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- 0 - International High School Board of Education Oakland Unified School District October 25, 2006.

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Presentation on theme: "- 0 - International High School Board of Education Oakland Unified School District October 25, 2006."— Presentation transcript:

1 - 0 - International High School Board of Education Oakland Unified School District October 25, 2006

2 - 1 - Criteria for International High School decision CriteriaQuestion OUSD Need Would OUSD newcomer students benefit from having an option for a high school focused on newcomer students? Proven Record of Success Has International High School shown a track record as an institution that can help newcomer students attain academic achievement and college readiness? Community Support Is there community support for such an option? Facilities Availability Are there facilities available to house Internationals in its first year and beyond? Decision to be made Should OUSD open an International High School in the district for 07-08? *Internationals defines newcomer students as those who have been in the country 4 years or fewer

3 - 2 - Criteria for International High School decision Need for a newcomer school option at OUSD Proven record of success Community support Facilities availability Summary Recommendation Agenda

4 - 3 - OUSD is committed to providing a range of programmatic options to meet the diverse needs of OUSD student population As OUSD progresses towards better serving Oaklands diverse student population, we constantly evaluate the different programs available to help us further our goal English Language Learners currently make up approximately 28% of OUSDs student population Weve looked at other newcomer programs and Internationals Network of Public Schools has proven success and demonstrated results Internationals Network of Public Schools would like to open a public small autonomous school within Oakland Unified School District to serve newcomer students (Newcomers are defined as being in the country for 4 years or fewer) It would serve as an option within the OUSD EL program for students and families to choose from It would start with th grade students in its first year of opening It could potentially serve as an example of practices for strengthening the existing OUSD EL program Overview: Why International HS at OUSD?

5 - 4 - OUSD Need: OUSD CELDT 1&2 Student Performance School% not passing ELA/ ELD Class % not passing Math Class CBIT 19%34% College Prep & Architecture 39%46% Mandela 16%60% Media 38%36% Oakland High 20%28% Oakland Tech 23%42% Robeson 50%63% Skyline 11%32% High Schools with largest EL population based on CELDT Testing California English Language Development Test (CELDT) 1&2 students would benefit from a strong academic newcomer program *Not passing is defined as getting a D+ or less in a class (this is based on redesignation criteria for EL students) ** Redesignation criteria: CST level of basic or better in English, CELDT level of 4 or 5, passing grades (C- or better), teacher recommendations and parent approval

6 - 5 - Criteria for International High School decision Need for a newcomer school option at OUSD Proven record of success Community support Facilities availability Summary Recommendation Agenda

7 - 6 - Proven Record of Success: International High School Overview Internationals Network for Public Schools has over 20 years of experience and currently supports nine high schools in New York Internationals students come from over 100 countries and speak over 55 languages More than 80 percent of students qualify for free or reduced price lunch Together, Internationals faculty members speak nearly 30 different languages

8 - 7 - The mission of Internationals Network for Public Schools is to provide quality education for recent immigrant students by developing a network of small, public high schools based on the Internationals Approach Appendix: Internationals Mission and Vision The Internationals Approach to Educating English Language Learners: Heterogeneity and Collaboration Heterogeneous and collaborative structures that build on the strengths of every individual member of the school community optimize learning Experiential Learning Expansion of the 21st century schools beyond the four walls of the school building motivates adolescents and enhances their capacity to successfully participate in modern society Language and Content Integration Language skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study Localized Autonomy and Responsibility Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential One Learning Model for All All learners, faculty and students participate in similar collaborative learning and work structures which maximize their ability to support one another The Internationals Approach to Educating English Language Learners: Heterogeneity and Collaboration Heterogeneous and collaborative structures that build on the strengths of every individual member of the school community optimize learning Experiential Learning Expansion of the 21st century schools beyond the four walls of the school building motivates adolescents and enhances their capacity to successfully participate in modern society Language and Content Integration Language skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study Localized Autonomy and Responsibility Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential One Learning Model for All All learners, faculty and students participate in similar collaborative learning and work structures which maximize their ability to support one another

9 - 8 - Proven Record of Success: International High School Results International High Schools have higher graduation rates than New York City averages for four, five, six, and seven year cohorts Additionally, International schools have consistently lower dropout rates across cohorts

