1 with Student and Family EngagementSAMUEL 1 Administrators with Student and Family Engagement

2 AGENDA 9:00-11:45 Break-Out Session 11:45-12:45 Lunch2:00-2:30 Question & Answer

3 Updates Laws Guidance Core Programs

4 1 5 2 6 3 7 4 8 Updates Moved from Title III to Title I W-APTState Title III Plans 6 Switch from Scientifically Research Based to a Program that is Evidence Based 3 7 Former ELs and Accountability Switch from using LEP to EL #1 Moved from Title III to title I ELP Assessment – Under NCLB, ELP assessment was required in both Title I and Title III. In Title III it was required for all students receiving Title III services and in Title I it was required for all ELs. Under ESSA, ELP assessment is still required in Title I for all ELs, but there are no separate requirements to test the ELP of Title III served students. EL Accountability – Under NCLB, accountability for ELs was under Title III and called Annual Measureable Achievement Objectives. Under ESSA, accountability for English Learners is moved under Title I. There are no EL accountability requirements in Title III. EL Parent notification – Under NCLB, parent notification for identification for and placement in EL programs was required under Title III. – Under ESSA, it is no longer included under Title III, but is required under Title I for LEAs that use Title I or Title III funds to provide EL programs. #2 EL Accountability Under ESSA Title I – States are required to develop long term goals with interim measures for ELs, not only for proficiency on content assessments, but also for increases in the percentage of ELs making progress in achieving English language proficiency. ESSA specifies that English proficiency, as defined by the State, is measured by the State’s ELP assessment. The same as AMAO A and B. #3 Former ELs and Accountability Under NCLB, former ELs (students that were ELs who attained English proficiency and are no longer receiving EL services) could be included in the EL subgroup for ACT Aspire (accountability purposes) for two year (monitor status students). FLEP 1 & 2 Under ESSA, former ELs may be included in the EL subgroup for state assessment (ACT Aspire, etc. ) accountability purposes for four years. FLEP 1-4 #4 Title III funds can be spent on: Under NCLB it is 1. Programs to increase English proficiency and academic achievement of ELs. 2. Professional development Under ESSA it is 3. Parent, family, and community engagement #5 W-APT (find from WIDA website) 1. Continue using the same paper/pencil W-APT to screen potential ELs this school year. If using the MODEL continue using the MODEL. #6 Switch from scientific Research Based to The switch from using the terms “scientifically research-based” or “based on scientific research” from NCLB to using terminology from ESSA “evidence-based”. Research based Evidence based (get from Dely – the notebook) If districts are using a program and it shows evidence that students are making gains, then it can be used. #7 Switch from using LEP to EL Under ESSA The change from using limited English Proficient (LEP) to using English Learner (EL) #8 Everything is still being reviewed 1. We will keep you updated with the latest news as we receive information from the USDE 4 Required activities for sub-grantees Title III Funds 8 Everything is still being reviewed

5 It’s the Law! All EL Law is based on the Civil Rights Act of 1964It’s ALL about the Program Castaneda v. Pickard, 5th Cir., F.2d 989 (Us Court Of Appeals No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Research-based program, Implementation, Evaluation It’s the Law! Equal is providing the skills necessary for each student to achieve success in the school environment. Equal access to public education, regardless of immigration status Same Does NOT mean Equal- Lau v. Nichols (US Supreme Court Decision 1974) ALL in- Plyler v. Doe (U.S. Supreme Court Decision 1982)

6 Review English Learner Tool KitMy First Template Review English Learner Tool Kit January 7, 2015 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10

7 Review English Learner Tool KitMy First Template Review English Learner Tool Kit January 7, 2015 Tools and Resources for Identifying All ELs Tools and Resources for Providing ELs with a Language Assistance Program Staffing and Supporting an EL Program Providing EL Equal Access to Curricular and Extracurricular Programs Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of ELs Addressing English Learners with Disabilities Serving English Learners Who Opt Out of EL Programs Monitoring and Exiting English Learners From EL Programs and Services Evaluating the Effectiveness of a District’s EL Program Ensuring Meaningful Communication with Limited English Proficient Parents

8 Word/Sentence SquaresActivity Word/Sentence Squares This strategy enables ELLs to learn target academic vocabulary by using various word learning strategies. The teacher provides students with 5” by 7” notecards divided into four quadrants. The target vocabulary word is written in the upper left quadrant. The other three quadrants define the target word in various ways, depending on the grade and language level of the student. Students might be asked to draw a picture and write a definition in their home language. Students with higher levels of language proficiency are taught to also write antonyms/synonyms, dictionary definitions, and sentences using the target word in the remaining three quadrants. The word squares are used throughout the learning unit. Teachers provide opportunities for learning partners to teach each other the new words. (Vocabulary Teaching Strategies) The Go To Strategies: Scaffolding Options for Teachers of English Language Learners, K-12.

