Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Sam Nofziger , M. A

English Learner Instructional Training and Technical Assistance in

County Court and Division of Juvenile

Justice Schools

Kathryn Catania, Ed. D. Administrator

Fresno County Office of Education Sam Nofziger, M. A.

CoordinatorFresno County Office of Education

http://www.google.com/imgres?imgurl=http://decatur.schoolfusion.us/modules/groups/homepagefiles/cms/138407/Image/Special%20Programs%20&%20Literacy/ell%20picture.jpg&imgrefurl=http://decatur.schoolfusion.us/modules/cms/pages.phtml?pageid=110507&sessionid=&usg=__HJ0Xrx-Fi6bVsJ4truxzVnvCqtA=&h=230&w=250&sz=27&hl=en&start=25&zoom=1&itbs=1&tbnid=jsJb1p4bIjloNM:&tbnh=102&tbnw=111&prev=/images?q=english+learner&start=18&hl=en&sa=N&gbv=2&ndsp=18&tbs=isch:1&ei=dCxCTarZEoa6sQPb4MCoCg

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English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools

A project funded by Title III and managed by the English Learner and Curriculum Support Division, California Department of Education

Fresno County Office of Education, December 2012

Purpose

To provide professional development and technical assistance for educators and teachers to increase student achievement for English learners (EL) in California’s county court and Division of Juvenile Justice (DJJ) schools.

3Fresno County Office of

Education, December 2012

What information is required for parents of English Learner students?

LEAs must inform such parents about how they can be active participants in assisting their children to:

• Learn English• Achieve at high levels in core academic subjects• Meet the same challenging state academic content

and student achievement standards that all children are expected to meet (Title III, Section 3302 (1))

4Fresno County Office of Education, December 2012

Parent Involvement in Court and DJJ Schools

• Requirements

• Best practices

• Sample documents



What kind of information must an LEA provide to parents regarding their child's participation in a language

instruction program? • The reasons for identifying their child as being limited-English

proficient (LEP) and for placing their child in a language instruction educational program for LEP students

• The child's level of English proficiency as measured by the California English Language Development Test (CELDT)

• The method of instruction that will be used in the program, including a description of alternative programs

• How the program will meet the educational strengths and needs of the child

6Fresno County Office of Education, December 2012

Parent Involvement in Court and DJJ Schools

• Meet with parents during visiting hours• Provide opportunities for parent meetings

on Saturdays• Create information brochures• Conduct parent classes• Phone calls to parents• Invite parents to serve on school

committees7








County Court and DJJ SchoolUpdate

• Institute participation

• Institute evaluations

• Institute comments

• Webcasts



Institute Participation Days 1 and 2

Region Location Number of Trainers

Number of Participants

1 Santa Rosa 2 22

2 Chico 2 25

3 Sacramento 2 48

5 Monterey 2 12

6 Modesto 2 17

7 Fresno 2 20

8 Santa Barbara 2 11

9 San Diego 2 34

10 San Bernardino 2 6

11 Orange 2 48

TOTAL 243



Institute Participation Days 3, 4 and 5

Region Location Number of Trainers

Number of Participants

1 Santa Rosa 2 18

2 Chico 2 22

3 Sacramento 2 25

4 South San Francisco 2 16

5 Monterey 2 10

6 Modesto 2 19

7 Fresno 2 18

8 Oxnard 2 21

9 San Diego 2 35

11 Orange 2 80

TOTAL 264



14

CELDT data

CELDT rele

ase ite

ms

CELDT reports

EL stra

tegie

s

AMAO

1

AMAO

2

AMAO

34.8

4.85

4.9

4.95

5

5.05

5.1

5.15

5.2

5.25

5.3

Mean responses to the extent Institute 1 increased partic-ipants' knowledge


15

ELD

SDAIE

Language obje

ctive

s

EL inst

ruct

ional s

trate

gies

CA sta

ndards

test

voca

bulary

EL less

on pla

n tem

plate

Makin

g ELA a

ccess

ible

to E

nglish le

arners

Formativ

e ass

essm

ents

PLCs

Best p

ract

ices

in o

ther c

ounties

EL stra

tegie

s4.6

4.7

4.8

4.9

5

5.1

5.2

5.3

5.4

Mean responses to the extent Institute 2 increased partic-ipants' knowledge


Evaluation Comments: CELDT

Understand CELDT levels and characteristics of an English Learner.

Review of stages of language acquisition.

Teaching strategies for each CELDT level.

I was able to comprehend the differences in the performance levels and how I need to respond to them.

Looking at the released test items from the CELDT showed some topics that are not being adequately covered during instruction.

I know and understand the critical nature of teaching language and English language development skills.



Evaluation Comments: Use of Data

• The gentle reminder that the expectation is measureable growth in ELD.

• The more information we have about our students the better off we are. Including AMAO information that we do not use.

• Using data and information from other juvenile halls.• Data given will help show teachers the big picture.• Reviewing the AMAO accountability reports helps me

understand the data better.• I love the data (research) you used to back up the

instructional use.



Evaluation Comments: Instructional Strategies

Today’s activities reminded me to look for cooperative and collaborative learning strategies targeting ELs when I observe classroom teachers.

I will employ the use of more academic vocabulary and directly teach meta-cognition with students whenever possible.

Explicit teaching of idiomatic and figurative language.

They reinforced that I need to expand my repertoire of activities.

It brought to the forefront the importance of ELD.



