MAY 18, 2013 ACADEMIC SUCCESS FOR IMMIGRANT YOUTH CMSD Transformation Plan

1. Presentation CGCS BIRE Conference • MAY 18, 2013 • ACADEMIC SUCCESS FOR IMMIGRANT YOUTH • CMSD Transformation Plan • International Newcomers Academy

2. Cleveland’s Plan for Transforming Schools Reinventing public education in our city and serving as a model for the state of Ohio Principal Focus: Significantly increase the number of high –performing schools while reducing and eventually eliminating low-performing schools

3. Grow the number of high-performing district and charter schools in Cleveland and close and replace failing schools. • Focus district's central office on • key support and governance • roles and transfer authority • and resources to schools. • Cleveland's Portfolio • Schools Strategy • Create the Cleveland • Transformation Alliance to ensure • accountability for all public schools • in the city. Invest and phase in high-leverage system reforms across all schools from preschool to college and career.

4. Becoming a portfolio district: Choices that children deserve The Cleveland Plan • Promote and expand high-performing schools • Start new schools • Strengthen mid-performing schools • Repurpose low-performing schools

5. CMSD’s CEO: Legal obligations under HB 525 Corrective Action schools • Identify schools each year in need of corrective action, what corrective action is warranted for each school, and when the plan should be implemented • Invite all labor organizations to form Corrective Action Teams to make recommendations on implementation of the corrective plans

6. The Time is Right for CMSD

7. It is not enough to become a premier school district. Key message CMSD must become a district of premier schools.

8. We must accomplish two goals simultaneously

9. We examined CMSD schools across multiple criteria

10. Research base: High performing, high poverty schools 1. Safety, discipline & engagement Students feel secure and inspired to learn. 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. readiness to LEARN readiness to TEACH 2. Action against adversity Schools directly address the challenges faced by students living in poverty. 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. 3. Close student-adult relationships Students have positive and enduring mentor/teacher relationships. 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning. readiness to ACT 7. Resource authority School leaders can make mission-driven decisions regarding people, time, money, and programs. 8. Resource ingenuity Leaders are adept at securing additional resources and leveraging partner relationships. 9. Agility in the face of turbulence Leaders, teachers, and systems are flexible and inventive responding to constant unrest. Mass Insight Education, The Turnaround Challenge

11. Investing: What is possible in the CMSD Investment Schools? People • Selection of principal for 2013-14 • Selection of teachers and staff for 2013-14 • Investment Commitment letters to be signed by all staff Time • Extended instructional time • Extended planning/preparation/collaboration time • Restructured use of existing time • Pilot CMSD initiatives (student-weighted funding, differentiated compensation) • Increased budget autonomy to invest in positions, programs, partners best suited to a specific school Money Programs • Intensive coaching and professional development to support specific school needs and goals • Intentional alignment of student and family supports • External supports for programs and operations

12. Investment Schools Year 1: Focus on Readiness to Learn • Robert H. Jamison • Luis Munoz Marin • Mound • Kenneth Clement Boys • Leadership Academy 1. Safety, discipline & engagement Students feel secure and inspired to learn. 2. Action against adversity Schools directly address the challenges faced by students living in poverty. readiness to LEARN 3. Close student-adult relationships Students have positive and enduring mentor/teacher relationships.

13. Investment Schools Year 1: Focus on Readiness to Teach • Case • Robinson G. Jones • Walton • Franklin D. Roosevelt 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. readiness to TEACH 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning.