9 Sound Theory Under Castaneda’s First ProngSome EL Core Programs Sound Theory Under Castaneda’s First Prong English as a Second Language Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains. ESL English Language Development Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains. ELD Structured English Immersion Program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient. SEI Chapter 2 in the EL Toolkit p. 9

10 English as a Second LanguageMy First Template English as a Second Language English as a Second Language (ESL) is a program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language. ESL programs teach the following: conversational English grammar reading listening comprehension writing vocabulary During the English as a Second Language (ESL) instructional block, instruction is differentiated in order to meet the needs of students who are at various levels of English language development. There are six different English proficiency levels within the language development continuum: entering, emerging, developing, expanding, bridging, and reaching. Instructional techniques and language development expectations will vary depending upon each student's particular needs as well as their respective English proficiency levels. U.S. Department of Education Glossary

11 English Language DevelopmentMy First Template English Language Development English language development is a systematic instructional model designed to develop the English language proficiency of English learners. Effective ELD programs include the following components: Phonology: the sound system of English Morphology: the forms and formation of words, including prefixes, affixes, suffixes, root words, inflections, etc. Syntax: the structure of language, including the rules that govern phrases and sentences Semantics: the meaning of language, including vocabulary and academic language Pragmatics: situational appropriateness of language use  During the English language development (ELD) instructional block, instruction is differentiated in order to meet the needs of students who are at various levels of English language development. There are six different English proficiency levels within the language development continuum: entering, emerging, developing, expanding, bridging, and reaching. Instructional techniques and language development expectations will vary depending upon each student's particular needs as well as their respective English proficiency levels. U.S. Department of Education Glossary

12 Structured English ImmersionMy First Template Structured English Immersion The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language. Essential to SEI are the following: English Language Development – the component that provides language acquisition opportunities for English learners to learn the academic English necessary to access grade-level content standards Access to the Core Curriculum – the component that provides special teaching methods and accommodations to assist English learners to meet the content standards in language arts, math, science, and social studies. SEI is mandatory in California, Arizona and Massachusetts where voter initiatives opted to restrict the use of bilingual education in preference for SEI. U.S. Department of Education Glossary

13 Identify students who need assistance My First Template Five Points related to procedures that school districts should use to ensure that their programs are serving EL students effectively. Identify students who need assistance Develop a program which, in the view of experts in the field, has a reasonable chance for success Ensure that necessary staff, curricular materials, and facilities are in place and used properly Develop appropriate evaluation standards for measuring the progress of students, including program exit criteria; and Assess the success of the program and modify it where needed David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

14 Point #1: Identify EL StudentsMy First Template Point #1: Identify EL Students Districts should have a process in place to identify ELs. Under ESSA notification is now only required under Title I Title III requires notification of identification and placement in an EL program within 30 days (sec. 3102). The Home Language Survey is typically the first step in the identification process. It allows districts to identify potential ELs. An English Language Proficiency (ELP) assessment (screener) is typically the next step. It provides evidence that a student is or is not an EL. Districts should have an written plan on how they serve identify and serve ELs (i.e. a plan that describes their core EL program). David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

15 Point #2: Develop a Successful EL ProgramMy First Template Point #2: Develop a Successful EL Program The plan should be ‘evidenced-based.’ Districts should include in their EL program plan the type of program used (pull-out, sheltered immersion/SIOP, bilingual/dual immersion, etc). This will help them identify the facilities used in their program and meet principle #1 discussed earlier. For an EL program to have a reasonable chance for success … (read the slide) David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

