1. English Learner PLC Workshop Grossmont union high school district English Learner Programs March 24, 2009

2. Findings from January EL—PLC Appreciated Time to dialogue, discuss, and talk with others (59%) Time to look at data (about 1 in 4) Comments “It’s a team effort…” “I am more willing to attempt different strategies.” “It motivates me to want to create change…” Would Like More information on school wide “best practices” for English Learners More opportunities to learn about specific, effective strategies to improve teaching practice More time to share and plan as a site

3. English Learner PLCs—Continuous Improvement Plan Act Observe Reflect

4. Purpose of the English Learner PLC Professional development and capacity building for teachers of English Learners. Set ambitious, reasonable targets for EL accountability as a school site. Allow for collaboration opportunities (district-wide) regarding EL courses in subject matter teams. Opportunity to work together in small groups, solve problems together, share struggles, and participate in the solution for closing the achievement gap.

5. Grossmont union high school district English Learner Educational Goals

6. “Unless we start looking at how to educate English Learners as a systemic issue—something relevant to all teachers, not just EL specialists—we will become an illiterate nation.” -Aida Walqui Director, West Ed Professional Development

7. Systemic work requires Data driven policies and initiatives Site support teams Direct support around the achievement gap Collaborative interdisciplinary academic support teams Use of resources Leadership development

8. Find someone to have a “Season-ed” Discussion with Spring (Someone in the same content area as you) Summer (Someone from a different school) Autumn (Someone from a different content area) Winter (Someone you’ve never worked with before)

9. Grossmont union high school district English Learner Educational Goals

10. What does the research tell us about effective education of English Learners? Review anticipatory guides with home group. Review assigned reading in home group. Determine the main ideas from the reading. Determine ideas that were useful from the reading. Jigsaw: Complete summary graphic organizer

11. “Season-ed” Discussion Spring (Someone in the same content area as you)

12. Grossmont union high school district English Learner Educational Goals

13. Annual Measurable Achievement Objectives (AMAOs) 1. Percent of students making annual progress in learning English 2. Percent of students attaining English proficiency on CELDT 3. Adequate yearly progress for English Learner Subgroup

14. Data to Review for Analysis AMAO Data EL seniors that have not passed the CAHSEE Average change in overall CELDT scale scores After 4 years in GUHSD Students who scored FBB in the 2008 ELA CST, including disaggregated data D/F Rate in Core Academic courses

15. Analyzing English Proficiency— Group Roles Leader (makes sure that every voice is heard) Recorder (compiles group’s ideas on graphic organizer) Time Keeper (encourages group to stay on task to complete task) Presenter (shares group’s work with larger group) Summarizer (pulls things together, recap or add perspective) Initiator (contributes new ideas and encourages new directions Clarifier (makes sure that all members understand what is occurring)

16. Reporting of Group Data Analysis StrengthsAreas of Need

17. Data Analysis Make data statements—agree on what the data actually says. Raise questions—what doesn’t the data tell us? What is unsatisfactory about what this data provides? What additional data do we need? Posit explanations—what do the patterns of achievement or participation data show? Define “targets” or goals—where are students current? Where should students be within a year or two? Design inquiries and dialogues—What explanations would you report-out at a site staff meeting?

18. “Season-ed” Discussion Summer (Someone from a different school)

19. “Season-ed” Discussion Autumn (Someone from a different content area)

20. Building Support & Sustaining EL PLCs Consider the department at your school site: What do you feel is working with your EL population within your department? What do you feel is not working with your EL population within your department?

21. In Content Area Team Map What’s working toward the goal of building support for developing and sustaining an EL PLC at your site ? What’s not working toward the goal of building support for developing and sustaining an EL PLC at your site ? Theme that describes Content Area in regards to English Learners:

22. “Season-ed” Discussion Winter (Someone you’ve never worked with before)

23. Grossmont union high school district English Learner Educational Goals

24. English Learner Personalization Plan (ELPP) English Learners that are not receiving services Assigned mentor to monitor academic and personal success Design personalization plan that sets academic and personal goals with student and parent twice a year Ensure EL students receive the supports necessary to be successful and English proficient and ultimately redesignated

25. Action Plan Goals GoalTime LineAction Steps Person(s) Responsible Resources Evidence of Success English Learners that are not receiving immediate services will have a personaliza tion plan developed with a teacher- mentor. August 2009 Determine eligible students to target at school site Train teacher mentors Develop monitoring protocols District EL Coord. EL Coord. Site Admin Teacher- Mentors Resource days Categorical funds Minutes of resource days Written Goal(s) Evaluations EXAMPLE: