TargetGroupImprovementActionResearchPlan

Name

DenaHause

School

DanaMiddleSchool

AnalyzetheData
Describefindings
generatedfromyour
studentachievement
data.

ThisplanfocusesonCELDTdataanalyzedforthepurposesofsupportingthetargetgroupselected.
Additionaldatasourcesarelistedbelow:
DatafromCSTscorescanbefoundhere.
DatagatheredfromData6thgradeMathInterimAssessment2015canbefoundhere
Demographicdata,201314
morethan50%ofstudentsidentifiedasWhite
33%identifiedasHispanic(withatotalof47ofthosestudentsbeingidentifiedasEnglish
learnersinsixthgrade),
lessthan1%ofschoolsstudentsidentifiedasAfricanAmerican
slightlyhigherpercentageofourstudentsidentifiedastwoormoreraces,nonHispanic.

CELDTdata,OPL,Grades5and6,20112014

majorfluctuationinnumberofELsfrom201112to201213
definitegrowthanddeclineapparentfromyeartoyear,butnorecognizablepatternsofgrowthor
decline
in201213,amajorityofstudentsscoredattheEarlyAdvancedlevel,9%higherthanthenumber
ofIntermediatestudents
thefollowingschoolyear,201314,38%scoredEarlyadvancedand41%scoredIntermediate
veryfewBeginningandEarlyIntermediatestudents

OverallCELDTScores(OPL),schoolyears20112014,Grades5and6

CELDTdata,OPL,growthofstudentgroupfrom5thgradeto6thgrade,20112014

alargeincreaseofELsinthe201213schoolyear
a7%increaseinstudentsscoringAdvancedfrom2013to2014

adropinstudentsscoringEarlyAdvancedfrom2013to2014
a6%increaseinstudentsscoringIntermediatefrom2013to2014
thereisastatisticallysmallgroupofstudentsattheBeginninglevel
thisdatalooksatdifferentgroupsofstudentseachyear

CELDTdata,OPL,bygradelevel,20112014
Fall2014

Fall2013
CELDTscoreGrade5Grade6Total#CELDTscoreGrade5Grade6Total#
ofstudentsofstudents
Advanced6612Advanced12517
EarlyAdvanced16824EarlyAdvanced251237
Intermediate81422Intermediate152540
EarlyIntermediate000EarlyIntermediate123
Beginning055Beginning011
Total303363Total534598
Fall2012

Fall2011
CELDTscoreGrade5Grade6Total#CELDTscoreGrade5Grade6Total#
ofstudentsofstudents
Advanced8210538
EarlyAdvanced281846201535
Intermediate211536181129
EarlyIntermediate145213
Beginning257404
Total6044104493079

CELDTdata,OPL,bygradelevel,20112014
ThisdatareflectsCELDTscoresforonlytwogradelevelssothefluctuationfromyeartoyearcould
reflect6thgradersleavingtheschooland5thgradersenteringtheschool,changeinOPLlevelsfrom
yeartoyear
Therearesomespikesinnumbers(i.e.,largerthanusualincreaseinAdvancedstudentsfrom201213,
significantdropinIntermediatefrom2013to2014
Dropsintotalnumbersofstudentsateachlevelin2014notreflectedinanincreasednumberof
studentatahigherlevel(i.e.,dropof18atInter.levelbutalsoadrop(of13)inEA)
RFEPdataunavailablefor20102013
fluctuationsinnumbersateachlevel,butimpossibletodetermineifitisduetoadvancementtohigher
levelorforotherreasons
smallestnumberofstudentsisattheAdvancedlevel

Spreadsheet
CELDTdomainscoresfor201415grade5students

Identify
questionsyour
dataraise.

1.
2.
3.
4.
5.

WhywastheresuchalargeincreaseofELstudentsfrom20112012to20122013?
Whatpercentageofstudentsarebeingreclassifiedeachyear?
WhatinformationcanbefoundfromthedataoftheCELDTdomainscores(Listening,Speaking,
Reading,Writing)?Willitprovideinsightintotrendsorpatterns?
Arelanguageissuesaffectingacademicachievement?
WhatmighttherootcausesbeunderlyingthelackofprogressfromEarlyAdvancedto
Advanced?

Identifypriority
needs.Selectone
astoppriority.

1.
2.
3.

StudentprogresstohigherOverallProficiencyLevel(OPL)levelontheCELDTinoneyear.
IdentificationofteachingstrategiestoimproveEnglishlanguageproficiency.
ProfessionaldevelopmentarounddataanalysisofCELDTdomainscorestoprovideinformationfor
groupingofstudents,andfordifferentiatinginstruction.

