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English Learners Home About Us Our Services Our Team Our Clients Our Partners Contact Us Site Map		Latino Students and English Learners Strategies to Improve Student Performance English learners are acquiring English and meeting grade-level standards, and Latino students are making progress toward closing the achievement gap in California schools and districts with large socioeconomically disadvantaged populations. Teachers and Principals from these elementary, middle, and high schools and district office administrators from these districts present specific information about curriculum, instruction and assessment approaches in the classroom and support systems outside the classroom that have resulted in impressive gains for this subgroup of students. Wesley Braddock, Principaland Teachers Susan Carreon-Jedlicka, and Missy Lawler, Sweetwater High School, Sweetwater UHSD, present what steps administrators and teachers took at this large, diverse school with a significant economically disadvantaged population to exit Program Improvement and support English Learners and Latino students. They explain how they targeted tenth grade students and provided a two-hour, in-school intervention block focused on standards tested on the CAHSEE. The principal also discusses his individual data chats with all the teachers in the school, and shares his master schedule. Emma Sanchez , Executive Director, Language Acquisition and Development Services and Support, and Jeffrey Thiel, Ed.D., Executive Director for Operations and Communications Services and Support, Chula Vista ESD, present the district-wide systems that have resulted in impressive student performance. Achievement through accountability, skilled leadership, and purposeful standards-based instruction will be the focus of discussion. Engagement, learning, and accountability for student results will be featured as key characteristics of the District’s systemic effort to ensure student success. Lee McPeak, Principal, Andros Karperos School, and Brian Gault, Principal, Gray Avenue Middle School, Yuba City USD present information about key components of ELD instruction and how they monitor implementation with walkthroughs. They describe the culture of collaboration fostered by professional learning communities, with the emphasis on data analysis. They also explain how the system of in-school interventions for English Learners is designed. Dr. Abimola Ajala, Associate Superintendent, Compton USD and Umar Baba, Principal, Rosecrans Elementary School, present how having the right vision, the right strategic plan, the right resources and the right leadership have resulted in significant gains for their students. Mr. Baba reports on systematic efforts to support parents, create a safe learning environment, hold students accountable for their learning, and help teachers build their capacity as effective instructors. Collaboration among teachers, and frequent analysis of data are keys to success for this Title I Achievement School. Kevin Jamero, Principal; Estella Garcia-Valencia, Teacher; and Rosa Zavala, Director of Categorical Programs, Santa Fe High School, Whittier UHSD present how their emphasis on professional learning communities has lead to outstanding performance. They explain how they have structured the day to allow for in-school intervention classes and tutoring sessions. They report on the ELD professional learning community that meets monthly, and they share information from the binder of effective instruction approaches created by the teacher group. They also explain how the district supports the focus on achievement, and they report on the strategic teacher placement approach. Gabriel Griego, Principal; Martha Arcero, Assistant Principal; and Teachers Wendy Anson, Shirley Burns and Teresa Garcia from Torch Middle School, Bassett USD, present how the high degree of collaboration among administrators, teachers, staff members and parents contributes to the high performance of Latino students and English Learners. They describe how walkthroughs support their focus on effective instruction in the classroom. They explain the important role professional learning communities play in improving student performance and they report on how they outreach to parents. Jeanie Cash, Assistant Superintendent for Educational Services, Placentia-Yorba Linda USD, presents the district’s system-wide English Learner program. She describes the key elements of effective instruction that form the foundation for the system, and the professional development and coaching support that provide the guidance and direction necessary for full implementation. Jeanie will be assisted by Ann O’Rourke and Dorie Staack, Directors who have been intimately involved with the ELD Program since its inception. Rafael Placentia, Principal of Topaz Elementary School, reports on the specific steps he and the teachers at his school take to provide effective English Learner instruction. He describes the demographic characteristics of the students and reports on their impressive academic achievement. Sergio Robles, Senior Director of Special Projects, Hueneme ESD; Irma Villanueva, Principal; and Gloria Valdez, Literacy Coach, Larsen Elementary School present information about the school’s rigorous academic program, high expectations for students, monitoring of student progress through benchmark and other assessments, strong intervention programs before, during and after school, collaboration within the grades and across the grades, a strong English Language Development program, a structured Late Transition program for students transitioning from instruction in Primary Language (L1) to English (L2), strong parent involvement and a school culture of learning. Francisca Sanchez, Associate Superintendent for Academics and Professional Development, San Francisco Unified School District discusses services to English Learners that include proper identification and placement, instruction, professional development, parent outreach, and evaluation. Her district commits to promote language/literacy development and academic content instruction that closes the achievement and access gaps; increases college-going rates; builds 21st century skills and capacities; and achieves high levels of parent satisfaction and support. Pamela Seki, Director of Curriculum, Instruction, and Professional Development, Robin Samana, Director of Elementary Schools, and Christopher Lund, Ed.D., Principal, Roosevelt Elementary School, Long Beach Unified School District present their district's systematic support for Elementary age English Learners to achieve academic success. They highlight the analysis of data, instructional strategies, and differentiation within the system. Dr. Angel Barrett, Principal; Steven King, Bilingual Coordinator; and Silvia Lopez, Teacher from Plummer Elementary School in the Los Angeles USD present how they target students for interventions. They report on the tools they use to assess student performance, and model how they conduct discussions about individual students. They also report on the key elements of effective instruction that the emphasize at their school. Dr. Kenneth Magdaleno, Assistant Professor, California State University, Fresno and former California Middle School Principal of the Year, focuses on the importance of establishing schools where all students are expected to, and do, succeed. He discusses key elements in building an asset-rich learning culture where educators know, and build on student assets rather than dwell on perceived deficits. Brett McFadden and Sherry Skelly Griffith, Association of California School Administrators, report on recent developments regarding the five percent of schools in California designated as persistently low-performing. They describe the four intervention models: Restart, Turnaround, Transformation, and Closure. They explain the guidelines for the School Improvement Grant (SIG) funding for these schools. They suggest how to prepare for challenges that may result from the reauthorization of the Elementary and Secondary Education Act. They report on the Governor's January budget proposal that calls for removing statutory and regulatory barriers pertaining to teacher seniority and substitute costs. They highlight elements of the recently enacted SBX5 1 and SBX5 4 that provide for open enrollment, school reforms triggered by parents, alternate credential programs and new academic content standards that are internationally benchmarked. All of these initiatives may have significant impact on schools and districts as they continue efforts to close the achievement gap. Total School Solutions (TSS) is working with other schools to identify quality programs and excellent presenters and will be updating the information about workshops as it becomes available. Date, Time & Location Thursday, March 25 Registration: 8:00 AM Workshop Time: 8:30 AM - 3:30 PM Hilton, Ontario Airport 700 North Haven Avenue, Ontario, CA 91764-4902 (909) 980-0400 Click here for room reservation at group (discount) rates (Group rates available until February 26) Cost $195 per person (until March 15, 2010)); $265 after March 15 (subject to space availability) Cancellations prior to March 12, 2010 will be subject to a $50 fee. Cancellation after March 12th and "No Shows" will be subject to the full registration fee. All materials included Breakfast and lunch included Registration To register for this workshop, submit the registration form online, email to workshops@totalschoolsolutions.net, or fax the form below to (707) 422-6494: Registration Forms

