Designing Programs to meet the needs of Long Term English Learners

1. Designing Programs to meet the needs of Long Term English Learners Laurie Olsen, Ph.D. Californians Together

2. Review: LTEL characteristics • Weak language in both L1 and L2 • Accumulated academic gaps • Non-engagement, passivity in classes and school learning • Years of struggling academically • Often unsure of how they are doing and implications for their future

3. 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

4. Maximum integration without sacrificing access • Rigor, relevance, active engagement and empowering pedagogy • Relationships matter • An affirming, inclusive environment • Urgency!

5. A secondary school recommendation • Specialized ELD – separate from other ELs • Clustered in heterogeneous classes for content • Explicit language/literacy development across the curriculum – and SDAIE strategies for access • Focus on study skills, critical thinking • Data chats, preparation, accommodations • Programs, activities, student leadership to create an affirming school climate • Native speakers classes (through AP)

6. Comparison between EL groups over time

7. 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

8. Instruction matters….. • Differentiation • Checks for understanding • Accountability/engagement • Standards-based • Maximum language development structures and practices

9. Two Secondary School Case Examples Ventura Unified School District Modesto City Schools

10. Ventura Unified School District • Serves 17,331 students, K-12 • Close to 20% English Learners • 90% of English Learners speak Spanish at home • 87% of secondary ELs are LTEL; 79% been enrolled since K/1

11. Fact finding…..Focus groups and behavioral survey • Start early to be sure on track for graduation • Very low frequency of reading outside of school • Not sure what means to be an EL or to exit • Insufficient ELD curriculum • Problems with student placement • Teachers lacked resources and training

12. VUSD: Key elements of the action plan… • English Learner courses revised based on student needs • ELD course sequence rewritten • ELD 4 and SDAIE courses are “UC/CSU accepted” • Specific placement criteria for all courses based on multiple criteria • Two period block of instruction for ELD courses • Appropriate curriculum (Hampton Brown’s Edge for ELD) and technology • Pacing guides and assessment routines

13. Professional Development • Teambuilding and ongoing support for EL teachers from all content areas using Teaching English Language Learners – A Differentiated Approach by Doug Fisher and Nancy Frey 2007 • Stipends, catered by culinary arts program • Technology as “hook” and support • “Fishbowl” approach • Coaching support for teachers and Asst. Principals – “the secret weapon” • Year Two WRITE training for ELD and English teachers • WRITE support for content area teachers • SB472 Training for Edge

14. Multilingual Recognition Seal on VUSD High School Diplomas beginning in June, 2009 awarded over 150 seals

15. Student “Pep” Talks This action step brings students into the conversation regarding their progress as English Learners. * About the ELD program; * About new courses and materials; * UC approval for courses; * Reclassification criteria; * Multilingual SEAL criteria; * CELDT, CST and CAHSEE target scores and strategies for success

16. Working Across Campus to Build Students’ Assets Bilingual Opportunities Pathway Program Two New Courses: Spanish for Careers in the Community and Spanish for International Careers

17. Title III Improvement Plan Addendum “Operation Prevent LTELs” • Middle School – Articulation, program revision, Inside curriculum, PLC meetings, coaching, observations, technology, Pep Talks • 4th and 5th Grade - Pep Talks and book clubs • PIQE series for families at Program Improvement schools • VUSD K-12 assessment plan + RtI model • “Common Sequence of Language Functions” for K-5 ELD

18. Results 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%)

19. Increase in LTEL scoring “Proficient”

20. Routines and Structures Support Success • Monthly Updates at K-12 Principals’ Meetings • Monthly VUSD English Learner Coordinating Council Meetings lead by Superintendent • Principals’ Checklists • Compliance Readiness Review Cycle • Catch-Up Plans

21. More to do……. • VUSD grading committee to revise policy and promote best practices • Master Schedule Issues - Consideration of 7-period day • Expansion of Two-Way Immersion Program • Focus on AYP proficiency for 10th grade English Learners and RFEP students

22. Case Example:Modesto

23. MCS Title I and Title III STATUS 2008 - 2009 • K-8 and 9-12 Districts Title I Program Improvement Status Year 3 • K-8 District Title III Year 5 of not meeting all AMAO goals • 9-12 District Title III Year 4 of not meeting all AMAO goals

24. Who are our English Learners?

25. Language Institute Tier I - IV • High School hosted at one site • Jr. High hosted at one site • As determined by an Individual Learning Plan may need: a. 5th year option (for HS graduation) b. longer day c. summer school • Grade levels would be mixed

26. Course Terminology • ELD Strategic English Language Development to increase the student’s English proficiency • ALD Academic Language Development strategically focused on developing academic language through intensive writing instruction

27. Terminology cont. • Spanish for Spanish Speakers Correlated with the Spanish Language Arts Standards and English Language Arts Standards in order to promote literacy in both primary language and English through explicit transference If student is not Spanish speaking, then elective that is language based, such as, drama, speech, choir, computer based primary language program, or other foreign language. National Literacy Panel www.cal.org/natl-panel/reports/executive_summary.pdf

