Meeting the needs of Long Term English Learners:
description
Transcript of Meeting the needs of Long Term English Learners:
![Page 1: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/1.jpg)
Meeting the needs of Long Term English Learners:
Research and District Responses
Laurie Olsen, Ph.D.Title III Accountability Institute
December 2011
![Page 2: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/2.jpg)
English Learners
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”
Lau v. Nichols, Supreme Court
![Page 3: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/3.jpg)
State & FederalAccountability
Reforms
Research on EL
Civil Rights
CapacityProf. development, teacher placement,
credentialling, PoliticsAcademic standards, curriculum
Families, Community
![Page 4: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/4.jpg)
![Page 5: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/5.jpg)
Long Term English Learner
ESL Lifers
The 1.5 Generation
The 5 Plusers
Struggling Readers
Protracted English Learners
III’s Forever
![Page 6: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/6.jpg)
Secondary EL Typologies
• Newly arrived with adequate schooling (including literacy in L1)
• Newly arrived with interrupted formal schooling - “Underschooled” - “SIFE”
• English Learners developing normatively (1-5 years)
• Long Term English Learners
![Page 7: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/7.jpg)
Long Term English Learners are created……..
Long Term EL
![Page 8: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/8.jpg)
GAP has increased 2002-2010 Calif. Standards Test ELA % Proficient and above
English Only: English Learners
33.4% gap -------------------------- 37.2% gap
![Page 9: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/9.jpg)
Percent of LEAS meeting AMAOs
Met AMAO 1
Met AMAO 2
2006 73 74
2007 82 77
2008 82 81
2009 78 63
2010 51 45
![Page 10: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/10.jpg)
“There is no clear, easy reason revealed by data why students are remaining in the LEP category for 10+ years.”
Colorado Department of Education 2009
“While districts were unanimous in voicing their concern for such students (“Long Term English Learners”), finding effective interventions to move these long term students along the proficiency continuum remains a challenge.”
Council of Great City Schools, 2009
![Page 11: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/11.jpg)
Californians Together Survey
• Data from 40 school districts• Data on 175,734 English Learners in
grades 6 - 12• This is 31% of California’s English
Learners in grades 6 – 12• Wide variation in district context
![Page 12: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/12.jpg)
Data collected on English Learners 6 - 12
• # of years since date of entry• Secondary ELs who enrolled in K/1• 6+ by CELDT level• 6+ by academic failure (Ds, Fs)• Definition • Placement
![Page 13: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/13.jpg)
Across all districts59% of secondary school ELs are long term
(103,635 in sample)
![Page 14: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/14.jpg)
Concentration of LTELs in districts vary
![Page 15: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/15.jpg)
Definitions vary
• Nine of 40 have a formal definition• Length of time (years) is part of every
definition• The number of years used in the definitions
vary from 5 years to 7+• Six districts include “lack of progress” or
evidence of academic failure along with the number of years
![Page 16: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/16.jpg)
Legal framework
• English Learners cannot be permitted to incur irreparable academic deficits during the time they are mastering English
• School districts are obligated to address deficits as soon as possible, and to ensure that their schooling does not become a permanent deadend.
![Page 17: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/17.jpg)
How long should it take?• California’s NCLB AMAO #1 (5 years to
reach “CELDT proficiency”• Linguistic research (individual
differences, but generally 5 - 7 years)• Program effectiveness (5-7 years in a
well-implemented program; 7-10 in weak program if at all)
![Page 18: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/18.jpg)
A continuum of academic success……Losing ground on measures of English proficiency and Academic Failure
No progress on measures of English proficiency, academically struggling
Very slow progress towards English Proficiency, doing okay (C’s)
Doing well academically, but still not reclassified
Reclassified but struggling
![Page 19: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/19.jpg)
Definition:An English Learner in secondary schools who…..
