials (some increase over 3 years) - Content driven by core materials - Students primarily engaged in lower-level teaching and learning activities - Limited evidence of student-generated goals Qualitative Findings (Chapter 4: Qualitative Findings – Rigorous & Relevant Curriculum)

36 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year 3 Connections Theme 2: Limited Opportunities to Make Connections - Few engaged students in critical thinking about subject matter to make it meaningful - - Few included opportunities to compare things from the past and consider cultural traditions - - Few opportunities to make cross-curricular connections Qualitative Findings (Chapter 4: Qualitative Findings – Connections)

37 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year 3 Comprehensibility Theme 3: Increase in Targeted Efforts for Comprehensible Input and Output -Increased implementation of research-based strategies -Intentional use of graphic organizers from focused PD efforts -Increased use of realia and/or visuals -Common strategies for monitoring comprehension: Q & A, walking around, checking papers, use of whiteboards -Increased number of teachers MS/HS classrooms using note-taking and checking strategies -Lack of clarity around use of primary language Qualitative Findings (Chapter 4: Qualitative Findings – Comprehensibility)

38 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 OPAL: Year 1, Year 2, and Year 3 Interactions Theme 4: Predominance of Teacher Directed Instruction -Increased attempts to provide opportunities for varied groupings across k-12 th grade classrooms -Many teachers identified this as an area for improvement -Most classroom interactions were teacher centered -Few teachers mentioned language proficiency as factor for grouping -Few teachers provide opportunities for self-selected groups (Chapter 4: Qualitative Findings – Interactions) Qualitative Findings

39 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Implications for Teacher Professional Development Language Development Strategies and Support Project GLAD (English and Spanish) Vocabulary Instruction (three tiers, word walls, academic language, front loading) WRITE Institute/ASPIRE (English and Spanish)Systematic ELD (English Language Development) Thinking Maps Step Up to Writing Reciprocal Teaching SDAIE Institutes CLAD Program Colleague Collaboration Peer observations (including videos) PLCs/PlanningSDAIE Strategy of the Month PROMISE Conferences PROMISE Facilitators (coaching, materials, demonstration lessons) What PD supported teachers’ efforts in the PROMISE Initiative? (Chapter 4: Implications for Teacher Professional Development)

40 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Implications for Teacher Professional Development Teachers want and need additional support We must provide structure and guidance for including research-based PD efforts in on-going professional development (Chapter 4: Implications for Teacher Professional Development) “I felt as if my lens was out of focus. I could see things that I had never noticed before. I saw inequity in the system that I possibly was aware of, but hadn’t realized… With this PD, I suddenly realized that these are different techniques … if you use them in the right way you can move students very quickly so that the playing field is leveled.” – High school teacher “We have applied only a few of the strategies, but I see a big difference from last year to this year. We should continue the focus.” – Elementary school teacher

41 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 2 Reflection and Dialogue time 10 minutes: Key findings that seem particularly important Thoughts on implications for your continuing work or for the field Questions? Mlavaden@lmu.edu Earmas@lmu.edu

42 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Skills and knowledge needed by site principals to effectively lead PROMISE implementation (Chapter 5) Franca Dell’Olio, Ed.D Loyola Marymount University Center for Equity for English Learners (CEEL)

43 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Purpose: To generate an evidence base for powerful and transformative advocacy-oriented leadership for English learners. Research approach: Quantitative and qualitative data were collected from the principals at the 15 school sites (early childhood, elementary, middle and high school).

44 Los Angeles Orange Riverside San Bernardino San Diego Ventura Research Questions   To what extent do principals act upon their current knowledge, skills, & expertise of the PROMISE Core Principles as they relate to ELs?   What are the principals’ perceptions of current practices for meeting the needs of ELs?   What additional Professional Development is needed?

45 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators The Protocol for Advocacy Oriented Leadership & Administration (PAOLA) is a research-based tool for assessing site principal’s perceptions of their own current knowledge, skills, expertise, and implementation of advocacy-oriented leadership as defined by the PROMISE Core Principles:   aligned with the California Professional Standards for Educational Leaders   recapitulates six school administrative domains (Chapter 5 - Table 1)

46 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Research Methods Structured follow-up interviews and focus groups Quantitative findings: Analyzed and reported using descriptive statistical measures, specifically, measures of central tendency including arithmetic mean (Chapter 5 - Tables 2 – 7) Qualitative findings: Analyzed through content analysis approaches, specifically constant comparative method, to generate themes, patterns and trends and reported holistically. (Chapter 5 - Tables 8 – 10)