10 - 9 - Proven Record of Success: International High School Results International High School students attend college at rates well above national, state, and city averages Percent of Graduating Seniors Attending College

11 Criteria for International High School decision Need for a newcomer school option at OUSD Proven record of success Community support Facilities Availability Summary Recommendation Agenda

12 Community Support: Engagement and Outreach Internationals has engaged with numerous groups and has received positive support, some groups include: District groups: Migrant Education Program/Refugee Education Program (MEP-REP), District English Language Advisory Committee (DELAC) Community Organizations: Asian Pacific Islander Youth Promoting Advocacy and Leadership (AYPAL), Oakland Community Organizations (OCO), Unity Council, East Bay Asian Youth Center (EBAYC), International Institute of the East Bay, Lao Family Community Development, International Rescue Committee, Bay Area Immigrant and Refugee Services (BAIR), Alameda County Refugee Coordination Council, East Bay Vietnamese Association Currently engaging with: Arabic and African groups (St. Pauls Episcopal, church in Lakeview area, mosque in Castlemont area, Islamic mothers group) Parents at targeted middle school site meetings: Havenscourt, Elmhurst, Calvin Simmons, Roosevelt Sent letters (in 4 languages) to student homes, asked principals to send letters out at school, disseminated information with parent liaisons, family resource centers and teachers of 8 th grade EL classes Next steps: Get on agenda of future CBO meetings with parents to increase parent exposure Expand outreach efforts to next phase of middle schools

13 Community Engagement: Target Middle Schools % of CELDT 1 & 2 for Asian and Latino subgroup populations

14 Criteria for International High School decision Proven record of success Need for a newcomer school option at OUSD Community support Facilities availability Summary Recommendation Agenda

15 Facilities Options: The Need: YEAR ONE: Facilities needs classrooms, 2 offices FULL SIZE: Facilities needs (assuming 400 students) - 17 classrooms, science lab, etc. Evaluation Process: Continued discussion with facilities as they complete their facilities inventory assessment. Assessment target date of completion: mid November SHORT-TERM: Location assessment of school sites and discussion with NExOs regarding schools to determine which campuses could house 4-5 additional classrooms LONG-TERM: Evaluate currently unused and underused facilities and overall school portfolio for future facilities availability

16 Facilities Evaluation Possible OptionsProsCons Short term: Share campus with another high school or middle school in central Oakland Diverse newcomer population Few small schools in this area May have to use portables May not be viable long-term solution Short term/Long term: Occupy currently vacant school facility in OUSD Good use of under-utilized, paid-for school site space Possible long-term solution Provides new students with a non-portable based environment Vacant school facility may be needed for other district purposes May be costlier to not share a campus as a new school Long-term: Higher education facility space or facilities based on further school portfolio analysis Would not have to share campus Wont have to worry about re- location Annual space availability fluctuates at higher education facilities Other OUSD schools may have priority on these facilities

17 Criteria for International High School decision CriteriaQuestionEvaluation Proven Record of Success Has International High School shown a track record as an institution that can help newcomer students attain academic achievement? CRITERIA MET: 20 years of experience with newcomer students; proven higher rates in student graduation, retention and academic achievement OUSD Need Would OUSD newcomer students benefit from having an option for a high school focused on newcomer students? CRITERIA MET: Current newcomer students would benefit from a college prep option at OUSD; OUSD CELDT 1&2 students could benefit from school focused specifically on their achievement needs Community Support Is there community support for such an option? CRITERIA MET: Received positive support from families and community leaders Facilities Options Are there facilities available to house Internationals in its first year and beyond? CRITERIA LIKELY TO BE MET: Based on initial conversations, options for short term facilities likely Recommendation: OUSD should open International High School 07-08

18 Appendix

19 Appendix: Internationals Provides 8 Types of Direct Support to Its Schools Mentors for Principals Professional Development Curriculum Development and Sharing Leadership Development Research and Evaluation Advocacy and External Relations New School Development Teacher and Student Recruitment