Latino Students and English Learners

Strategies to Improve Student Performance

English learners are acquiring English and meeting grade-level standards, and Latino students are making progress toward closing the achievement gap in California schools and districts with large socioeconomically disadvantaged populations.

Teachers and Principals from these elementary, middle, and high schools and district office administrators from these districts present specific information about curriculum, instruction and assessment approaches in the classroom and support systems outside the classroom that have resulted in impressive gains for this subgroup of students.

Wesley Braddock, Principaland Teachers Susan Carreon-Jedlicka, and Missy Lawler, Sweetwater High School, Sweetwater UHSD, present what steps administrators and teachers took at this large, diverse school with a significant economically disadvantaged population to exit Program Improvement and support English Learners and Latino students. They explain how they targeted tenth grade students and provided a two-hour, in-school intervention block focused on standards tested on the CAHSEE. The principal also discusses his individual data chats with all the teachers in the school, and shares his master schedule.

Emma Sanchez , Executive Director, Language Acquisition and Development Services and Support, and Jeffrey Thiel, Ed.D., Executive Director for Operations and Communications Services and Support, Chula Vista ESD, present the district-wide systems that have resulted in impressive student performance. Achievement through accountability, skilled leadership, and purposeful standards-based instruction will be the focus of discussion. Engagement, learning, and accountability for student results will be featured as key characteristics of the District’s systemic effort to ensure student success.

Lee McPeak, Principal, Andros Karperos School, and Brian Gault, Principal, Gray Avenue Middle School, Yuba City USD present information about key components of ELD instruction and how they monitor implementation with walkthroughs. They describe the culture of collaboration fostered by professional learning communities, with the emphasis on data analysis. They also explain how the system of in-school interventions for English Learners is designed.

Dr. Abimola Ajala, Associate Superintendent, Compton USD and Umar Baba, Principal, Rosecrans Elementary School, present how having the right vision, the right strategic plan, the right resources and the right leadership have resulted in significant gains for their students. Mr. Baba reports on systematic efforts to support parents, create a safe learning environment, hold students accountable for their learning, and help teachers build their capacity as effective instructors. Collaboration among teachers, and frequent analysis of data are keys to success for this Title I Achievement School.