47 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Summary of Findings By Year 3, Principals reported the following impact: Vehicle to stimulate change Focus on research-based best practices Focus on biliteracy Collaboration

48 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Summary of Findings Impact (continued): Emergence of “new” leaders Identification of program, instruction and materials for Early Education Early Education – identification of program, instruction, & materials Elementary Schools - instruction, parental engagement, English Language Development and program consistency Middle Schools - placement, instruction, parental engagement, and school culture High Schools - program coherence, appropriate placement, instruction, academic support and monitoring, and student involvement/leadership Accountability measures, data and analysis

49 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Summary of Findings Principals reported the following challenges: Initial misconception Need to create collaborative meaning and group learning Lack of consistent district level support Lack of overall vision from district Site PROMISE Lead Teams Lack of resources

50 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Summary of Findings Principals reported the following leadership support & overall professional development as being most useful: Mid-year symposia and end-of-year reflection and planning sessions Targeted workshops and trainings Collaboration with facilitators Integration of researchers and practitioners afforded by PROMISE partners Networks formed by PROMISE

51 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Summary of Findings Principals reported need for additional support : Fiscal and human resources More consistent district level support Additional meetings between counties and site principals and opportunities to network Explicit focus on leadership development & support In-depth professional development for principals on bilingualism and ELs

52 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Conclusions The PROMISE Initiative and support system provided the opportunity and possibility for much positive growth and gave birth to several notable site administrator best-practices: Incorporated ELs into life of school community Encouraged staff take part in school governance Provided EL professional development Provided opportunities to dialogue Esteemed the utilization of two languages Empowered the school community

53 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Impact of PROMISE on Site Administrators Conclusions Critical areas of need that were not completely addressed by the PROMISE Initiative and support system: Addressing the needs of the site administrators Providing professional development specific to leadership & language development Formalizing leadership networks or support systems/groups Ongoing mentoring and exposure to research and professional expertise Building core leadership capacity

54 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 3 Reflection and Dialogue time BREAK 15 minutes: Key findings that seem particularly important Thoughts on implications for your continuing work or for the field Questions? Fdellolio@lmu.edu

55 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Impact of PROMISE on Student Achievement (Chapter 3) Kathryn Lindholm-Leary, Ph.D.

56 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Impacts on Student Achievement PURPOSE Purpose of study: Describe the demographic characteristics of the PROMISE schools and students Describe impacts of PROMISE upon language proficiency, academic achievement, and other student outcomes.

57 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Data Collected Student-level data – 14,000 EL and R-FEP students in grades 2-12. Outcomes  CELDT, CST, CAHSEE, Spanish (Aprenda and STS), and other achievement measures (high school drop out).  Analyzed by grade level for each PROMISE site and across the PROMISE sites.  Focus - year 3 and progress over the duration of the PROMISE Initiative.

58 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Risk Factors In comparison to the district, county, and state averages, PROMISE school sites had far more EL, Hispanic, and economically disadvantaged students, and students whose parents had a high school education or less. Student risk factors associated with lowered achievement  Hispanic  EL  Economically disadvantaged  Parent with high school education or less  Having a disability (Chapter 3: Tables 3.6-3.13, Charts 3.1 – 3.5)

59 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Results – English Proficiency Considerable variation across sites in percent of students attaining English proficiency. Consistency across sites - from grade 7, almost ¾ of students English proficient (R-FEP or Early Advanced/Advanced on CELDT). Excellent growth in English language development. Narrowed gap between the State average and the PROMISE average.

60 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Results – English Proficiency From grade 7, almost ¾ of students English proficient (R-FEP or Early Advanced/Advanced on CELDT

61 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Results – Achievement in English PROMISE elementary and middle school students made significant gains in achievement  Narrowed gap between PROMISE average and State average. PROMISE high school students showed mixed results:  declines in scale scores, but some increase in the percent of Proficient/Advanced in ELA.  2/3 passed both the ELA and math sections of the CAHSEE  pass rates for R-FEP students in PROMISE and the state average were similar for both reading and math.

62 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Achievement in English – High School Exit Exam (CAHSEE) PROMISE ELL & R-FEP students show similar achievement as peers in Calif.

63 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Factors That Influence Achievement in English: Risk Factors At all grade levels: language proficiency and achievement measures (CST & CAHSEE) highly related to:  District & School Demographic risk factors – attending higher risk districts and schools lowers student achievement  Student background/risk factors – more risk factors lower student achievement R-FEPs scored at least comparable to the State average for R-FEPs and closed the achievement gap with English speaking students in English language arts.

