Creating Access for Success
Alameda County 7th Annual
Academic Language & Literacy Conference
Advancing the Language and Literacy of English
Language Learners through New ELD &
Common Core Standards
February 1, 2014
Presented by: Garry Grotke
Principal James Madison Elementary
San Leandro Unified School District
James Madison Elementary
Award Winning Staff
San Leandro Celebrates a Diverse Student Population
Two or More Races
2%
White
12%
Native American
0%
Asian
15%
Pacific Islander
1%
African
American
15%
Filipino
8%
Hispanic / Latino
44%
Based on STAR 2011 Answer Documents
3
August 31, 2011
Welcome To
James Madison Elementary School
We inspire learning,
Every day,
Every way,
for Everybody!
At Madison we believe….
• Every child wants to be successful
• Every family wants their child to be successful
• Every employee from the principal to the paraprofessional is here to ensure success
• Everybody working together increases success
• At Madison we know….
• Success begins with access to a safe school for all
children and staff
• Success is not limited to a test score
• Diversity of the human experience contributes to a
successful society
James Madison School-wide API Growth
900
877 878
Academic Performance Index (API)
880
866
854
860
840
848
820
820
807
800
781
780
768
754
760
740
720
718
700
School Year
Growth API
Parent involvement is most successful
when it is viewed, practiced and
promoted as a partnership between the
home and the school.
Resource: California Strategic Plan for the Education of Parent Involvement.
7
Madison API Growth Trends by Student Subgroup Over a 4-Year Period
Four Complete API Cycles: 2006 Base to 2010 Growth
Academic Performance Index (API)
950
900
850
800
11.35%
Growth
12.76%
Growth
22.21%
Growth
15.05%
Growth
17.12%
Growth
750
700
650
600
Statistically Significant Subgroups
Madison API Growth by Student Subgroup
852
839
9.2%
Growth
884
3.8%
Growth
897
888
1.0%
Growth
7.3%
Growth
753
768
808
814
5.9%
Growth
853
886
916
3.9%
Growth
769
759
832
9.6%
Growth
1.2%
Growth
905
3.4%
Growth
928
919
1.0%
Growth
877
960
940
920
900
880
860
840
820
800
780
760
740
720
700
680
660
848
Academic Performance Index (API)
2011 Base to 2012 Growth
2011 Base API
Statistically Significant Student Subgroups
2012 Grow th API
Parent Facilitators began 2006-07
768
750
700
650
600
School Year
English Learner Subgroup API
School-wide API
882
878
884
877
852
848
864
866
818
820
800
788
805
853
854
850
709
Academic Performance Index (API)
900
San Leandro USD & School
English Learner Goals for AMAO 1
2012-13 Annual Growth on CELDT
2012-13 AMAO 1 - Annual Growth
English Learners Making Annual Progress in Learning English
Number
of Annual
CELDT
Takers
SLUSD
Number in
Cohort
1,792
131
211
1,791
131
211
Madison
91
91
McKinley
Monroe
Roosevelt
Washington
Wilson
Bancroft
Muir
Lincoln
SLHS
168
98
67
158
277
155
131
17
285
167
98
67
158
277
155
131
17
285
Garfield
Jefferson
2013-14
2012-13
2011-12
2010-11
CDE AMAO
CDE AMAO
CDE AMAO
CDE AMAO
Targets
Targets
Targets
Targets
Percent
with
Prior
CELDT
Scores
99.9%
100.0%
100.0%
100.0%
99.4%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Number
in
Cohort
Meeting
AMAO 1
Percent
Making
Annual
Growth
(AMAO 1)
1,013
92
108
56.6%
70.2%
51.2%
69
97
57
47
71
182
87
51
-144
75.8%
58.1%
58.2%
70.1%
44.9%
65.7%
56.1%
38.9%
-50.5%
ELA Annual
Growth Goal
for 2012-13
AMAO 1
Minimum
Goal
Stretch Goal
67.0%
72.0%
73.5%
73.0%
68.0%
73.0%
74.5%
74.0%
67.2%
70.2%
63.5%
70.9%
71.7%
63.2%
68.3%
-57.5%
68.2%
71.2%
64.5%
71.9%
72.7%
64.2%
69.3%
-59.0%
59.0%
57.5%
56.0%
54.6%
11/08/2013
Chaja
San Leandro USD & School
English Learner Goals for AMAO 2
2012-13 Annual Growth on CELDT
2012-13 AMAO 2 - English Learners Attaining English Proficiency
Less than 5 years
Number in
Cohort
SLUSD
Percent
Number
Attaining
Attain
English
English
Proficiency
Proficiency
Level
Level
(AMAO 2)
Garfield
Jefferson
1,568
147
249
399
37
49
Madison
108
48
McKinley
Monroe
Roosevelt
Washington
Wilson
Bancroft
Muir
Lincoln
SLHS
2013-14
2012-13
2011-12
2010-11
200
110
78
183
328
29
32
0
104
CDE AMAO
CDE AMAO
CDE AMAO
CDE AMAO
53
28
31
30
89
-9
-19
Targets
Targets
Targets
Targets
25.4%
25.2%
19.7%
44.4%
26.5%
25.5%
39.7%
16.4%
27.1%
-28.1%
-18.3%
22.8%
21.4%
20.1%
18.7%
No data are reported if there are less than 30 in the cohort.
