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1 AGENDA NEW HAVEN UNIFIED SCHOOL DISTRICT Special Meeting of the Board of Education Board Room, Educational Services Center Alvarado-Niles Road, Union City, California Tuesday, December 18, :00 p.m. 9:00 p.m. Item Approx. Time Call to Order Pledge of Allegiance I. Public Comment Hearing of Visitors on Topics on Agenda Members of the audience may comment on matters that are included on the agenda during the Board s consideration of the item. Each speaker will be allowed up to a maximum of three minutes (or less at the discretion of the Board President.) Sharing of minutes is not permitted. 10 Minutes II. Study Session Regarding Student Achievement 1. Student Achievement Report for Essential #1 2 Hours and 50 Minutes III. Adjournment H:\BOARD\AGENDA\2012 BdAgendas\Dec Spec.Agenda.doc

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37 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals District Reading Gr. 2-9 Spring Reading Gr. 2-9 Spring Reading Gr. 2-9 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-8 Spring Math Gr. 2-8 Spring Math Gr. 2-8 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 1 of 7

38 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Alvarado Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Eastin Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 2 of 7

39 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Emanuele Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Hillview Crest Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 3 of 7

40 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Kitayama Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Pioneer Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 4 of 7

41 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Searles Elementary Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Reading Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Language Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring Math Gr. 2-5 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 5 of 7

42 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Alvarado Middle Reading Gr. 6-8 Spring Reading Gr. 6-8 Spring Reading Gr. 6-8 Spring Math Gr. 6-8 Spring Math Gr. 6-8 Spring Math Gr. 6-8 Spring Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Cesar Chavez Middle Reading Gr. 6-8 Spring Reading Gr. 6-8 Spring Reading Gr. 6-8 Spring Math Gr. 6-8 Spring Math Gr. 6-8 Spring Math Gr. 6-8 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 6 of 7

43 NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals James Logan High School Reading Gr. 9 Spring Reading Gr. 9 Spring Reading Gr. 9 Spring H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 7 of 7

44 12/13/2012 New Haven Unified School District Division of Teaching and Learning School Board Study Session December 18, 2012 Part 1 - English Learners and the Reclassification Process Part 2 - Title 3 Annual Measurable Achievement Objectives Part 3 - Academic Interventions New Haven Unified School District Division of Teaching and Learning Part 1 English Learners and the Reclassification Process 1

45 12/13/2012 New Haven Unified School District Division of Teaching and Learning English Learners Skill Level Proficiency Descriptors Listening, Speaking, Reading and Writing K- Grade 1, Grade 2, Grades 3-5, Grades 6-8 and Grades 9-12 (See English Learners Skill Proficiency Descriptors Handouts) New Haven Unified School District Division of Teaching and Learning The Reclassification Criteria was revised in October 2011 and adopted at the Board meeting on November 15,2011. (See Reclassification Criteria Handout) In order for an English Language Learner to be RECLASSIFIED, they must meet criteria in 3 areas: 1. California English Language Learner Development Test (CELDT) 2. California Standards Test in English Language Arts (CST / ELA) or California Modified Assessment (CMA) 3. Teacher Evaluation 2

46 12/13/2012 New Haven Unified School District Division of Teaching and Learning California English Language Development Test (CELDT) Students in Grades 1-12: Students must achieve an OVERALL score of Early Advanced (4) or Advanced (5). AND Students must score Intermediate (3), Early Advanced (4), or Advanced (5) in all four domains: Reading, Writing, Listening and Speaking New Haven Unified School District Division of Teaching and Learning Once an English Learner meets the CELDT criteria for reclassification, for these students, we use California Standards Test (CST - ELA) OR California Modified Assessment (CMA) as the next criteria to determine if an English Learner is eligible for reclassification. 3

47 12/13/2012 New Haven Unified School District Division of Teaching and Learning California Standards Test (CST ELA) Grades K-1 Do Not Use This Criteria Grades 3-12 Scaled Score of 325 or Higher New Haven Unified School District Division of Teaching and Learning If a student takes the California Modified Assessment (CMA) in lieu of the California Standards Test (CST), the following criteria can be used to determine if an English Learner can be reclassified. California Modified Assessment (CMA) Grades 4-12 Scaled score of 325 or above 4