ClarifytheProblem
Collectadditionaldata
aboutyourinstructional
programandhowitserves
students.

InterventionsimplementedatDanafor201415schoolyear
beforeandafterschooltutoringandhomeworkclubisavailabletoallstudents
timeavailablebeforeschoolandatlunchtoworkwithESLassistant
ESLassistantspotchecksgradesandassignmentsandlooksforanystudentsthatmay
needextrasupport.
beforeandafterschoolEnglish,Math,andExecutiveFunctioningsupportofferedfor
studentsbasedonGradePointAverage(GPA)
offeredtostudentswitha2.0orlowerGPA
determinedbyadministratorsandcounselorsafterreviewofgrades
thesestudentsmonitoredbyadmin/counselorsafter68weeksifno
improvementwasseenStudentStudyTeam(SST)wasscheduledwithparents,
teachers,andadministrationtodiscussadditionalinterventions
AcademicLanguageDevelopment(ALD)classforEnglishlearners
studentplacementdeterminedbyprincipalandMasterScheduleteam
withinputfromELSassistant(lookingatstudentswithhighspeaking
andlisteningscores,butlowerwritingscoresclasssizeof30orfewer
students
somestudentswhowerereclassifiedlastyear(cuspstudents)were
enrolledintheclassaswell
MasterScheduleplacementstudentsgroupedstrategically
specificallyforEnglishLanguageArtsandMathclasses
2differentkindsofclassesELsonly/noIndividualizedEducational
Plans(IEPs)vs.classeswithstudentswithIEPsbutnoELsplanto
supportwithcoteachingneedsforstudentswithIEPsandESLsupport
forEnglishlearnersELsrankedbyOPLsscoresforplacement

Hypothesizerootcausesand
contributingfactors.Usethe
factorsincludedherefor
youranalysis.

OrganizationalCulture
:
WhilethereisanawarenessthattheELsatoursitetendtostruggle,and
thatmanygetstuckattheEarlyAdvancedlevel,therehasntbeenarealfocusonimproving
theseissuesaspartofourschoolsmission.Wehaventgonebeyondidentifyingtheissueand
thereisntamessagefromadministrationthatguidesteacherstocreateactionplanstomakea
differenceinthisarea
ExternalFactors
:
Socioeconomicstatuslimitedparentinvolvementabsenteeismdistrictgoals
requiringdifferentfocusonschoolsites
OrganizationalStructure
:
Classsizesaverage30+,oftenashighas36,sothereislimited
opportunityfordifferentiationonesupportstaffonsite(classified)trainedinsupportofELs
StudentDemographics
:
ELpopulationisaminorityatthesite,ELsatDanaarenotattending
theirhomeschool(nodataonwhyparentschoosetosendtheirstudentstoaschoolotherthantheir
homeschool)
Instruction&Preparation
:
Limitedprofessionaldevelopmentforstaff(1QTELPDofferedfor
crosscurricularstaff,a2ndforELAonly)1ALD(AcquisitionLanguageDevelopment)class
available(6thgradeonly)noEnglishlanguagedevelopmentcurriculumavailablefromthedistrict
Curriculum
:lackofESLcurriculumlackofPDonmodifyingcurriculumtosupportEnglish
learners

Identifythetargetgroupyou
haveselectedforyourplan
andjustify.

Targetgroup=Englishlearners
Justification:EnglishlearnersatDanaarenotmovingfromoneleveloftheCELDTtothenextin
ayearstime,despitethefactthatthevastmajorityhasbeeninstructedinEnglishsince
kindergarten.StudentsaregettingstuckattheEarlyAdvancedlevelandnotmovinguptothe
Advanced.

CreateYourActionResearchPlanfor20152016
:Bytheendofthe201516schoolyear,thegroupofEnglishlearnersscoringat
Identify1goaland2to SMARTGoal
IntermediateorabovewilladvanceoneEDLlevelintheWritingdomain.
3supporting
Objectives
:
objectives.
1. 57%ofEnglishlearnerstudentsscoringatIntermediateoraboveinthewritingdomain
2.

Identifywhatevidence
youwillacceptas
attainmentofthe

willscoreatahigherCELDTlevelbytheendofthe201516schoolyear.
57%ofEnglishlearnerstudentsatDanawilladvanceoneEDLlevelintheWriting
domainsoftheCELDTbytheendofthe201516schoolyear.