14. Investment Schools Year 1: Focus on Readiness to Act • Collinwood HS • Anton Grdina • Carl & Louis Stokes • John Adams HS • Lincoln-West HS 7. Resource authority School leaders can make mission-driven decisions regarding people, time, money, and programs. 8. Resource ingenuity Leaders are adept at securing additional resources and leveraging partner relationships. 9. Agility in the face of turbulence Leaders, teachers, and systems are flexible and inventive responding to constant unrest. readiness to ACT

15. CMSD Investment Schools = Positive Change We will not do business as usual; this is unusual business. We will not repeat old mistakes. What SU CCESSFUL turnaround IS: What school turnaround is NOT: • Dramatic, fundamental change • Recognition of the challenge: Our kids deserve better • Requiring additional improvement plans • Settling for incremental improvement • Supportive operating conditions • Urgency to make every minute a learning minute • Multiple programs implemented without intentionality • “Every man for himself” • Working smarter, not harder • Collaborative community of professional educators • Infrequent coaching • Additional mandates without support

16. What visible changes must we see in Investment Schools? • Building students’ Readiness to Learn: • Clean, attractive, inviting classrooms and public spaces • Every adult in the school using consistent, positive language • to set the tone of high expectations for everyone • Curriculum and resources to support high-quality instruction for English Language Learners and Special Education students • Improved student and staff attendance and morale • Real-Time Coaching for teachers who struggle to manage • classroom behavior and keep students engaged • Extra time for student advisory and structured supports from • caring adults: mentoring, tutoring, etc. • Proactive solutions to empower students and families • Cooperation and communication between educators, families, • and providers of other student supports 1. Safety, discipline & engagement Students feel secure and inspired to learn. 2. Action against adversity Schools directly address the challenges faced by students living in poverty. 3. Close student-adult relationships Students have positive and enduring mentor/teacher relationships.

17. What visible changes must we see in Investment Schools? • Building educators’ Readiness to Teach: • Extra time for teachers to collaborate, learn from one another, and • plan outstanding, relevant lessons • Holding every adult accountable for the success of every student • Integrated use of classroom technology to engage students • Targeted professional development and ongoing coaching on how to • use available data to meet individual students’ learning needs • Curriculum and resources to support high-quality instruction for • English Language Learners and Special Education students • All-school training to deepen staff commitment to a culture of • learning, high expectations, and every student graduating from • high school prepared for college and career success 4. Shared responsibility for achievement Staff feel deep accountability and missionary zeal for student achievement. 5. Personalization of instruction Individualized teaching based on diagnostic assessment and adjustable time on task. 6. Professional teaching culture Continuous improvement through collaboration and job-embedded learning.

18. What visible changes must we see in Investment Schools? • Building school leaders’ Readiness to Act: • Allowing principals more budget flexibility to be responsive to the • needs of students in their school including ELLs and special needs students. • Protecting schools from unnecessary bureaucracy so that leaders • can focus on the students and teachers in the school • Coaching Investment School principals in how to lead positive, • effective change processes • Expanding school partnerships that have worked in other CMSD • schools (i.e., New Tech Network) • Increasing cooperation and communication between external • partners to keep every program focused on the needs and goals • of the school and its students 7. Resource authority School leaders can make mission-driven decisions regarding people, time, money, and programs. 8. Resource ingenuity Leaders are adept at securing additional resources and leveraging partner relationships. 9. Agility in the face of turbulence Leaders, teachers, and systems are flexible and inventive responding to constant unrest.

19. Why were some high need schools not selected this year? • This is a long-term commitment to improve all of Cleveland’s underperforming schools. • Additional schools will be selected as Investment Schools for school years 2014-15 and 2015-16. • Some struggling schools will utilize this year to plan and prepare to enter Investment School status. Investing in Our Children: CMSD’s Investment Schools

20. LEP MODIFICATION PLAN MAY 2013 – AUGUST 2013 • CMSD Internal Review Process of the design and instructional service delivery model for ELL’s is in progress. • Final recommendations to be aligned with the CMSD Transformation Plan and Portfolio of School Strategies.

21. CMSD ENROLLMENT

22. IMMIGRANT STUDENTS From 45 Countries IMMIGRANT STUDENTS IMMIGRANT STUDENTS IMMIGRANT STUDENTS

23. Research Findings Current research identified six major challenges for improving the literacy of ELLs: Lack of common criteria for identifying ELLs and tracking their academic performance Lack of appropriate assessments Inadequate educator capacity for improving literacy in ELLs Lack of appropriate and flexible program options Inadequate use of research-based instructional practices Lack of a strong and coherent research agenda about adolescent ELL literacy Report to the Carnegie Corporation of New York: Double the Work- Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners, published by the Alliance for Excellent Education in 2007, authored by Deborah J. Short and Shannon Fitzsimmons.

