1

New English Language Development and Common Core State Standards

Institute

Two Districts’ Best Practices in Supporting Secondary LTELs

June 28th, 2013

Introductions

Rachel MackAcademic Support

Counselor

2

Irma MuñozAssistant Principal

Mills High SchoolSan Mateo Union High School District

2

Goal

Prepare every English learner for college and career success!

3

ObjectivesWorkshop participants will:• Attain new ideas for programs that raise

achievement for secondary LTEL students• Evaluate current LTEL programs at school

sites• Develop ideas for next steps at school sites

4

3

Demographics at MillsAfrican

American 1%

Asian 55%Filipino 8%

Latino 15%

Pacific Islander 2%

White 19%

5

Demographics at Mills

Number PercentageEnglish Learners 101 8%Free/Reduced Lunch 204 16%Special Education 112 9%

6

4

32% Reclassified

Fluent

1% Intermediate

ELD7%

Mainstreamed EL

60% Fluent

7

Percentage of EL’s at Mills

Intermediate English

Learners15%

Long-Term English

Learners40%

Mainstreamed Non-LTEL

45%

8

EL Categories

5

Achievement DataCST English Language Arts 2012Percent Proficient or AboveSchoolwide 75%English Learners 23%

CAHSEE English Language Arts 2012Pass Proficient

Schoolwide 95% 77%English Learners 78% 28%

9

Academic Performance Index (API)

852865 870

780

800

820

840

860

880

2010 2011 2012Schoolwide

10

6

Academic Performance Index (API)

852865 870

837

787 790

780

800

820

840

860

880

2010 2011 2012Schoolwide English Learners

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Sample Student

12

“Santiago”

SPED

Low Grades & Test Scores

Latino Male

Low-Income

7

13

Low Skills

Low Motivation

Social-Emotional

Issues

Root Challenges

AllStudents

Drop-In After-School TutoringSubject-Based Tutoring

Parent Outreach for Long-Term English LearnersDrop-In Tutoring for English Learners

Mandated After-School Tutoring

English & Math Support ClassesGuided Study ClassesEL Intensive TutoringGroup Counseling

Individual CounselingSST’s

504 PlansSPED

SomeStudents

IndividualStudents

Less Intensive

More Intensive

Pyramid of Interventions

8

Identification of LTEL’s

15

• LTEL students tracked in Student Information System

• Teachers given lists of LTEL students in August

• D/F lists for counselors indicate LTEL status

Support Classes

• Strategic English Support

• Strategic Algebra Support

• Guided Studies

16

9

After-School Tutoring

• Drop-In Tutoring for EL Students

• EL Intensive Tutoring (1 tutor per 2 students)

17

Academic Counseling

• EL Specialist• Academic

Support Counselor

• Guidance Counselors

18

10

Academic Support Groups

• Study Skills Groups

• Brainology®: Growth Mindset Program

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Parent Outreach

• LTEL Parent Workshops

• Latino Parent Night

20

11

Additional Support Programs

• Latina Mentor Program

• Individual Counseling with Interns

• English Learner Advisory Committee

21

Other School District Programs• Intensive English Support Courses• Spanish Courses for Native Speakers• PIQE Parent Education Program• Freshman Buddy System• Family Literacy Night• CELDT Assembly

22

12

23

88% of students

increased GPA

1.521.96

0

0.5

1

1.5

2

2.5

3

3.5

4

Before IntensiveTutoring

After IntensiveTutoring

Ave

rage

GPA

GPA Data

29% GPA increase

EL Intensive Tutoring Outcomes

LTEL Parent Workshops

• Average attendance of 7 to 12 families per workshop

• 100% of parents surveyed reported that the workshops were valuable and informative

• 100% of parents reported that the workshops would increase their ability better support their students’ success in school

24

13

Outcome Data

25

35%

25%

2012

2011

Percentage of LTEL’s who qualify for reclassification to Fluent

Requirements for Reclassification

• Score Early Advanced or Advanced on each section of the CELDT

• Score 325 or higher on the English portion of the CST or pass the English portion of the CAHSEE

• Have a GPA of 2.0 or higher • Be on track for graduation• Receive a teacher recommendation

26

14

Next Steps

• EL Professional Development for faculty• Classroom Interventions

– Link common core with EL student needs– Targeted language instruction– EL Curriculum

27

28

Stage 1: Planning

Stage 2: Identification & Ancillary

Support

Stage 3: Targeted LTEL Interventions

Stage 4: School-Wide

Strategies

LTEL Intervention Program Stages

15

Small Group Discussion

Split into groups of 4 to 6 and discuss the following:

1. Where is your school currently on the LTEL Intervention Program Stages chart? What programs does your school currently offer that support LTEL (or EL) students?