20 In addition, Internationals student performance on the English and Math Regents is comparable to overall city averages and has demonstrated a successful performance increase Note: Bronx International, International at Prospect Heights and Flushing International did not have senior classes in or Source: and Annual School Reports; Update on the Performance of LEP / ELL, New York State Education Department (February 2005) Percent of Total (%) Brooklyn International International at LaGCC Manhattan International Brooklyn International International at LaGCC Manhattan International City Avg Percent of Students Meeting Regents Graduation Requirements – English (2004 vs. 2003) Percent of Students Meeting Regents Graduation Requirements – Math (2004 vs. 2003) ELL City Avg City Avg ELL City Avg Internationals High School Students Outperform City ELL Average on Regents Tests…

21 Appendix: Current OUSD Newcomer Work MEP-REP conducting middle school refugee census, and specifically newcomers in 8 th grade (in country 4 years or less). Target completion date: 10/27/06 Instructional Services EL team is engaging in evaluation of newcomer program effectiveness. Target completion date: 12/15/06 Elizabeth Macias, 6-12 Dahyana Otero, K-5

22 Appendix: OUSD HS with largest EL populations ( based on CELDT)

23 Appendix: EL Programmatic Support Structures Currently in Place for HS SchoolELD Programs EL Support in Core ProgramsTeacher Capacity CBITBasics 1& 3 Level A & C -EPH – Spanish for Spanish Speakers -SEI Algebra & Geometry, Biology, World Cultures & History CLAD Teachers L1 Support: Spanish EL Support Staff: ELD Teacher College Prep & Architecture Basics I, 2 & 3 Level A, B & C -EPH – Spanish for Spanish Speakers -SEI World History CLAD Teachers L1 Support: Spanish EL Support Staff: AP MandelaBasics I, 2 & 3 Level A, B & C -EPH – Spanish for Spanish Speakers -SEI Intro. Algebra, Algebra & Geometry, Biology, Chemistry, Physiology, U.S. History, World History, Am. Gov/Econ. CLAD Teachers L1 Support: Spanish EL Support Staff: Counselor and Lead Teacher MediaBasics I, 2 & 3 Level A, B & C -EPH – Spanish for Spanish speakers -SEI Intro. Algebra, Algebra & Geometry, Biology, U.S. History, World History CLAD Teachers EL Support Staff: ELD Teacher RobesonBasics I, 2 & 3 Level A, B & C ELD 5 -EPH – Spanish for Spanish Speakers -SEI Algebra & Geometry, Biology, U.S. History, World History, Am. Gov/Econ. CLAD Teachers EL Support Staff: Principal- Spanish Speaker (Based on information provided by RA &A) SEI = Structured English Immersion EPH = Español para Hispanos (Spanish for Spanish Speakers) Basic = first level in the Hampton Brown High Point Curriculum CLAD = Crosscultural, Language and Academic Development certificate (authorizes teacher to teacher English Learners)

24 SchoolELD ProgramsEL Support in Core ProgramsTeacher Capacity Oakland High Basics I, 2 & 3 Level A, B & C ELD 5 -SEI Intro. Algebra, Algebra & Geometry, Biology, Chemistry, U.S. History, World History CLAD Teachers L1 Support: Spanish, Cantonese EL Support Staff: AP Oakland Tech Basics I, 2 & 3 Level A, B & C -EPH-Spanish for Spanish Speakers -SEI Intro. Algebra, Algebra & Geometry, Phys. Science, Biology, Chemistry & Physiology, US History, World History, Am. Gov/ Econ. CLAD Teachers L1 Support: Spanish EL Support Staff: Bilingual Liaison Skyline Basics 1 Level A, B & C -SEI Intro. Algebra, Algebra, Adv. Algebra & Geometry, Biology, Intro Chemistry & Chemistry, US History, World History, Am. Gov/ Econ. CLAD Teachers L1 Support: Spanish EL Support Staff: Bilingual Liaison (Based on information provided by RA &A ) Appendix: EL Programmatic Support Structures Currently in Place for HS SEI = Structured English Immersion EPH = Español para Hispanos (Spanish for Spanish Speakers) Basic = first level in the Hampton Brown High Point Curriculum CLAD = Crosscultural, Language and Academic Development certificate (authorizes teacher to teacher English Learners)

25 Appendix: OUSD Next Steps to Strengthen Current EL Programs Clearly defined course options available to English Learners. Clearly defined structures of effective high quality Newcomer programs. Provide support to Newcomer ELL teachers. Provide training and support to principals, counselors, and ELL Support Staff


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