Sanger Unified School District: Don't Blame the Kids


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Lessons learned from Sanger Unified School District's success with English Language Learners, presented at Grantmakers for Education's 2012 Annual Conference

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Sanger Unified School District: Don't Blame the Kids

  1. 1. + Don’t Blame the Kids! Grantmakers’ Lessons from Sanger USD’s Success with ELLs
  2. 2. + Why Do We Do What We Do?
  3. 3. + Sanger, California
  4. 4. + Names and Titles  Moderator: Ken Doane Program Director, S.H. Cowell Foundation  Presenters: Kenji Hakuta Lee L. Jacks Professor of Education, Stanford University Marcus P. Johnson Superintendent, Sanger Unified School District 2011 National Superintendent of the Year (American Association. of School Administrators) Tim Lopez Area Administrator, Sanger Unified School District  Central Valley Foundation Susan McClatchy Co-founder and Board Vice Chair Lauren Wolkov Executive Director Annette Liefer Associate Director  Sanger Unified School District Steven Carlson Director of Grants and Program Development
  5. 5. + Investors in Sanger Central Valley Foundation S. H. Cowell Foundation  Established: 1993  Established: 1956  Service Area: California’s Central San Joaquin  Service Area: All of northern and central Valley; based in Fresno and Sacramento California; based in San Francisco  Grantmaking:  Grantmaking:  Primary focus on education programs for  Focuses are organizational capacity, English Language Learners (ELLs) in public leadership and teacher professional K-12 school districts development in public K-12 schools  Secondary focus on promoting the First  Place-based, comprising complementary Amendment grants for Education, Family Support, Youth Development, Affordable Housing and  Currently active in 7 communities Leadership Development in neighborhoods, towns and regions  Investments in Sanger: 3 grants totaling $2.5 million since 2009, including the District  Currently active in 11 communities Partnership Project with Firebaugh-Las Deltas Unified School District  Investments in Sanger: 15 grants totaling $2 million since 2007; also 2 grants totaling $725,000 to Stanford for the ELL Leadership Network
  6. 6. + Goals of the Session  Gain insight into the norms, practices and tools that have transformed teaching and learning in Sanger Unified School District, and review evidence of the District’s success in lifting student achievement and narrowing achievement gaps, particularly for English Learners.  Assess the function of grants and other Foundation resources in facilitating these results, and learn how grantmakers with different strategies have collaborated in partnership with the District.  Consider the role of Foundation-sponsored partnerships in enabling the District to sustain its success and generate leverage with other districts and education organizations.
  7. 7. + The obligations of Lau: Access to English and academic content
  8. 8. + Stanford University Analysis • Progress in English
  9. 9. + Stanford University Analysis • Mean CST ELA Scores for ELs/RFEPs and EOs in Sanger and California by Grade, 2004-2009
  10. 10. + Stanford University Analysis • Mean CST Math Scores for ELs/RFEPs and EOs in Sanger and California by Grade, 2004-2009
  11. 11. + Stanford University Analysis
  12. 12. + Stanford University Analysis
  13. 13. + Every Child, Every Day, Whatever It Takes!“It is easier to build a strong child than to repair a broken man” Fredrick Douglas
  14. 14. + The Power of Professional Learning Communities The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. “The path to change in the classroom lies within and through professional learning communities.” -Milbrey McLaughlin (1995)
  15. 15. + What is a PLC? “A Professional Learning Community is an ethos that infuses every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.” -Andy Hargraves (2004)
  16. 16. + Professional Learning Community Defined An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. “PLC’s operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.” -DuFour, DuFour, Eaker, Many, (2010)
  17. 17. + Four Key Questions of a Professional Learning Community  What do we want our students to learn?  How will we know they have learned it?  How will we respond when learning did not take place?  Howdo we respond when learning has already occurred?
  18. 18. + Sequence of Work for PLC Teams
  19. 19. + Keys to Formative Assessments To determine if an assessment is formative ask: 1. Is it used to identify students who are experiencing difficulty in their learning? 2. Are students who are having difficulty provided with additional time and support for learning? 3. Are students given an additional opportunity to demonstrate their learning?
  20. 20. + Common Formative Assessments  Teacher created.  Answers questions #2: How will we know when they have learned it?  Typically addresses 1-3 standards depending on complexity of standard.  All teachers of PLC give assessment on same date (tight)  Teachers have ability to adjust curriculum/assessment map (loose).  Data analysis required after each common assessment, including sub-group data for EL, Special Education.  Response plan required after each common assessment.
  21. 21. + Common Assessment Data Analysis
  22. 22. + Is it easier to Succeed or Fail?  Manystudents did not do their work and we had no system to address it.  Students were winning the “battle.”  Weknew if students were allowed to fail… they would fail.  We knew we had to create a system to begin making it easier to succeed
  23. 23. + Using Data to Drive Instruction for English Learners  ELLA (EnglishLanguage Learner Assessment)  Developed by Key Data Systems  CELDT like assessment  Given in January and May  ROLA (Reading and Oral Language Assessment)  PLC Common Assessments
  24. 24. + ELLA Background  Created by Key Data Systems to help determine the progress of English Learners’ ability to listen, speak, read, and write in English.  K-1, 2, 3-5, 6-8, and 9-12  Versions 1 & 2  Modeled after the CDE CELDT released test questions  Multiple choice, correct/incorrect, and short answer  Student and Teacher Versions
  25. 25. + Stanford ELL Leadership Network 1. Sanger Unified School District 2. Firebaugh-Las Deltas USD 3. Stanford University 4. Fairfield-Suisun USD 5. Napa Valley USD 6. Tahoe-Truckee USD 7. Ukiah USD 8. Corning Union Elementary SD
  26. 26. + Why Do We Do What We Do?