16 Point #3: Proper Implementation using Adequate ResourcesMy First Template Point #3: Proper Implementation using Adequate Resources This is where most of the money is spent on an EL program. a. appropriately trained staff, b. materials, c. facilities These things must be identified for a district’s core EL program so that what is core can be distinguished from what is supplemental when determining allowable uses of federal funds. 4. A description of an EL program should include the staff, materials, and facilities. These three things need to be adequately provided to successfully implement an EL program. David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

17 Point #4: Develop Standards for Measuring Progress and Exit CriteriaMy First Template Point #4: Develop Standards for Measuring Progress and Exit Criteria ELP standards should be used for establishing exit criteria (when an EL student is considered English proficient) and for measuring the progress EL students are making toward proficiency. A State’s English Language Proficiency Standards should be used to guide curriculum choice and instruction in the classroom. The use of ELP standards in the classroom is a good practice and implementing ELP standards is required by Civil Rights guidance for all districts serving ELs. ELP = English Language Proficiency = WIDA David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

18 Point #5: Determine Success of EL Program and Modify if NecessaryMy First Template Point #5: Determine Success of EL Program and Modify if Necessary The last point requires the evaluation of a district’s EL program to determine if it is successful, and if not, modification of the EL program to improve its effectiveness. ELP assessment data can be used in most cases for evaluating the success of an EL program. The performance of ELs on a state’s content assessment will be examined. Other measures could be included if available. It is a Civil Rights requirement to evaluate the success of your EL program and modify if needed (see Castañeda’s principle #3). A description of how this is done should be included in your EL program plan. David Holbrook Civil Rights for English Learners with ESSA Updates - Alabama MEGA Conference, July 13, 2016

19 Activity Core Program https://www.polleverywhere.com/My First Template Activity Core Program https://www.polleverywhere.com/

20 Look Fors

21 What should we be looking for in our district, school, and classrooms?Who are the professionals in our district that require training in order to meet the needs of our English learners and their families? Are these district personnel appropriately trained to support English learners and their families in the areas of: Communication Registration Transportation Health and Safety Cultural Competence Begins at the top. Without administrative understanding and support, the district will struggle with compliance, instruction, and especially student and family engagement. How are you communicating with parents? If registration has been moved to an online format, how is the district ensuring the process is understood by families of ELs? How is the process affecting the identification and screening of students? What happens when a non-English student gets on the bus the first day of school? How are school nurses communicating with families concerning their students who do not yet speak English? Is your staff prepared by understanding the cultures and traditions of the children in your district? MEANINGFUL district training may be facilitated by: Utilizing local personnel who have a passion for the topic Providing dedicated training time during planning meetings Providing qualified trainers and times for specific content purposes Providing opportunities to train with other professionals across districts Providing opportunities to attend SAMUEL!

22 What should we be looking for in our district, school, and classrooms?Who are the professionals in each school who require training in order to meet the needs of our English learners and their families? Are these school-based personnel appropriately trained to support English learners and their families in the areas of: Communication Registration Transportation Health and Safety Cultural Competence Instruction Instructional Support Special Education Services Parent-office staff interaction, parent teacher conferences, media accessibility, lunchroom interactions, computer lab, etc. Communication concerning how the child will get to and from school is essential from day one Communication with the school nurse, emergency procedures and communication Does our staff understand the cultures represented in our school, and are we respectful and mindful? Who is providing training for teachers and staff concerning appropriate instruction and support, and who is the EL committee for referral?

23 What should we be looking for in our district, school, and classrooms?Who are the professionals in each school who require training in order to meet the needs of our English learners and their families? Are these school-based personnel appropriately trained to support English learners and their families in the areas of: Communication Registration Transportation Health and Safety Cultural Competence Instruction Instructional Support Special Education Services What does a culturally competent classroom look like? Notice the walls at this point? Do your instructional personnel understand how to provide a culturally competent classroom community fostering the acquisition of both appropriate, grade-level content and English language proficiency? What exactly could that look like?

24 Staffing – Training AdministratorsChapter 3 Tool Kit Administrators: LEAs should have trained administrators who can evaluate EL and classroom teachers and the success of EL programs. The administrator's training should include the ability to meaningfully evaluate whether EL teachers and classroom teachers are appropriately employing their training in the classroom in order for the EL program model to successfully achieve its educational objectives.