48 12/13/2012 New Haven Unified School District Division of Teaching and Learning Once an English Learner meets the CELDT criteria AND the CST ELA or CMA criteria for reclassification, for these students, we then use data collected through TEACHER EVALUATION of student s current performance in the classroom. New Haven Unified School District Division of Teaching and Learning Teacher Evaluation of Student Performance Grades 1-5 Fall Report Grade level 3 or higher in BOTH Reading and Writing OR Score of Intermediate, Early Advanced, or Advanced in ALL areas of the CELDT Proficiency Descriptors (Listening, Speaking, Reading and Writing) 5

49 12/13/2012 New Haven Unified School District Division of Teaching and Learning Teacher Evaluation of Student Performance Grades 6-8 Most recent quarter grade of C or higher in Language Arts OR Score of Intermediate, Early Advanced, or Advanced in ALL areas of the CELDT Proficiency Descriptors (Listening, Speaking, Reading and Writing) New Haven Unified School District Division of Teaching and Learning Teacher Evaluation of Student Performance Grade 9 Most recent quarter grade of C or higher in Language Arts OR Score of Intermediate, Early Advanced, or Advanced in ALL areas of the CELDT Proficiency Descriptors (Listening, Speaking, Reading and Writing) 6

50 12/13/2012 New Haven Unified School District Division of Teaching and Learning Teacher Evaluation of Student Performance Grades Passing score on the California High School Exit Exam (CAHSEE) in English Language Arts (ELA) AND Most recent quarter grade of C or higher in Language Arts OR Score of Intermediate, Early Advanced, or Advanced in ALL areas of the CELDT Proficiency Descriptors (Listening, Speaking, Reading and Writing) New Haven Unified School District Division of Teaching and Learning Automated Reclassification Process Last school year, the Division of Teaching and Learning automated the Reclassification Process for our English Language Learners This process extracts and compiles the data necessary in order to determine whether or not a student met the Reclassification Criteria. (See English Learner Reclassification Criteria Evaluation Handouts) 7

51 12/13/2012 New Haven Unified School District Division of Teaching and Learning Automated Reclassification Process Automation has transformed the Reclassification process that was previously difficult to understand and had little impact upon teaching and learning into a process that is transparent and easily identifies that criteria which have been met and those which have not. This effectively informs teachers and can inform their decisions in regards to their instructional practices to meet our student s needs. New Haven Unified School District Division of Teaching and Learning Reclassification Follow Ups Once an English Learner is RECLASSIFIED, teachers provide information as to whether the student is making acceptable progress at: 45 days after reclassification 6 months after reclassification 1 year after reclassification 2 years after reclassification (See Sample Follow Up handouts) 8

52 12/13/2012 New Haven Unified School District Division of Teaching and Learning Reclassification Follow Ups For those students who have been reclassified and are not making sufficient progress after reclassification, the district s English Learner Catch Up Plan begins with the student s case being brought to the site s Student Success Team (SST) in order to identify the student s strengths, prioritize the new concerns, and create an action plan in order to meet the student s needs. New Haven Unified School District Division of Teaching and Learning Reclassification Data Number of English Learners Number of Students Reclassified Percentage of EL s Reclassified 19.60% Reclassification Data by School Site Possible Long Term English Learner Data (See Reclassification Data) NHUSD s Reclassification Rate is the highest that it has been in the last 5 years. (See 5 Year English Learner Reclassification Data) 9

53 12/13/2012 New Haven Unified School District Division of Teaching and Learning Current English Learner Data EL Student Roster There are 3,188 English Leaners currently enrolled in New Haven Schools Most of our students are Intermediate English Learners (See EL Student Roster Summary Report) New Haven Unified School District Division of Teaching and Learning Current English Learner Data Students in New Haven Unified speak 54 different languages. (See Students by Language by Grade Handout) Diversity is our strength! 10

54 12/13/2012 Next steps: New Haven Unified School District Division of Teaching and Learning Once the results of the CELDT scores arrive in late January or Early February, begin this year s reclassification process. By March 1, to complete the reclassification process and submit the R-30 Language Census to the CDE. Provide Reclassification Data to the school sites to analyze with their ILT s (Instructional Leadership Teams) and make shifts to instructional practice for English learners based upon the Reclassification Data. New Haven Unified School District Division of Teaching and Learning Part 2 Title 3 Accountability and Annual Measurable Achievement Objectives 11

