“Meeting the needs of Long Term English Learners in the Secondary School Grades: research, tools, lessons learned and practical examples” Laurie Olsen, Ph.D. 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 placements for 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 work  Encourage students to study languages  Affirm and encourage developing home language  Establish the value of bilingualism  Protect and/or build language programs  Build more respectful inter-group relationships  Develop job/career skills  Other…….

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 District 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%)

Increase in LTEL scoring “Proficient” Language ArtsMathLanguage ArtsMath 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 Districts Title 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 School Grades 7-12 Language Institute Tier I Tier II 1212 (92) 3% Tier III Tier IV 3434 (178) 7% 5+ Program 5 Or more (2,344) 90% 30

5+ Program 9 th Grade PeriodCourse 1ELA READ 180 2ALD READ 180 3Spanish for Spanish Speakers 4Math 5Earth Science 6PE 7Elective (A-G) : Visual Performing Arts, Support, or AVID 31 NOTE: World Religions/Health classes in summer school or senior year. Computers in any four years, summer school, or test out OR

Differentiated placement in 9 th 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 21 st 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 21 st century skill

In two years…. “ Takes a 3-5 year commitment” API has gone up 31 points Reclassification has increased Higher English Learner 10 th 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 