MAY 18, 2013 ACADEMIC SUCCESS FOR IMMIGRANT YOUTH CMSD Transformation Plan International Newcomers Academy Presentation CGCS BIRE Conference.

MAY 18, 2013

ACADEMIC SUCCESS FOR IMMIGRANT YOUTH

CMSD Transformation Plan

International Newcomers Academy

Presentation CGCS BIRE Conference

Cleveland’s Plan for Transforming Schools

Reinventing public education in our city

and serving as a model for the state of Ohio

Principal Focus: Significantly increase the number of high –performing schools while reducing and eventually eliminating low-performing schools

Focus district's central office on key support and governanceroles and transfer authorityand resources to schools.

Grow the number of high-performing district and charter schools in Cleveland and close and replace failing schools.

Create the Cleveland Transformation Alliance to ensure accountability for all public schools in the city.

Invest and phase in high-leverage system reforms across all schoolsfrom preschool to college and career.

Cleveland's PortfolioSchools Strategy

Becoming a portfolio district: Choices that children deserve

• Promote and expand high-performing schools• Start new schools• Strengthen mid-performing schools• Repurpose low-performing schools

The Cleveland PlanThe Cleveland Plan

CMSD’s CEO: Legal obligations under HB 525

• Identify schools each year in need of corrective action, what corrective action is warranted for each school, and when the plan should be implemented

• Invite all labor organizations to form Corrective Action Teams to make recommendations on implementation of the corrective plans

Corrective Action schoolsCorrective Action schools

The Time is Right for CMSD

It is not enough to become a premier school district.

CMSD must become a district of premier schools.

Key messageKey message

We must accomplish two goals simultaneously

We examined CMSD schools across multiple criteria

Candidate School

Academic achieveme

nt

Culture, teamwork,

vision

Strong school leaders

Motivated caring teachers

Rigorous instructio

n

Social & emotional

support for students

Family engage-

ment

School 1 X X X X

School 2 X X X X

School 3 X X X

School 4 X X X X

School 5 X X X

School 6 X X

School 7 X X X

School 8 X X

School 9 X X X

School 10 X X X

School 11 X X

School 12 X X X X

Research base: High performing, high poverty schools

readiness to TEACH

4. Shared responsibility for achievement

Staff feel deep accountability and missionary zeal for student achievement.



5. Personalization of instruction Individualized teaching based on diagnostic

assessment and adjustable time on task.



6. Professional teaching cultureContinuous improvement through

collaboration and job-embedded learning.



readiness to LEARN

1. Safety, discipline & engagement Students feel secure and inspired to learn.


2. Action against adversity Schools directly address the challenges faced

by students living in poverty.



3. Close student-adult relationships Students have positive and enduring

mentor/teacher relationships.



readiness to ACT

7. Resource authoritySchool leaders can make mission-driven

decisions regarding people, time, money, and programs.



8. Resource ingenuityLeaders are adept at securing additional

resources and leveraging partner relationships.



9. Agility in the face of turbulence Leaders, teachers, and systems are flexible

and inventive responding to constant unrest.



Mass Insight Education, The Turnaround Challenge

Investing: What is possible in the CMSD Investment Schools?

PeoplePeople

TimeTime

MoneyMoney

Programs Programs

• Selection of principal for 2013-14• Selection of teachers and staff for 2013-14• Investment Commitment letters to be signed by all staff

• Pilot CMSD initiatives (student-weighted funding, differentiated compensation)

• Increased budget autonomy to invest in positions, programs, partners best suited to a specific school

• Extended instructional time• Extended planning/preparation/collaboration time• Restructured use of existing time

• Intensive coaching and professional development to support specific school needs and goals

• Intentional alignment of student and family supports• External supports for programs and operations

