English Language ArtsEnglish Language ArtsCambrian SchoolsCambrian Schools

Reaching Each & Every StudentReaching Each & Every Student

June 2009June 2009

Goal of English Language Arts Goal of English Language Arts PresentationPresentation

Provide ELA program informationProvide ELA program information Review student performanceReview student performance Outline the role of ExCEL Outline the role of ExCEL

K-8 English Language Arts K-8 English Language Arts ProgramProgram

ReadingReading Word AnalysisWord Analysis FluencyFluency Systematic Vocabulary Systematic Vocabulary

DevelopmentDevelopment Reading Reading

ComprehensionComprehension• Shift to Informational Text Shift to Informational Text

as grades increaseas grades increase

Literary Response & Literary Response & AnalysisAnalysis

Writing Writing StrategiesStrategies ApplicationsApplications

Written & Oral English Written & Oral English Language ConventionsLanguage Conventions

Listening & SpeakingListening & Speaking StrategiesStrategies Applications – GenresApplications – Genres

ELA Adopted ProgramsELA Adopted Programs

Kinder to Grade 5Kinder to Grade 5 Houghton Mifflin, 2001Houghton Mifflin, 2001 Cross-curricular Cross-curricular

connectionsconnections Leveled readersLeveled readers

Grades 6 to 8Grades 6 to 8 McDougal Littell, 2001McDougal Littell, 2001 ‘‘The Language of The Language of

LiteratureLiterature Online supportOnline support

A day in the life of a Price Middle A day in the life of a Price Middle student in English Language Artsstudent in English Language Arts

All students receive 2 periods/dayAll students receive 2 periods/day English Learners (EL) are placed in a 2 English Learners (EL) are placed in a 2

period core that is supplemented with period core that is supplemented with Social Studies for ELSocial Studies for EL

Step-Up-To-Writing is integrated across all Step-Up-To-Writing is integrated across all subject areas and gradessubject areas and grades

Intensive ReadingIntensive Reading uses regular uses regular assessments to ensure appropriate assessments to ensure appropriate placement for struggling readersplacement for struggling readers

How are our students doing?How are our students doing?

In addition to our annual California In addition to our annual California Standards Tests, district benchmark, Standards Tests, district benchmark, running records for reading, and informal running records for reading, and informal assessments are used.assessments are used.

The state writing rubric is used on The state writing rubric is used on formative writing assessments at the formative writing assessments at the middle schoolmiddle school

The district writing rubric by grade-levelThe district writing rubric by grade-level

Cambrian Grades 2 - 8 English Language Arts AYP 2006-08

34 3539

17 15 18

40 4145

14 14 15 17 19 169 7 10

31 3229

2929

28

3235

31

27 28 28 24 23 25

11 12

15

21 19 20

25 3032

19 15 16

28 2932

28 2833

26 25

27

9 9 7

1717

14

5 6 5

18 1815

20 2115

24 2819

6 5 512 9 8

4 3 3

12 11 10 11 9 9

30 28 28

0%

20%

40%

60%

80%

100%

Stud

ents

Far Below Basic

Below Basic

Basic

Proficient

Advanced

Cambrian Academic Performance Gap

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2006 2007 2008 2009 2010 2011 2012 2013 2014

% S

tude

nts

Prof

icie

nt

Target

All

White

Hisp

SED

EL

Student Performance by Skill Cluster 2006-08 on CST

50

55

60

65

70

75

80

85

90W

ord

An

alys

is &

Vo

cab

ula

ryD

evel

op

men

t

Rea

din

gC

om

pre

hen

sio

n

Lit

erar

yR

esp

on

se &

An

alys

is

Wri

tten

Co

nve

nti

on

s

Wri

tten

Str

ateg

ies

% Q

ues

tio

ns

Co

rrec

t

2006

2007

2008

Cambrian Writing Application Performance 2006-08

3 49

4

393121

26

51

31

4149

56

65

39

52

16 1719

4 212

4 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2006 2007 2008 2006 2007 2008

% S

tud

en

ts b

y P

erf

orm

an

ce

Le

ve

l

% with Score of 2

% with Score of 4

% with Score of 6

% with Score of 8

Grade 4 Grade 7

PROFICIENT

What did our district survey reveal What did our district survey reveal about English Language Arts?about English Language Arts?

Parents believe their child is making Parents believe their child is making satisfactory progress in English LAsatisfactory progress in English LA 93% satisifed with reading progress93% satisifed with reading progress 90% satisfied with writing progress90% satisfied with writing progress

Strong support for reading, writing, Strong support for reading, writing, communications & critical thinking skillscommunications & critical thinking skills

Strong support for meeting the needs of Strong support for meeting the needs of accelerated learnersaccelerated learners

Initiatives taken….Initiatives taken….