Has been enrolled in U.S. schools for more than 6 years (continuous enrollment)
Is making inadequate progress in English language development
Is struggling academically
![Page 20: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/20.jpg)
Step #1:Know the
extent and magnitude of the LTEL issue
in your schools
![Page 21: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/21.jpg)
El Monte school districtsCommitment #2: Full Proficiency
English Learners will develop within six years of continuous enrollment full receptive and productive proficiencies in English in the domains of listening, speaking, reading and writing – consistent with expectations for all students.
![Page 22: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/22.jpg)
Annual Expectations for English Learners
Years in US
1 year
2 years
3 years
4 years
5 years
6 years
CELDT BEG EI INT INT EA ADV
CST ELA
FBB +
FBB+ BB+ BB+ Basic+ Prof+
CSTMath
FBB+ FBB+ BB+ Basic+ Prof+ Prof+
Stand. Test in
Spanish
Prof+ Prof+ Prof+ Prof+ Prof+ Prof+
![Page 23: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/23.jpg)
• A formal definition • Designated annual benchmark indicators/
expectations • A data system that disaggregates achievement
data by # of years in U.S. schools and by English proficiency levels
• Regular reviews of LTEL data to inform and trigger planning AND to trigger supports for students
Action Steps
![Page 24: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/24.jpg)
Step #2: Investigate how English Learners became Long Term
![Page 25: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/25.jpg)
District and site inquiries(2004-2011)
• Student interviews retrieving schooling histories
• Studies of cumulative records• Interviews and focus groups with teachers• Student voice on the experience of being LTEL• Surveys• Small research literature
![Page 26: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/26.jpg)
Schooling History: weak or no language support
• Three out of four spent two or more years with “no services” or mainstream
• Weaker “EL Program” models
![Page 27: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/27.jpg)
Comparison between EL groups over time
![Page 28: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/28.jpg)
NYC Study (Menken/Kleyn 2010)
“Subtractive schooling”
• Vast majority receive English-only instruction resulting in limited or no literacy skills in L1 OR
• Weak forms of bilingual education (early exit, transitional) resulting in limited oral and/or written proficiency in L1
• L1 skills are weakened over time and eventually replaced with English
• Students report programs emphasized English reading and writing (even the bilingual programs)
![Page 29: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/29.jpg)
Trends in California schools2000-2010
• Large increase of students in mainstream placement (no services)
• Large reduction in primary language instruction (from 12% to 5%)
• Approximately one in ten with ELD only• The majority in Structured English Immersion/
ELD plus SDAIE – large increase (from 35% to 55%)
![Page 30: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/30.jpg)
Other contributing factors
• Inconsistent program placement (“ping-pong”)
• Inconsistent implementation of programs• Narrowed curriculum with partial access• Social segregation and linguistic isolation• Transnational moves – transnational
schooling
![Page 31: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/31.jpg)
Transnational inconsistent schooling
• !2 of 29 students attended school outside the U.S. in a language other than English for a few months and up to 8 years altogether
• International moves often occur repeatedly creating a cycle of adjustment and readjustment (and new decisions about placement and program)
• The schooling outside U.S. tended to be for short durations and inconsistent and did not result in L1 literacy
![Page 32: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/32.jpg)
Step #3: Understand the needs and characteristics of “Long Term English Learners”
![Page 33: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/33.jpg)
They have distinct language issues
• High functioning in social situations in both languages – but limited vocabulary in both
• Can sound like non-LTELs• Prefer English – are increasingly weak in their
home language• Weak academic language – with gaps in reading
and writing skills• Are stuck in progressing towards English
proficiency
![Page 34: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/34.jpg)
Down the rabbit hole…….• “Good working knowledge of English”• Reasonable fluency in English• CELDT Proficient• Advanced level on CELDT• Basic on CST - ELA• Proficient on CST in ELA• Reclassification as Fluent English
Proficient
![Page 35: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/35.jpg)
Orally Proficient but not Academically Proficient
Percent English Learners attaining these benchmarks statewide
![Page 36: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/36.jpg)
Language use and preferences
• Majority use both languages equally in conversation - context is the factor in choice
• Students overwhelmingly favor and report being more comfortable reading and writing in English
![Page 37: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/37.jpg)
Academic Performance
• Several grade levels below actual grade level in both English and L1
• Cumulative high school GPA is very low (D+ average)
• More than one in five have F averages• Grade retention frequent• Gaps in academic background
![Page 38: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/38.jpg)
Behavioral profiles
• Learned passivity and non-engagement• Tend not to complete homework• Not readers• Typically desire to go to college• Do not know they are doing poorly
academically – think they are English fluent
![Page 39: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/39.jpg)
Action Steps….. • Be sure there is understanding about what
constitutes sufficient English proficiency for academic access – clarify the terms
• Analyze grades, English proficiency levels and growth/stagnation/loss – where are they stuck?
