Contenu connexe Similaire à Barbara ginsberg Similaire à Barbara ginsberg (20) Plus de ECCSymposium (20) Barbara ginsberg1. What Districts are Doing to
Effectively Implement Their
ELL Program and Make Progress
in Teaching English Language
Learners
ACSA’s 2014 Every Child Counts Symposium
Monterey Marriott
January 16, 2014 8:30 a.m. to 10:00 a.m.
Presented by:
Barbara J. Ginsberg, Esq.
Atkinson, Andelson, Loya, Ruud & Romo
12800 Center Court Drive, Suite 300
Cerritos, CA 90703
main 562-653-3200 • fax 562-653-3333
direct 562-653-3847 • fax 562-653-3980
www.AALRR.com
© Copyright 2014
Cerritos
•
Fresno
•
Irvine
•
Pleasanton
•
Riverside
•
Sacramento
•
San Diego
2. Cerritos Office
12800 Center Court Drive
Suite 300
Cerritos, California 90703
(562) 653-3200 Phone
(562) 653-3333 Fax
www.aalrr.com
BARBARA J. GINSBERG
Senior Associate
bginsberg@aalrr.com
Education Law
Experience
Barbara J. Ginsberg is a senior associate attorney in the Cerritos and Irvine offices of Atkinson,
Andelson, Loya, Ruud & Romo. She represents school and community college districts in all
aspects of labor and employment matters, and education law. She is experienced in the areas
of: classified and certificated employee evaluation and discipline; statutory leaves; investigating
charges of harassment and discrimination; campus police and safety matters; certificated and
classified reductions in force; disability accommodation issues; student and employee privacy,
search and seizure, and other constitutional issues; drafting board policies; Public Employment
Relations Board, Equal Employment Opportunity Commission, California Department of Fair
Employment and Housing, Department of Education Office for Civil Rights, California Office of
Administrative Hearings, and personnel commission matters, federal and state civil litigation,
and negotiations. She regularly provides training on a variety of subjects to management
teams, administrators, supervisors, and staff within districts.
Prior to joining AALRR in 2000, Ms. Ginsberg spent seven years as a legal advocate for public
and private employee unions, including the Association of Orange County Deputy Sheriffs,
Riverside Sheriffs Association, Orange County Firefighters Association, Santa Ana Firefighters,
and San Bernardino Public Employees Association, and eight years as an advocate for school
and community college districts. She additionally served as Deputy City Attorney for the City of
Victorville.
Education
Ms. Ginsberg earned her Bachelor’s degree from the University of California, Irvine and her
Juris Doctor from Thomas Jefferson School of Law. Ms. Ginsberg also attended the United
States Naval Academy in Annapolis, Maryland.
Court admissions
1995, State of California (all courts)
United States District Court, Central District and Southern District
Memberships
State Bar of California
Member, California Bar Association, Labor & Employment Law Section
Member, Labor & Employment Relations Research Association, Orange County Chapter
Member, California Council of School Attorneys
Cerritos • Fresno • Irvine • Pleasanton • Riverside • Sacramento • San Diego
3. ACSA Every Child Counts Symposium
January 16, 2014
What Districts are Doing to Effectively
Implement Their ELL Program and
Make Progress in Teaching English
Language Learners
ACSA 2014 Every Child Counts Symposium
January 16, 2014 8:30 a.m. to 10:00 a.m.
Monterey Marriott
Presented by:
Barbara J. Ginsberg, Esq.
© Copyright 2014
Cerritos • Fresno • Irvine • Riverside • Pleasanton • Sacramento • San Diego
AGENDA
CHARACTERISTICS
OF DISTRICTS
SUCCESSFULLY
MAKING PROGRESS
IN ELL INSTRUCTION
• Review the findings of the Great City
Schools Report
• Contextual Features
• Promising Practices
• Limiting Factors
NEW COMMON
CORE STATE
STANDARDS
• Overview
• Application to ELL
• Transitioning to Common Core State
Standards
REDESIGNING THE
TEACHER
EVALUATION
SYSTEM
• Why?
• Management Rights vs. Negotiable
Aspects
• Steps to Achieving a Collaborative Result
2
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4. ACSA Every Child Counts Symposium
January 16, 2014
Studying District Progress
• Qualitative inquiry into ELL
practices of major districts
• Why are ELL students
improving in some Districts
and not others?