11/08/2013
Chaja
5 Years or More
Attaining
English Proficiency
Goal for 2011-12
AMAO 2 < 5 Years
Minimum
Goal
27.3%
27.2%
32.8%
32.4%
21.4%
27.5%
26.9%
21.4%
32.0%
21.4%
33.4%
21.4%
21.4%
Number in
Cohort
Stretch Goal
28.3%
28.2%
33.8%
33.4%
22.4%
28.5%
27.9%
22.4%
33.0%
22.8%
34.4%
22.8%
22.4%
615
19
19
7
14
12
8
20
38
136
109
17
213
Percent
Number
Attaining
Attain
English
English
Proficiency
Proficiency
Level
Level
(AMAO 2)
246
-------25
67
30
-87
40.0%
-------65.8%
49.3%
27.5%
-40.8%
49.0%
47.0%
45.1%
43.2%
Attaining
English Proficiency
Goal for 2012-13
AMAO 2 > 5 Years
Minimum
Goal
47.0%
47.0%
61.0%
47.0%
47.0%
47.0%
47.0%
47.0%
55.8%
51.6%
52.5%
47.0%
47.0%
Stretch Goal
49.0%
49.0%
62.0%
49.0%
49.0%
49.0%
49.0%
49.0%
56.8%
52.6%
53.5%
49.0%
49.0%
San Leandro USD & School
English Learner Goals for AMAO 3
Attaining English & Math AYP Proficiency
SLUSD 2012-13 Goal for AMAO 3
Adequate Yearly Progress for English Learner Student Subgroup at the LEA Level
AMAO 3 - AYP Proficiency
ELA Percent Proficient
Goal for 2012-13
AMAO 3
2010-11
ELA
Percent
met
AMAO 3
2011-12
ELA
Percent
met
AMAO 3
SLUSD
36.8%
39.5%
2.7%
45.6%
Garfield
Jefferson
38.2%
36.6%
35.5%
43.2%
-2.7%
6.6%
42.0%
48.9%
Madison
ELA
AMAO 3
1-Yr
Growth
12.9%
Minimum
Goal
75.4%
Math Percent Proficient
Goal for 2012-13
AMAO 3
2010-11
Math
Percent
met
AMAO 3
2011-12
Math
Percent
met
AMAO 3
89.0%
44.4%
44.8%
0.4%
50.3%
89.1%
89.2%
89.2%
49.6%
60.0%
49.2%
64.5%
-0.4%
4.5%
54.3%
68.1%
89.5%
89.5%
Stretch Goal
89.2%
Math
AMAO 3
1-Yr Growth
59.8%
72.7%
74.8%
75.6%
42.2%
55.5%
40.6%
33.9%
37.2%
35.0%
57.3%
57.7%
33.6%
43.8%
-7.2%
1.8%
17.1%
-0.3%
6.6%
41.5%
61.6%
61.9%
40.2%
49.4%
89.2%
89.2%
89.2%
89.2%
89.2%
58.5%
64.5%
54.0%
53.4%
59.4%
53.1%
68.1%
55.1%
44.3%
59.3%
-5.4%
3.6%
1.1%
-9.1%
-0.1%
57.8%
71.3%
59.6%
49.9%
63.4%
89.5%
89.5%
89.5%
89.5%
89.5%
Bancroft
Muir
24.4%
35.8%
28.8%
37.5%
4.4%
1.7%
35.9%
43.7%
89.2%
89.2%
12.2%
27.8%
16.1%
29.9%
3.9%
2.1%
24.5%
36.9%
89.5%
89.5%
SLHS
31.5%
20.9%
-10.6%
28.8%
88.9%
36.4%
31.8%
-4.6%
38.6%
88.7%
Targets
Targets
Targets
Targets
District
100.0%
89.0%
78.0%
67.0%
Elem & MS
100.0%
89.2%
78.4%
67.6%
HS
100.0%
88.9%
77.8%
66.7%
District
100.0%
89.1%
78.2%
67.3%
2013-14
2012-13
2011-12
2010-11
CDE
CDE
CDE
CDE
AMAO
AMAO
AMAO
AMAO
Math
Elem & MS
100.0%
89.5%
79.0%
68.5%
HS
100.0%
88.7%
77.4%
66.1%
78.0%
Stretch Goal
McKinley
Monroe
Roosevelt
Washington
Wilson
ELA
0.8%
Minimum
Goal
89.5%
= CDE Target Met
or Surpassed
= CDE Target Not Met
= Safe Harbor (Y2)
No data are reported for groups that are less than 11 students.
