New English Language Development and Common Core State Standards Institute Two District’s Best-Practices in Supporting Secondary LTELs June 28 th, 2013
Introductions Rachel Mack Academic Support Counselor 2 Irma Muñoz Assistant Principal Mills High School San Mateo Union High School District
Goal Prepare every English learner for college and career success! 3
Objectives Workshop 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
Demographics at Mills 5
NumberPercentage English Learners1018% Free/Reduced Lunch20416% Special Education1129% 6
7 Percentage of EL’s at Mills
8 EL Categories
Achievement Data CST English Language Arts 2012 Percent Proficient or Above Schoolwide75% English Learners23% CAHSEE English Language Arts 2012 PassProficient Schoolwide95%77% English Learners78%28% 9
Academic Performance Index (API) 10
Academic Performance Index (API) 11
Sample Student 12 “Santiago” SPED Low Grades & Test Scores Latino Male Low-Income
13 Low Skills Low Motivation Social- Emotional Issues Root Challenges
All Students Drop-In After-School Tutoring Subject-Based Tutoring Parent Outreach for Long-Term English Learners Drop-In Tutoring for English Learners Mandated After-School Tutoring English & Math Support Classes Guided Study Classes EL Intensive Tutoring Group Counseling Individual Counseling SST’s 504 Plans SPED Some Students Individual Students Less Intensive More Intensive Pyramid of Interventions
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
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
Academic Support Groups Study Skills Groups Brainology ® : Growth Mindset Program 19
Parent Outreach LTEL Parent Workshops Latino Parent Night 20
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
23 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
Outcome Data 25
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
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
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
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