25 My First Template Alabama’s K12-science program places emphasis on the importance of teaching science every day to every student in every grade. The classroom teachers’ lessons today follow the ALCOS for Science 2015 and the WIDA standards Include instruction aligned to state ELP (WIDA) standards and grade-level content 2015 Alabama Course of Study: Science standards. Tool Kit Chapter 2 paragraph support

26 My First Template Accommodate Science Instruction based on English Learners’ Language Proficiency Identify desired outcomes found in the standards. Determine acceptable evidence of student learning by designing evaluation activities Develop activities and learning experiences that will engage ALL students in exploring, explaining, and expanding their understanding of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas in the standards. Entering Emerging Developing Expanding Bridging 1 2 3 4 5 The classroom teachers’ lessons today follow the ALCOS for Science 2015 and the WIDA standards words and pictures simple sentences simple paragraph paragraph support

27 Differentiation Carr, Sexton and Lagunoff, p.15My First Template Differentiation “Differentiating instruction means using a variety of instructional strategies that target the diversity of the students in the classroom-students with different learning styles, interests, special needs, and those who are also English learners. For English learners, differentiation means tailoring a specific strategy to fit their language levels. It does not mean creating and individualized lesson for each student. It means planning a variety of ways for students to learn new concepts and read new material. It also means controlling speech and using word walls, visuals and small group learning activities to make input more comprehensible for English learners” Carr, Sexton and Lagunoff, p.15

28 ESL Classroom Walk Through Observation FormWhat differentiation looks like in the classroom, instruction, and assessment. Planning and Preparation Effective Instructional Strategies Characteristic Commentary WIDA Standards are displayed and included in lesson plans Specific Supports & Accommodations are clearly defined, and included in lesson plans Student ELD Proficiency Levels are known by the teacher and used for instructional planning and purposes Instructional Materials used to a high degree, making the lesson clear and meaningful (teacher-made anchor charts, visual vocabulary, models, graphics, etc.) Accommodation of Content (text, assignments, etc.) to all levels of English proficiency and evident in lesson plans Characteristic Commentary Key Vocabulary emphasized (introduced with pictures and displayed in the classroom environment) Speech appropriate for students’ proficiency level (rate, enunciation, and structure appropriate for each level of proficiency represented in the classroom) A Variety of Techniques used to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body language) Activities are Differentiated to level of proficiency for student according to WIDA standards and ELD proficiency levels for application in both content and language knowledge. If DOJ or OCR come to a district or school, they look for administrators who are qualified and have been trained to evaluate all teachers that provide instruction to English Learners.

29 Planning and Preparation2015 SCIENCE COS WIDA From Molecules to Organisms: Structures and Processes 5. Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. 6. Create representations to explain the unique and diverse life cycles of organisms other than humans, including commonalities such as birth, growth, reproduction, and death. Heredity: Inheritance and Variation of Traits 7. Examine data to provide evidence that plants and animals, excluding humans, have traits inherited from parents and that variations of these traits exist in groups of similar organisms English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 4 WIDA Standards are displayed and included in lesson plans

30 Planning and PreparationSpecific Supports & Accommodations are clearly defined, and included in lesson plans

31 Planning and PreparationStudent ELD Proficiency Levels are known by the teacher and used for instructional planning and purposes

32 Planning and PreparationInstructional Materials used to a high degree, making the lesson clear and meaningful (teacher-made anchor charts, visual vocabulary, models, graphics, etc.)

33 Planning and Preparation Differentiated InstructionProficiency Level 1 Level 2 Level 3 Level 4 Level 5 Differentiated Instruction Listening Speaking Reading Writing Discuss the komodo dragon life cycle in small group*, and work with peers, to create and label the life cycle using their L1 and/or pictures and selected English words to complete an individual representation for their science notebook. Discuss the komodo dragon life cycle in small group*, and work with peers, to create and label the life cycle using their L1 and/or pictures and selected English simple sentence frames to complete an individual representation for their science notebook. Discuss the komodo dragon life cycle in small group*, and work with peers, to create and label the life cycle, supported with pictures and key technical vocabulary, and using simple paragraph frames to complete an individual representation for their science notebook. Discuss the komodo dragon life cycle in small group*, and work with peers, to create and label the life cycle, supported with pictures and key technical vocabulary, and using expanded sentence forms to complete an individual representation for their science notebook. Discuss the komodo dragon life cycle in small group*, and work with peers, to create and label the life cycle, supported with pictures and key technical vocabulary, and using content-specific  vocabulary in complex sentence forms to complete an individual representation for their science notebook. Accommodation of Content (text, assignments, etc.) to all levels of English proficiency and evident in lesson plans

