Approx. Time Call to Order

AGENDA NEW HAVEN UNIFIED SCHOOL DISTRICT Special Meeting of the Board of Education Board Room, Educational Services Center 34200 Alvarado-Niles Road, Union City, California 94587 Tuesday, December 18, 2012 6:00 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 2011-12 Essential #1 2 Hours and 50 Minutes III. Adjournment H:\BOARD\AGENDA\2012 BdAgendas\Dec 18 12 Spec.Agenda.doc

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals District Reading Gr. 2-9 Spring 2010 56 54 Reading Gr. 2-9 Spring 2011 55 52 Reading Gr. 2-9 Spring 2012 55 53 Language Gr. 2-5 Spring 2010 49 54 Language Gr. 2-5 Spring 2011 48 51 Language Gr. 2-5 Spring 2012 47 50 Math Gr. 2-8 Spring 2010 55 50 Math Gr. 2-8 Spring 2011 54 56 Math Gr. 2-8 Spring 2012 54 58 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 1 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Alvarado Elementary Reading Gr. 2-5 Spring 2010 55 57 Reading Gr. 2-5 Spring 2011 56 58 Reading Gr. 2-5 Spring 2012 53 54 Language Gr. 2-5 Spring 2010 50 52 Language Gr. 2-5 Spring 2011 51 50 Language Gr. 2-5 Spring 2012 47 45 Math Gr. 2-5 Spring 2010 69 64 Math Gr. 2-5 Spring 2011 65 56 Math Gr. 2-5 Spring 2012 67 60 Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Eastin Elementary Reading Gr. 2-5 Spring 2010 78 65 Reading Gr. 2-5 Spring 2011 72 53 Reading Gr. 2-5 Spring 2012 70 56 Language Gr. 2-5 Spring 2010 72 58 Language Gr. 2-5 Spring 2011 69 55 Language Gr. 2-5 Spring 2012 67 53 Math Gr. 2-5 Spring 2010 86 69 Math Gr. 2-5 Spring 2011 83 58 Math Gr. 2-5 Spring 2012 81 63 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 2 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Emanuele Elementary Reading Gr. 2-5 Spring 2010 48 63 Reading Gr. 2-5 Spring 2011 53 60 Reading Gr. 2-5 Spring 2012 46 51 Language Gr. 2-5 Spring 2010 40 58 Language Gr. 2-5 Spring 2011 43 52 Language Gr. 2-5 Spring 2012 40 52 Math Gr. 2-5 Spring 2010 61 63 Math Gr. 2-5 Spring 2011 58 60 Math Gr. 2-5 Spring 2012 56 68 Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Hillview Crest Elementary Reading Gr. 2-5 Spring 2010 42 58 Reading Gr. 2-5 Spring 2011 39 53 Reading Gr. 2-5 Spring 2012 40 56 Language Gr. 2-5 Spring 2010 34 57 Language Gr. 2-5 Spring 2011 28 45 Language Gr. 2-5 Spring 2012 31 50 Math Gr. 2-5 Spring 2010 50 60 Math Gr. 2-5 Spring 2011 46 50 Math Gr. 2-5 Spring 2012 50 57 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 3 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Kitayama Elementary Reading Gr. 2-5 Spring 2010 58 59 Reading Gr. 2-5 Spring 2011 61 57 Reading Gr. 2-5 Spring 2012 56 53 Language Gr. 2-5 Spring 2010 52 52 Language Gr. 2-5 Spring 2011 51 53 Language Gr. 2-5 Spring 2012 51 47 Math Gr. 2-5 Spring 2010 70 58 Math Gr. 2-5 Spring 2011 68 58 Math Gr. 2-5 Spring 2012 69 57 Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Pioneer Elementary Reading Gr. 2-5 Spring 2010 60 60 Reading Gr. 2-5 Spring 2011 56 53 Reading Gr. 2-5 Spring 2012 56 47 Language Gr. 2-5 Spring 2010 56 48 Language Gr. 2-5 Spring 2011 52 47 Language Gr. 2-5 Spring 2012 53 53 Math Gr. 2-5 Spring 2010 73 60 Math Gr. 2-5 Spring 2011 65 58 Math Gr. 2-5 Spring 2012 66 55 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 4 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Searles Elementary Reading Gr. 2-5 Spring 2010 42 52 Reading Gr. 2-5 Spring 2011 38 51 Reading Gr. 2-5 Spring 2012 37 49 Language Gr. 2-5 Spring 2010 37 52 Language Gr. 2-5 Spring 2011 34 50 Language Gr. 2-5 Spring 2012 33 53 Math Gr. 2-5 Spring 2010 45 53 Math Gr. 2-5 Spring 2011 47 58 Math Gr. 2-5 Spring 2012 43 56 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 5 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Alvarado Middle Reading Gr. 6-8 Spring 2010 65 48 Reading Gr. 6-8 Spring 2011 65 52 Reading Gr. 6-8 Spring 2012 66 54 Math Gr. 6-8 Spring 2010 52 59 Math Gr. 6-8 Spring 2011 51 61 Math Gr. 6-8 Spring 2012 51 62 Site Subject Grades Year % Projected CA Proficient % Met Growth Goals Cesar Chavez Middle Reading Gr. 6-8 Spring 2010 46 44 Reading Gr. 6-8 Spring 2011 46 46 Reading Gr. 6-8 Spring 2012 47 54 Math Gr. 6-8 Spring 2010 30 52 Math Gr. 6-8 Spring 2011 30 45 Math Gr. 6-8 Spring 2012 30 52 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 6 of 7