10/11/2012
Chaja
13
Unity creates power, and by
working together, parents and
educators, we can ensure a
quality learning environment for
our English learners.
14
James Madison Elementary 2012 Academic Performance Index
All Subgroups Surpasses 800 Benchmark
860
884
880
886
900
832
808
800
814
820
839
840
780
760
740
720
700
680
660
Demographic Subgroups
In order of numbers of students tested
897
916
928
920
877
Growth Academic Performance Index (API)
940
James Madison Elementary 2013 Academic Performance Index
All Subgroups Surpasses 800 Benchmark
820
800
780
760
740
720
700
680
660
Demographic Subgroups
In order of numbers of students tested
879
865
850
818
840
839
860
850
880
881
900
912
914
920
877
Growth Academic Performance Index (API)
940
The Parent Facilitator Program
• Parents are hired and trained for the sole
purpose of connecting and reconnecting
parents with school.
• We currently have three facilitators
supporting each of our significant
populations of languages.
• Spanish, Vietnamese, Cantonese
Not just translators
•
•
•
•
•
•
•
They each work three hours a day
Daily in the classrooms
Time to call and connect with parents.
They attend and support translating at conferences
Attend ELAC and DELAC Meetings
SST, IEP meetings and report card conferences
They each have a designated phone line that parents
may call into for question.
• They support CELDT administration and primary
language support for newcomers.
Funding
• $20 per hour x 3 hours daily x 180 days per facilitator =
$10,800
• LCFF funding creates targeted support
• Check classified Job Descriptions
• Parent advocates / title one facilitators / para
professionals
• Ensure that you are able to hire current parents
• Work with Human resources and Classified Unions
• Build it into your needs assessment from ELAC
• Fold the program into the School Plan
• Get teacher buy in….review benefits
Keys to success
Current Parents work best
– They know the school, the PTA, teachers and students
– They are familiar, trusted by the parents, they are Madison
parents
– Understand that parent to parent conversations are different than
teacher, staff or admin…..
• Leadership Qualities and experience at the site
– Site Council Members, ELAC Leaders, aspiring educators
– Bi Cultural, parents who understand and have lived the struggle
of navigating school bureaucracy
– Respect confidentiality of students and teachers
• Office Space or meeting rooms are beneficial
– Time to overlap when parents drop off/pick up
– Phone access
Best Practices
– Set schedules with Flexible time
• By working in the classrooms each day the
facilitators see the curriculum
• Know and hear the teacher expectations
• Understand and know the children they are
speaking about
• Can better communicate regarding expectations
for learning
• Attend events and be available to welcome
families
• Understand that your facilitators are parents too!
Best Practices
– Set time aside at the beginning of each year
to call home to each family
•
•
•
•
•
•
•
Introductions in home language
Contact information
Solicit questions and needs
Invite parents to the first ELAC
Create contact time for news and events
Support for the PTA /PTO
Inform regarding times lines and office docs
Best Practices
– ELAC / DELAC meetings are part of the job
•
•
•
•
This creates leadership opportunities
Keeps school up to date
Makes the school presence felt at district
Increases parent knowledge of systems
– Create parent leaders and advocacy for site
and students
• Knowing how to navigate the layers of the system
• Making it comfortable for parents to have a voice
Best Practices
– Encourage parent participation at school
•
•
•
•
•
•
•
•
•
Recess
Lunch
Field trips
Events
Conferences
PTA
Fundraising
Homework support
Staying connected for middle and high school
Recipe for success
• We need to help parents understand that there are many
ways to be successful in life and school.
• Relationships are fostered faster
• Student assets (talents and skills) are identified quickly
• Attitude, Skills, and Knowledge are the ingredients to
developing a definition of success that is attainable for all
students.
