Overview of Guided Inquiry

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Title III Year 4 Guidance Webinar October 7,
2009 Draft
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Welcome

• Thank you for joining us
• Please identify yourself in the chat area now
• Introductions will follow

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Housekeeping

• Communication
• Webinar is in presentation mode.
• Audio is primarily over the Internet. (Quick
  Audio Check Poll)
• Questions are welcomed submit them online in the
  text-chat area (lower-left). These will be
  collected and addressed via a FAQ.
• Conference Call only webinar participants -
  please send questions to Lilia Sanchez at
  lsanchez_at_cde.ca.gov.

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Housekeeping - cont.

• Tech Support During the Event
• text-chat klarsen_at_wested.org
• The event is being recorded and will be available
  afterwards on the ESEA webpage at
• http//www.cacompcenter.org/esea-requirements

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Introductions

• Lilia Sanchez, Education Programs Consultant,
  Language Policy and Leadership Office, CDE
  lsanchez_at_cde.ca.gov
• Terry Delgado, Coordinator, Title III Year 4
  Regional School Improvement Unit, Division of
  Educational Services, Riverside COE
  tdelgado_at_rcoe.us
• Zoe Ann Brown, Senior Program Associate,
  Comprehensive Center at WestEd zbrown_at_wested.org

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Poll Who is in the audience today?

• EL Coordinator for LEA
• Categorical Programs Coordinator for LEA
• Site Principal
• Other

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Purpose
Provide guidance to staff whos LEA is in Title
III Year 4 status. This includes

• Overview of specific federal and state
  requirements
• LEA and Title III Regional COE roles and
  responsibilities
• Identification of technical assistance providers
  (Title III Regional COE leads)
• Use of the Online Action Plan system.
• Documents available to assist in creating the
  plan.

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Outcomes

• Participants will understand
• Title III Year 4 Requirements
• Important due dates
• Technical assistance available
• Step 5 of the The 5-Step Inquiry Model
• Online Action Plan System
• Guidance resources

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5 Step Inquiry Model for Improving Student
Achievement
Archived Webinar What to do with
data www.cacompcenter.org/esea-requirements
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Understand Title III Year 4 Requirements
No Child Left Behind (NCLB) Act of 2001 Title III
If an LEA does not meet one or more of the AMAO
targets for the fourth consecutive year in
2008-09, it will be subject to the following
federal requirements (NCLB Section 3122 b4)
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Understand Title III Year 4 Requirements

• require such entity to modify the entity's
  curriculum, program, and method of instruction,
  or
• will determine if funding should continue and
  require the district to replace educational
  personnel.

NCLB Section 3122 b4
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Understand Title III Year 4
The California State Board of Education approved
option A that requires LEAs to modify the
curriculum, program, and method of instruction
for ELs.
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Understand Title III Year 4

• Complete Title III Year 4 Online Action Plan
• Implement Action Plan
• Monitor Action Plan
• Improve EL achievement

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Roles and Responsibilities
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Regional COE Leads and Co-Leads

• Region 1 Sonoma COE (Patty Dineen )
• Region 2 Butte COE (Holly Ahmadi)
• Region 3 Sac COE (Jan Mayer)
• Region 4 Contra Costa COE (Elvia Teixeira)
• Region 5 Monterey COE (Ellen Ferguson)
• Region 6 San Joaquin COE (Olivia Sosa)

• Region 7 Fresno COE (Guadalupe Solis)
• Region 8 Kern COE (Elva Hennessee)
• Region 9 San Diego COE (Monica Nava)
• Region 10 Riverside COE (Terry Delgado)
• Region 11 LACOE (Magdalena Ruz-Gonzalez)

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Analyzing LEA dataavailable from State
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Compiling State Level Data

• Available state level student achievement data
• Statewide Accountability
• Academic Performance Index (API)
• Adequate Yearly Progress (AYP)
• Program Improvement (PI) Status
• Title III AMAOs
• Statewide Testing Programs
• Standardized Testing and Reporting (STAR)
• California High School Exit Examination (CAHSEE)
• California English Language Development Test
  (CELDT)

http//dq.cde.ca.gov/dataquest
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Title III Accountability

• AMAO 1 (CELDT)
• Annual Progress in Learning English
• AMAO 2 (CELDT)
• Attaining English Proficiency on CELDT
• AMAO 3 (CST, CAPA, CAHSEE)
• Meeting Adequate Yearly Progress (AYP)
• for the EL Subgroup at the LEA level

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Poll What AMAOs are your LEA having difficulty
with your EL students?