Investment Schools Year 1: Focus on Readiness to Learn

readiness to LEARN











Robert H. Jamison

Luis Munoz Marin

Mound

Kenneth Clement Boys

Leadership Academy

Investment Schools Year 1: Focus on Readiness to Teach

readiness to TEACH













Case

Robinson G. Jones

Walton

Franklin D. Roosevelt

Investment Schools Year 1: Focus on Readiness to Act

readiness to ACT













Anton Grdina

Carl & Louis Stokes

Collinwood HS John Adams HS

Lincoln-West HS

What school turnaround is NOT:What school turnaround is NOT:

CMSD Investment Schools = Positive Change

Settling for incremental

improvement

Settling for incremental

improvement Requiring additional improvement plans Requiring additional improvement plans

Additional mandates without support

Additional mandates without support

Multiple programs implemented

without intentionality

Multiple programs implemented

without intentionality

Infrequent coachingInfrequent coaching

“Every man for himself”

“Every man for himself”

What SU CCESSFUL turnaround IS:What SU CCESSFUL turnaround IS:

Recognition of the challenge: Our kids

deserve better

Recognition of the challenge: Our kids

deserve betterDramatic,

fundamental changeDramatic,

fundamental change

Collaborative community of professional

educators

Collaborative community of professional

educators

Urgency to make every minute a

learning minute

Urgency to make every minute a

learning minute

Working smarter, not harder

Working smarter, not harder

Supportive operating conditions

Supportive operating conditions

We will not do business as usual; this is unusual business.

We will not repeat old mistakes.

What visible changes must we see in Investment Schools?











Building students’ Readiness to Learn: Clean, attractive, inviting classrooms and public spaces

Every adult in the school using consistent, positive language

to set the tone of high expectations for everyoneCurriculum and resources to support high-quality instruction for

English Language Learners and Special Education students

Improved student and staff attendance and morale

Real-Time Coaching for teachers who struggle to manage

classroom behavior and keep students engaged

Extra time for student advisory and structured supports from

caring adults: mentoring, tutoring, etc.

Proactive solutions to empower students and families

Cooperation and communication between educators, families,

and providers of other student supports


Building educators’ Readiness to Teach: Extra time for teachers to collaborate, learn from one another, and

plan outstanding, relevant lessons

•Holding every adult accountable for the success of every student

•Integrated use of classroom technology to engage students

Targeted professional development and ongoing coaching on how to

use available data to meet individual students’ learning needs

Curriculum and resources to support high-quality instruction for

English Language Learners and Special Education students

All-school training to deepen staff commitment to a culture of

learning, high expectations, and every student graduating from

high school prepared for college and career success














Building school leaders’ Readiness to Act:Allowing principals more budget flexibility to be responsive to the

needs of students in their school including ELLs and special needs students.

•Protecting schools from unnecessary bureaucracy so that leaders

can focus on the students and teachers in the school

Coaching Investment School principals in how to lead positive,

effective change processes

•Expanding school partnerships that have worked in other CMSD

schools (i.e., New Tech Network)

Increasing cooperation and communication between external

partners to keep every program focused on the needs and goals

of the school and its students













• This is a long-term commitment to improve all of Cleveland’s underperforming schools.

• Additional schools will be selected as Investment Schools for school years 2014-15 and 2015-16.

• Some struggling schools will utilize this year to plan and prepare to enter Investment School status.

Investing in Our Children: CMSD’s Investment SchoolsInvesting in Our Children: CMSD’s Investment Schools

Why were some high need schools not selected this year?

LEP MODIFICATION PLAN MAY 2013 – AUGUST 2013

CMSD Internal Review Process of the design and instructional service delivery model for ELL’s is in progress.

Final recommendations to be aligned with the CMSD Transformation Plan and Portfolio of School Strategies.

