Creating Access for SuccessAlameda County 7th Annual

Academic Language & Literacy ConferenceAdvancing the Language and Literacy of English

Language Learners through New ELD & Common Core Standards

February 1, 2014

Presented by: Garry GrotkePrincipal James Madison ElementarySan Leandro Unified School District

Parent Facilitators

James Madison Elementary Award Winning Staff

San Leandro Celebrates a Diverse Student Population

Based on STAR 2011 Answer Documents

Two or More Races2% Native American

0%Asian15%

Pacific Islander1%

Filipino8%

Hispanic / Latino44%

African American

15%

White12%

00

August 31, 2011

3

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 para-professional

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

700

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820

840

860

880

900

718

754

781768

807820

854866

848

877 878

Acad

emic

Per

form

ance

Inde

x (A

PI)

School Year Growth API

7

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.

Madison API Growth Trends by Student Subgroup Over a 4-Year PeriodFour Complete API Cycles: 2006 Base to 2010 Growth

600

650

700

750

800

850

900

950

Statistically Significant Subgroups

Aca

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ic P

erfo

rman

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(API

)

15.05% Growth

11.35% Growth

22.21% Growth

12.76% Growth

17.12% Growth

Madison API Growth by Student Subgroup2011 Base to 2012 Growth

848

877

759

832

919 92

8

905 91

6

769

814

853

886

888 89

7

768

839 85

2

884

753

808

660680700720740760780800820840860880900920940960

Statistically Significant Student Subgroups

Acad

emic

Per

form

ance

Inde

x (A

PI)

3.4% Growth

9.6% Growth

1.0% Growth 1.2%

Growth

5.9% Growth

3.9% Growth

1.0% Growth

9.2% Growth

3.8% Growth

7.3% Growth

2011 Base API

2012 Growth API

Parent Facilitators began 2006-07

709

788

818

853 86

4

852

884

882

768

805 82

0

854 86

6

848 87

7

878

600

650

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emic

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ance

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School Year

English Learner Subgroup API School-wide API

San Leandro USD & SchoolEnglish Learner Goals for AMAO 12012-13 Annual Growth on CELDT

Minimum Goal Stretch Goal

SLUSD 1,792 1,791 99.9% 1,013 56.6% 67.0% 68.0%Garfield 131 131 100.0% 92 70.2% 72.0% 73.0%Jefferson 211 211 100.0% 108 51.2% 73.5% 74.5%Madison 91 91 100.0% 69 75.8% 73.0% 74.0%McKinley 168 167 99.4% 97 58.1% 67.2% 68.2%Monroe 98 98 100.0% 57 58.2% 70.2% 71.2%Roosevelt 67 67 100.0% 47 70.1% 63.5% 64.5%Washington 158 158 100.0% 71 44.9% 70.9% 71.9%Wilson 277 277 100.0% 182 65.7% 71.7% 72.7%Bancroft 155 155 100.0% 87 56.1% 63.2% 64.2%Muir 131 131 100.0% 51 38.9% 68.3% 69.3%Lincoln 17 17 100.0% -- -- -- --SLHS 285 285 100.0% 144 50.5% 57.5% 59.0%

2013-14 CDE AMAO Targets 59.0%2012-13 CDE AMAO Targets 57.5%2011-12 CDE AMAO Targets 56.0%2010-11 CDE AMAO Targets 54.6%

11/08/2013 Chaja

2012-13 AMAO 1 - Annual Growth English Learners Making Annual Progress in Learning English

Number of Annual

CELDT Takers

Number in Cohort

Percent with Prior

CELDT Scores

Number in

Cohort Meeting AMAO 1

Percent Making Annual Growth

(AMAO 1)

ELA Annual Growth Goal for 2012-13

AMAO 1

San Leandro USD & SchoolEnglish Learner Goals for AMAO 22012-13 Annual Growth on CELDT

Minimum Goal Stretch Goal Minimum

Goal Stretch Goal

SLUSD 1,568 399 25.4% 27.3% 28.3% 615 246 40.0% 47.0% 49.0%Garfield 147 37 25.2% 27.2% 28.2% 19 -- -- 47.0% 49.0%Jefferson 249 49 19.7% 32.8% 33.8% 19 -- -- 61.0% 62.0%Madison 108 48 44.4% 32.4% 33.4% 7 -- -- 47.0% 49.0%McKinley 200 53 26.5% 21.4% 22.4% 14 -- -- 47.0% 49.0%Monroe 110 28 25.5% 27.5% 28.5% 12 -- -- 47.0% 49.0%Roosevelt 78 31 39.7% 26.9% 27.9% 8 -- -- 47.0% 49.0%Washington 183 30 16.4% 21.4% 22.4% 20 -- -- 47.0% 49.0%Wilson 328 89 27.1% 32.0% 33.0% 38 25 65.8% 55.8% 56.8%Bancroft 29 -- -- 21.4% 22.8% 136 67 49.3% 51.6% 52.6%Muir 32 9 28.1% 33.4% 34.4% 109 30 27.5% 52.5% 53.5%Lincoln 0 -- -- 21.4% 22.8% 17 -- -- 47.0% 49.0%SLHS 104 19 18.3% 21.4% 22.4% 213 87 40.8% 47.0% 49.0%

2013-14 CDE AMAO Targets 22.8% 49.0%2012-13 CDE AMAO Targets 21.4% 47.0%2011-12 CDE AMAO Targets 20.1% 45.1%2010-11 CDE AMAO Targets 18.7% 43.2%

No data are reported if there are less than 30 in the cohort.