29

Small Group Discussion

2. How might your school progress to the next stage of supporting LTEL’s? What are some growth areas? What are some ideas you could envision your school implementing?

30

16

Think-Pair-Share

3. What are TWO action steps that you as an individual can take next year to help further your school’s growth in supporting LTEL’s?

31

Questions? Comments?Thanks for coming!

32

Two District’s Best-Practices in Supporting Secondary LTELs

Reflection & Discussion Worksheet

LTEL Intervention Program Stages

1) On the chart at the top, mark the line with an “X” to indicate where your school

CURRENTLY is in developing an Intervention Program for LTEL’s. Then discuss in small

groups why you selected that stage, as well as which programs your school offers that

support LTEL (or EL) students.

2) Discuss how your school might progress to the next stage of supporting LTEL’s. What are

some growth areas? What are some ideas you could envision your school implementing?

3) DIVIDE INTO PAIRS. First spend a couple of minutes writing below TWO action steps

that you as an individual can take next year to help further your school’s growth in

supporting LTEL’s. Then share in pairs.

Stage 1:

Initial awareness of LTEL issues amongst administration

Most faculty unaware of LTEL issues

LTEL students are not identified

No targeted LTEL programs

Stage 2:

LTEL’s identified in school database, with lists given to faculty & counselors

Existing ancillary programs support some LTEL’s (e.g. Latino Parent Night)

Stage 3:

Targeted, data-driven programs in place that specifically address LTEL needs

Professional Development for some faculty (e.g. English & Social Studies teachers only)

Stage 4:

Classroom-based strategies that support LTEL needs (e.g. targeted language instruction)

Professional Development for faculty across multiple subject areas

Stage 1: Planning

Stage 2: Identification &

Ancillary Support

Stage 3: Targeted LTEL Interventions

Stage 4: School-Wide Strategies

1

Best Counseling Practices for Addressing the Needs of

Long Term English Learners

June 28, 2013

New English Language Development and Common Core State Standards

Institute

IntroductionsJulio Villalobos

Academic Coordinator, Gilroy High SchoolGilroy Unified School District

(408) 843-4715 Julio.Villalobos@gusd.k12.ca.us

Lorena TaribaMultilingual Programs Coordinator

Santa Clara County Office of Education (408) 453-6859

lorena_tariba@sccoe.org

Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 2

2

Gilroy Unified School District Challenges

• Two thirds of all students enrolled in GUSD are identified as Latino. Nearly half of these students are classified as English Learners. (29% of the district’s total K-12 enrollment)

• GUSD did not meet its AYP target in ELA (AMAO 3)for the EL subgroup with only 27.9% scoring proficient or advanced.

• At the Middle School level- the percent of 6-8th graders scoring within the Below Basic/Far Below basic was slightly above 50%; the percent scoring at Basic band ranged from 38-42% and the percent scoring Proficient/Advance ranged from 5-10%.

• Low reclassification rates of Long Term Els - only 64% of 8th grade EL’s enrolled in the district five or more years had been reclassified

Title of Presentation

GUSD Strategies to Improve Achievement of EL’s: District Focus 2009-2012

• Expand stakeholder input for our Master Plan for Services to EL’s (2009-2012).

• GUSD current major initiatives relate to improving instruction for ELs by creating a single, well articulated and understood plan of action with clear pathways for EL students from PreK-12

• The EL Master Plan- both describes and guides our practice to ensure that all EL’s are meeting graduation requirements, and are ready to begin college prep work by the time they enter 9th grade.

3

Gilroy High School Student Services

How Does GHS Student Services Promote EL Success?The Mission of the Gilroy High School Academic Coordinators is to support equal opportunities for all students in the areas of academics, career planning and personal/ social development. Through conscientious collaboration with students, their families, staff and the community, we are dedicated to serve as educational advocates by providing relevant and current information and resources to guide students towards their life goals.

Improving Middle & High Schools Articulation

Rationale for Placement Articulation of Incoming 9th Grade ELs at GUSD:• Middle School and High School Course Pathways for ELs varied from

site to site. Core and intervention curriculum was not well-aligned from one level to the other.

• EL students in ELD levels 1 & 2 were clustered into 1 or 2 classes at the High School level and no specific support was provided for students in Levels 3 &4 who were mainstreamed.

• Middle school EL students in intervention classes did not experience the same support at the HS since they were placed according to the courses that High schools had available.