Great City
Schools
Report
• What strategies are being
used to improve ELL
achievement and reduce
disparities
October 2009
• Connection between
policies, practices, and
strategies
3
Great City Schools Report
Key Common Themes Among Districts
Contextual Features
Steps that improving districts took to
effectuate district-wide change
Promising Practices
Limiting Factors
Characteristics employed by
improving districts
Factors that inhibited
quality instruction and
support for ELLs
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5. ACSA Every Child Counts Symposium
January 16, 2014
Great City Schools Report
Contextual Features
1. Unified Vision for District Reform
• Integration not segregation
• Centralized control, not merely site-specific
• Restructure where needed
• Communicate the vision and rally support
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Great City Schools Report
Contextual Features
2. Leadership and Advocacy on Behalf of ELLs
• Strong and aggressive ELL director, curriculum administrator,
superintendent, key board member with clear vision of reform
• Expertise and commitment to quality ELL instruction with high
standards for ELL achievement & ability to provide oversight and
tools needed to achieve these high standards
• Ability for form strategic partnerships and rally support for reform
• Ability to build a culture of collaboration at District-wide grade
levels and encourage collaboration at school-site level
• Maintain presence at school site and community meetings
• Mandate use of student data to assess achievement and improve
instruction and services to ELLs
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January 16, 2014
Great City Schools Report
Contextual Features
3. Leadership and Empowerment of ELL Office
• Strong and aggressive ELL director, supported by Superintendent
• Include ELL director in the highest levels of decision making
(e.g. Superintendent’s cabinet)
• Provide a healthy budget to pursue ELL reforms
• ELL must have authority to establish district-wide practices and
work with other District departments (Curriculum, etc.) to oversee
progress
• The more involvement of the ELL director at the highest
administrative level, the better ability to support instructional
improvement through funding and responsive staff
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Great City Schools Report
Contextual Features
4. External Forces as a Catalyst for Reform
• Lawsuits
• Data Collection Mandates
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January 16, 2014
Great City Schools Report
1. Adopt a District-wide instructional (and
organizational) improvement strategy
Promising
Practices
• Understand the demographics and needs of the
ELLs and develop an instructional improvement
plan — FOCUS on language acquisition
regardless of the model being used
• Make specific efforts to systematically build
schools’ capacity to instruct and support ELLs
• Communicate - Engage in community outreach
• Actively engage teachers and administrators
• Enact specific policies and practices for English
Language Development and ensure
implementation
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Great City Schools Report
2. Provide Extensive and Continuous
Support for Implementation
• Ongoing support and long-term commitment is
crucial to success
Promising
Practices
• Put expectations for site-level implementation
in writing
• Have clear systems for monitoring and
oversight at the school and classroom levels
• Centralized “tool kit” with planning and pacing
guides
• Training of site administrators, teachers and
staff
• Accessible mentor/coaching support
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January 16, 2014
Great City Schools Report
3. Create a Culture of Collaboration and
Shared Accountability
• School-site level collaboration
Promising
Practices
• Joint professional development sessions
between ELL teachers and content area
teachers, so teachers understand their role in
the education and progress of ELLs
• Put emphasis on school-wide accountability for
achievement of ELLs
• Direct support from site administrators to
teachers and resources/tools from District Office
• District departments must work together and
provide a consistent message of reform
11
Great City Schools Report
4. Provide Strategic School Staffing
• Recruit and strategically place qualified
teachers and ELL support staff
Promising
Practices
• Network of support staff (coaches, specialists,
mentor teachers) both at site and district level
• Reallocate teachers so that ELL students may
have a succession of qualified teachers
• Use evaluation to weed out poor ELL teachers
and hire qualified teachers who share the
district’s instructional vision for ELL instruction
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Great City Schools Report
5. Provide High Quality and Relevant
Professional Development
Promising
Practices
• Provide to both ELL teachers and general
education teachers so that a collaborative
teaching model can be developed and every
subject can be touched across the school. Also,
train administrators, so they may coach
• Use most up-to-date research re ELL instruction
• Hands-on professional development
(modeling/coaching/feedback) instead of just
information transmission
• Train teachers and administrators in the use of
student data to diagnose student needs and
differentiated instruction
13
Great City Schools Report
6. Effectively Use Student Data
• Give teachers and school administrators access
to accurate, timely student assessment data
Promising
Practices
• Data drives reform
• Targeted instruction for students
• Site improvement
• District improvement
14
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Great City Schools Report
7. Reallocate Resources
• Ensure ELL funds/resources are being used
for what they are supposed to be used for
Promising
Practices
• Use funding strategically — hire ELL-specific
instructional support staff and provide quality