Kevin Jamero, Principal; Estella Garcia-Valencia, Teacher; and Rosa Zavala, Director of Categorical Programs, Santa Fe High School, Whittier UHSD present how their emphasis on professional learning communities has lead to outstanding performance. They explain how they have structured the day to allow for in-school intervention classes and tutoring sessions. They report on the ELD professional learning community that meets monthly, and they share information from the binder of effective instruction approaches created by the teacher group. They also explain how the district supports the focus on achievement, and they report on the strategic teacher placement approach.

Gabriel Griego, Principal; Martha Arcero, Assistant Principal; and Teachers Wendy Anson, Shirley Burns and Teresa Garcia from Torch Middle School, Bassett USD, present how the high degree of collaboration among administrators, teachers, staff members and parents contributes to the high performance of Latino students and English Learners. They describe how walkthroughs support their focus on effective instruction in the classroom. They explain the important role professional learning communities play in improving student performance and they report on how they outreach to parents.

Jeanie Cash, Assistant Superintendent for Educational Services, Placentia-Yorba Linda USD, presents the district’s system-wide English Learner program. She describes the key elements of effective instruction that form the foundation for the system, and the professional development and coaching support that provide the guidance and direction necessary for full implementation. Jeanie will be assisted by Ann O’Rourke and Dorie Staack, Directors who have been intimately involved with the ELD Program since its inception. Rafael Placentia, Principal of Topaz Elementary School, reports on the specific steps he and the teachers at his school take to provide effective English Learner instruction. He describes the demographic characteristics of the students and reports on their impressive academic achievement.

Sergio Robles, Senior Director of Special Projects, Hueneme ESD; Irma Villanueva, Principal; and Gloria Valdez, Literacy Coach, Larsen Elementary School present information about the school’s rigorous academic program, high expectations for students, monitoring of student progress through benchmark and other assessments, strong intervention programs before, during and after school, collaboration within the grades and across the grades, a strong English Language Development program, a structured Late Transition program for students transitioning from instruction in Primary Language (L1) to English (L2), strong parent involvement and a school culture of learning.

Francisca Sanchez, Associate Superintendent for Academics and Professional Development, San Francisco Unified School District discusses services to English Learners that include proper identification and placement, instruction, professional development, parent outreach, and evaluation. Her district commits to promote language/literacy development and academic content instruction that closes the achievement and access gaps; increases college-going rates; builds 21st century skills and capacities; and achieves high levels of parent satisfaction and support.

Pamela Seki, Director of Curriculum, Instruction, and Professional Development, Robin Samana, Director of Elementary Schools, and Christopher Lund, Ed.D., Principal, Roosevelt Elementary School, Long Beach Unified School District present their district's systematic support for Elementary age English Learners to achieve academic success. They highlight the analysis of data, instructional strategies, and differentiation within the system.

Dr. Angel Barrett, Principal; Steven King, Bilingual Coordinator; and Silvia Lopez, Teacher from Plummer Elementary School in the Los Angeles USD present how they target students for interventions. They report on the tools they use to assess student performance, and model how they conduct discussions about individual students. They also report on the key elements of effective instruction that the emphasize at their school.

Dr. Kenneth Magdaleno, Assistant Professor, California State University, Fresno and former California Middle School Principal of the Year, focuses on the importance of establishing schools where all students are expected to, and do, succeed. He discusses key elements in building an asset-rich learning culture where educators know, and build on student assets rather than dwell on perceived deficits.

Brett McFadden and Sherry Skelly Griffith, Association of California School Administrators, report on recent developments regarding the five percent of schools in California designated as persistently low-performing. They describe the four intervention models: Restart, Turnaround, Transformation, and Closure. They explain the guidelines for the School Improvement Grant (SIG) funding for these schools. They suggest how to prepare for challenges that may result from the reauthorization of the Elementary and Secondary Education Act. They report on the Governor's January budget proposal that calls for removing statutory and regulatory barriers pertaining to teacher seniority and substitute costs. They highlight elements of the recently enacted SBX5 1 and SBX5 4 that provide for open enrollment, school reforms triggered by parents, alternate credential programs and new academic content standards that are internationally benchmarked. All of these initiatives may have significant impact on schools and districts as they continue efforts to close the achievement gap.

Total School Solutions (TSS) is working with other schools to identify quality programs and excellent presenters and will be updating the information about workshops as it becomes available.

Date, Time & Location

Thursday, March 25

Registration: 8:00 AM

Workshop Time: 8:30 AM - 3:30 PM

Hilton, Ontario Airport

700 North Haven Avenue, Ontario, CA 91764-4902

(909) 980-0400

Click here for room reservation at group (discount) rates

(Group rates available until February 26)

Cost

$195 per person (until March 15, 2010)); $265 after March 15 (subject to space availability)
Cancellations prior to March 12, 2010 will be subject to a $50 fee.
Cancellation after March 12th and "No Shows" will be subject to the full registration fee.
All materials included
Breakfast and lunch included

Registration

To register for this workshop, submit the registration form online, email to workshops@totalschoolsolutions.net, or fax the form below to (707) 422-6494:

Registration Forms