4

Gilroy High School Student Services

The department consists of several Academic Coordinators/Counselors, an Administrator and support staff, who serve the needs of our student body. Wesupport all our students in their Academic, Career and Personal/Social Development. Department Goals:• To ensure all students are meeting high school

graduation requirements • To increase College Awareness and Entrance

Requirements• To increase awareness of school to work programs

Protocol for Placement of Incoming 9th grade EL Students

Purpose:• Improve articulation for successful transition of EL students

to high schools

• Monitor needs and strategically place EL students in the appropriate classes, in order to ensure student academic success and motivation

• Establish timely and proactive agreements to facilitate the drafting of master schedule, course offerings and make adjustments based on EL student needs and graduation goals

5

Transition Placement Team

Improved Placement/Master Schedule for EL students

Site/District Administrators & Migrant Ed Counselor

1‐2 Middle School 

Guidance Counselors per 

site

1‐2 High School 

Academic Counselors per site

Teacher on Special 

Assignment for ELs & Data 

Specialist

Teacher on Special 

Assignment for ELs & Data 

Specialist

Timeline• Gather data for incoming  EL 9th graders  from assessment & data management

•Middle School and High School Counselors Meet

• Gather data for incoming  EL 9th graders  from assessment & data management

•Middle School and High School Counselors Meet

December

• Incoming 9th

grade Family Night (Spanish/English ‐ 4th

week of January)

• Individual student registration appointments (one on one)

• Incoming 9th

grade Family Night (Spanish/English ‐ 4th

week of January)

• Individual student registration appointments (one on one)

January

•M.S. Counselor/AC Meeting (+/∆)

•M.S. Counselor/AC Meeting (+/∆)

March EL Placement Committee meeting 

EL Placement Committee meeting 

May

6

7

Counseling Services at GHSGuidance for School Curriculum Access

– Designed to facilitate the systematic delivery of guidance lessons or activities to every student, through classroom instruction, group activities and parent workshops.

Individual Student Planning– Designed to help individual students establish personal

goals and develop future plans. All counselors coordinate activities that help all students plan, monitor and manage their own learning.

– Includes targeted CELDT and CST Goal Setting Conferences for EL students to understand the role of their test scores in their ability to access higher education and reach Reclassification.

Maximizing Individual Student Planning

Individual/Group Advisement Priorities:• Test Score review, interpretation, analysis &

goal setting (CELDT scores, CST’s, CAHSEE)• Graduation and College Entrance

Requirements• Course selection & Class scheduling• Financial Aid and Scholarships• 4-year plans• Review of academic plans (IEP’s, SST, 504’s)

8

Responsive Counseling Services

Responsive Services: activities to meetstudents immediate needs through counseling, consultation and referrals such as:

– Individual/Small Group Counseling (MST)– Referral to programs & community

agencies– Parent/Student/Teacher Collaborations

Improvement Resulting from MS to HS Planned Transition for ELs

• A District Work Group was convened to work on EL curriculum and course articulation between MS and HS and revise their pathway

• Building of Master Schedules for appropriate EL placement is now proactive and more responsive to the needs of Long Term ELs

9

Improvement (cont.)• Building of the EL students’ 4-year graduation

plans starts earlier with the incoming freshman

• Intervention plans start right after 9th graders start high school

• Placement process includes middle school teachers feedback on course placement and individual EL student needs

Improvement (cont.)• Prevents high schools from misplacing EL students

who were reclassified during the spring semester

Four-Year Academic Plan to meet Gilroy High School Graduation Requirements, A-G College Entrance Requirements and a Career Pathway

Student Name: Grade: Program

Acad.Coord/Counselor:

Casemanager: Total Credits Completed:

Academic Subjects

History

English

Mathematics

Lab. Sciences (Life/Physical)

Foreign Languages or

Visual/Performing Arts

Physical Education

Career Technical Education

Electives

Total

CAHSEE/Alg 1 Status

College Entrance Exams

Grades

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G. College Prep

Electives

Requirements - 1

Year from any of the

above areas

5 Credits

H.S. Graduation

Requirements

College Entrance

A-G Requirements

(College Prep

Courses)

College Prep CTE

15+ College Prep

Courses

PSAT (10/11th

grade) SAT and/or

ACT Exam

N/A

220 Credits

Must pass Math/ELA

(score of 350)N/A

65 Credits

C. Math Requirement -3

Years (Alg 1, Geom, Alg

II) -4 recommended

D. Lab. Sciences

Requirement - 2

Years (Bio, Chem,

Physics) - 3

Recommended

A's, B's, C's, D's

Joe Mustang Student ID #9 123456 Migrant

Casemanager Graduation Status: Graduation Status

Undecided

As you plan your classes over four years consider your goals after high school. Consult the Gilroy High School Course Catalog 2012-2013 to review courses available

for their prerequisites and recommendations. This four year plan is a "work in progress" it can change based on final grades and test scores. It doesn't replace your

grade level course request form

UndecidedJulio Villalobos Career Pathway: Program of Study:

