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tv   [untitled]    April 3, 2014 5:30am-6:01am PDT

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we have the l a scores we look at those scores over grades you'll see we find those trajectories are relative to the state average the state average is relative with the state pathway they overlap well but most clearly similar to the alondra finding the = lrngs starter is below their state average their trajectories flow at a rate that by 7th grade their scoring below their peers in all the other 3 pathways. in addition the bilingual pathway while it appears flat it is a similar trajectory especially noteworthy because in
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spend large amounts of structural time is not detrimental to air language learning. this is similar it look at the latino e l we find a similar paper there is a dual pathway that starts below their peers and the other 3 pathways below the average in second grade but by 7th grade they catch up to and score slightly below their peers in all the 3 pathways as well as the state average. what this graft looks like chinese ls we not that aside from the pathway differences regardless of the pathway in the chinese they grade slightly
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above the average but if you look like pathways difference and for the which they think so e ls the upper trajectory of the dowel immersion indicate that = ls in the chinese ls grow faster than the average student for example, the dowel e merng they catch up to and score the bilingual maintenance program. interesting that relative to latino e ls the chinese farewell as well in the english. so, now inning i'm going to talk about math trajectories. so those trajectories are again similar to the ones we saw for english language art on the ax excess you'll see the x act
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excess we notice regardless of the pathway e ls in san francisco are scoring about the state average in most grades but the time is regardless of the pathway. and what we noticed especially those dual emergence program grow at a rate that is xhicht be with the state anchorage the lines track each other so the e ls are growing faster than the e ls in other pathways. this graft is for latino e l and the consistent pattern brown brown above the state overcame is for two pathways so the
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latino e l while the tyrannical is reversed they're growing slower and finally for the which they think so regardless of the pathway the chinese e ls are growing substantially above the state level and the proficiency is around 350 in math i mean in many of the pathway their scoring in the advanced ranges in all grades. we see that simply that is in the english pathway and the download emergence pathway their tracking with the state average of the infusion, of course.
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>> so how it it if you're using those finding i'm going to talk about the data part and christen will tell us about the program. when it comes to the data we are making more detailed information for our schools we're not only able to track the e l but able to talk about the comparison group within the school and the same and how it performs in the district. so again 0 those are some slow down that we have available. since this is the season for school action plans you'll see that from preto post with those do not schools are able to be more specific about their strategies within their pathway.
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and here are examples of two schools how it was before the data was given and as a result of data how the eye strategies within their pathways. just an example of the data of the school action plans. i'm going to turn it over to christen for program impact >> we're continuing to expand the respectable and that's been critical one could he finding is there a gap between the achievement of which they think so and latino students it's reflective of the sate state and across the country we're being proactively to recruit to staff the pathway expansions to make sure we have teachers that have
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the high-level proficiency we need to expand the pathway. professional development is a really important and key to provide those opportunities at each site that's working towards building their pathway and be able to effectively support the teachers. materials is also role critical to identify and the assessments lion to the core cripple. it's different right now with the common core standards we have to insure wisconsin we have the right materials. and we have one the very few district that have a cantonese and today, you've learned about the latino and other languages but testified a lot of the publishes only provide materials
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in spartan. so overtime we're asked and required to develop our own materials. of course, we need to insure with all of the pathways are transitioning to the new standards that will increase the rigor of the dedicated english development for english lower thaners. one thing we're doing as well is really providing opportunity for parents and guardians to understand the community and family asked for the study maybe 5 or 10 years ago we're finally have an opportunity to share the finding so the first step we held a language pronounced on january 29th and had the flyers to get the feedback we received a lot of feedback making the
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documents more friendly and using those flyers or the reiteration of the grafts for the parented. a common question that a lot of our families ask is how will it impact my child and the target language. thank you >> at this time if there's many questions or comments from the board members? are. >> wow. that's a lot of information. >> i'm a little bit confused by the two different ways of murray