Leadership
:SchoolsiteILT,afteranalyzingthedata,willsetagoalforEnglishlanguagelearners.
Theywillberesponsibleforcommunicatingthatgoaltothestaffbypresentingthedataduringa
minimumdayprofessionaldevelopmentsessioninSeptember.
Teachers
:
Agroupofteachers,representingallcontentareas(InstructionalLeadershipTeammembers)
willmeetasadatateamtoanalyzetheCELDTdata.(Aswearetransitioningtothe
CommonCorestandardswedonothavestandardizedtestscorestoanalyzeatthistime.We
alsodonothaveacommonwritingassessmentinplacethatcanbeanalyzed.)
ILTwillshareouttheresultsoftheanalysiswithallteachers
PLCswillusethedatatosetgoalsandobjectivesforthesitesEnglishlearnersintheareaof
writingdevelopment.
Teacherswillparticipateinprofessionaldevelopmentaroundthestatedgoalsandobjectives.
PDwillprovidedbythedistrictsOfficeofLanguageAcquisition(OLA)
Families
:FamiliesneedtobeeducatedabouttheinformationprovidedbytheCELDT,specifically
asitpertainstotheirchild(ren).Familiesshouldalsobeapartofateamthatdevelopsaplanfor
increasingstudentsEnglishlanguageproficiency.
Students
:
Studentsshouldbeshowntheirtestresults,andshouldbeadvisedofwhattheresults
mean.Specifically,whatdotheCELDTdesignationsmeanabouteachstudentasa
learner?Whatinformationdothedomainscoresgive?Whatdothedomainscores
indicateabouteachstudentasalearner?
StudentswillbeledthroughgoalsettingactivitieswiththeESLassistant.Whatwork
willtheydo,atschoolandathome,toincreasetheirproficiency?
Teacherswillmeetwithstudentsandtodiscusshowstudentswillworktoreachtheir
goalsintheclass.Elicitfromstudentsspecificpracticesthatwillhelpthemtomeettheir
goalsineachclass,andhowprogresswillbemeasured.
Suggestion:useofagoogledoctoallowforESLassistant,teacher,andstudentstowork
togetherthroughthisprocess.

Interimassessments/Writing.Ondemandwritingpromptstobegivenquarterlyin
LanguageArtsclasses.
linktopromptsfromOfficeofLanguageAcquisition:
CELDTscores/CELDTdomainscores

objectives.

Learningwalksbyadministrationlogsidentifyingevidenceoftargetedinstructionfor
ELs

Describethe
interventionsand
systemsyouwill
implementtoaddress
yourproblem.Besure
toincludestudents,
faculty/staff,parents,
leadership.

Leadership
:SchoolsiteILT,afteranalyzingthedata,willsetagoalforEnglishlanguagelearners.
Theywillberesponsibleforcommunicatingthatgoaltothestaffbypresentingthedataduringa
minimumdayprofessionaldevelopmentsessioninSeptember.
Teachers
:Agroupofteachers,representingallcontentareas(InstructionalLeadershipTeam
members),willmeetasadatateamtoanalyzetheCELDTdata,andusethedatatosetgoalsand
objectivesforthesitesEnglishlearners.Thisinformationwillthenbesharedoutwiththeentire
ILT.Allteacherswillparticipateinprofessionaldevelopmentaroundthesegoalsandobjectives.
Families
:FamiliesneedtobeeducatedabouttheinformationprovidedbytheCELDT,specifically
asitpertainstotheirchild(ren).Familiesshouldalsobeapartofateamthatdevelopsaplanfor
increasingstudentsEnglishlanguageproficiency.
Students
:Studentsshouldbeshowntheirtestresults,andshouldbeadvisedofwhattheresults
mean.Specifically,whatdotheCELDTdesignationsmeanabouteachstudentasalearner?
Studentscanbeinvolvedingoalsettingwhatworkwilltheydotoincreasetheirproficiency.

Whataretheinterventionsthatyouplantoimplementbasedonyourgoalsandobjectives?
Indicateinterventionsforstudents,faculty/staff,andfamilies/communitiesandindicate
whethertheyarefocusedonindividualstudents,groups,gradelevels,orwholeschool.