professional development
15
Greater City Schools Report
Limiting Factors
(Traits of Unsuccessful Districts)
Changes in leadership (lack of sustained focus on ELL
reform agenda) or lack of long-term leadership support, or
constant changes to the reform agenda
No clear district-wide blueprint for ELL instruction
Lack of access to resources
Lack of collaboration or accountability (site- & district-wide)
Lack of centralization of program — little authority given to
ELL office to produce instructional strategies, guide
implementation, or monitor/oversee progress
Inconsistency and lack of support – program decisions left
to sites/teachers causing varied quality at each site
Lack of regular data reporting on ELLs
16
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Greater City Schools Report
Limiting Factors
(Traits of Unsuccessful Districts)
Failure to integrate ELL instruction into core curriculum
No strategy for tracking ELL progress
Failure to make assessment data available to schools and
teachers in a meaningful, TIMELY way
No strategic placement of qualified ELL teachers/aides
Lack of centrally-defined/supported, meaningful, useful
professional development (or failure to require attendance)
No joint professional development between ELL and
mainstream teachers (and failure to include aides)
Failure to use ELL resources for ELL (e.g. aides, money)
Compartmentalization of ELL
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Recommendations
1 Develop clear, high academic goals for ELLs and
communicate to all stakeholders
2 Incorporate accountability to spur collaboration
3 Empower strong ELL program administrators to
oversee implementation of ELL reform and progress
4 Create the political conditions needed to
drive/accelerate ELL reform by pursuing community
support/buy-in
5 Focus general ed and ELL programs on building
academic literacy and language acquisition
6 Track multiple measures of ELL educational progress
18
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Recommendations
7 Ensure all teachers have high-quality professional
development that provides differentiated instructional
strategies, promotes the effective use of student
assessment data, and develops skills for supporting
second-language acquisition across the curriculum
8 Assess policies/provisions for hiring, placing, retaining
ELL teachers, paraprofessionals, staff to ensure ELL
have access to highly qualified personnel
9 Conduct a comprehensive assessment of the level of
access ELLs have to the entire spectrum of district
course offerings (including GATE and Special Ed)
10 Audit to ensure resources allocated for ELL are properly
expended
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• Developed by Common Core State
Standards Initiative
Common
Core State
Standards
(CCSS)
• ELA and Math Standards for K-12
(6/2/10) voluntarily adopted by 45
states plus D.C.
• Define the knowledge, concepts,
and skills students should achieve
at each grade level (staircased
learning progression) to ensure
college and career readiness
• Provides consistency across states
• Encourages collaboration and
integration across subject matter
20
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Common Core State Standards
Application of CCSS to ELL Students
• All students should be held to the same high
expectations
• ELLs may require additional time, appropriate support,
and aligned assessments as they acquire English
Language Proficiency
• Must diagnose each student instructionally, adjust
instruction accordingly, and closely monitor progress
21
Common Core State Standards
To Achieve ELL Success in New Standards
• ELLs must have access at District and site level to
well-prepared teachers, qualified to support ELL
• Ongoing modeling and monitoring
• Regular and active participation in the classroom
• Language- and literacy-rich environment
• Meaningful student and teacher assessments
• Access to current and challenging curricula/materials
22
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January 16, 2014
Transitioning to CCSS
Translate standards to curriculum (see CDE curriculum
frameworks for math (11/2013) and ELA (5/2014)
Create a culture of collaboration to develop literacy across
content areas
Establish a participatory leadership model
Provide ongoing professional development opportunities
related to CCSS and assessments (see professional
learning modules from CDE starting summer 2013)
Provide all evaluators with standardized training and
monitor the ratings given by evaluators
Look at models of success (Ventura USD – high school)
23
• To better measure teacher
effectiveness
Redesign
Teacher
Evaluation
System
• To provide meaningful
professional development and
support to improve teacher
effectiveness
• To incentivize reform by
providing monetary rewards for
demonstrated teacher
effectiveness
24
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January 16, 2014
Redesigning the Teacher Evaluation System
Step 1: Obtain Grant Money
• Apply for grants/categorical funds (e.g., School
Improvement Grant, Teacher Incentive Fund Grant)
• Use start up money to solidify support of union
leadership for a redesign of the teacher evaluation
system & earmark portion to fund monetary rewards
• District/union jointly visit districts that have
implemented a performance pay evaluation system
• Get teachers/union leadership comfortable with idea
the redesign can be successful and effective
25
Redesigning the Teacher Evaluation System
Step 2: Effect Change to Evaluation Instrument
• Management right to determine educational goals of District.
• The governing board “shall establish standards of expected
pupil achievement at each grade level in each area of study.”
(Ed Code § 44662(a).)
• Board shall evaluate & assess teacher performance as it relates
to: pupil progress toward board- and State-established
standards; teacher instructional techniques and strategies;
adherence to curricular objectives; suitability of learning
environment. (Ed Code § 44662(b).)
