Welcome and Opening Remarks

BACKGROUND: There is a critical need for improved prognostic discrimination in patients with renal cell carcinoma (RCC) given the increasing awareness that some patients may be managed with active surveillance, while others with higher-risk disease might benefit from adjuvant therapy following surgery. OBJECTIVE: To determine whether a multigene proliferation signature predicts long-term oncologic outcomes in surgically resected RCC. DESIGN, SETTING, AND PARTICIPANTS: The cell cycle proliferation (CCP) score was determined after radical nephrectomy for localized clear cell, papillary, or chromophobe RCC in 565 patients. OUTCOME MEASUREMENTS AND STATISTICAL ANALYSIS: The primary end point was disease-specific mortality (DSM), and disease recurrence was a secondary end point. Association with outcomes was evaluated by Cox proportional hazards survival analysis. The CCP score was compared with the Karakiewicz nomogram, and a composite (R-CCP) score was developed. RESULTS AND LIMITATIONS: A total of 68 patients (12%) recurred and 32 (6%) died of disease within 5 yr of nephrectomy. The CCP score was an independent predictor of recurrence (hazard ratio [HR] 1.50, 95% confidence interval [CI] 1.07-2.09) and DSM (HR 2.49, 95% CI 1.53-4.04) after adjusting for clinical variables using the baseline nomogram. The composite R-CCP Kaplan–Meier plots showing (A) cancer-specific mortality and (B) cancer recurrence over time stratified by CCP score category for the entire patient cohort (p < 0.001 for both outcomes). (C) Patients are stratified by the prespecified combined R-CCP score risk groups, with high-risk patients demonstrating a greater likelihood of cancer-specific mortality (p < 0.001). CCP = cell cycle progression.


English language developmentintegrated and designated Integrated Designated
Lessons and practices that support English learner students' language development within subject-matter teaching and learning throughout the day and across disciplines.
Takes place during a protected time of day to support the explicit development of English language knowledge, skills, and abilities.

Participant goals
• Learn about effective district and school leadership practices and how these practices can support English learner students and ELD.
• Learn how New Mexico districts are addressing ELD as a comprehensive system that incorporates both integrated lessons and designated lessons.
• Consider insights, ideas, and implications for administrators in developing structures and policies that can support effective ELD for English learner students in classrooms across New Mexico.

Fast facts
• About 5 million of the 35.4 million public school students are considered English learner students.
• The English learner student population has been the fastest growing group in the past 18 years, with a growth rate of 105 percent.
• The majority of English learner students are U.S. citizens.
• The percentage of English learner students varies by community: • 14 percent in urban schools • How can we do better to improve the learning and prospects of students for whom English is not a first language?
• What can we, as state-level and school-level leaders, do to improve student success? Ballantyne, Sanderman, & Levy, 2008;Branch, Hanushek, & Rivkin, 2009 Four levers for success based on research literature reviews and standards: • Program: Leaders help ensure that a comprehensive ELD system is in place, monitored and continuously improved. • Manage change: Leaders set the pace for schoolwide change through their priorities, policy interpretation, and planning. • Supply: Leaders locate and retain teachers to support students and serve as colleagues working on curriculum and instruction. • Advocate and inform: Leaders' responsibilities include communications within and beyond the school.

Title Subtitle Definition Designated
Designated learning time takes place during a protected time of day to support the explicit development of English language knowledge, skills, and abilities.
Integrated Bilingual Content areas are taught in two languages by teachers, thereby supporting language development.

Dualimmersion
Content areas are taught to all students in two languages, thereby supporting language development in speakers for whom English is the first language and for whom English is not the first language.
Translation support Content is provided in English with support from a teacher. Clifford Integrated approaches to ELD require formal and informal relationships among educators to administer properly. The system of support of ELD programs is distributed, meaning that schools need supportive structures for educators across disciplines and grade levels to coordinate service, exchange ideas, and focus on improving systems.
Principals and instructional leadership teams will not be able to do this work alone.
Each district will talk about its approach to ELD today, and you will hear similarities and differences in their approaches.
When considering ELD or any change processes, you might consider a framework for school leadership.

Structural
What procedures or rules must change? How will roles change? How will our mission change? How might we change space/time use? How urgent is the change for us?

Human Resources
How well do current skills match program implementation requirements? How will the change affect relationships among staff? What are our learning, monitoring, and support needs? How can we align what we must do for kids with our current capacity?

Political
How might this approach shift power in the school? What are the possibilities for conflict and cooperation? How will we work with opposition and ardent supporters? How will we communicate in ways that people hear? Symbolic How will our culture change? What rituals will this disrupt, what rituals support, and what rituals need development?
What new stories will be told, and how can they be told?
Research also tells us that teachers are not adequately prepared to lead ELD classrooms and that English learner student teacher supply is challenging in many states.
• Nationally, 39 of 50 states reported teacher shortages for English learner students in the past six years.
• New Mexico reported teacher shortages in 22 of the past 26 years.
• These teacher shortages vary by school location, with rural districts reporting more frequent shortages.

Research tells us that principals strongly influence teacher decisions to join/leave schools or pursue advanced certifications.
The most effective teachers for English learner students have technical and practical skills in supporting learners.
• Technical skills in linguistic development, progress assessment, language integration with academic attainment, ELD standards design.
• Practical skills in establishing learning environments, relating to students from different cultures/life circumstances.

Teacher supply
Questions for consideration: • How can you ensure that teachers are prepared to lead ELD?
• Who will champion teacher support, if not you?
• What will you do to support practical and technical skill development among teachers?
• What do your teachers need, and how will you know?

Context on students in Rio Rancho Public Schools
• There are 17,006 students enrolled in 18 schools at our district.
• Of those students, 777 are English learner students.
• Our English learner students speak about 17 different languages.
• Information on the racial/ethnicity background of our English learner students: We strive for 100 percent of our teachers to support and serve our English learner students. • Our bilingual teachers and world language teachers offer instruction in the following languages: Chinese, English, French, German, Italian, and Spanish. • All our principals have former experience teaching English learner students. • Some of our principals speak a second language that our English learner students and their families also speak. • We have 20 district staff focused specifically on English learner students. • These include a program manager, instructional coordinators, and campus-based ELD coordinators.

Context on programming in Rio Rancho Public Schools
• Typically, our schools offer English learner students 5 hours a week of designated ELD and 30 hours of integrated ELD.
• Decisions about how much time to spend in designated or integrated ELD are made by a collective team, based on the needs of each student.
• We offer the following Bilingual Multicultural Education Programs (BMEPs): Spanish Dual Language, Heritage, and Enrichment models.
• Other key programming we offer to support language development includes Navajo Language, World Language, and Adult ESL [English as a second language] courses.

Rio Rancho Public Schools communication resources
Google Site: RRPS English Language Development Program

Context on students in Clovis Municipal Schools
• There are 8,166 students enrolled in 17 schools at our district.
• Of these students, 987 are English learner students.

Context on staff in Clovis Municipal Schools
• There are approximately 23 bilingual teachers and 50 ESL teachers in our district.
• Our bilingual teachers offer instruction in the following languages: Spanish.
• All our principals have former experience teaching English learner students.
• Some of our principals speak a second language that our English learner students and their families also speak.
• We have one bilingual and multicultural education coordinator focused specifically on English learner students. He works with principals, bilingual teachers, and English learner teachers in implementing testing, placement, and provision of service for bilingual and English learner students.