24. Alternative Solutions Newcomers and Immigrant students need specialized programs to accelerate their learning of English, their acculturation to U.S. schooling practices, and access basic content knowledge. Research based recommended program features include: Intensive courses to integrate students and fill gaps in educational background. Sheltered instruction or bilingual education coupled with content-based ESL classes Length of enrollment based on individual needs Staff selection process to ensure highly-qualified staff Flexible pathways for graduation and careers

25. CMSD International Newcomers Academy Goals: Accelerate English language acquisition in the four domains of listening, speaking, reading, and writing Develop academic content vocabulary and higher level thinking skills Deliver high-quality academic core content instruction Promote the development of cross-cultural social and academic skills students will need when entering district mainstream schools Develop a strong interdisciplinary foundation for long-term academic and socio-cultural success Develops strong family and community links that will foster cultural acclimation and positive family school and community engagement

26. Program Objectives: Students’ attainment of English as Second Language skills based on State Standards within one to two school years Achieve academic gains of a minimum of one grade level in core academic content areas Achieve Beginning and Intermediate levels in the Listening and Speaking Domains on the OTELA Provide a flexible instructional curriculum that responds to students’ bilingual language and cultural needs Increase cultural exposure through varied activities Students will develop learning strategies and self-awareness for achieving success Provide students a comprehensive support system in collaborations with internal and external providers to ensure cultural and emotional development. Provide opportunities to effectively acclimate parents and families to the community and to it’s available resources

27. CMSD- Newcomer Definition and Entrance Criteria A newcomer is a non English-speaking student who scores at the beginning level on the English language placement test and has been in the U.S. for no more than one school year.

28. INTERNATIONAL NEWCOMERS ACADEMY STUDENT REPORT BY GRADES

29. STUDENT DEMOGRAPHICS-NEWCOMERS

30. STUDENT ENROLLMENT-NEWCOMERS 11 30

31. STUDENT BY LAU CODES SY 2012-2013 INTERNATIONAL NEWCOMERS ACADEMY 13

32. Administration 2 TESOL CERTIFIED TEACHERS 25 Pre-K- 1 Kindergarten 2 Gr 1-3-3 Gr. 4-5 -2 Gr. 6-8-2 Gr. 9-12-5 ESL Resource –2 Special Education- 2 Electives-5 Guidance- 1 Nurse – 1 Attendance Laison- 1 Classified Paraprofessionals-8 Staffing

33. This is what we do

34. Instructional Design Use of ESL research based practices and principles primarily utilizing sheltered English instructional methods and materials. Use of Sheltered English instructional strategies and SIOP in the teaching of core content along with native language support.

35. In the Classroom • 5, 40 min. periods of ESL daily • Daily session on Imagine Learning software program • RIGOR English Reading Program- Gr, 5-12 • Spotlight on English- Santillana Gr, K-4 • SIOP Methods used in all content subjects • Marzano’s Teaching Basic and Advanced Vocabulary

36. Resources Imagine Learning RIGOR RIGOR Spotlight On English Imagine Learning English in a Flash Accelerated Reader First in Math

37. Instructional Design All students (Pre-K -12) follow an elementary program master schedule based on forty minutes instructional periods. Students are also grouped into one of two ESL levels (A and B) based on their English proficiency levels and assigned to self-contained classes by grade bands ESL Level A: Students at pre-functional level in English language acquisition and/or read in English at the pre-literate level Students receive 5 periods of ESL/ELA, 1 period of math, and 1 period of an elective ESL Level B: Students with native language literacy skills and/or read in English at the early literacy or above 3rd grade level Students receive 4 periods of ESL/ELA, 1 period of math, 1 period of an elective, 1 period of Sheltered English instruction integrating science and social studies.

