SilverFallsSchool District
ELL Improvement Plan
June 30, 2011
SECTION A: PLANNING – Comprehensive Needs Assessment
Strengths:
SilverFallsSchool District met AMAOs 1 and 2 for the 2009-2010 school year. This indicates our ELL students are making adequate progress in their language development and demonstrating proficiency (exiting the program) at the expected rate.
Silver Falls School District 2009-2010
AMAO1 Adjusted Percent / AMAO1Met Status / AMAO2a Adjusted Percent / AMAO2a
Met Status / AMAO2b Adjusted Percent / AMAO2b Met Status
52% / Met / 28% / Met / 46% / Met
SilverFallsSchool District has implemented a consistent plan for training all licensed teachers in sheltered instructional strategies. The district has used Title IIA and Title III dollars to provide trainings and an instructional coach at grades 9-12. Currently, 84% of the licensed classroom teachers have been trained in sheltered instruction through SIOP, SOS, Biography Driven Instruction, GLAD, or earning an ESOL endorsement.
Challenges:
SilverFallsSchool District did not meet AMAO 3 for the 2009-2010 school year due to middle school AYP data in the area of reading. This indicates our ELL students are not yet achieving commensurate with their non-ELL peers.
2009-10 Final AYP Report (Public)
Reading Knowledge and SkillsMiddle School Details
Academic Status / Years of Data for Status / % Met Status / Margin of Error / Adjusted StatusLimited English Proficient / Not Met / 2008-2010 / 42.21% / 13.01% / 55.22%
This may indicate that teachers are not making content accessible for ELL students in the regular classroom. This could be due to lack of training or failure to implement the training they’ve received.
Assessment Results:
OAKS assessment results for 2009-2010 indicate a significant difference in achievement between ELL and non-ELL students in reading and math at all grade levels.
2009-2010 OAKS READING / 2009-2010 OAKS MATHALL / LEP / Not LEP / ALL / LEP / Not LEP
3rd / 91% / 78% / 92% / 3rd / 74% / 41% / 77%
4th / 89% / 68% / 93% / 4th / 76% / 49% / 80%
5th / 76% / 26% / 80% / 5th / 59% / 26% / 61%
6th / 84% / 35% / 88% / 6th / 74% / 21% / 78%
7th / 85% / 29% / 87% / 7th / 61% / 0% / 62%
8th / 82% / 0% / 84% / 8th / 79% / 13% / 81%
11th / 88% / N/A / N/A / HS / 76% / N/A / N/A
All 8th graders in the SilverFallsSchool District participate in a high school math test to determine placement for their freshman year. Data indicates a significant difference in achievement between ELL and non-ELL students.
SFSD 8th Grade Math Placement Test 2011 ResultsELL Students Tested / ELL Students Proficient / ELL Percentage Proficient / Non-ELL Students Tested / Non-ELL Students Proficient / Non-ELL Percentage Proficient
6 / 0 / 0% / 248 / 135 / 54%
All Kindergarten students in the SilverFallsSchool District are assessed three times per year in the areas of reading and math.
SFSD Kindergarten Assessment Results 2009-2010ELL Students
Tested / Non-ELL Students Tested / ELL Proficient in Reading / Non-ELL Proficient in Reading / ELL Proficient in Math / Non-ELL Proficient in MATH
28 / 209 / 39% / 68% / 61% / 79%
Teacher Practices:
100% of ELD teachers have been trained in A Focused Approach to teach the forms and functions of English as trained by Systematic ELD trainers in sessions with Salem-KeizerSchool District. As new ELD teachers are hired, they are sent to the three-day training within their first year of employment. All ELD teachers use the district adopted curriculum for English Language Development classes. (Avenues for K-5, Shining Star / Focus on Grammar for grades 6-8, Edge / National Geographic for grades 9-12)
84% of licensed teachers have received training in sheltered instructional strategies.