NWEA Status and Growth Scores Site Subject Grades Year % Projected CA Proficient % Met Growth Goals James Logan High School Reading Gr. 9 Spring 2010 57 55 Reading Gr. 9 Spring 2011 59 52 Reading Gr. 9 Spring 2012 58 50 H:\CBOYANS\AccountabilityReports\Board Study Dec 12\NWEA 3 Year Status and Growth.xlsx Page 7 of 7

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

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

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

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

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

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

12/13/2012 New Haven Unified School District Division of Teaching and Learning Teacher Evaluation of Student Performance Grades 10-12 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

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

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 2011-2012 Reclassification Data 2011-2012 Number of English Learners - 2999 2011-2012 Number of Students Reclassified 589 2011-2012 Percentage of EL s Reclassified 19.60% Reclassification Data by School Site Possible Long Term English Learner Data (See 2011-2012 Reclassification Data) NHUSD s 2011-2012 Reclassification Rate is the highest that it has been in the last 5 years. (See 5 Year English Learner Reclassification Data) 9

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

12/13/2012 Next steps: New Haven Unified School District Division of Teaching and Learning Once the results of the 2012-2013 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

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

12/13/2012 New Haven Unified School District Division of Teaching and Learning 2011-2012 Title 3 AMAO Results (See 2011-12 Title 3 Accountability Reports) AMAO 1 2011-12 Target 56.0% NHUSD 59.1 % Met New Haven Unified School District Division of Teaching and Learning 2011-2012 Title 3 AMAO Results (See 2011-12 Title 3 Accountability Reports) AMAO 2a 2011-12 Target 20.1% NHUSD 26.2% Met AMAO 2b 2011-12 Target 45.1% NHUSD 48.2% Met 13

12/13/2012 New Haven Unified School District Division of Teaching and Learning 2011 2012 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 2011-2012 Title 3 AMAO Results (See 2011-12 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

12/13/2012 New Haven Unified School District Division of Teaching and Learning 2011-2012 Title 3 AMAO Results (See 2011-12 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

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 2014. 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

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

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

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

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

12/13/2012 New Haven Unified School District Division of Teaching and Learning Cycle 1 Students whose ELA Multiple Measure score is between 1.0-1.5. Students whose Math Multiple Measure score is between 1.0 1.5. 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

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

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