CMSD ENROLLMENT

School Year

Average Daily Student Enrollment

African -American

Asian or Pacific Islander

Hispanic

Multi-Racial

White, non-Hispanic

Limited English Proficient

Students with Disabilities

2012-2013 40,831 68.17% 0.96% 7.83% 2.32% 20.13% 6.8% 22.2%

IMMIGRANT STUDENTSFrom 45 Countries

IMM

IGR

AN

T

STU

DEN

TS

IMM

IGR

AN

T

STU

DEN

TS

IMM

IGR

AN

T

STU

DEN

TS

Research Findings

Current research identified six major challenges for improving the literacy of ELLs:

Lack of common criteria for identifying ELLs and tracking their academic performance

Lack of appropriate assessments Inadequate educator capacity for improving literacy in ELLs Lack of appropriate and flexible program options Inadequate use of research-based instructional practices Lack of a strong and coherent research agenda about

adolescent ELL literacy

Report to the Carnegie Corporation of New York: Double the Work- Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners, published by the Alliance for Excellent Education in 2007, authored by Deborah J. Short and Shannon Fitzsimmons.

Alternative Solutions

Newcomers and Immigrant students need specialized programs to accelerate their learning of English, their acculturation to U.S. schooling practices, and access basic content knowledge.

Research based recommended program features include:

Intensive courses to integrate students and fill gaps in educational background.

Sheltered instruction or bilingual education coupled with content-based ESL classes

Length of enrollment based on individual needs Staff selection process to ensure highly-qualified staff Flexible pathways for graduation and careers

CMSD International Newcomers Academy Goals:

Accelerate English language acquisition in the four domains of listening, speaking, reading, and writing

Develop academic content vocabulary and higher level thinking skills

Deliver high-quality academic core content instruction Promote the development of cross-cultural social and academic

skills students will need when entering district mainstream schools Develop a strong interdisciplinary foundation for long-term

academic and socio-cultural success Develops strong family and community links that will foster cultural

acclimation and positive family school and community engagement

Program Objectives:

Students’ attainment of English as Second Language skills based on State Standards within one to two school years

Achieve academic gains of a minimum of one grade level in core academic content areas

Achieve Beginning and Intermediate levels in the Listening and Speaking Domains on the OTELA

Provide a flexible instructional curriculum that responds to students’ bilingual language and cultural needs

Increase cultural exposure through varied activities Students will develop learning strategies and self-awareness

for achieving success Provide students a comprehensive support system in

collaborations with internal and external providers to ensure cultural and emotional development.

Provide opportunities to effectively acclimate parents and families to the community and to it’s available resources

CMSD- Newcomer Definition and Entrance Criteria

A newcomer is a non English-speaking student who scores at the beginning level on the English language placement test and has been in the U.S. for no more than one school year.

INTERNATIONAL NEWCOMERS ACADEMY STUDENT REPORT BY GRADES

GRADE

TOTAL

PRE-K 13

K 33

1 29

2 22

3 24

4 26

5 29

6 24

7 16

8 27

9 34

10 24

11 20

12 8

TOTALS 329

STUDENT DEMOGRAPHICS-NEWCOMERS

GENDER CITIZEN STATUS

ENROLLMENT DATE

LANGUAGE

FEMALE

52%

REFUGEE

31%

ONE YEAR

90%

SPANISH= 56%ARABIC=10%NEPALI=13%

21% Other LanguagesBurmeseChineseDinkaEnglish/CreoleFrenchJapaneseKarenKirundiPulRomanianSwahili

MALE

48%

IMMIGRANT

56%

TWO YEARS

10%

BORN IN PUERTO RICO

44%

3011

STUDENT ENROLLMENT-NEWCOMERS

3113

STUDENT BY LAU CODES SY 2012-2013INTERNATIONAL NEWCOMERS ACADEMY

LAU CODES TOTALSLAU A- Prefunctional

Level 293LAU B- Beginning Level 33

LAU C- Intermediate Level 3

TOTAL 329

Staffing• Administration 2• TESOL CERTIFIED TEACHERS 25

• Pre-K- 1• Kindergarten 2• Gr 1-3- 3• Gr. 4-5 - 2• Gr. 6-8- 2• Gr. 9-12- 5• ESL Resource – 2• Special Education- 2• Electives- 5

• Guidance- 1• Nurse – 1• Attendance Laison- 1• Classified Paraprofessionals- 8

This is what we do

Instructional Design

Use of ESL research based practices and principles primarily utilizing sheltered English instructional methods and materials.

