Quality Teacher & Education Act Impact & Innovation Awards 2013

IMPACT STRATEGY #1
1. Targeted District Goal: We will ensure that every student has access to quality teaching and learning regardless of background, neighborhood and income level. 2. Those Impacted: We made great progress in closing the achievement gap for our students who are English Learners and/or Latino in both math and ELA as evidenced on the CST. 3. Strategy #1 Collaboration Structures: Our grade-level teams engaged in more robust collaboration structures including bi-monthly grade-level collaboration meetings and grade-level half-day releases to analyze the results of student CLA data. These were done using the Results-Oriented Cycle of Inquiry model and entailed teacher choosing at least one English Learner as a focal student as well as developing collaborative reteaching calendars within each grade-level based upon CLA and/or other data. 4. Achievement: These measures contributed significantly to the growth our English Learner and/or Latino students made in closing the achievement gap at our school as evidenced in the 2013 STAR data below. Our students posted significant increases in both ELA and math: Students who are English Learners: 2013 ELA Proficiency Rate: +5.7% (compared to +1.2% for non-EL students) 2013 Math Proficiency Rate: +9.7% (compared to +7.1% for non-EL students) 2013 English Learner API: +38 points Students who are Latino: 2013 ELA Proficiency Rate: +13.7% (compared to +4.5% school-wide) 2013 Math Proficiency Rate +13.7%...Yes it is the same growth for both, this is not a typo (compared to +8.9% school-wide) 2013 Latino API +51 points

IMPACT STRATEGY #2
1. Targeted District Goal: We will ensure that every student has access to quality teaching and learning regardless of background, neighborhood and income level. 2. Those Impacted: We made great progress in closing the achievement gap for our students who are English Learners and/or Latino in both math and ELA as evidenced on the CST. 3. Strategy #2 Ongoing Focus on Differentiated Instruction: For the past three years, Sunnyside has made concerted efforts to increase & enhance differentiated instruction site-wide. These efforts have certainly contributed to our closing achievement gap for students who are English Learners and/or Latino. ELD at Sunnyside is a specific timeblock where students are grouped for instruction differentiated by their level of English acquisition. SDAIE strategies are methods of differentiating instruction within lessons to increase comprehensible input for English Learners. These have been highlighted in our work around differentiated instruction as the staff-selected PD focus three years
1

Quality Teacher & Education Act Impact & Innovation Awards 2013 ago. Our ongoing work included a team effort between Sunnyside, Sunset, and Commodore Sloat elementary schools to collaborate across schools to enhance DI in each. Our teaching faculties met on four occasions in 20112012 focused DI concepts as detailed by the noted author, Carol Ann Tomlinson. The fruit of this collaborative work continues to flourish at Sunnyside for students who are English Learners and/or Latino as it informs our current work shifting to the CCSS and engaging in curriculum mapping. Our work concerning where, when, and how to differentiate for these sub-groups has certainly impacted their learning as well as our ability to serve these and all of our students. 4. Achievement: As above