Evaluation Comments: Instructional Strategies

• This was useful not only for my ELs, but for all my students.• I will employ the use of more academic vocabulary and directly

teach meta-cognition with students whenever possible.• The need to help students achieve redesignation• I plan to use many of these strategies for the entire group, not just

ELD! Great to network and learn about new ways to teach English.

• Reiterated that language is a barrier to academic understanding, therefore, increase student academic vocabulary/language to assist their learning.

• How to bridge language proficiency levels and academic learning demands through content and language objectives.



Instructional Strategies• Content and language objectives and how important they are to

support L2 acquisition and progress toward mastery of ELA/ELD standards.

• Importance of engaging students with dynamic lessons. Will incorporate music/songs to teach students new words.

• I think the lesson template will be useful in keeping my planning focused on specific content and language objectives.

• Writing an ELD lesson plan helped me to remember to consider and address the needs of EL students.

• I got ideas for having students use language to demonstrate they know what was expected and demonstrate their comprehension and knowledge.

• We are in the process of implementing a PLC. This will help us to not forget the EL students that we may have from time to time.



Instructional Strategies• I gained confidence seeing that ELD strategies can be

implemented without disrupting my comfort zone too quickly.

• EL students can be successful accessing ELA standards through allowing them to respond at their level of proficiency. Evidence does not always have to be in reading and writing.

• Expectation that EL students will receive ELD, even in the court schools.

• How to make ELA accessible to EL students. The importance of correlating ELA and ELD standards and making the material accessible to EL students.



Videoconferencing Schedule 2011-12

October 18 Motivating English Learners

November 2 Strategies for Long Term English Learners

December 7 ELD Folders, Implementation Check-up

January 17 Re-designation of English Learners

February 8 Academic Vocabulary and Assessment Vocabulary

March 14 Blended Learning (Tech) with English Learners

April 17 Revisiting Language Objectives and Sentence Stems

May 14 ELD progress monitoring 22Fresno County Office of


Court School ELD Ongoing Assessments

• Fresno County

Court School• Two Classrooms

– One classroom who primarily uses EDGE Curriculum (approximately 12 students)

– One classroom use primarily uses CBL (Character Based Literacy) and supplements with EDGE (approximately 12 students)

• Same Assessments

Fresno County Office of Education, December 2012 23

Ongoing Assessments

• EDGE Assessments– Levels (Fundamentals, A, B, C)– Units- Six to Seven in Each Level– Clusters- Three in Each Unit

– Unit and Cluster Assessments Available


Assessments Used

Assessment Used for this Comparison:

Cluster Assessments for Level B,

Unit 2 and 3

• Every student in both classrooms takes a CLUSTER assessment every 5-6 weeks.

• One classroom who regularly uses EDGE, and one classroom that does not.


Once Per Semester

• English Language Gains Test– Vocabulary– Grammar– Reading Comprehension– Written Composition

To be given at then end of the spring semester to measure growth in English Language Proficiency, using B, EI, I,

EA, and A



Common Implementation of Instructional Strategies

o Brainstormingo Think-Pair-Shareo Highlight/Underlineo Table Talko Exit Slipso Modeling

and Practicingo Drawing on Background

Knowledgeo Academic Questioningo Academic Language

Frameo Sentence Frameo Partner Worko Anticipation Guide


o Frayer Modelo Cloze Activityo Tea Partyo 3x3 Sentence

Buildero Note Takingo Give One Get Oneo Choral Responseo Numbered Headso Pose a Questiono Random

Response

o Content Objectiveo Language Objective

Preliminary Results

• December 20 Cluster Assessment

• February 20 Cluster Assessment

• May 10 Cluster Assessment• End of Semester English

Language Gains Test


Comparison Results

• The results are in!



CELDT Level to End of Study Language Gains Assessment

Beginn

ing

Early

Inte

rmed

iate

Inte

rmed

iate

Early

Advan

ced

Advan

ced

00.5

11.5

22.5

33.5

44.5

5

2011 CELDTLG Assessment



Classroom #1

This Teacher implemented

EDGE

as the Language Arts Curriculum



Classroom 1 (EDGE)

Beginn

ing

Early

Inte

rmed

iate

Inte

rmed

iate

Early

Advan

ced

Adven

ced

00.20.40.60.8

11.21.41.61.8

2

CELDT ScoreLG Score at end of academic year



Classroom #2

This Teacher implemented

Character Based Learning

as the Language Arts Curriculum



Classroom 2 (CBL)

Beginn

ing

Early

Inte

rmed

iate

Inte

rmed

iate

Early

Advan

ced

Adven

ced

0

0.5

1

1.5

2

2.5

3

CELDT ScoreLG Score at the end of the academic year



Project Results

• Very mobile Court School Population• Sample of students too small to make

specific predictors.• Generally speaking:

o Language Proficiency Benchmarks CAN be implemented in the Court School Setting

o Students in the Court School are developing English Language proficiency

o Common Implementation of Instructional Strategies Seemed to Outweigh the Choice of Textbook



Publication

LEADERSHIP

Association of California School Administrators

September / October 2012

“Court Schools: Embracing a

Culture of Learning”Paul A Garcia, Ed.D

Kathryn Catania, Ed.D.

Sam Nofziger, MA, Ed.



Contact Information

The Fresno County Office of Education

Kathryn Catania, Ed.D

[email protected]

Sam Nofziger, MA, Ed.

[email protected]


mailto:[email protected]

mailto:[email protected]

Documents

Kathryn Catania, Ed. D. Administrator Fresno County Office of Education Sam Nofziger , M. A