64 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Factors That Influence Achievement in English: Risk Factors Risk Factors: EL, Hispanic, Economically Disadvantaged, Parent with HS or less education, Disability Students with more risk factors show lower student achievement

65 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Factors That Influence Achievement in English: Type of Instructional Program Students in two-way programs achieved at higher levels than students in SEI/English mainstream programs. Enrollment of two-way students in challenging math courses more likely than SEI/Mainstream students, and as/more likely than state average. Students in two-way programs scored average to high in reading and math achievement in Spanish. Achievement in Spanish was highly correlated to achievement in English  students with high scores in Spanish reading/math had high scores in English language arts/math on CST and CAHSEE.

66 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Factors That Influence Achievement in English: Type of Instructional Program Table 22: CST Math Scale Scores by Participation in Two-Way Program vs. SEI/Mainstream Programs Note. Statistical analyses (ANOVAs) control for student, school, and district risk factors. NS = Not statistically significant, ** p <.01, *** p <.001

67 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Impact of PROMISE on Student Achievement: Conclusions: Relatively high-risk students in low to high risk settings made progress toward proficiency and achievement in English. Considerable variation in student outcomes by sites and grade spans, but  3/4 of students proficient in English by grade 7.  Students make progress in achieving in English language arts and math and passing the CAHSEE. Participation in two-way programs helped students outperform students in SEI/Mainstream programs.

68 Los Angeles Orange Riverside San Bernardino San Diego Ventura Study 4 Reflection and Dialogue time 10 minutes: Key findings that seem particularly important Thoughts on implications for your continuing work or for the field Questions? Klindholmleary@mac.com

69 Los Angeles Orange Riverside San Bernardino San Diego Ventura Cross-Research Findings and Conclusions (Chapter 6) Reported by Laurie Olsen

70 Los Angeles Orange Riverside San Bernardino San Diego Ventura PROMISE resulted in positive change for ELs at all levels Achievement gains and narrowing of the gap More research-based practices and models Redefined visions and stronger plans for ELs

71 Los Angeles Orange Riverside San Bernardino San Diego Ventura Enabling infrastructure and communities of practice Opportunity to collaborate was a “draw” Network increased identifying good practices, and enhanced capacity to replicate Involving multiple levels of system improved data collection PROMISE collaboration built relationships that can last beyond the pilot

72 Los Angeles Orange Riverside San Bernardino San Diego Ventura PROMISE assisted responses to challenges of accountability system PROMISE  increased sense of efficacy among teachers and improved practices More emphasis on longer-term academic impact rather than just short-term accountability demands More alignment and strengthening of program improvement plans for ELs Collecting outcomes in Spanish showed evidence of positive outcomes

73 Los Angeles Orange Riverside San Bernardino San Diego Ventura Biliteracy models improved student outcomes Two-way programs outscored SEI/mainstream Teachers of L1 instruction had higher ratings in effective classroom practices Deeper understanding of research on L1 led to new and strengthening L1 development programs, purchase of Spanish materials, well-designed programs

74 Los Angeles Orange Riverside San Bernardino San Diego Ventura IMPLICATIONS FOR SCHOOL REFORM Schools seeking to improve EL outcomes need support infused with EL expertise Reform efforts must be appropriately measured and given adequate time Create partnerships and networks to develop and disseminate models and practices Long-term and in-depth professional development and leadership development are needed for EL success

75 Los Angeles Orange Riverside San Bernardino San Diego Ventura Final Thoughts….. Pilot schools are works in progress, and would benefit from continuing support, engagement in networks of practice, access to research, and opportunities to share lessons learned. PROMISE is not only a model to initiate and support changes, but is a model for how the school system might function for the ongoing tasks of refining practices and creating schools appropriate for and effective for all students.

76 Los Angeles Orange Riverside San Bernardino San Diego Ventura 10 minutes Reflection and Dialogue   What seems particularly important to you about the PROMISE research findings?   What implications do the research results have for your continuing work?

77 Los Angeles Orange Riverside San Bernardino San Diego Ventura REPORTS FROM COUNTY OFFICES   Los Angeles County Office of Education   Orange County Office of Education   Riverside County Office of Education   San Bernardino Superintendent of Schools   San Diego County Office of Education   Ventura County Office of Education

78 Los Angeles Orange Riverside San Bernardino San Diego Ventura


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