• Shadow – check for engagement and participation
![Page 40: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/40.jpg)
Step # 4: Check how LTELs are currently
being served in secondary
school
![Page 41: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/41.jpg)
Typical program placementsfor English Learners
_______________________________________________________________________
No English Oral, social English
CELDT Proficient
CST Basic
Proficient for Academic work
1 – 3 years
I II III IV V
Intensive or strategic interventions!
Still English Learner, but in MainstreamSDAIE
![Page 42: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/42.jpg)
From the Californians Together survey
• 3 of 4 districts have no approach to serving Long Term English Learners
• Majority of CA districts place their Long Term English Learners into mainstream
• Three CA districts place Long Term English Learners by English proficiency level with other English Learners (in NYC, this is the common placement)
![Page 43: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/43.jpg)
• Placed/kept in classes with newcomer and normatively developing English Learners – by English proficiency level
• Unprepared teachers• No electives – and limited access to the full
curriculum• Over-assigned and inadequately served in
intervention and reading support classes
Placements NOT designed for them…..
![Page 44: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/44.jpg)
On the issue of interventions• CAL (“Double the Work”) - reading interventions
designed for native speakers aren’t appropriate for ELLs
• National Literacy Panel - good literacy and reading interventions work for both ELL and proficient students - but they work BETTER for English proficient students (gap grows) and do not address some key needs of LTELs
• From the 1.5 generation research on college students, and linguistics research - appears that WRITING may be a more powerful emphasis than READING strategies for LTELs
![Page 45: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/45.jpg)
Things to ask…….
• Where are they placed for English? ELD?• Where are they placed for academic content?• What interventions and support classes do they
receive?• Are they getting access to electives?• Are they in college preparatory courses?• Are any of those placements designed for LTELs?
Do they have appropriate support for EL success?
![Page 46: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/46.jpg)
Step #5:Know the
research and undo
misconceptions that lead to
harmful practices
![Page 47: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/47.jpg)
State & FederalAccountability
Reforms
Research on EL
Civil Rights
CapacityProf. development, teacher placement,
credentialling, PoliticsAcademic standards, curriculum
Families, Community
Youth Development
![Page 48: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/48.jpg)
Common belief system
• Sooner and more fully immersed in English, the better
• Good teaching and standards-based curriculum work for all students and are sufficient for ELLs
• English is the most important subject for ELLs – the more hours, the better
• Home language holds students back
![Page 49: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/49.jpg)
New generation of research
• National Literacy Panel on Language Minority Children and Youth
• California Department of Education: Research-based Practices for English Language Learners (commissioned papers)
![Page 50: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/50.jpg)
Basic foundations to KNOW
• Continue to need ELD and support until reach proficiency (normatively 5 -7 years)
• A strong foundation in L1 is foundation for L2. Skills transfer.
• Continued development of L1 in school along with English strengthens English proficiency and promotes long term academic success
• Language development is more than literacy development – a focus on literacy alone is not sufficient for English Learners
![Page 51: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/51.jpg)
• “Academic language” is different from social language and takes longer to develop
• Oral language is the foundation for literacy and is a crucial part of a strong language program for English Learners
• Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.
• There are social, economic and cognitive benefits to mastery of two or more languages – particularly in this 21st century.