• AMAO 1
• AMAO 2
• AMAO 3

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Summary of Challenges

• Algebra and geometry performance is low.
• African Americans, Hispanics, SED, ELs, and SWD
  are under-achieving in ELA
• ELs are consistently scoring low in Reading on
  CELDT.
• Most ELs in grades 6-8 are at the intermediate
  English proficiency level (CELDT 3) for multiple
  years.
• All student groups have lower CAHSEE passing
  rates than those in the county and state.

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Root Causes

• Lack of reading interventions for students in
  grades 4-8 reading 2 or more years below
  grade-level (therefore no exit and entry
  criteria).
• Lack of demonstrated subject matter competency
  of teachers at the middle school level and high
  school math.
• Lack of teacher training in EL research-based
  strategies.
• Lack of CAHSEE-specific preparation for all
  students.

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Select Research-based Solutions for Root Causes

• As required by ESEA, research-based strategies
  and program to address cause of underachievement
• Focused review of the research for each challenge

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Select Research-based Solutions for Root Causes
Online at
www.cacompcenter.org/esea-requirements
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High-leverage actions

• Implement strategic and intensive interventions
  for ELA in grades 6-8, including entry and exit
  criteria.
• Prioritize teacher placement and support (e.g.,
  BTSA) and instructional resources to lowest
  performing schools.
• Provide ongoing, embedded teacher professional
  development in mathematics at the secondary
  levels, in strategies for teaching English
  Learners, and in ways to make IEP decisions about
  SWD interventions at all levels.
• Provide CAHSEE Intervention course based on
  student need.

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Develop or Revise, Implement, andMonitor Plans

• Recognize that the Title III Year 4 Action Plan
  is a component of the umbrella LEA Plan (LEAP).
• For overlap districts, it can be cut and pasted
  into the LEAP or LEAP Addendum.

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Plan Components

• Needs assessment
• Standard
• Focus/Objective Area
• Action Step
• Timeframe
• Person Responsible
• Cost
• Funding Source
• How will you know it worked? Progress monitoring
  and student achievement

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From Offline to Online
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Help is Available!
Guidance Document
User Guide
Regional COE Lead
Quick Start Guides
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Today will will demonstrate

• Needs Assessment
• Standard
• Focus/Objective
• Action Step

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Summary of Challenges

• Algebra and geometry performance is low.
• African Americans, Hispanics, SED, ELs, and SWD
  are under-achieving in RLA.
• ELs are consistently scoring low in Reading on
  CELDT.
• Most ELs in grades 6-8 are at the intermediate
  English proficiency level (CELDT 3) for multiple
  years.
• All student groups have lower CAHSEE passing
  rates than those in the county and state.

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Title III Year 4 LEA Needs Assessment
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Title III Year 4 LEA Needs Assessment
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Title III Year 4 LEA Needs Assessment
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High-leverage actions or Solutions

• Implement strategic and intensive interventions
  for RLA in grades 6-8, including entry and exit
  criteria, to ensure access to the base program.
• Prioritize teacher placement and support (e.g.,
  BTSA) and instructional resources to lowest
  performing schools.
• Provide ongoing, embedded teacher professional
  development in mathematics at the secondary
  levels, in strategies for teaching English
  Learners, and in ways to make IEP decisions about
  SWD interventions at all levels.
• Provide CAHSEE Intervention course based on
  student need.

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San Ejemplo Action Plan
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Select Area of Focus/Standard
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Add Objectives
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5 Step Inquiry Model for Improving Student
Achievement
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Resources

• Regional COE Leads
• Title III Year 4 Guidance Document
• Online Action Plan Users Guide
• Quick Start Guides
• Entering the Plan
• Accessing the District Action Plan
• Tracking Progress
• Archived Webinars (www.cacompcenter.org/esea-requi
  rements)

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Regional COE Leads and Additional Contacts

• Region 1 pdineen_at_scoe.org swayment_at_lake-coe.k12.c
  a.us
• Region 2 hahmadi_at_bcoe.org
• Region 3 jmayer_at_scoe.net
• Region 4 eteixeira_at_cccoe.k12.ca.us
• Region 5 efergus_at_ monterey.k12.ca.us
• Region 6 ososa_at_sjcoe.net
• Region 7 gsolis_at_tcoe.org carmenf_at_ers.tcoe.org
• Region 8 ehennessee_at_kern.org
• Region 9 mnava_at_sdcoe.net amora_at_sdcoe.net
• Region 10 tdelgado_at_rcoe.us lizette_diaz_at_sbcss.k2
  3.ca.us
• Region 11 ruz-gonzalez_magda_at_lacoe.edu
  herrera_carla_at_lacoe.edu

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Questions or Concerns?
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• Thank you for your participation.

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