28. 5+ Program (LTEL)7th & 8th Grade

29. 5+ Program9th Grade NOTE: World Religions/Health classes in summer school or senior year. Computers in any four years, summer school, or test out OR

30. 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

31. Other Districts journeys….. • Escondido Union High School District (ELD Monitoring, Spanish for Native Speakers, Bridging Multiple Worlds, Saturday school, WRITE Institute units) • San Francisco Unified School District (New Lau Action Plan)

32. Action Steps  • District EL Master Plan describes research-based program models for different typologies of EL students (or site) • Specify a LTEL program and appropriate placements • Support development of new courses where necessary • Provide materials and professional development – as high priority for use of resources • System of monitoring placements

33. Reflection/Dialogue • How does this compare to what LTELs are getting in your school(s)? • What seems most interesting/promising to you about what you have heard? • Which of these ideas seem do-able to you? • Which of these ideas seem promising but you feel would be very difficult to make happen in your school(s)? Why?

34. Programs toPrevent the creation of LTELs

35. 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

36. Children who start behind, stay behind…. • Skills in kindergarten predict academic achievement in later years • Initial gaps in “readiness skills” between EL and English proficient children do not narrow by 3rd grade - and often grow • Initial readiness gaps between ethnic groups widen by 3rd grade

37. High quality preK contributes to meaningfully higher levels of school achievement among low SES children, including low SES Hispanics -- However, there is limited impact in the area of language development! • Substantial short-term positive outcomes. But a Fade out effect of PreK and Full day Kinder (60-80% of cognitive gains dissipate by Spring of first grade - by 3rd grade mostly gone) • For English Learners, the gap narrows but does not close as a result of preschool • What is missing????

38. From the research: • Learning to speak and use language is a major task of the early years - development of language is wired into the human brain • There is a developmental continuum of language/literacy development in young children (birth to 8) • Young children engaged in two language worlds have unique needs

39. Attention to PreK - K school “transition” and beyond • Two different systems - little connection • Preparation for academic success - kindergarten “readiness” is too low for academic success • The transition itself is a vulnerable time - need strategies and policies to support transition • Period from ages 3 to eight is critical for language development

40. The PreK-3 movement • Public schools nationwide are increasingly serving more 4 year olds and even 3 year olds • Instead of how to prepare children in ECE for K- view it as an articulated and connected schooling experience • Systems based integrated approach • Move away from separate notions of ECE and K-12 - focus on alignment (horizontal, vertical, temporal)

41. Start with an early foundation of rich language development (PreK-3) in both English and the home language (where possible) • Attention to the alignment, articulation and transition between preschool and elementary grades • Make room for and provide professional development related to building a powerful ORAL language foundation for literacy • Full curriculum – with language development across all content areas

42. A PreK-3 Case ExampleThe SEAL Model:A solid foundation of early academic literacy for English Learner success Redwood City San Jose

43. Six foundational components of SEAL • Academic language and literacy in English and Spanish • Rich oral language development • Text-rich environment and curriculum • Language developed through enriched curriculum • Affirming learning environment • Teachers and Parents working together Preschool through third grade!

44. TWBI-ABE-SEI: Basic educational principles apply across early education settings…. • Language development should occur in context • Developmental/play based preschool • Emphasis on rich and “academic” oral language • L1 developed to extent can be done - and always honored • Resources for enriched environment and books/text • Parent/home/school connection • More TIME - full day programs, multi-year summer bridge programs • Small ratios • Home visits (Parents as Teachers)

45. Use and work with local resources – but have to develop their understanding of language development • Schmahl Science Workshops • Bilingual Authors • Early Childhood Language Development Institute (SMCOE) for preschool providers and parents • Young Audiences of Northern California • Triton Art Museum

46. Build connections across the PreK and K-3 systems • Articulation meetings and visits PreK-K • Support families and children in transitioning between and across the systems • Summer Bridge programs engage both grade-levels working together in the NEW setting • Seek professional development, assessments and strategies that can build similar learning conditions across the grades • Through data, research & dialogue, build a SHARED VISION PreK - 3

47. The Evaluation/Research • Dr. Kathryn Lindholm-Leary • Longitudinal design following cohorts of students from entering preschool through third grade • Data points/analysis - PreK entry, K entry, First grade entry, end of third grade

48. Data • Pre LAS (language assessment scale) in both English and Spanish at start and end of preschool • Desired Results Developmental Profile (DRDP-R) – CDE accountability measure for CDCs – in Fall 09 and Spring 10 • Initial CELDT at kindergarten enrollment • Evaluation focuses on Spanish speakers

49. The Population • Schools are more heavily Hispanic, English Learner and Free/Reduced lunch than district, county and state • SEAL Cohort has far lower level of parent education than average student in the state and Cohort 0 (baseline) • SEAL students come from homes with very low income ($27,384/family of 4)

50. Major questions • To what degree did the performance of SEAL preschool students improve during the 09/10 year? • How do the SEAL Cohort I students compare to other students who are demographically similar to them? • Is there a difference between students receiving English/SEI vs. bilingual instruction?