Use of Sheltered English instructional strategies and SIOP in the teaching of core content along with native language

support.

In the Classroom• 5, 40 min. periods of ESL daily

• Daily session on Imagine Learning software program

• RIGOR English Reading Program- Gr, 5-12

• Spotlight on English- Santillana Gr, K-4

• SIOP Methods used in all content subjects

• Marzano’s Teaching Basic and Advanced Vocabulary

Resources

Imagine Learning

RIGOR

RIGOR

Spotlight On English

Imagine Learning

English in a Flash

Accelerated Reader

First in Math

Instructional DesignAll students (Pre-K -12) follow an elementary program master schedule based on forty minutes instructional periods. Students are also grouped into one of two ESL levels (A and B) based on their English proficiency levels and assigned to self-contained classes by grade bandsESL Level A: Students at pre-functional level in English language acquisition and/or read in English at the pre-literate level Students receive 5 periods of ESL/ELA, 1 period of math, and 1 period of an elective ESL Level B:Students with native language literacy skills and/or read in English at the early literacy or above 3rd grade levelStudents receive 4 periods of ESL/ELA, 1 period of math, 1 period of an elective, 1 period of Sheltered English instruction integrating science and social studies.

Instructional Design

Project based learning and Global studies are integrated school wide in the academic subjects to build on students’ prior knowledge and experiencesStudents move through the proficiency levels at varying rates based on classroom performance, motivation, ongoing assessments and teacher observations. A balanced literacy program is provided during the ESL/ELA instructional block. Use of direct and indirect instruction, cooperative flexible grouping, learning centers, rich language and student interaction activities to supports vocabulary development Use of technology lab and resources to support and practice reading, speaking and listening skills.

CHALLENGES

•NEW INCOMING STUDENTS DAILY

•TESTING ACCOMMODATIONS

•MEETING NEEDS OF SPECIAL EDUCATION STUDENTS

•GROWING PAINS

•STAFFING:

•RECRUITMENT/IDENTIFICATION OF QUALIFIED

• TESOL TRAINED TEACHERS

•CONTRACT ISSUES- TEACHERS ASSIGNMENTS

• INTERVIEWS OF NEW HIRES

•PROFESSIONAL DEVELOPMENT RESOURCES

•EXIT CRITERIA:

•PARENT PUSH BACK -WANT STUDENTS TO

•REMAIN MORE THAN 2 YEARS IN SAME SCHOOL

AssessmentsDistrict and State standardized tests:

OTELA, OAA, OGT and CMSD Benchmark QuaterlyTests

Resource Specific Assessments: Imagine Learning and English in a Flash ongoing tests, STAR Reading, Accelerated Reader, First in Math skills logs.

Authentic Assessments: Portfolios, Video for reading fluency.

Video Recording

• Provides a way for evaluating reading fluency, pronunciation and intonation

•Reading Fluency Rubric used for evaluation.

Exit Criteria

The decision to exit a student from the Newcomer program follows a standardized procedure

Teacher recommendationsFormal and informal observations English-Language Development Observation Checklist, Standardized test scores , OTELA & Benchmark testsStudent’s portfolio of class work Parent Conference/Contract

Newcomers Grades 6 - 8

/Bilingual Program Schools Grades 6, 7, 8

OR

Other Schools of Choice

Paths to Graduation for Secondary Newcomer Academy Students

Newcomers grades 9-12

Ninth GradeThomas JeffersonGrade 9

OR Comprehensive High Schools with supportGrades 10-12

OR Other CMSDHigh Schools

Five year alternatives pathways for high school overage students. Strong Partnerships with secondary institutions and Community College to support student after high school completion

Provides , sheltered instruction in content subjects and bilingual tutorial support with academic credit leading to HS diploma.

