Systematic English Language Development Approach Mendota High School

Mendota Unified School District Mendota High School - Newcomer Pathway Manuel Bautista, Director of Educational Services Travis Kirby, Mendota High School Principal Dr. Paul Lopez, Superintendent

Objectives Share information about our newcomer situation. Walk you through our process. Share what we learned, what we still need to improve on, where we want to get. Provide you with at least one thing that can help you at your district. Share the importance of making the changes necessary to meet the needs of students. Answer some of your questions.

Mendota Unified 3400 Students 98% Free and Reduced 65% English Learner 80% EL in Kinder Mendota High School 920 Students

What Changed? 2015-2016 90 Newcomers at MHS (800) 2016-2017 2017-2018 72 Newcomers at MHS (first semester) (920)

Newcomer Demographics Students from Mexico, Honduras, and El Salvador Students interrupted schooling Students from detention centers/unaccompanied minors Students coming in with low literacy skills Students with gang ties Students wanting to work Opportunity

Newcomer “Pathway” in 2015 Students register Counselors place them where there is room Wish them luck Didn’t work then, and wasn't going to work for 90 newcomers

First Steps Traditional ELD program was not going to be enough. Who else is getting this many newcomers? What program can we go see to help us help our kids? We couldn’t find a similar situation. Factors that need to be focused on: Student Background Student Age Goals: Traditional HS Graduate vs. Adult Ed Graduate/ GED Student Motivation Service to the Student- Relevant Classes

New Courses Language Acquisition Courses Newcomers Course ELD 1-a Title III Newcomer ELD System 44/Read 180 ELD 1-a ELD II Transitional Courses Transitional ELA ELA Credit Transitional Math Math Credit Study Skills Courses American Headway 3rd Edition

MHS Newcomer Pathway

MHS Newcomer Pathway

MHS Newcomer Pathway

MHS Newcomer Pathway

Level I Level I.5 Level II Level III Level VI Level I Classes: ELD 1 and Title III Exit Criteria 90% of sight words- 270 out of 300 Alphabet upper and lower case 100% 44 sounds Student will be tested with the L.S.CELDT must test at a level II or greater. Level I Level I.5 Level II Level III Level VI Level I.5 Strategic Classes: ELD 1 Exit Criteria Lexile Score of 500 Teacher Recommendation Listening and Speaking Level II Classes: ELD II and Core ELA Exit Criteria Lexile Score of 650 Grade in ELA Class C or better/ Teacher Recommendation Listening and speaking. Local Score CELDT LEVEL III Level III Classes: ELD III and Core ELA Exit Criteria Lexile Score of 830 Grade in ELA Class <C L.S.Celdt Level IV Level IV Classes: Core ELA and ELD Level VI Exit Criteria for intervention Class Lexile Score of 1020 Grade in Intervention and ELA <C RFEP process begins once the level IV criteria have been met.

Classes: ELD 1a, Title III, Basic Math, Sheltered Level I.a Strategic Classes: ELD 1a, Title III, Basic Math, Sheltered Exit Criteria: Lexile Score of 500 Teacher Recommendation Listening and Speaking

Classes: ELD 1, Transitional ELA Level I Classes: ELD 1, Transitional ELA Exit Criteria: 90% of sight words - 270 out of 300 Alphabet upper and lower case 100% 44 sounds Student will be tested with the L.S.CELDT must test at a level II or greater.

Classes: ELD II and Core ELA Level II Classes: ELD II and Core ELA Exit Criteria: Lexile Score of 650 Grade in ELA Class C or better/ Teacher Recommendation Listening and Speaking. Local Score CELDT LEVEL III

Classes: ELD III and Core ELA Level III Classes: ELD III and Core ELA Exit Criteria: Lexile Score of 830 ELA Grade - C or better Celdt Level (4 or 5)

Level IV Classes: ELD IV and Core ELA Exit Criteria: Lexile Score of 1020 Intervention and ELA Grade - C or better Celdt Level (4 or 5) RFEP Process Begins

Sample ELD Course Schedule P. Barba Title III ELA Title III Math 180 C. Berg ELD I 500 ELD I.5 Strategic 500 Folkorico Modesto ELA Transitional ELD II ELA 10 ELA10 Dustin ELD IV ELD III Periods 1 2 3 4 5 6 7

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