School / # trained / # total / PercentButte Creek / 12 / 15 / 80%
Bethany Charter / 2 / 7 / 29%
Central Howell / 8 / 8 / 100%
Community Roots / 1 / 2 / 50%
Eugene Field / 20 / 20 / 100%
Evergreen* / 0 / 3 / 0%
Mark Twain / 9 / 12 / 75%
Pratum / 3 / 3 / 100%
Robert Frost / 14 / 18 / 78%
Silver Crest / 7 / 7 / 100%
Scotts Mills / 6 / 6 / 100%
VictorPoint / 8 / 8 / 100%
Silverton High / 39 / 45 / 87%
District / 129 / 154 / 84%
*EvergreenSchool did not have any ELL students enrolled in the 2009-2010 or 2010-2011 school year. In addition, they have no ELL students projected for the 2011-2012 school year. EvergreenSchool teachers will participate in the district wide professional goal-setting process focused on sheltered instructional strategies for 2011-2012.
51% of teachers self-reported on an anonymous survey that they regularly embed language objectives in their instruction.
SFSD Administrators conducted walk-through observations specifically looking for language objectives, posted & evident in instruction. Some schools demonstrated much higher percentages than others, but the district average remained less than 1/3 of teachers demonstrating use of language objectives in their classroom.
School / Classrooms Visited / Language Objectives Evident / PercentSHS / 19 / 0 / 0.00%
Scotts Mills / 10 / 6 / 60.00%
Eugene Field / 15 / 5 / 33.33%
Silver Crest/Pratum / 11 / 2 / 18.18%
Central Howell / 7 / 1 / 14.29%
VictorPoint / 7 / 0 / 0.00%
Mark Twain / 9 / 3 / 33.33%
Robert Frost / 15 / 3 / 20.00%
Evergreen / 4 / 3 / 75.00%
Butte Creek / 14 / 10 / 71.43%
District Total / 111 / 33 / 29.73%
Despite the high percentage of trained teachers in sheltered instructional strategies, administrative walk-through data, teacher survey data and ELL student achievement data all indicate a failure to adequately implement key instructional strategies in the regular classroom setting.
Acts of Leadership:
The superintendent and the school board will draft a District Goal in the area of differentiation and sheltered instructional strategies for the 2011-2012 school year. This District Goal will lead to a directed professional goal for each teacher to include in their PDP document. This individual professional goal will focus on specific implementation of sheltered instructional strategies in the regular classroom, to be monitored by the building administrator and reviewed in the teacher evaluation process.
Prior to spring 2011, administrative walk-through observations specific to language objectives were inconsistent. The SFSD administrative team has agreed to implement monthly walk-through observations to monitor implementation of language objectives and sheltered instructional strategies in classrooms. The SFSD administrative team will use the walk-through rubric/checklist (see rubric in Section A: Inquiry, page 7) to assist principals in monitoring implementation.
During the 2010-2011 school year, all schools engaged in a comprehensive annual ELL program evaluation. Based on those evaluations, schools have set SMART goals for their ELL students and professional development goals for staff who may not yet be trained in sheltered instruction or implementing sheltered instruction.
evaluation questions / data / MonitorBy / Person responsible / Date completed and Notes- Are current and transitioned (monitor status) ELL students making substantial progress in both English language acquisition and academic areas?
- Growth as measured on ELPA
- Growth as measured on OAKS in reading and math
- Are ELL students appropriately and in a timely way being identified, placed in programs, and exited?
ELD Teacher
- Are we increasing the ability of our staff to provide effective instruction for ELL students?
- English Language Development
- Sheltered Instruction (How many trained? Of those, how many using S.I consistently?)
- Are we monitoring our exited students appropriately?
ELD Teacher
- What is the “persistence toward graduation” rate for current and transitioned (monitor status) ELL students? (high school only)
- Are we appropriately serving ELL students who may also be part of another subgroup (e.g., special education or TAG)?
TAG Coordinator
- Are instructional services being delivered consistently with the program theory?