Extended Leaning opportunities in Summer School and after-school enrichment sessions

Provides counseling and linkage to targeted post-secondary and career + technical programs for students unable to graduate by age 21.

Referral to Career Technical Schools, credit retrieval, GED for 17-21 year olds with low credits

Support Intervention Components

Student Transition Activities•Support to schools, collaboration with staff, students, parents and administrators.

•Discussion and end of year pre-preparation activities or conferences by all staff with parents and students.

•Students make visits to the receiving school and classrooms. Students are transitioned into ESL/Bilingual classrooms at the designated home school.

•Orientation activities provided by the receiving school to ensure that the newcomer students are provided appropriate information to allow them to access appropriate courses and make decisions about postsecondary options.

Support Intervention Resources

Parent Engagement Outreach and parent engagement activities will be

implemented to improve the whole family’s successful integration to the new community and culture. (Workshops, socials, community trips etc.)

Collaborations with community partners will be established to support and address the financial, educational and health needs of families.

Health screening and referrals to therapeutic services for all students who need additional care.

Support to break cultural barriers to help parents understand how schools function and provide them with the information and assistance they need to support their children’s education.

Support Intervention Resources

Multilingual Welcome Center services- (in the same school location at Thomas Jefferson School)

Community Collaborations for student and family services

After school tutoring programs to support students' academic achievement and increase interactions with native English speakers

Summer enrichment school offerings in partnerships with community partners

Professional & Committed Staff

Commitment to a school wide philosophy of research best practices for English as a second language instruction and academic outcomes for ELLs...

Implement collaborative professional learning community standards focused on improved student learning .

Engage in common planning time (3 to 5 hours/week) to support team collaborations, curriculum development and alignment of curriculum based on student needs, and to monitor student progress using data.

Participate on ongoing job-embedded professional development on a monthly basis along with opportunities to evaluate student growth and progress effectiveness. ( 50 hours of summer pre-service & after-school)

OTELA - District SY 2009-2010SY 2010-2011

SY 2011-2012 SY 2012-2013

SCHOOL YEAR 2009-10SCHOOL YEAR 2010-11

SCHOOL YEAR 2011-12 SCHOOL YEAR 2012-13

OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL


SPEAKING GR. 3-5

LISTENING GR. 3-5


LISTENING

GR. 6-8


SPEAKING GR. 6-8


LISTENING

GR. 9-12

SPEAKING GR. 9-12

SCHOOLS TOTALS

Loss Gain

Buhrer 12.1% 47.6%Clark 20.6% 48.1%Joseph M. Gallagher 25.2% 33.3%Lincoln West 22.7% 33.5%Luis Muñoz Marín 23.5% 35.0%Marion C. Seltzer 18.7% 37.3%Max S. Hayes 25.4% 30.5%Scranton 15.3% 48.1%International Newcomers Academy (2 YRS STUDENTS ONLY)

5.2% 50.6%

Non-Bilingual Sites 23.2% 29.7%Walton 21.6% 40.5%

Proportional Change in Composite: Year to Year Comparisons within Student

•Questions?Contact Information

Natividad Pagan, Ex, Director Multilingual Multicultural Education [email protected] (216) 574-8584

Rhonda A. Corr Saegert, PrincipalInternational Newcomers Academy [email protected] (216) 404-5111

Margaret Berrios-Brown, Academic Coach [email protected] (216) 224-1547

The International Newcomers Academy 3145 West 46th Street, Cleveland, OH 44102

(216) 404-5098

mailto:[email protected]

MAY 18, 2013 ACADEMIC SUCCESS FOR IMMIGRANT YOUTH CMSD Transformation Plan International Newcomers Academy Presentation CGCS BIRE Conference.

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