38. Instructional Design Project based learning and Global studies are integrated school wide in the academic subjects to build on students’ prior knowledge and experiences Students move through the proficiency levels at varying rates based on classroom performance, motivation, ongoing assessments and teacher observations. A balanced literacy program is provided during the ESL/ELA instructional block. Use of direct and indirect instruction, cooperative flexible grouping, learning centers, rich language and student interaction activities to supports vocabulary development Use of technology lab and resources to support and practice reading, speaking and listening skills.

39. CHALLENGES NEW INCOMING STUDENTS DAILY TESTING ACCOMMODATIONS MEETING NEEDS OF SPECIAL EDUCATION STUDENTS GROWING PAINS STAFFING: RECRUITMENT/IDENTIFICATION OF QUALIFIED TESOL TRAINED TEACHERS CONTRACT ISSUES- TEACHERS ASSIGNMENTS INTERVIEWS OF NEW HIRES PROFESSIONAL DEVELOPMENT RESOURCES EXIT CRITERIA: PARENT PUSH BACK -WANT STUDENTS TO REMAIN MORE THAN 2 YEARS IN SAME SCHOOL

40. Assessments District and State standardized tests: OTELA, OAA, OGT and CMSD Benchmark QuaterlyTests Resource Specific Assessments: Imagine Learning and English in a Flash ongoing tests, STAR Reading, Accelerated Reader, First in Math skills logs. Authentic Assessments: Portfolios, Video for reading fluency.

41. Video Recording • Provides a way for evaluating reading fluency, pronunciation and intonation • Reading Fluency Rubric used for evaluation.

42. Exit Criteria The decision to exit a student from the Newcomer program follows a standardized procedure Teacher recommendations Formal and informal observations English-Language Development Observation Checklist, Standardized test scores , OTELA & Benchmark tests Student’s portfolio of class work Parent Conference/Contract

43. Paths to Graduation for Secondary Newcomer Academy Students

44. Support Intervention Components Student Transition Activities Support to schools, collaboration with staff, students, parents and administrators. Discussion and end of year pre-preparation activities or conferences by all staff with parents and students. Students make visits to the receiving school and classrooms. Students are transitioned into ESL/Bilingual classrooms at the designated home school. Orientation activities provided by the receiving school to ensure that the newcomer students are provided appropriate information to allow them to access appropriate courses and make decisions about postsecondary options.

45. Support Intervention Resources Parent Engagement Outreach and parent engagement activities will be implemented to improve the whole family’s successful integration to the new community and culture. (Workshops, socials, community trips etc.) Collaborations with community partners will be established to support and address the financial, educational and health needs of families. Health screening and referrals to therapeutic services for all students who need additional care. Support to break cultural barriers to help parents understand how schools function and provide them with the information and assistance they need to support their children’s education.

46. Support Intervention Resources Multilingual Welcome Center services- (in the same school location at Thomas Jefferson School) Community Collaborations for student and family services After school tutoring programs to support students' academic achievement and increase interactions with native English speakers Summer enrichment school offerings in partnerships with community partners

47. Professional & Committed Staff Commitment to a school wide philosophy of research best practices for English as a second language instruction and academic outcomes for ELLs... Implement collaborative professional learning community standards focused on improved student learning . Engage in common planning time (3 to 5 hours/week) to support team collaborations, curriculum development and alignment of curriculum based on student needs, and to monitor student progress using data. Participate on ongoing job-embedded professional development on a monthly basis along with opportunities to evaluate student growth and progress effectiveness. ( 50 hours of summer pre-service & after-school)

48. OTELA - District SY 2010-2011 SY 2009-2010 SY 2011-2012 SY 2012-2013

49. INA@THOMAS JEFFERSON SCHOOL YEAR 2009-10 SCHOOL YEAR 2010-11 SCHOOL YEAR 2012-13 SCHOOL YEAR 2011-12

50. OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL