“Meeting the needs of Long Term English Learners in the Secondary School Grades: research, tools, lessons learned and practical examples” Laurie Olsen,

“Meeting the needs of Long Term English Learners in the Secondary

School Grades: research, tools, lessons learned and

practical examples”

Laurie Olsen, Ph.D.lolaurieo@gmail.com

January 26, 2013

English Learner 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 Learner

Definition• Six or more years (cumulatively or

continuously) in U.S. schools• Not yet reclassified• Stuck in progressing towards English

proficiency• Tend to be orally fluent in social English• Reading and writing below grade level• Insufficient development of primary language• Struggling academically

Resulting in typical profile

• High functioning socially with weak language• Often English dominant – think they are fluent• Discouraged and struggling in classes• Don’t ask for help• Either stay under the radar, invisible and silent

or act out• Non-engaged and non-participants in class

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 Mainstream

SDAIE

• Placed/kept in classes with newcomer and normatively developing English Learners – by CELDT 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…..

Review: Key elements• Urgency, acceleration and focus on distinct

needs• Language development is more than literacy

development – LTELs need both• Language development + Academic gaps• Crucial role of home language• Rigor, relevance, relationships• Active engagement• Oral language and Academic language• Writing• Integration

Echoing Common Core• More focus on structured, rich oral language• More focus on writing• More emphasis on language in and through

social studies and science – a full academic curriculum

• More focus on interaction, collaboration, discussion

• More focus on academic vocabulary and discourse

Recommendations• Specialized ELD or LTEL language class• Clustered in heterogeneous classes

mainstream academic classes with differentiated SDAIE strategies used

• Explicit language/literacy development across the curriculum

• Emphasis on engagement, oral language and academic language, study skills, rigor

• Native speakers classes (through AP)

The “LTEL” Course

• 38 districts have created/adopted some kind course for LTELs in middle school and/or high school

• Variety of “buckets” and intentions: ELD for LTELs; English support classes; academic language; academic intervention/support; SDAIE English for LTELs

• Range of materials, programs, approaches drawn upon – and diverse combinations of components

Four case studies

• Tracy Unified School District: “ALAS” class paired with regular English class

• Arroyo Valley High School (San Bernardino): schoolwide approach

• Anaheim Union High School District: High school special ELD IV class; middle school support class

• Ventura Unified School District: Multiple placement options

Essential components• Oral language• Student Engagement• Academic Language• Expository text (reading and writing) plus other

genres• Consistent routines• Goal Setting• Empowering pedagogy• Rigor• Community and Relationships• Study Skills

Materials/Curriculum• Major challenge• Drawn from existing materials, added

supplementary and created additional materials• Needs to be relevant, high interest, age

appropriate• Needs to incorporate whole books• Curriculum explicitly provides opportunities for

active engagement• Curriculum should touch on all essential

components• Materials should align and connect to core

academic courses

New resources

• English 3D• AVID Excel for Long Term English Learners

(middle school)

Structural Considerations

• Smaller class size• More fluid pacing guide• Dedicated LTEL class just for LTELs• Attention to maximizing graduation credits

and fulfillment of the A-G• Same teacher for dedicated LTEL class as for

core English class (?)• Careful teacher selection/assignment

Challenges and Lessons Learned

• It’s complex, requires time, collaborative effort and resources

• MUST address motivation and re-engaging• Everyone has to understand purpose of class• Begin with and keep data in forefront• Provide professional development and support

for teachers• Build leadership and infrastructure at the site and

district

Impacts

• No consistent data across sites or across years• Intended outcomes: success in ELA

curriculum, active participation and success in academic classes, redesignation, scoring Proficient or above on CST, preparation for college

• In general, reports are positive• Piloting districts are proceeding with

refinements and course offerings, and expanding to other sites

Language development across the curriculum

• Attention to the language demands of academic subjects

• Use of language objectives to focus instruction for ELs

• Use of “scaffolds” to bolster comprehension and access to content (e.g., visuals, primary language resources, graphic organizers)

• SIOP, Constructing Meaning, GLAD, ELLA, SDAIE strategies

Does introducing native language instruction in secondary schools have benefit?

The case for Native Language classes

• Activates the language system facilitating meta-linguistic benefits

• Bolsters English• Can increase college preparation and college-

going rates• Develops skill with personal, family, labor

market and societal benefits• Addresses identity and culture

The SEAL of Biliteracy

An award granted to high school seniors (by a school, district and/or the state) upon graduation certifying attainment of mastery of two or more languages (one of which is English)……

(includes American Sign Language)

State Seal of Biliteracy• Assembly Bill 815 (Brownley, Chapter 618, Statues of 2011) took effect January 1, 2012

• Purpose: To recognize high school graduates who have attained a high level of proficiency in reading,

writing, speaking and listening in one or more languages in addition to English

Criteria

• Complete English requirements for graduation with overall GPA of 2.0 or above

• Pass CST in ELA at grade 11 at “proficient” • Pass Advanced Placement Exam with 3+ or IB

exam with 4+ or successful completion of 4-year high school course of student in world language with 3.0 in those courses or SAT II test at 600+ or a school district exam equivalent

• English Learners must be “CELDT Proficient”

Purpose - Why might your school or district want a Seal of Biliteracy?

Recognize achievement and hard workEncourage students to study languagesAffirm and encourage developing home languageEstablish the value of bilingualismProtect and/or build language programsBuild more respectful inter-group relationshipsDevelop job/career skillsOther…….

Ventura: A District Action Plan

• Title III Improvement Plan “Operation Prevent LTELs”

• ELD/ELL course sequence rewritten• Clear placement criteria for all courses• Appropriate curriculum and technology• Pacing guides and assessment routines• Common sequence of language functions for

ELD K-5

Investment in

• Intensive professional development • PLCs across academic content areas• Bilingual Opportunities Pathway Program• Multilingual Recognition Awards• Student Pep Talks• Administrative and leadership structures to

keep issue on table and to maintain accountability

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%)

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%

• 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

29

Modesto City Schools

Who are our English Learners?

# Years in

US School2008 - 2009 Grades 7-12

Language Institute

Tier I

Tier II

1

2

(92) 3%

Tier III

Tier IV

3

4(178) 7%

5+ Program 5

Or more(2,344) 90%

30

5+ Program9th Grade

Period Course

1 ELA READ 180

2 ALD READ 180

3 Spanish for Spanish Speakers

4 Math

5 Earth Science

6 PE

7 Elective (A-G) : Visual Performing Arts, Support, or AVID 31

NOTE:World Religions/Health classes in summer school or senior year.

Computers in any fouryears, summer school, or test out

OR

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

Anaheim Union High School District

• 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)

• Literacy and language across curriculum • Biliteracy as a 21st century skill

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

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• ELA/ELD Articulation across the districts• New ELD/ALD courses and materials

• 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