- ELD Checklist
- Sheltered Instruction Checklist
- Are all parents provided information about school activities in a language they can understand?
- Have evaluation data been reviewed and analyzed for program improvement by staff and site council?
Identified Needs:
The achievement gap between ELL students and non-ELL students in both reading and math must be narrowed at all grade levels. This achievement gap may be due in part to poor implementation of sheltered instructional strategies, including the use of language objectives, in the regular classroom setting.
84% of licensed teachers have received training but only 29% of teachers demonstrate use of language objectives and specific sheltered instructional strategies in their classrooms.
The SFSD has an identified need of increasing the implementation of sheltered instructional strategies in all classrooms in order to increase the academic achievement of ELL students in reading and math and close the achievement gap between ELL and Non-ELL students.
SECTION A: INQUIRY
Possible Cause-Effect Relationships:
SilverFallsSchool District has consistently met AMAOS 1 and 2 (learning English) because of the shift in the ELD delivery model including training and implementation of Systematic ELD by ELD teachers and daily ELD instruction for all students. All ELL students receive 30 minutes of daily, systematic instruction in the forms & functions of English. This instruction is delivered by a highly-trained ELD teacher using research-based ELD curriculum at an appropriate level as determined by ELPA.
SilverFallsSchool District has not met AMAO3. The district did not make AYP in reading due to the LEP subgroup at the middle school level. OAKS assessment results for 2009-2010 indicate a significant difference in achievement between ELL and non-ELL students in reading and math at all grade levels. In addition, district results from the 8th grade math placement test and the kindergarten assessment demonstrate significant differences in achievement for ELL students and their non-ELL peers. This may indicate that teachers are not making content accessible for ELL students in the regular classroom. This could be due to lack of training or failure to implement the training they’ve received.
Strategies Driven by Specific Needs:
SilverFallsSchool District is providing training in August 2011 for all licensed teachers from Dr. Marcia Tate, educational consultant specializing in brain-compatible strategies. Dr Tate’s presentation complements sheltered instructional strategies such as those included in SIOP and Biography Driven Instruction trainings from previous years.
These strategies will provide a systematic approach to implementing differentiated / sheltered instructional strategies district-wide. Teachers will select specific strategies from a limited, district-provided menu for one of their professional goals. These goals will be monitored through the regular teacher evaluation process. Principals will conduct monthly walk-through observations as well as conduct site-based professional development through our regularly scheduled early release calendar. In addition, district-wide grade level and/or content meetings will focus on instructional strategies and their implementation. Learning logs and/or minutes from each meeting will be submitted to building principals and/or the district Curriculum Director.
Analysis of Adult Actions:
The district anticipates high levels of implementation of sheltered instructional strategies, including language objectives, and successful completion of professional goals as measured by monthly walk-through observation data compiled by the building principal. Increased implementation of sheltered instructional strategies will result in more students having access to content on a daily basis, resulting in an increase in student achievement in reading and math.
All regular classroom and academic content teachers will show use of language objectivesin instruction as measured by a score of 2 on a 4-point implementation rubric by January 15, 2012; by March 15, 2012 50% of teachers will score a 3 on the rubric; by May 15, 2012 75% of teachers will score a 3 on the rubric.
Language Objectives Implementation Rubric4 / 3 / 2 / 1
Extending Level 3 to consistently teach rigorous and relevant content in all academic areas / Language objectives are posted, explicitly stated and evident in instruction in all four modes (reading, writing, speaking, listening) in some content areas / Intermittent and inconsistent implementation of language objectives using some modes (reading, writing, speaking, listening) / No evidence of language objectives
SECTION A – SMART GOALS
Site-based teams crafted school-based goals as a result of analysis of individual building program evaluation and student achievement data.
Eugene Field:
- By June 2012, EugeneFieldSchool will improve the performance of ELL students in grade 3 meeting or exceeding in Reading from 69% to 75%.
