Fulfilling the Promise for Secondary English Language Learners

1. Fulfilling the Promise for Secondary English Language Learners Contact Information: • Bethany Barrett • Bethany.barrett@ bellinghamschools.org • Lindsay MacDonald • Lindsay.macdonald@bellinghamschools.org • Katie Brown • Katie.brown@bellinghamschools.org • www.mycoachkatie.com Bellingham Public Schools

2. Fulfilling the Promise for Secondary English Language Learners • Introductions • Objectives • Secondary ELL Program Review • Recommendations & possible next steps • Q & A April 11, 2014 Agenda

3. Objectives • Understand the components of the Bellingham School District’s Secondary ELL Program Review. • Explore how a program review can create necessary change for ELLs in a secondary setting. • Identify recommendations and possible next steps for your ELL program.

6. Program Review Components • Student data collection (How are our ELLs doing?) • Student interviews (How do THEY think they are doing?) • Teacher interviews (What are teacher identified barriers for ELL success?) • Administrator interviews (What programs are already in place for struggling ELLs?) • Family interviews (What are family identified barriers for ELL success?) • Research on best practices in serving ELLs(What is working?)

7. School A 6% current ELL’s 10% former ELL’s School B 1.5% current ELL’s 4% former ELL’s School C 1% current ELL’s 4% former ELL’s

8. School B 1.5% current ELL’s 4% former ELL’s School A 6% current ELL’s 10% former ELL’s School C 1% current ELL’s 4% former ELL’s

9. Other relevant data • Students earning D’s and F’s • In-coming 9th grade students not yet at standard on the MSP • 11th graders not at standard on the HSPE • 12th graders not on track to graduate • Which classes are students earning the most D’s and F’s • Attendance

10. Student Reflections • English, Math, and Science = hardest subjects • Homework is a huge struggle • ELL teacher is seen as the adult to go to for help • Many don’t know if they are on track to graduate

11. Teacher Reflections • Academic background and determination are leading factors for success in high school. • Our current system does not meet the needs of ELLs or students with low skills. • Concern over inconsistent grading policies • Need consistency & innovation • “At the moment, teachers are islands left to their own devices and whims; how each student negotiates six different classes is up to each student to work out.”

12. Administrator Reflections • District and state data is used to identify at-risk students. • Supports are not targeted for unique needs of ELLs . • Some supports are working, others are not and there is no clarity about why. • There is a great need to address success attributes and social-emotional stresses.

13. ELL Best Practices: What works? • Community and relationships- inclusive, affirming school culture • Specialized courses focused on language development and specific needs of ELLs and LTELs • Focus on study skills, metacognition, and learning strategies (“AVID-like”)

14. Program Review Outcomes • ELD Support classes – Academic language and core content instruction • Newcomer Center – geared toward 9-12th grade, centrally located • Instructional Coaching – intentional focus on SIOP implementation and on-going whole staff and individual PD • SIOP Teacher Cadre - clustering ELLs in ‘gatekeeper’ classes with a handpicked group of teachers who are dedicated to on-going instructional coaching in SIOP

15. Ongoing Questions • Grading practices at the high school level • Building culturally responsive and empowering school climates • FTE (allocating existing and adding more) • RTI systems at the high school level • Providing appropriate support for LTELS

16. Fulfilling the Promise for Secondary English Language Learners Contact Information: • Bethany Barrett • Bethany.barrett@ bellinghamschools.org • Lindsay MacDonald • Lindsay.macdonald@bellinghamschools.org • Katie Brown • Katie.brown@bellinghamschools.org • www.mycoachkatie.com Bellingham Public Schools