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

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International High SchoolBoard of Education

Oakland Unified School District

October 25, 2006

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Criteria for International High School decision

Criteria Question

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

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• 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

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• 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 Oakland’s 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 OUSD’s student population

• We’ve 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 100 9th 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?

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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 05-06 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

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• Summary

• Recommendation

Agenda

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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

Other (90countries)

Per u

France

Guinea

YemenBangladesh

Haiti

Other Spanish Speakers

PolandColombiaMexico

Ecuador

DominicanRepublic

China

InternationalsStudents

100%

0

20

40

60

80

100%

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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

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 LearningExpansion 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 IntegrationLanguage skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study

• Localized Autonomy and ResponsibilityLinking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential

• One Learning Model for AllAll 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 LearningExpansion 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 IntegrationLanguage skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study

• Localized Autonomy and ResponsibilityLinking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential

• One Learning Model for AllAll learners, faculty and students participate in similar collaborative learning and work structures which maximize their ability to support one another

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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

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Proven Record of Success: International High School Results

NationalAverage

New YorkState

New York City Brooklyn IHS Internationalat LaGCC

ManhattanIHS

72%

84%

67%

95%90% 91%

0

20

40

60

80

100%

• International High School students attend college at rates well above national, state, and city averages

Percent of Graduating Seniors Attending College

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• Facilities Availability

• Summary

• Recommendation

Agenda

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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. Paul’s 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 8th 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

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Community Engagement: Target Middle Schools

% of CELDT 1 & 2 for Asian and Latino subgroup populations

Middle Schools Asian% Latino%

Bret Harte Middle School 19 8% 25.6% 25.7%Calvin Simmons Middle School 59 24% 13.3% 61.4%Claremont Middle School 1 0% 2.8% 10.9%Cole Middle 1 0% 8.9% 10.5%Edna M Brewer Middle School 14 6% 35.7% 16.4%Elmhurst Middle School 37 15% 1.6% 56.9%Explore 0 0% 1.1% 17.4%Frick Middle School 8 3% 2.5% 36.1%Havenscourt Middle School 35 14% 4.2% 57.3%James Madison Middle School 15 6% 1.4% 50.1%Lowell Middle School 2 1% 8.0% 8.0%Melrose Leadership Academy 6 2% 1.6% 94.8%Roosevelt Middle School 24 10% 46.6% 33.2%Urban Promise Academy 3 1% 4.9% 84.1%Verdese Carter Middle School 0 0% 6.2% 8.6%Westlake Middle School 19 8% 31.8% 16.4%Total 243

1 and 2 total

Subgroups (Schoolwide)CELDT 05-06

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• Summary

• Recommendation

Agenda

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Facilities Options:

The Need:

• YEAR ONE: Facilities needs - 4-5 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

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Facilities Evaluation

Possible Options Pros Cons

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• Won’t have to worry about re-location

• Annual space availability fluctuates at higher education facilities• Other OUSD schools may have priority on these facilities

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Criteria for International High School decision

Criteria Question Evaluation

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

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Appendix

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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

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RegentsPerformance

(Math)

2004 2003 2004 2003 2004 2003

76.4%71.8%

0.0%

62.8% 62.5%

0.0% Unavailable

64.9%

0

20

40

60

80

100%

In addition, Internationals student performance on the English and Math Regents is comparable to overall city averages and has demonstrated a successful performance increase

RegentsPerformance

(English)

2004 2003 2004 2003 2004 2003

80.9%

70.4%

0.0%

76.6%

67.5%

0.0%

93.0%

84.2%

0

20

40

60

80

100%

Note: Bronx International, International at Prospect Heights and Flushing International did not have senior classes in 2002-03 or 2003-04Source: 2002-03 and 2003-04 Annual School Reports; Update on the Performance of LEP / ELL, New York State Education Department (February 2005)

Perc

en

t of

Tota

l (%

)

Perc

en

t of

Tota

l (%

)

BrooklynInternational

International at LaGCC

ManhattanInternational

BrooklynInternational

International at LaGCC

ManhattanInternational

City Avg

Percent of Students Meeting RegentsGraduation Requirements – English (2004 vs. 2003)

Percent of Students Meeting RegentsGraduation Requirements – Math (2004 vs. 2003)

ELLCity Avg

City Avg

ELLCity Avg

Internationals High School Students Outperform City ELL Average on Regents Tests…

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Appendix: Current OUSD Newcomer Work

• MEP-REP conducting middle school refugee census, and specifically newcomers in 8th 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

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Appendix: OUSD HS with largest EL populations ( based on 05-06 CELDT)

Total Number of ELs

Number of EL CELDT 1&2

% of District EL CELDT 1& 2

High Schools Asian% Latino%Architecture 107 31 10.23% 0.0% 93.5%Business and Information Tech 128 37 12.21% 0.0% 89.2%Mandela 121 32 10.56% 9.4% 90.6%Media 82 47 15.51% 0.0% 89.4%Oakland High 356 82 27.06% 53.7% 34.1%Oakland Tech 147 31 10.23% 54.8% 38.7%Robeson 69 12 3.96% 8.3% 75.0%Skyline 147 31 10.23% 38.7% 29.0%Total from schools with highest EL 1157 303 89.91%

High School District Total 1493 337

Subgroups (CELDT 1&2 only)

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Appendix: EL Programmatic Support Structures Currently in Place for HS

School ELD Programs

EL Support in Core Programs Teacher Capacity

CBIT Basics 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


-SEI World History

CLAD Teachers

L1 Support: Spanish

EL Support Staff: AP

Mandela Basics I, 2 & 3

Level A, B & C


-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

Media Basics 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

Robeson Basics I, 2 & 3

Level A, B & C

ELD 5


-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 CurriculumCLAD = Crosscultural, Language and Academic Development certificate (authorizes teacher to teacher English Learners)

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School ELD Programs EL Support in Core Programs Teacher 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 CurriculumCLAD = Crosscultural, Language and Academic Development certificate (authorizes teacher to teacher English Learners)

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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

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

Documents

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