55 12/13/2012 New Haven Unified School District Division of Teaching and Learning What are AMAO s? An Annual Measurable Achievement Objective (AMAO) is a performance objective, or target, that Title 3 school districts must meet each year for their English learner populations. (See What Are AMAO s Handouts) New Haven Unified School District Division of Teaching and Learning AMAO 1 Percentage of EL s Making Annual Progress in Learning English CELDT AMAO 2 Percentage of EL s Attaining English Proficient Level on CELDT ( Early Advanced / Advanced on CELDT) AMAO 2a Less Than 5 Years Cohort AMAO 2b More Than 5 Years Cohort AMAO 3 AYP for EL Student Group at the LEA (CST / ELA, CMA, CAPA and CAHSEE) 12

56 12/13/2012 New Haven Unified School District Division of Teaching and Learning Title 3 AMAO Results (See Title 3 Accountability Reports) AMAO Target 56.0% NHUSD 59.1 % Met New Haven Unified School District Division of Teaching and Learning Title 3 AMAO Results (See Title 3 Accountability Reports) AMAO 2a Target 20.1% NHUSD 26.2% Met AMAO 2b Target 45.1% NHUSD 48.2% Met 13

57 12/13/2012 New Haven Unified School District Division of Teaching and Learning English Learner Accountability Report / Trends School Level Report The AMAO Data is compared in order to identify yearly AMAO trends and inform decisions that will meet the needs of English language learners. New Haven Unified School District Division of Teaching and Learning Title 3 AMAO Results (See Title 3 Accountability Reports) AMAO 3 English Language Arts Participation Rate Target 95% NHUSD 99% Target Met - Yes ELA Percent Proficient 78.0% NHUSD 44.6% Target Met - No 14

58 12/13/2012 New Haven Unified School District Division of Teaching and Learning Title 3 AMAO Results (See Title 3 Accountability Reports) AMAO 3 Mathematics Participation Rate Target 95% NHUSD 99% Target Met - Yes Math Percent Proficient 78.2% NHUSD 44.6% Target Met - No New Haven Unified School District Division of Teaching and Learning NHUSD is in Title 3 Year 4 Program Improvement. Title 3 AMAO Results Last 5 Years Summary and Yearly Reports (See handouts of Title 3 Accountability Report) 15

59 12/13/2012 Next steps: New Haven Unified School District Division of Teaching and Learning Complete the English Learner Subgroup Self Assessment (ELSSA) Complete Needs Assessment derived from analysis of the ELSSA. In coordination with the District English Language Advisory Committee, create a draft of the Title 3 Year 4 Improvement Plan addendum to the LEA Plan. Submit Title 3 Year 4 Improvement Plan addendum to the LEA Plan at February 2013 Board of Education meeting. This is a 16 month improvement plan through June Title 3 auditors visit over 16 months to ensure implementation of the Title 3 Year 4 Improvement Plan addendum. New Haven Unified School District Division of Teaching and Learning Part 3 Academic Interventions 16

60 12/13/2012 New Haven Unified School District Division of Teaching and Learning Types of Interventions Tier 1: School wide Interventions (Core instruction provided to ALL students) Focus: For all students Program: Research- and standards-based core instruction Grouping: Multiple Grouping formats to meet student needs Time 90 minutes per day or more of core instruction Assessment: Benchmark assessment occurring throughout the school year. Interventionist: Classroom teacher Setting: General Education classroom Pyramid Check: 80%-85% of students will make appropriate progress at this level of support AND achievement gaps among different groups should not exist. New Haven Unified School District Division of Teaching and Learning Tier 2: Targeted / Strategic Group Interventions Focus: For students identified with marked difficulties and who have not responded to Tier 1 efforts. Program: Programs, strategies and procedures that supplement core instruction Grouping: Small group instruction (1:3, 1:4, 1:5)(e.g. Guided Reading) Time: Depends on age and skills being targeted - Minimum of 30 minutes per day 2X3 times per week in small groups in addition to 90 minutes of core instruction. Assessment: Monitoring progress twice a month on target skill to ensure adequate progress and learning (preferably weekly) Interventionist: Personnel determined by school (e.g. a classroom teacher or a specialized teacher.) Setting: Appropriate setting designed by school, may be within or outside of the classroom. Pyramid Check: Only 10%-15% of students will need this level of supplemental instruction to make appropriate progress. 17