Unexpected Benefits
– After 5 years our parent trust and participation at events has
increased for previously unrepresented families.
– Staff stress in minimized
– Students are referred for support quicker and more accurately
• fewer special education referrals
– Improved student behavior
– Increase in free and reduced lunch applications
– Increase in parent initiated concerns
• Fewer misunderstandings / less frustration
• More homework completed
• Teachers understand and build relationships with students
and families
• Less wasted time in class,
• Faster re-designation of English Language Learners
• All systems policies and programs work better when parents
understand what is needed.
• Ongoing parent involvement at Middle and High School
Stories from the classroom
Stories and Questions
comments from staff and parents
•
It is incredibly helpful to have a Vietnamese, Chinese and Spanish speaker on campus almost all the time. I have
asked each of them to make phone calls home about academic progress, homework, discipline, and IEP meetings
frequently. It works so well because when they call home they have or they build relationships with the parents, so
the phone call is inclusive instead of distancing. Plus, I am able to contact parents in a timely manner. This closes
the loop for kids and they know that I can contact their parents, which holds them accountable.
•
Parents who are not strong in English are present more often at school, they know there are people there
to network with so that language is not an issue.
•
Parent facilitators are the foundation for clear and open communication between the school and home. They
provide clarity to an unsure parent and an avenue where a parent’s concerns are able to be expressed and
relayed back to his/her child’s school. This in turns builds that all important level of trust.
•
Our parent facilitators at James Madison Elementary School are joyful and willing partners. They assist
in any way they can; often times making contacts in the evening, on weekends and being available for
parent’s to contact them as well. It is not uncommon that a parent facilitator may be the “link” for outside
resources beyond the school. Although, not expected of them, our parent facilitators go that extra mile
because in the end, we are all working toward a common goal…the children.
Stories
•
•
•
My name is Samantha Tung. I am a Parent Facilitator/Para-educator at James
Madison. I work actively with many Chinese parents and their children at this school.
Many of these parents speak little or no English. They feel helpless and do not know
how to get in touch with the school or school district regarding their concerns. I help
direct these families to the appropriate places where they can find information they
are seeking, such as homework assistance for their children, after school programs,
transferring assistance, and other services related (sometimes unrelated) to
education. I also help provide and translate school news to these families by
speaking with them in person or on the phone, in order to engage them in making
decision to involve in the school communities.
I’ve been the first person many Chinese families contact when they have questions or
concerns about Madison’s school events, news, policies, and related issues
surrounding the school environment. I often encourage families to learn more about
our school by keeping them informed about instructional goals, after speaking with
the teachers myself. I work with Mr. Grotke (our principal) and the teachers in
identifying issues of concern to some of these families so that they could be
addressed in a timely manner.
Asides from my direct, ongoing communication with the Chinese families to address
their children’s educational concerns, I also provide assistance to teachers daily.
These teachers’ workloads are quite overwhelming, and I assist them with
instructional and non-instructional activities for students. I’ve tutored students
individually and in small groups, corrected classroom work, monitored student’s
behavior, and prepared classroom materials. I also help supervise students on the
playground by ensuring that they follow rules and regulations. As a result of my
direct involvement with Madison and the teachers, I have a better understanding on
the school environment and know how to approach these Chinese families to offer
assistance and advice.
Gerhard M. Grotke
Principal
James Madison Elementary School
I am currently completing my 27th year in public education. I have spent nine years as a
classroom teacher, six years as a Superintendent/Principal of single school districts, a year
as a Director of Educational Services and Personnel and I am currently completing my 12 th
year as a Principal in the San Leandro Unified School District in Alameda County. (ADA
9,500) I have worked in five different counties ranging from the most urban to the most
rural.
In addition to being a full time Principal of more than 400 students, I currently serve on the
State Elementary Education Council for ACSA Region VI. I have been a speaker at the
Disaster Resistant California Conference on school safety and at the National Association
of Elem. School Principals on school success
My wife Annie Blackstone and I have five wonderful children. I am the parent of two
adopted English Language Learners along with three boys. For the past 8 years we have
developed our non-profit organization, Sionfonds for Haiti, where we have funded the
building and maintenance of three schools. We support medical programs to serve families
in rural Haiti. I am currently a parent of an English Language Learner.
Contact information
Direct office
e-mail
510 895-4129
ggrotke@sanleandro.k12.ca.us
Sionfonds for Haiti
http://www.sionfondsforhaiti.org/