34 Effective Instructional StrategiesKey Vocabulary emphasized (introduced with pictures and displayed in the classroom environment)

35 Effective Instructional StrategiesSpeech appropriate for students’ proficiency level (rate, enunciation, and structure appropriate for each level of proficiency represented in the classroom)

36 Effective Instructional StrategiesA Variety of Techniques used to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body language)

37 Effective Instructional StrategiesActivities are Differentiated to level of proficiency for student according to WIDA standards and ELD proficiency levels for application in both content and language knowledge.

38 WIDA Language Proficiency Levels?My First Template Are all administrators and instructional personnel knowledgeable about the WIDA Language Proficiency Levels? 1 Entering words and pictures 2 Emerging simple sentences 3 Developing simple paragraph 4 paragraph Expanding 5 Bridging extendedpassages Emerging Reaching 2 6 simple sentences support

39 Family Engagement

40 Collaboration Families Teachers Principals District LeadersMy First Template Collaboration Families Teachers Principals District Leaders

41 The Dual Capacity-Building Framework for Family-School PartnershipsThe Dual Capacity-Building Framework for Family-School Partnerships was formulated using research on effective family engagement and home-school partnership strategies and practices, adult learning and motivation, and leadership development. Chapter 10 in the EL Toolkit pp. 4-5 The framework’s comes from the Dear Colleague Letter of January 2015 and the components include the following: The challenges (e.g., lack of knowledge about developing partnerships, and personal, cultural, and structural barriers) faced by both the school/program staff and the families for building effective home–school partnerships. The process conditions (e.g., linking partnerships to learning) and organizational conditions (e.g., systemic and sustained strategies) integral to the success of family-school partnership initiatives and interventions. The areas (e.g., skills, knowledge, networks, beliefs, values, and self-efficacy) that staff and families need to create, implement, and sustain family-oriented policy and program goals. A description of the capacity-building outcomes for school/program staff and families that support student achievement and school improvement.

42 Chapter 10 in the EL Toolkit pp. 4-5My First Template Many educators is that they have a strong desire to work with families from diverse backgrounds and cultures and to develop stronger home-school partnerships of shared responsibility for children’s outcomes, but they do not know how to accomplish this. Chapter 10 in the EL Toolkit pp. 4-5

43 Creating Systemic Change at the District Level for Family EngagementMy First Template Chapter 10 in the EL Toolkit pp. 4-5 Creating Systemic Change at the District Level for Family Engagement Research on promising practice in family engagement identify a set of process conditions that are important to the success of capacity-building interventions to support student achievement and school improvement. They are: Linked to Learning – Initiatives are aligned with school and district achievement goals and connect families to the teaching and learning goals for the students. Relational – A major focus of the initiative is on building respectful and trusting relationships between home and school. Developmental – The initiatives focus on building the intellectual, social, and human capital of stakeholders engaged in the program. Empowering participants to be confident, active, knowledgeable, and informed stakeholders in the transformation of their schools and neighborhoods. Collaborative – Learning is conducted in group rather than individual settings and is focused on building learning communities and networks. Initiatives that bring families and staff together builds social networks, connections between families and staff. Interactive – Participants are given opportunities to test out and apply new skills. Provide coaching and receive feedback from each other instead of teachers giving families a list of items and activities. Systemic – Initiatives are purposefully designed as core components of educational goals such as school readiness, student achievement, and school improvement Integrated – A district or school’s efforts to build capacity-building efforts are embedded into structures and processes such as training and professional development, teaching and learning, curriculum, and community collaboration. Sustained – Programs operate with adequate resources and infrastructure support