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the english proficiency if you're scoring proficient on vs. our own clarification that's a higher standard so what is it i mean how are the two different measurements used and where are they meaningful you said that san francisco seems to have a higher standard of reclassification why where does that come from. >> reclassification includes 3 main crazy the california test and the c s t and the teacher proportion so the slides in english proficiency was looking at the results. so the difference is that, you know, one is really narrowly looking at one clarification and really being able to formerly
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reclarify from english status to english proficient >> so then essentially the little e l box gets unchecked but i'm saying do we use a more rigorous standard if our reclassification. it's comparable so when we did the recent study we looked at other district to right now the initiative disdain is at 324 is the mid basic and self-proficiency of overall 4 and 5 we allow flexibility in fixture grade and above we looked at the base level and that's in line with the state guidelines and other district we include an additional teacher elevation to make sure they're
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ready for reclassification. so the teacher reelevation is there boundary line and they've got a 5 on so the elevation puts you over the top. >> can i add california recommends the inclusion of both english proficiency outcome academic outcomes and teacher opinions. however, some other states don't function that way some other states are purely built on a english proficient tested so california is different there's other states like california but not every state. so that's a more rigorous standard in california or other states. it depends on on where the thresholds are set but i'll say
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there are debates within the fold to include the other criteria there's arguments both 0 for or against >> it shouldn't be any different that's what we agriculture about. >> commissioner wynns i want to ask those what you've showed us charges us to the statewide overcame do we have any way of knowing how our kids with doing. >> do we care the answer is yes but. >> do we care yes can we find
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out no, the state doesn't publish the data and in particular not publish them desegregated by kids in kindergarten so it will have lots of e ls that are higher scores it's odd dependence on when districts reclarify students to the state doesn't reproduce so we have no way of getting them. >> we have 3 kind of language program we have is not comparable to other school districts so is there do we have discusses about that seek that kind of data in some other form in our discussions are relationships with other school districts is there anything we
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can learn from that anyone want to talk about that. i mean this is interesting data but we're comparing ourselves to ourselves. i have one thought this research fits into a large body of research that locks comparatively about outcomes and the 0 modern english programs. our,of course support prior research on this but prior researcher is not as strong as this research because it's not longitudinal and it's a great opportunity to look at san francisco unified data that research concludes that you see small to moderate benefits of
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two language instruction over english only instruction. >> thank you. >> of e l specifically that's right and commissioner. i want to thank the team for this role great data. i'm a san franciscan myself and see rigor when i see it, it's tremendous to have this level of data over this many years and i think overall this is a good news picture of 90 percent of our e l students reaching proficiency by the 7 letting grade 85 percent being reclassified but i think there's needs to be a lot of discussions around the achievement gap echo in this data.
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i wanted to understand superficially the thoughts behind that and secondly, the downward trend is that because the math test are higher in the higher grades i wasn't expecting to see the downward trend. the map in general the c s t is a new scale every grade so it is no necessarily reflective of the scores dollars misinforming so much as the grade to gated so the statewide average is indicating how it is first of all, in each grade >> you know 350 is kind of a number that somebody has to make up with what counts as a 3
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hundred on a c s t they make up new numbers and it the standards get set determines what 350 is so the stunt learning more and more math each other sees their scores going down but you shouldn't see it as kids are lulgz scores it's a test scale. >> professor do you have any theories about the gaps between the chinese e ls. there are any possible areas but we can't do much that the dictated available to explain what latino e l are scoring lower than which they think sospectro folks. those are beyond the data but
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suggest the dignifies between family background in terms of the parents education or thoipz that can be supportive and help students achieve above and beyond. the possibility that the structural programs are implemented differently in the spanish and the which they think sospectro program we don't have many i way of assessing that or maybe kids are getting different outside of school like tutoring or other activities outside of schools as many chinese students do. so i doubt it's all mostly about what is happening inside of
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school the ethnic differences and the school factors in shaping those but some in school factors without better information it's hard to say in san francisco how much the disparity is due to the educational environment in schools and due to the school environment >> one other thing that christen asked me to mention as part of the study we conducted studies with the principle district officials and teachers and we're currently analyzing the data and one of the topics we've discussed is the achievement gap between the latino and chinese learner students. >> commissioners? >> thank you.