• No limit on board’s authority to “develop and adopt additional
evaluation and assessment guidelines or criteria” (Ed Code §
44662(f).)
26
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BUT… Changes to Process/Procedures for
Evaluation are Negotiable
• Consider creating new form/procedure vs. changes
to old form and retention of old system
• Enthusiastic teacher buy-in is critical
• Involve teachers in the process of change since
only teachers can improve student performance!
• Phase in new procedures/form through pilot
program with an agreed upon sunset date
• Determine test groups
27
Steps Through Negotiation
Form an evaluation committee & establish timeline
Evaluation committee works within timeline to make
specific recommendations on qualitative and quantitative
components for a redesigned evaluation system:
• Include multiple measures for assessing teacher effectiveness
(student growth data, local benchmarks, teacher portfolio, etc.)
• Observations based on CA teaching standards and CCSS
• Rating system that differentiates between multiple levels of
achievement
• Differentiated professional development support to improve quality
of instruction
Evaluation Committee brings recommendations back to
bargaining team
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Steps Through Negotiation
Note: Bargaining sessions on evaluation should be
separate — not intermingled with negotiations concerning
other portions of the contract (takes adversarial nature out
of process)
Agree to redesigned evaluation process/form and
negotiate the pilot program period and test group
Implement new evaluation system & monitor/discuss
Also Consider ….
Redesigning Superintendent evaluation to assess effective
leadership and accountability related to achievement of
reform goals and objectives; include stakeholders feedback
29
Redesigning the Teacher Evaluation System
Step 3: Provide Support
and Professional Development
• Master teacher/Mentor teacher essential at
each school
• Provide organized collaborative activities
• Incorporate weekly 60-90 minute group
meetings into teaching day to review student
assessment data and curriculum and work with
Master Teacher
• Establish a community of professional support
30
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Redesigning the Teacher Evaluation System
Step 4: Provide Monetary Recognition
for Demonstrated Effectiveness
• Negotiate performance reward structure
• Fund performance rewards with grant money
or categorical funds, not general fund money
• Negotiate clear criteria for receiving monetary
reward (total score for observations, classroom
achievement gains, school achievement gains)
• Consider providing incentives for staffing at
needed sites
31
SOUND
INTERESTING?
NEED HELP
EXPLORING THE
POSSIBILITIES?
CONTACT AALRR
32
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January 16, 2014
Be proactive –
not reactive!
• Get familiar with CCSS
• Plan and make systematic changes
• Stay committed
33
Footnotes
• Horowitz, A., Uro, G., Price-Baugh, R., Simon, C., Uzzell, R., Lewis, S., Casserly, M. 2009.
Succeeding with English Language Learners: Lessons Learned from the Great City Schools. [report]
The Council of the Great City Schools.
• National Governors Association Center for Best Practices, Council of Chief State School Officers.
Common Core State Standards. National Governors Association Center for Best Practices, Council of
Chief State School Officers, Washington, D.C. (2010).
• Carr, J. and Bertrando, S. 2012. Teaching English Learners and Students with Learning Difficulties in
an Inclusive Classroom. San Francisco, Calif.: WestEd.
• WestEd. 2012. Common Core: An Uncommon Opportunity for Low-Performing Students. R&D
Report, Vol. 13, No. 2, pp. 3-6.
• Whitlock Robles, J. 2010. Participatory Leadership for English Learner Success. Leadership, Iss.
Nov/Dec 2010 pp. 26-29.
• Linquanti, R., and Hakuta, K. How Next Generation Standards and Assessment Can Foster Success
for California’s English Learners. Pace Policy Brief 12-1. (July 2012)
• Coleman, R. and Goldenberg, C. 2012. The Common Core Challenge for ELLs. Principal Leadership,
pp. 46-51.
• Espinosa, Linda. Challenging Common Myths About Young English Language Learners. FCD Policy
Brief No. Eight. (January 2008)
• CDE Common Core Integrated Action Team. 2013. Common Core State Standards Systems
Implementation Plan for California. [report] California Department of Education.
• Corestandards.org. n.d.. Common Core State Standards Initiative | Home. [online] Available at:
http://www.corestandards.org [Accessed: 18 Jun 2013].
© Copyright 2014 Atkinson, Andelson, Loya, Ruud & Romo
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20. ACSA Every Child Counts Symposium
January 16, 2014
Question
Answer
Session
Thank You
For questions or comments, please contact:
Barbara J. Ginsberg, Esq.
562-653-3847
BGinsberg@aalrr.com
© Copyright 2014 Atkinson, Andelson, Loya, Ruud & Romo
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