![Page 52: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/52.jpg)
Step 6: Design programs to meet LTEL needs
![Page 53: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/53.jpg)
Basic Principles!• Focus upon distinct needs• Language development is more than
literacy development – LTELs need both• Language development + Academic gaps• Crucial role of home language• Invite, support, insist that LTELs become
active participants in their own education
![Page 54: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/54.jpg)
• Maximum integration without sacrificing access
• Rigor, relevance, active engagement and empowering pedagogy
• Relationships matter• An affirming, inclusive environment• Urgency!
![Page 55: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/55.jpg)
Instruction matters…..
• Differentiation• Checks for understanding• Accountability• Active student engagement• Standards-based• Maximum language development structures
and practices
![Page 56: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/56.jpg)
Secondary school components• Specialized ELD – separate from other ELs• Clustered in heterogeneous classes for content• Explicit language/literacy development across the
curriculum –& SDAIE strategies for access• Focus on study skills, critical thinking• If interventions/supports – designed for LTELs• Data chats, preparation, accommodations• Programs, activities, student leadership to create
an affirming school climate• Native speakers classes (through AP)
![Page 57: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/57.jpg)
Comparison between EL groups over time
![Page 58: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/58.jpg)
Seems to be power in SNS that is both Spanish literacy AND enhances English skills
• Explicitly links transferability of cognitive skills, cognitive and vocabulary development, academic language, writing structures, rigorous writing assessment
• Is aligned to state English language arts standards• Solid preparation for AP language and AP literature• Focused on high level of oral, reading and writing
skills - while enhancing English skills• Includes cultural focus and empowering pedagogy
![Page 59: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/59.jpg)
Case ExamplesVentura Unified School District
Modesto City SchoolsAnaheim Union High School District
El Monte School Districts
![Page 60: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/60.jpg)
Ventura’s District Action Plan
• Title III Improvement Plan “Operation Prevent LTELs”
• ELL courses revised• ELD course sequence rewritten• ELD4 and SDAIE are UC/CSU accepted• Clear placement criteria for all courses• Two periods of instruction for ELD• Appropriate curriculum and technology• Pacing guides and assessment routines• Common sequence of language functions for ELD K-5
![Page 61: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/61.jpg)
Investment in
• Intensive professional development • PLCs across academic content areas• LTEL student fishbowls• Bilingual Opportunities Pathway Program• Multilingual Recognition Awards• Student Pep Talks• Administrative and leadership structures to keep
issue on table and to maintain accountability
![Page 62: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/62.jpg)
Ventura Unified School DistrictResults so far….
• Substantial increase in reclassification rates at pilot high schools (from 14% to 20.9% - compared to district average 9.1% - 9.5%)
• Improved growth on CELDT (from 44.9% moving 1 level to 60.9%; from 22.2% achieving proficiency to 26.8%)
![Page 63: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/63.jpg)
Increase in LTEL scoring “Proficient” 2007 -
2008 2008 -
2009
Language Arts Math Language Arts Math
Pilot School A
8.7% 17.4% 25% 32.7%
Pilot School B
11.3% 33.3% 17.5% 33.3%
![Page 64: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/64.jpg)
• K-8 and 9-12 DistrictsTitle I and Title III Program Improvement Status Year 5
• Established a Working Group (representative)• One year to “study” and develop
recommendations• Investment in implementing plan
64
Modesto City Schools
![Page 65: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/65.jpg)
Who are our English Learners?
# Years in US School
2008 - 2009 Grades 7-12
Language InstituteTier ITier II
12
(92) 3%
Tier IIITier IV
34
(178) 7%
5+ Program 5Or more (2,344) 90%
65
![Page 66: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/66.jpg)
5+ Program9th Grade
Period Course1 ELA READ 1802 ALD READ 1803 Spanish for Spanish Speakers4 Math5 Earth Science6 PE7 Elective (A-G) : Visual
Performing Arts, Support, or AVID
66
NOTE:World Religions/Health classes in summer school or senior year.