- By June 2012, EugeneFieldSchool will improve the performance of ELL students in grade 3 meeting or exceeding in Math from 31% to 37%.
Silver Crest:
By June 2012 Silver Crest School will improve the performance of 3rd—8th grade ELL students from 33% to 65% meeting or exceeding benchmark in math as evidenced by the OAKS Math assessment given during the 2011-12 school year.
Pratum:
By June 2012 PratumSchool will improve the performance of 1st grade ELL students in reading from 0 to 30 average raw score as evidenced by the DIBELS Nonsense Word assessment given during the 2011-12 school year.
Robert Frost:
- RobertFrostSchool will improve the performance of the Limited English Proficient student subgroup in Reading from 60.53% in 2010 to 70% as evidenced by the OAKS scores in May 2012.
- RobertFrostSchool will improve the performance of the Limited English Proficient student subgroup in Math from 71.05% to 75%, as evidenced by OAKs scores in May 2012.
Scotts Mills:
- By June 2012, Scotts Mills will narrow the achievement gap for ELL students versus non-ELL students in grades 3-8 from 34 points in June 2011 to 25 points as evidenced by a comparison of the percent of students meeting or exceeding benchmark on the OAKS math test given during the 2011-12 school year.
- By June 2012, Scotts Mills will narrow the achievement gap for ELL students versus non-ELL students in grades 3-8 from 56 points in June 2011 to 50 points as evidenced by a comparison of the percent of students meeting or exceeding benchmark on the OAKS reading test given during the 2011-12 school year.
EvergreenSchool:
EvergreenSchool currently has no ELL students enrolled for the 2011-12 school year and did not have any ELL students during the 2010-11 school year. Therefore, no goal has been set by EvergreenSchool.
ButteCreekSchool:
By June 2012, ButteCreekSchool will improve the performance of ELL students in grade band 6-8 from 33% to 40% meeting or exceeding benchmark in reading, as evidenced by the OAKS reading assessment given during the 2011-12 school year.
BethanyCharterSchool:
By June 2012 Bethany Charter will improve the performance of ELL students in grade band 3-5 from 33% to 66% meeting or exceeding benchmark in Reading as evidenced on the OAKS Reading test given during the 2011-12 school year.
CommunityRootsCharterSchool:
CommunityRootsCharterSchool currently has no ELL students enrolled for the 2011-12 school year and did not have any ELL students during the 2010-11 school year. Therefore, no goal has been set by CommunityRootsCharterSchool.
VictorPointSchool:
By May 2012, VictorPointSchool will improve the performance of third through fourth grade ELL students from zero (0%) ELL students meeting benchmark on the OAKS math assessment, to at least two (66%) ELL students meeting benchmark.This goal will be achieved through systematic instruction in the math focal points using district adopted curriculum and an increased focus on sheltered instructional strategies and math vocabulary development during instruction time.
CentralHowellSchool:
- By June 2012, ELL students at CentralHowellSchool will grow a minimum of 5 RIT points as evidenced by OAKS scores in reading.
- By June 2012, ELL students at CentralHowellSchool will grow a minimum of 5 RIT points as evidenced by OAKS scores in math.
SilvertonHigh School:
Given that all students must meet benchmark on OAKS or meet the essential skills requirements in order to earn the Oregon diploma, 8 of 9 LEP students in grade 12 will meet this standard by the end of the school year 2011-12 in both reading and math.
MarkTwainMiddle School:
- By June of 2012 the Mark Twain LEP sub-group will grow from 32.22% to 37.22% in the English Language Arts Category as evidenced by OAKS scores.
- By June of 2012 the Mark Twain LEP sub-group will grow from 35.48% to 40.48% in the Math Category as evidenced by OAKS Scores.