ExCEL being implemented to support ExCEL being implemented to support differentiated teaching/learningdifferentiated teaching/learning

Intensive Reading program targets struggling Intensive Reading program targets struggling readers at Pricereaders at Price

English language acquisition and development English language acquisition and development programs support English Learnersprograms support English Learners

Step-Up-To-Writing used at all schools Step-Up-To-Writing used at all schools HM reading records are used to support K & 1 HM reading records are used to support K & 1

instructioninstruction

Professional DevelopmentProfessional Development

Step-Up-To-Writing training provided for Step-Up-To-Writing training provided for new teachers and others interested in new teachers and others interested in August 2008August 2008

Elementary schools have received ExCEL Elementary schools have received ExCEL trainingtraining

What’s next for English Language What’s next for English Language Arts?Arts?

Expand and extend support for Step-Up-To-Expand and extend support for Step-Up-To-Writing and use of writing performance dataWriting and use of writing performance data

Apply for waiver to defer ELA adoption for one Apply for waiver to defer ELA adoption for one more year to August 2011more year to August 2011

Support teaching of reading strategies Support teaching of reading strategies appropriate for students at various reading appropriate for students at various reading levelslevels

Provide additional PD for all schools using Provide additional PD for all schools using ExCELExCEL

Support elementary teachers with additional Support elementary teachers with additional Wednesday collaborative time Wednesday collaborative time

Cambrian Has Adopted the Cambrian Has Adopted the ExCEL ExCEL Model Model ExExcellence: A cellence: A CCommitment to ommitment to EEvery very LLearnerearner

““To eliminate achievement gaps through a school-To eliminate achievement gaps through a school-wide process that provides assistance to every wide process that provides assistance to every student, student, both high achieving and struggling both high achieving and struggling learnerslearners.” Supt. of Public Instruction O’Connell.” Supt. of Public Instruction O’Connell

Targets instruction in reading for all students for a Targets instruction in reading for all students for a portion of the school dayportion of the school day

Addresses student needs through multiple tiers of Addresses student needs through multiple tiers of instructional interventions instructional interventions

Does not wait until a student is diagnosed with a Does not wait until a student is diagnosed with a disability before he or she receives specialized disability before he or she receives specialized servicesservices

ExCELExCEL Emphasizes Emphasizes

High-quality instructionHigh-quality instruction Frequent progress monitoringFrequent progress monitoring Increasingly intense levels of interventionIncreasingly intense levels of intervention Data-based decision-makingData-based decision-making

ExCEL’s Components Include:ExCEL’s Components Include:

Universal Universal ScreeningScreening

Tiered instruction Tiered instruction Placement based Placement based

on ongoing on ongoing assessments assessments

Collaborative Collaborative teamingteaming

Strategic use of Strategic use of support staffsupport staff

All Students Core Curriculum

Differentiated Instruction

Select Interventions for Struggling Students

Intensive Interventions

Sp.Ed.

Tier 4

Tier 3

Tier 2

Tier 1

2%

5%

20%

100%

The RTI Tier Model

Tiered InstructionTiered Instruction

All classes will provide direct, targeted, leveled All classes will provide direct, targeted, leveled instruction differentiated for all students instruction differentiated for all students

Grade 1-5 classes will provide tiered instruction Grade 1-5 classes will provide tiered instruction by regrouping all classrooms across the grade-by regrouping all classrooms across the grade-level with “push-in” supportlevel with “push-in” support

Kindergarten will provide targeted, leveled Kindergarten will provide targeted, leveled instruction as determined by student needs… instruction as determined by student needs… this may necessitate groups in different this may necessitate groups in different classrooms or within classrooms dependent classrooms or within classrooms dependent upon the needs identifiedupon the needs identified

Placement of Students in Placement of Students in Instructional Tiers Instructional Tiers

Placement will be Placement will be based on ongoing based on ongoing agreed-upon agreed-upon assessments that assessments that identify current identify current student needsstudent needs

Movement between Movement between tiers will be flexible tiers will be flexible and fluid to reflect and fluid to reflect changes in individual changes in individual student needsstudent needs

All Students Core Curriculum

Differentiated Instruction

Select Interventions for Struggling Students

Intensive Interventions

Sp.Ed.

Tier 4

Tier 3

Tier 2

Tier 1

2%

5%

20%

100%

The RTI Tier Model

Focused teaching with support staffFocused teaching with support staff

Collaborative Teaming Collaborative Teaming

To coordinate tiered instruction at To coordinate tiered instruction at each grade leveleach grade level

To review the results of common, To review the results of common, agreed-upon assessments in order to agreed-upon assessments in order to determine and plan for the determine and plan for the instructional needs of all studentsinstructional needs of all students

Monthly collaboration time provided Monthly collaboration time provided on Wednesdayson Wednesdays

Comparing Collaboration & Comparing Collaboration & CooperationCooperation

The fundamental difference between The fundamental difference between collaboration and cooperation is the level of collaboration and cooperation is the level of formality in the relationships…formality in the relationships…

CollaborationCollaboration involves coming together and involves coming together and fundamentally changing individual approaches to fundamentally changing individual approaches to a goal to allow for the sharing of resources and a goal to allow for the sharing of resources and responsibilities.responsibilities.