Computers in any fouryears, summer school, or test out
OR
![Page 67: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/67.jpg)
Differentiated placement in 9th gr.
• 2 period block of Read 180, using L book by Kate Kinsella (accepted as ELD) with a bilingual paraprofessional (for students who are really intensive and struggling at all levels academically) – for Freshman year only
• High end of Below Basic/low Basic ELA + ALD
• Advanced or Proficient on ELA-CST opt out of ALD and are monitored
![Page 68: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/68.jpg)
Anaheim Union High School District
![Page 69: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/69.jpg)
• Literacy and language across curriculum • Biliteracy as a 21st century skill: Spanish for Native
Speakers, Seal of Biliteracy, expansion of Dual Language program
• Commitment to a broad, full 21st century curriculum (decrease placements in support classes, CAHSEE prep classes, etc.; no more double blocking; institute 2 science/social studies at junior h.s.; build career technical education – industry pathways)
![Page 70: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/70.jpg)
LTEL/EL Support
• ELD 4 Language Support high school; English language mainstream language support middle school; courses designed for LTELs
![Page 71: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/71.jpg)
In two years….“Takes a 3-5 year commitment”
• API has gone up 31 points• Reclassification has increased• Higher English Learner 10th grade CAHSEE
passage rates
![Page 72: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/72.jpg)
El Monte districts
• 2 elementary districts + 1 high school district• “Expectations” and commitment in common• Summer programs – thematic instruction, science and
social studies based, intensive language development• Mentoring• Investment in professional development for
content area teachers• New ELD/ALD courses and materials
![Page 73: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/73.jpg)
• Fact finding• District EL Master Plan describes research-based
program models for different typologies of EL students (or site)
• Specific LTEL program and placements• Support development of new courses• Provide materials and professional development –
as high priority for use of resources• System of monitoring placements• Mechanisms to change status of L1 and promote
biliteracy
Action Steps
![Page 74: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/74.jpg)
Prevent LTELs - Quick review• Need for program consistency in placement• Need for well-articulated programs• Need for English Learner services (incl. ELD)• Importance of developing L1 along with English• Need to assure access to academic content while
learning English so no gaps develop• Need a full curriculum• Need to monitor and identify students lagging
behind – triggering support
![Page 75: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/75.jpg)
Prevent LTELs
• Early foundation of rich language development (PreK-3) in English and the home language (where possible)
• Alignment, articulation and transition between PreK and elementary grades
• Full curriculum – with language development across all content areas
• Focus on engagement and high level oral language development
• Shared assessments• Parent/Family Engagement
![Page 76: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/76.jpg)
Respond to “systems” issues:
• Data systems that can’t identify and monitor progress
• Unprepared teachers• Lack of appropriate curriculum and materials• Misunderstanding and lack of knowledge of
the research• Lack of clarity about what constitutes “English
Proficiency”• Contradictory or misaligned messages across
the “system”
![Page 77: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/77.jpg)
Proactive District Policies and Support• A definition and system for monitoring• Designated annual benchmark expectations by
number of years and English proficiency• Inquiry• Research based programs –including specific
responses for LTELs• Disaggregate data• Target professional development for teachers• Create needed courses• Student and parent information
![Page 78: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/78.jpg)
California State level recommendations
• A standard state definition• State collection of data to identify, monitor
and plan• Real ELD materials!• Research-based, consistent messages as the
foundation for accountability• Professional development priority• Ensure full access
![Page 79: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/79.jpg)
Step #8:
Leadership and Advocacy
![Page 80: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/80.jpg)
English Learners cannot, in the words of the court, “be permitted to incur irreparable academic deficits” during the time they are mastering English…. We must ensure that their schooling does not become “a permanent deadend.”
![Page 81: Meeting the needs of Long Term English Learners:](https://reader034.fdocuments.net/reader034/viewer/2022051821/568165fa550346895dd92d16/html5/thumbnails/81.jpg)
Laurie [email protected]