44 “I used to think … but now I know…”My First Template Chapter 10 in the EL Toolkit pp. 4-5 “I used to think … but now I know…” Many family and school initiatives focus solely on providing workshops and seminars for families on how to engage more effectively in their children’s education. This focus is just on families alone. Research suggests that partnerships between home and school can only develop and thrive if both families and staff have the requisite collective capacity to engage in partnership. Following the work of Higgins, the framework is broken down into four components – the 4Cs Capabilities – Human capital, skills, and knowledge. Staff has to be knowledgeable about funds available in the communities where they work. Families need to be knowledgeable about student learning and the workings of the school system. Connections – Important relationships and networks – social capital. Staff and families need to build cross-cultural networks built on trust and respect. The networks are: family-teacher, parent-parent; connections with community agencies and services. Confidence – Individual level of self-efficacy – staff and families need a sense of comfort. Cognition – Assumptions, Beliefs, and Worldview – Staff need to be committed to working as partners with families and must believe in the value of such partnerships for improving student learning. The Framework suggest that before effective home-school partnerships can be achieved, these four components of partnership capacity must be enhanced among district/school staff and families.

45 Link Initiatives to LearningMy First Template Chapter 10 in the EL Toolkit pp. 4-5 Link Initiatives to Learning Welcome and Invite Cultures After staff and families have built the 4Cs they will be able to engage in partnerships that will support student achievement and student learning. Staff who are prepared to engage in partnerships with families can: read from slide (first column) Families who, regardless of their racial or ethnic identity, educational background, gender, disability, or socioeconomic status, are prepared to engage in partnerships with school and districts can engage in diverse roles such as: read from slide (second column)

46 ACTIVITY DIRECTIONS: Number off 1-3 All the 1’s in a group, etc.My First Template ACTIVITY DIRECTIONS: Number off 1-3 All the 1’s in a group, etc. #1’s read The Challenge and Opportunity Conditions #2’s read The Challenge and Policy and Program Goals #3’s read The Challenge and Family and Staff Capacity Outcomes After reading come up with 3 ideas that may be implemented to build capacity for partnerships between School/Program Staff and Families. Share

47 What does Family Engagement Look Like in Practice?My First Template What does Family Engagement Look Like in Practice? Lower Impact Higher Impact Parents help on administrative tasks Goal-setting tasks Home visits Celebrations Regular, personalized communication Weekly data-sharing folders Fundraisers Back to school night Modeling of learning support strategies When you came up with activities to engage your families, where did it fall on the spectrum? Are your family engagement activities having a lower impact on student improvement or a higher impact on student improvement? Discuss Potlucks Parent-teacher conferences Interactive homework Positive phone calls home Classroom observations Performances & Showcases Parent help on learning projects School newsletters

48 Survey Monkey SAMUEL I Evaluation, September and October 2016 SurveyMy First Template Survey Monkey SAMUEL I Evaluation, September and October 2016 Survey https://www.surveymonkey.com/r/6WMK58X

49 Resources/ReferencesMy First Template Resources/References 2015 Alabama Course of Study: Science. Retrieved from Car, J., Sexton, U., & Lagunoff, R. (2007). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd Chapter 10 in the English Learner Tool Kit Retrieved from Ensuring Meaningful Communication with Limited English Proficient Parents (PDF, 1.26MB) English Learner Tool Kit. Retrieved from Holbrook , D.J. (2016). Civil Rights for English Learners with ESSA Updates [PowerPoint slides] Received from Alabama MEGA Conference, July 13, 2016 Partners in Education A Dual Capacity Building Framework for Family School Partners Retrieved from The Go To Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. Retrieved from

50 State Coach Michele Lee State EL Coach Region 7 Alabaster CityBibb County Chilton County Coosa County Homewood City Hoover City Mountain Brook City Pelham City Shelby County Sylacauga City Talladega City Talladega County Vestavia Hills City Region 9 (b) Alexander City Auburn City Bullock County Lee County Opelika City Tallapoosa County Tallassee City Region 5 Bessemer City Birmingham City Fairfield City Jefferson County Midfield City Region 11 Pike County Troy City Michele Lee State EL Coach

51 State Coaches Debbie Baeder Robin Stutts Susan Penton Krista WhatleyRegions 1 and 4 Regions 2 and 3 and Regions 10 and 11 Regions 6 and 8 and Parts of 5 – Leeds City, Tarrant City, Trussville City Parts of 6 – Attalla City, Jacksonville City, Piedmont City Parts of 9 – Barbour County, Chambers County, Eufaula City, Lanett City, Macon County, Phenix City Parts of 11 – Butler County, Henry County