9th Grade 10th Grade 11th Grade 12th Grade

20 Credits

40 Credits-Global

History (9th), World

History(10), US

History (11),

Govt/Econ (12)

20 Credits and

Complete Algebra

1(state requirement)

10 Credits

A. History

Requirement-2 Years

(World Hist, US

History and/or Govt)

20 Credits

E. Foreign Language

Requirement (Same

Language)- 2 Years,

3 years

Recommended)

F. Visual &

Performing Arts

Requirement - 1 Year

N/A

40 CreditsB. English

Requirement- 4

Years

1443 p- Global History SDAIE 1468 p- World History SDAIE 1653 p- U.S. History 1743 p- Government/Economics

2043 p-Algebra I

1063 p-English II

3080 Env. Science SDAIE

4153 Eld-B (Adv ESL)

2083 p-Trig/Pre-Clculs

3083 p- Biology SDAIE 3103 p- Chemistry

4142 Eld A (Int Esl) 1002 p-English I Sdaie

2063 p-Geometry 2073 p-Algebra II

6040 p-Drawing/Painting 5560 p-Photography

4163 p-Spn/Spn Spkr I_ 4173 p-Spn/Sp Spkr II 4132 p-AP Span Lang 4133 p-AP Span Lit

7644 p-Dgtl Desgn Anim

2714 Course II (10-12 PE)2713 Course 1 (9th PE)

A's, B's, C's UC's CSU's Privates

CommunityServiceHrs

Out of State College:

U.S Armed ForcesCommunity Colleges

4143 Eld-A (Int Esl) 4153 Eld-B (Adv ESL)

What are your plans after graduating from Gilroy High School? Post Secondary Options

Math CAHSEE Status ELA CAHSEE Status CA. Algebra 1 Requirement

6/7/20139:09 AM

GILROY HIGH SCHOOL

If you have any question please contact the counseling office at GHS

LANGUAGE PLACEMENT Student Name: _______________________ Student ID: ___________ Date: ________ School: __Brownell __SVMS __ ASMS __ Other: _____________________________ Special Education: (Refer to DEP) __ RS __ SDC 8th Grade Language Teacher: _____________________ Contact Phone # ____________ Note to Teacher: Please discuss this placement with the student and inform his/her parent(s) about your recommendation PERFORMANCE ASSESSMENT Comments: (to be completed by teacher) 1ST Semester Grade……… ________ Check all that apply Current Grade …………... ________ __ High Motivation GPA …………………….. ________ __ Low Motivation __ Strong Work Habits/Study Habits __ Work Habits/Study Skills need Improvement Attends class regularly __ Yes__ No RECOMMENDED PLACEMENT (By 8th grade Language Arts Teacher or Counselor)

o English 1 o English 1 Honors o English 1 SDAIE

ELD PLACEMENT

o Beginning. ELD 1A/1B (2 periods) Course # 4142/4143 o Intermediate. ELD 2 (2 Periods) Course #4153/8325 o English I SDAIE with Academic Language Development (ALD)

COMMENTS: ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Teacher Signature: __________________________ Date: __________________

GILROY HIGH SCHOOL

If you have any question please contact the counseling office at GHS

MATH PLACEMENT

Student Name: _______________________ Student ID: ___________ Date: ________ School: __Brownell __SVMS __ ASMS __ Other: _____________________________ Special Education: (Refer to DEP) __ RS __ SDC 8th Grade Language Teacher: _____________________ Contact Phone # ____________ Note to Teacher: Please discuss this placement with the student and inform his/her parent(s) about your recommendation PERFORMANCE ASSESSMENT Comments: (to be completed by teacher) 1ST Semester Grade……… ________ Check all that apply Current Grade …………... ________ __ High Motivation GPA …………………….. ________ __ Low Motivation __ Strong Work Habits/Study Habits __ Work Habits/Study Skills need Improvement Attends class regularly __ Yes__ No RECOMMENDED PLACEMENT (By 8th grade Math Teacher or Counselor)

o Algebra Readiness o Algebra 1 o Geometry o Geometry Honors o Algebra II o Algebra II Honors

Explanations: Algebra Readiness -9th graders only by recommendation. General Math CST <250

Far Below Basic Algebra 1 Geometry- “C” grade or better in both semester of Algebra 1 AND Algebra 1

CST Proficient score > 350 Geometry Honors- “A/B” grade in both semester of Algebra 1 AND Algebra 1

CST Advanced score > 400 Algebra II- “C” grade or better in both semester of Geometry AND Algebra 1

CST proficient score > 350 Algebra II Honors- “A/B” grade in both semester of Geometry AND Algebra 1

CST advanced score > 400 COMMENTS: ________________________________________________________________________________________________________________________________________________ Teacher Signature: __________________________ Date: __________________