A Look At Learning (A.L.L.)
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Showcase
Salinas Union High School District
April 30, 2015
Our Team
Tim Vanoli, Superintendent
Dan Burns, Associate Superintendent
 Blanca Baltazar-Sabbah, Director of Educational Services
 Leticia Lopez, District Lead Instructional Coach
 Alma Saucedo, ELD Curriculum Specialist/Instructional Coach
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Middle School EL Specialists: Guillermo Arenas, El Sausal, Sam Benish,
Washington, Margarita Cardenas, Harden, Dr. Marisela Cerda, La Paz
High School EL Specialists: Melissa Bowen, North Salinas, Rosalina
Cabrera, Alisal, Patricia Cardona, Salinas, Marc Tejeda, Everett Alvarez
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Demographics
● Total enrollment 14,200
● ELs: 3,514
o Long-Term ELs: 85%
o Newcomer ELs: 15%
● RFEPs: 6,040
A Look at Learning Showcase 2015
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Our Journey
2007-08
a
•EL Catch Up
Plan
•Title III Plan
2008-09
•EL student
placement
flowchart
2010-11
•SCCOE
Partnership
•GRR/CM
Initiatives
2012-13
•Instructional
Coaching
•Common
Core
Transition
2014-15
•Systematic
ELD
•Explored
ELA/ELD
Framework
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Research Guiding Our Work
 Instructional Coaching: A Partnership Approach
(Knight, 2007)
 Reparable Harm (Olsen, 2010)

Improving Education for English Learners:
Research-Based Approaches (CDE, 2011)

Unmistakable Impact (Knight, 2011)
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Research Guiding Our Work
 Instructional Coaches and the Instructional
Leadership Team (Spalding & Smith, 2012)
 Cognitive Coaching Seminars Foundation
Training Learning Guide 10th edition (Costa
& Garmston, 2014)
 ELD/ELA Framework (CDE, 2014)
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Signature Practice: Instructional Coaching
Systematic
ELD
GRR/CM
Instructional
Coaching
Common Core
State Standards
GRR = Gradual Release of Responsibility
CM = Constructing Meaning
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Instructional Coaching
 A.L.L. provided framework for Coaching Model
 Monthly IC collaboration to refine our practice
o A.L.L. Training with Yee and Denise
o Cognitive Coaching
o Communication Skills
o Introduction to Systematic ELD for E.L. Specialists
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IC Collaboration
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ELD 1- Middle School
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ELD 2 – Middle School
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ELD 2 – High School
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Lessons Learned by Coaches
We must:
 Internalize the A.L.L. Observation Cycle
process
 Use a checklist to guide the sequence of
implementing the A.L.L. Cycle
 Deepen our knowledge of Systematic ELD
 Increase planning time!
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Lessons Learned by Teachers
Mr. Cortez, ELD 2
“Looking back on
my lesson, I
realized that I
need to make
the information
more relevant
and
meaningful. I
feel that my
students were
not challenged
enough.”
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Lessons Learned by Teachers
Mr. Cano, ELD 2 High School
“The next time I teach Sarah Plain and Tall I will focus on
creating lessons which have more precise language goals
that align with what we are working on in the grammar
book such as pronouns, adverbs, and verbs in the future
tense.”
“I would like to continue training in Systematic ELD and
working alongside coaches.”
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Lessons Learned by Teachers
Mr. Ross, ELD 1 Middle School
“During the Guided Practice, I was going to place the tools for each “career” in
the pocket chart mixed up, but still under the right category, “tools.” I
realized this was nearly useless for the students. Instead, I used it as an
opportunity to get reading/pronunciation practice with vocabulary they
would encounter in the partner practice phase. So I had students read the
word, and gave each student a vocab card. In the end, each student had two
cards.”
“I want to be able to better differentiate my instruction. I want to better use the
available materials from our curriculum (Inside) so that students can have
quick access to ready-made practice that is appropriate to their level and
independent.”
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Next Steps
 Coordinate a district A.L.L. Cycle for ELD
teachers who are singletons at their site
 Work with more than one ELD teacher at a
time (groups of 2 or 3)
 Create a bank of exemplary lessons & videos
 Create online communities for teachers to
share resources
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CCSS Literacy Implementation Plan
Salinas Union High School District
CCSS Literacy Implementation Plan
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