61 12/13/2012 New Haven Unified School District Division of Teaching and Learning Tier 3: Intensive, Individualized Interventions Focus: For students identified with marked difficulties and who have not responded to Tier 1 or Tier 2 efforts. Program: Sustained, intensive research- and standards-based interventions provided in addition to Tier 1 and Tier 2 supports. Grouping: Small group instruction (1:1, 1:2. 1:3) Time: Depends on age and on skill being addressed - Minimum of 30 minutes per day in small groups or individually in addition to core instruction. Assessment: Monitoring progress twice a week. Interventionist: Personnel determined by school (e.g. a classroom teacher or a specialized teacher.) Setting: Appropriate setting designed by school, may be within or outside of the classroom. Pyramid Check: Only 5%-10% of students will need this level of supplemental instruction to make appropriate progress. Samples of Interventions in New Haven Elementary School Middle School High School (See Handouts) 18

62 12/13/2012 New Haven Unified School District Division of Teaching and Learning IN NHUSD, there has been a need to be able to document our collective efforts to intervene on behalf of students who have not reached proficiency. In this way, teachers / staff are able to learn from each other as to what research based intervention practices are most effective and replicate them or to diminish or eliminate those practices that are not yielding desired results. New Haven Unified School District Division of Teaching and Learning Past efforts to accomplish this goal have been site intervention lists, creation of Site Intervention Plans, establishment of intervention track in our student information system, and collection of intervention data from each site in isolated spreadsheets from each site. 19

63 12/13/2012 New Haven Unified School District Division of Teaching and Learning Desired Outcome for Academic Interventions Create the pattern in our K-12 system of being able to document our intervention services to each individual student as they matriculate through our K-12 system. As a result, the Division of Teaching and Learning has been working with the Technology Department to establish this district wide pattern. New Haven Unified School District Division of Teaching and Learning Established three (3) cycles of interventions to meet the needs of students who are not yet proficient. Fall Interventions Cycle 1 (Sept Oct) Analyze data Winter Interventions Cycle 2 (Nov-Jan) Analyze data Spring Interventions Cycle 3 (Feb Apr) Analyze data 20

64 12/13/2012 New Haven Unified School District Division of Teaching and Learning Cycle 1 Students whose ELA Multiple Measure score is between Students whose Math Multiple Measure score is between Students who were previously retained English Language learners not making Adequately Yearly Progress as determined by CELDT (AMAO1) Long Term English Learners (AMAO 2b) Any other student that a teacher determines would benefit from receiving interventions. New Haven Unified School District Division of Teaching and Learning Cycle 2 Students whose ELA Multiple Measure score is between 1.5 and 2.5. Students whose Math Multiple Measure score is between 1.5 and 2.5. Students who had Cycle 1 interventions and the teacher recommended that they continue into Cycle 2. Any student who were eligible but did not receive interventions in Cycle 1. Any other student that a teacher determines would benefit from receiving interventions. 21

65 12/13/2012 New Haven Unified School District Division of Teaching and Learning Cycle 3 Any students who had interventions in Round 2 and the teacher recommended that they continue into Round 3. Any other student that a teacher determines would benefit from receiving interventions. New Haven Unified School District Division of Teaching and Learning Intervention Data Collection Intervention Provider / Name of Staff Member Providing Intervention Title / Focus of Intervention / Name of Intervention Intervention Strategy / Curriculum / Intervention Curriculum / Strategy Used Frequency of Intervention / How Many Times Student was met with each week Minutes of Intervention / Minutes for each session of intervention Assessment / Name of Assessment Used for Pre and Post Intervention Attendance / Number of Sessions Attended / Number of Total Sessions Intervention Effectiveness / Exit or Continue 22

66 12/13/2012 New Haven Unified School District Division of Teaching and Learning Next Steps: Continue to meet with site principals / intervention specialists at the start and end of each intervention round to analyze data, plan professional development, and organize for the next round of interventions. Continue to work with Technology in order to customize this process for our middle schools and high schools. 23

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