CooperationCooperation is an informal arrangement in is an informal arrangement in which we maintain separate mandates and which we maintain separate mandates and responsibilities, but do some work together to responsibilities, but do some work together to meet a common goal.meet a common goal.

Cambrian’s ExCEL Timeline for Cambrian’s ExCEL Timeline for Training and ImplementationTraining and Implementation

20072007 Bagby Bagby 20082008 FammatreFammatre 20092009 Farnham & SartoretteFarnham & Sartorette

- ExCEL team shares out in - ExCEL team shares out in May/JuneMay/June

- Planning, implementation and - Planning, implementation and coaching from August to coaching from August to NovemberNovember

All of the students are OUR students.All of the students are OUR students.

Price Middle School Uses Price Middle School Uses an RtIan RtI22 Approach Approach

Provides differentiated learning Provides differentiated learning opportunities throughout the dayopportunities throughout the day

Examples include Examples include MathX2MathX2 Accelerated MathAccelerated Math Intervention ReadingIntervention Reading EL ReadingEL Reading

Using a Powerful & Efficient Using a Powerful & Efficient ApproachApproach

Why are we moving in this direction?Why are we moving in this direction?

It is based on the belief that a research It is based on the belief that a research proven early intervention, prevention and proven early intervention, prevention and acceleration approach aimed at supporting acceleration approach aimed at supporting the needs of all students is a powerful and the needs of all students is a powerful and efficient way to utilize our resources.efficient way to utilize our resources.

What does the data tell us about What does the data tell us about the success of ExCELthe success of ExCEL??

In 2008…In 2008… ExCEL > 9 ExCEL > 9 monthsmonths

State AverageState Average

% Schools % Schools increasing APIincreasing API

76%76% 53%53%

Average API Average API IncreaseIncrease

25 points25 points 14 points14 points

98% of schools implementing ExCEL for a 98% of schools implementing ExCEL for a minimum of 3 years have shown an increase!minimum of 3 years have shown an increase!

What Are The Teachers Saying?What Are The Teachers Saying?

Students Not LabeledStudents Not Labeled ““This was a major concern of mine, and it’s not happening.”This was a major concern of mine, and it’s not happening.”

More Efficient Planning TimeMore Efficient Planning Time ““Teachers more effectively use planning time to concentrate on Teachers more effectively use planning time to concentrate on

one level and develop stronger plans than if they need to plan one level and develop stronger plans than if they need to plan for four or more levels within their classrooms.”for four or more levels within their classrooms.”

More Rigorous InstructionMore Rigorous Instruction ““In the EXCEL model, teachers have an opportunity to delve In the EXCEL model, teachers have an opportunity to delve

more in depth with certain standards, as well as advance to the more in depth with certain standards, as well as advance to the next grade level standards if appropriate.”next grade level standards if appropriate.”

Meets Needs of All StudentsMeets Needs of All Students ““The EXCEL model reaches all students, from below basic to The EXCEL model reaches all students, from below basic to

advanced.” advanced.” 

What Are the Parents SayingWhat Are the Parents Saying

““In ExCEL, students In ExCEL, students can get through the can get through the stuff that they know stuff that they know more quickly, and more quickly, and move on to more move on to more enrichment.” (Bagby enrichment.” (Bagby Parent)Parent)

““Parents voted to use Parents voted to use recent fund-raiser recent fund-raiser money to support money to support efforts to implement efforts to implement RTI” at FarnhamRTI” at Farnham

What Are the Students Saying?What Are the Students Saying?

““I’m getting better grades… When it’s time for reading, the I’m getting better grades… When it’s time for reading, the teachers made a program called RtI… I love this teachers made a program called RtI… I love this program.”program.”

““Reading is one of my favorite subjects. I have really Reading is one of my favorite subjects. I have really enjoyed being in RtI class. I have learned many things enjoyed being in RtI class. I have learned many things such as how to make inferences and how to write a such as how to make inferences and how to write a summary. I think this trimester’s reading grade is better summary. I think this trimester’s reading grade is better than last trimester because of RtI.”than last trimester because of RtI.”

““The thing I like about reading is going to RtI. The thing I’ve The thing I like about reading is going to RtI. The thing I’ve learned is how to do a summary.” learned is how to do a summary.”

““Thumbs up” – Grade 4 class at BagbyThumbs up” – Grade 4 class at Bagby““It’s making me think too much” – Student in accelerated It’s making me think too much” – Student in accelerated

reading classreading class

ExCEL Will Build On Best Practices ExCEL Will Build On Best Practices

And On Cambrian’s StrengthsAnd On Cambrian’s Strengths As we adapt the framework to our schools As we adapt the framework to our schools

and grade-levels, effective early and grade-levels, effective early intervention and enrichment learning intervention and enrichment learning experiences will be incorporated into experiences will be incorporated into ExCELExCEL

Cambrian’s tradition of excellence and Cambrian’s tradition of excellence and caring provides a sound foundation for our caring provides a sound foundation for our shared goal – providing powerful shared goal – providing powerful instructional experiences for all studentsinstructional experiences for all students