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>> so this is i'm role glad to see this ooich i've been interested in seeing this broken down at least i think there's a lot of antidoteal studies both my kids went through the language program and if the program is implemented properly the outcomes can be tremendous and we also talked about our e ls out performed in 11th grade the data speaks to the direction they're going in and for the e l families it's hard to believe that can that be true because they're not learning even english until the second grade so you can't see the true results until much later i want
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to appreciate the data you've presented and you building it's fair and hope it's fair but we recognize that are families that structural that in those situations and as a school district we need to address how we work with our families and development the programs and the information we want to be able to provide them we're socialization better then we were 5 to 7 years ago when we were not able to articulate the difference between early exist and late exit and not clarifying our students properly. you know, which made me wonder as we started to do this how were you able to do this when we are not clarifying our students in the first place.
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we - i've been asking for this for a long time it's been difficult to get we've had everything lumped in as bilingual but in the proper programs they were in so tell me why i'm eager to hear why >> it was a cds of thinking that the down to teachers and numbers and what classes the teacher taught down to course numbers for the high school leveled to match up every piece of data. >> and we're fortunate we had the grant. >> yeah. the process - >> that's really, really impressive we wouldn't talk about this it was also sounding fudged. and i'm curious in terms of, you know, just in thinking about
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what this about look like in the 11 dpraid and the trajectory it that something we're president and thinking about doing? >> yes. we've done many analyze elondra looking the reclassification rates at 11th grade. the cohorts of kids entering in 2002 by 2013 they're in the 11th grade those are small numbers and whatever kids went through whatever programs they were in 5 to 8 years ago the conclusions are about the way those programs worked sometime ago and the evolution of the programs might make those somewhat relevant but we have results in the parents
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basically in the reclassification afro-through the tyrannical to continue the bilingual program and to teaspoon their rates of continuation. >> that's correct it's basically, the same parents when you look at the higher grades. sometimes the cross over the advantage you see in the two language program happens later and looking at closely at the day the reason is there's been progress in the outcomes of the two los angeles programs in the recent years so if i look at the years in which we have parental choice data we see the cross over happening even earlier but whether we stop at 7 the or
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leveling grade there's an initial advantage it disappears overtime in the language program >> i'm curious around particularly after hearing from the two programs some of the decisions we want to make go forward and this information will help us. i'm curious i know we've struggled with content and materials is it helpful now having this information, you know, access to technology in our classrooms in terms of being able to using the action seize for our resources for the classroom and those resources don't exist i remember we remember translating our own is to have for a long time and that's obviously not proficient.
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>> we're constantly looking at other districts that are in the same situation just currently inform the coroner pathway you know, we had a confidence because we had a similar pathway to join forces with other district we're facing common cord like was mentioned publishers only look at programs that are going to yield for money for them. again looking at other districts we're again looking at, you know, just anywhere we're looking at other countries as well to look for material. we've brought our psa together for the teachers to create some of the materials in the meantime but that's something we've
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struggled that. one last question we were not looking at the new come forward but has it made a difference when we took our new conforms and put them into schools mainstream having them in our homes separately did it change the movement of the academics >> unfortunately, because wisp focused on the students entering in kindergarten there were never enough students entering candid we started the new comers path so we've never done any real analysis of the new comers. >> this is my last question are rethinking at all but we have
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that do not available. >> oh, i'd like to see that. >> we run that data. >> did it look better. >> yeah. >> go. >> definitely greater access to credits and it increases self scores so everything is motivational as we hoped. >> so then with my other colleagues just the disparity between our latino and exchange students did we look at all the pre k and our kids that have is a pre k experience and whether or not it was helpful and how they're coming in. >> we didn't have the data. >> thank you so much for the work it's incredible and i appreciate the energy you put
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into it. >> more comments. >> i have another question i know not everybody's had their chance to ask questions. >> i have a comment thank you for this study what it shows any is sort of there's a how many gap and a lot of work to do. and what i also would like to see the dowel emergence students to have data to compare to the countered parrots if we only compare e ls with e ls never compare them where e os the gap will be persistent for