2012-13 AMAO 2 - English Learners Attaining English Proficiency

Less than 5 years 5 Years or More

Number in Cohort

Number Attain

English Proficiency

Level

Percent Attaining English

Proficiency Level

(AMAO 2)

Attaining English Proficiency

Goal for 2011-12 AMAO 2 < 5 Years Number in

Cohort

Number Attain

English Proficiency

Level

Percent Attaining English

Proficiency Level

(AMAO 2)

Attaining English Proficiency

Goal for 2012-13 AMAO 2 > 5 Years

11/08/2013 Chaja

Minimum Goal Stretch Goal Minimum

Goal Stretch Goal

SLUSD 36.8% 39.5% 2.7% 45.6% 89.0% 44.4% 44.8% 50.3% 89.1%

Garfield 38.2% 35.5% -2.7% 42.0% 89.2% 49.6% 49.2% 54.3% 89.5%Jefferson 36.6% 43.2% 6.6% 48.9% 89.2% 60.0% 64.5% 68.1% 89.5%Madison 59.8% 72.7% 12.9% 75.4% 89.2% 74.8% 75.6% 78.0% 89.5%McKinley 42.2% 35.0% -7.2% 41.5% 89.2% 58.5% 53.1% 57.8% 89.5%Monroe 55.5% 57.3% 1.8% 61.6% 89.2% 64.5% 68.1% 71.3% 89.5%Roosevelt 40.6% 57.7% 17.1% 61.9% 89.2% 54.0% 55.1% 59.6% 89.5%Washington 33.9% 33.6% -0.3% 40.2% 89.2% 53.4% 44.3% 49.9% 89.5%Wilson 37.2% 43.8% 6.6% 49.4% 89.2% 59.4% 59.3% 63.4% 89.5%

Bancroft 24.4% 28.8% 4.4% 35.9% 89.2% 12.2% 16.1% 24.5% 89.5%Muir 35.8% 37.5% 1.7% 43.7% 89.2% 27.8% 29.9% 36.9% 89.5%

SLHS 31.5% 20.9% -10.6% 28.8% 88.9% 36.4% 31.8% 38.6% 88.7%

= CDE Target MetDistrict Elem & MS HS District Elem & MS HS or Surpassed

2013-14 CDE AMAO Targets 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%2012-13 CDE AMAO Targets 89.0% 89.2% 88.9% 89.1% 89.5% 88.7% = CDE Target Not Met2011-12 CDE AMAO Targets 78.0% 78.4% 77.8% 78.2% 79.0% 77.4%2010-11 CDE AMAO Targets 67.0% 67.6% 66.7% 67.3% 68.5% 66.1% = Safe Harbor (Y2)

3.6%

SLUSD 2012-13 Goal for AMAO 3 Adequate Yearly Progress for English Learner Student Subgroup at the LEA Level

AMAO 3 - AYP Proficiency

2010-11 ELA

Percent met

AMAO 3

2011-12 ELA

Percent met

AMAO 3

ELA AMAO 3

1-Yr Growth

ELA Percent Proficient Goal for 2012-13

AMAO 3

2010-11 Math

Percent met

AMAO 3

2011-12 Math

Percent met

AMAO 3

Math AMAO 3

1-Yr Growth

Math Percent Proficient Goal for 2012-13

AMAO 3

0.4%

-0.4%4.5%

0.8%-5.4%

ELA Math

No data are reported for groups that are less than 11 students.

10/11/2012 Chaja

1.1%-9.1%-0.1%

3.9%2.1%

-4.6%

San Leandro USD & SchoolEnglish Learner Goals for AMAO 3

Attaining English & Math AYP Proficiency

13

14

Unity creates power, and by working together, parents and educators, we can ensure a quality learning environment for our English learners.

James Madison Elementary 2012 Academic Performance Index All Subgroups Surpasses 800 Benchmark

877 88

4

839

928

814

808

832

916

886 89

7

660

680

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Demographic Subgroups In order of numbers of students tested

Gro

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ce In

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(API

)

877

881

850

914

839

818

850

912

865 87

9

660

680

700

720

740

760

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800

820

840

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880

900

920

940

Demographic Subgroups In order of numbers of students tested

Gro

wth

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(API

)James Madison Elementary 2013 Academic Performance Index

All Subgroups Surpasses 800 Benchmark

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 successCurrent 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 Questionscomments 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 successMy 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 510 895-4129e-mail ggrotke@sanleandro.k12.ca.us

Sionfonds for Haiti http://www.sionfondsforhaiti.org/