SECTION B: IMPLEMENTATION
Instructional Strategies:
During the summer 2011, SFSD Curriculum Director and Title IIA / Title III Instructional Coach will identify the “high leverage” research-based strategies from Marcia Tate, SIOP, BDI, etc. The strategies will be correlated in an easy-to-read document for classroom and content teachers. These will be given to staff August 26th at the all-district Marcia Tate professional development training. The document will include a brief explanation of the components and strategies that support them. Classroom and content teachers will be monitored for implementation of language objectives and sheltered instructional strategiesto help students access content.
Twenty Brain Compatible Strategies from Marcia Tate
- Writing11. Music
- Storytelling12. Graphic Organizers
- Mnemonic Devices13. Drawing
- Pictures/Visuals14. Humor
- Movement15. Discussion
- Role-play16. Games
- Visualization17. Project Based Instruction
- Metaphor, Analogy, Simile18. Field Trips
- Reciprocal Teaching/Cooperative Learning19. Work Study or Job Training
- Manipulatives20. Technology
Biography Driven Instruction Strategies from Socorro Herrera based on research at Kansas State University
- 4-Dimensional Study11. Mindmap
- Biography Card12. Magic Weave
- Cognate Activities13. Pic-Tac-Tell
- Consequence Wheel14. Quiz Quiz Trade
- DOTS Chart15. Relevance Scale
- Directed Reading Sequence Strategy 16. Thumb Challenge
- Jigsaw17. Tri-Fold
- Linking Language18. U-C-Me
- My Favorite!19. Vocabulary Quilt
- My Life in Pictures
Sheltered Instructional Observation Protocol (SIOP) Strategies
- Preparation
- Building Background
- Comprehensible Input
- Strategies
- Interaction
- Lesson Delivery
- Practice and Application
- Review and Assessment
English Language Development
All ELL students receive 30 minutes daily of ELD instruction in the forms and functions of English guided by teacher training in Systematic ELD and utilizing researched-based curriculum.
- K-5 Avenues
- Grades 6-8 Shining Star; Focus on Grammar
- Grades 9-12 Edge by National Geographic
In addition to district-wide ELD services, ELL students receive content instruction from the classroom teachers utilizing research-based Sheltered English strategies. Based on need and availability, ELL students are also able to participate in school and district sponsored summer schools, Title I intervention services, Special Education services, etc.
SECTION B: MASTER PLAN DESIGN
1. / Activity / Develop a list of high-leverage strategies correlated between brain-compatible research (Marcia Tate) and Biography Driven Instruction (Socorro Hererra) and SIOP. This list will be presented to all classroom teachers at the Marcia Tate training.Timeline / July & August 2011
Person responsible / District Improvement Team and Differentiated-Instruction Coach
Resources / District general fund and Title IIA instructional coach
2. / Activity / Administrators will be trained on overall plan specific to language objectives, 4-point performance rubric and data collection tool
Timeline / August 8-9, 2011
Person responsible / Title III Director, Federal Programs Director, Curriculum Director, Instructional Coach
Resources / District general fund & Title IA & Title IIA
3. / Activity / Teachers are trained in research-based, brain-compatible strategies (referenced in activity 1).
Timeline / August 26, 2011
Person responsible / Marcia Tate
Resources / Title IIA
4. / Activity / Principals train teachers on using language objectives, 4-point performance rubric and the expectation for implementation.
Timeline / August – September, 2011
Persons responsible / Building Level Principals
Resources / General fund
5. / Activity / Ongoing administrative monitoring of implementation of high-leverage strategies identified in activity 1.
Timeline / Monthly walk-throughs. Professional Development offered through site-based PLC meetings.
Persons responsible / Building Principals report to District Improvement Team
Resources / General Fund
6. / Activity / Mid course corrections following data collection. Principals identify teachers in need of additional training or support.
Timeline / January, March and May 2012
Person responsible / Principals and District Improvement Team
Resources / General fund
7. / Activity / End of year evaluation & planning for 2012-2013
Timeline / May - June 2012
Person responsible / Principals, Title III Director, District Improvement Team
Resources / General Fund & Title III
SECTION B: PROFESSIONAL DEVELOPMENT