Interventionsforstudents
studentgoalsettingforschoolandhome.Whatworkwilltheydotoimprovetheir
Englishlanguageproficiency?
Resources
Goalsettingwithstudents
Goalsettingtoolkit
SMARTgoalstemplate
WritingSMARTGoalspdf
differentiatedand/orsmallgroupinstruction,groupsdeterminedbydomainscoresonthe
CELDT
regularinterimassessmentstodetermineifprogressisbeingmade(ondemandwriting
promptsandrubricsdevelopedbyOLA)
attendafterschoolorbeforeschooltutoringforEnglishlanguagedevelopment
PLCagendas(twiceamonthmeetingsonminimumdays)willincludecheckinson
studentsreceivingadditionalsupport/interventions,and/ortimewillbebuiltinduring
designatedPLCtimeforteacherswhohavestudentsincommontocheckinonstudent
progress
Beforeand/orafterschooltutoringwithfocusonEnglishlanguagedevelopment(use
FocusedELDcurriculumguidesprovidedbyOLAavailableonlineatsandi.net/ola)

Interventionsforfaculty/staff:
commonplanningtime
forPLCstospecificallyandpurposelyplanlessonswith
strategiesforEnglishlanguagedevelopment
professionaldevelopment
providedbyOfficeofLanguageAcquisition
QualityTeachingforEnglishLearners(QTEL)
strategies/methodologyto
instillhighexpectations,academicrigor,teacher/studentinteractions,and
qualitycurriculum
CELDT
inserviceuseasatoolandtheinformationtheassessmentprovides
specifictothefourdomainsofspeaking,listening,readingandwriting

StudentOralLanguageObservationMatrix(SOLOM)TeacherObservation
professionaldevelopment
providedbydistrictslanguageartsdepartment
specificmethodsandstrategiestoeffectivelydifferentiateinstruction,
specificallyforEnglishlearners,forexamplespecificallygroupstudentsbased
ondomainscoresinordertoprovidetargetedinstruction
materialsprovidedtoenhancethereadingandwritinginstructionparticularlydesignedto
meettheneedsofEnglishlearners.Administration,membersofILT,andESLassistant
toanalyzecurriculausedinAcademicLanguageDevelopmentclass(ALD)todetermine
howitcanbeadaptedforuseinalllanguageartsclasses.
supportforscoringondemandwritingspecifically,leadershipprovidingtimefor
PLCstoscoreanddiscussresults
LearningWalksbyadministrationtomakeobservationsandprovidefeedbacktoteachers
UseofGoogleFormforsharingoutobservationsandprovidingfeedback
LearningWalksbyPLCmemberstomakeobservationsandprovidefeedbackto
teachers.
UseofGoogleFormforsharingoutobservationsandprovidingfeedback

Interventionsforfamilies/communities
ParenteducationQuarterlyparentsmeetingsledbyESLassistantandadministration
withsupportfromOLAandlanguageartsteachers
whatinformationdoestheCELDTprovide?
howcanparentssupportEnglishlanguagedevelopment(evenwhentheydont
speakEnglish)?
howcanparentssupportthereadingandwritingproficiencyoftheirchild(ren)?

Identifywhatdatayou
willcollecttomonitor
progresstowardthe
goal.

1.

Interimassessments/WritingOndemandwritingpromptsfromOLAtobegiven
quarterlyinELAclasses
Quarter2:
Prompt:
ompare and contrast your life in San Diego and life in your native country.
C
Describe what things are the same, and what things are different. O
R
Compare and contrast
your life in your elementary school to your life here at Dana MIddle School. Describe what
things are the same, and what things are different.
Quarter3:
Prompt
:
How has your life changed since you have been in the United States?
Describe what has changed, and the goals you have for the future.
OR
How has your life
changed since you have been in middle school. Describe what has changed, and the goals you
have for the future.

Quarter4:
2.AnnualCELDTscores
3.StudentOralLanguageObservationMatrix(SOLOM)TeacherObservation

Identifyprofessional
developmentneededto
implementtheplan.

QTELstrategies:RoundRobin,CollaborativePosters,ThinkWritePairShare,
CELDTasaninformationaltoolwhatinformationdoestheassessmentgivespecificto
thefourdomainsofspeaking,listening,readingandwriting?
specificreadingandwritingstrategiesthatcanbeusedtodifferentiateinstructionfor
Englishlearners.

ImplementandMonitorYourActionPlan
(linktogoogledoc)

Mapoutacalendarof
activitiesfortheyear.
Createatimelinefor
datacollectionand
analysis.
Planfor
communicating
progressandresultsto
stakeholders.


Analyzeformative
assessmentresults.

Decidewhether
revisionstotheplan
areneeded.

Communicateprogress
onanyneededchanges.

Adaptedfrom:MarylandStateDepartmentofEducationSchoolImprovementPlan,2010.