English Learner PLC Workshop Grossmont union high school district English Learner Programs January 29, 2009

Impact of ELL Students 1990 = 1 in 20 in k12 classified as EL (US) 2008 = 1 in 9 (US) Estimation for 2028 = 1 in 4 (US) California—largest EL population of any state, with 33% of the nation’s total 460 different languages, most born in US Most elementary, though spread K-16 More than 18% of California secondary students are EL, number is on the rise

“Unless we start looking at how to educate English Learners as a systemic issue—something relevant to all teachers, not just EL specialists—we will become an illiterate nation.” -Aida Walqui Director, West Ed Professional Development

Systemic work requires Data driven policies and initiatives Site support teams Direct support around the achievement gap Collaborative interdisciplinary academic support teams Use of resources Leadership development

Grossmont union high school district English Learner Educational Goals

Purpose of the English Learner PLC Professional development and capacity building for teachers of English Learners Set ambitious, reasonable targets for EL accountability as a school site. Allow for collaboration opportunities (district-wide) regarding EL courses in subject matter teams. Opportunity to work together in small groups, solve problems together, share struggles, and participate in the solution for closing the achievement gap.

Beginning—Today’s Outcomes Phase 1: Analyze and Decision Making Determine the task to be accomplished Establish the division of authority within the group Phase 2: Planning and Preparation Design the task Ensure access to necessary supports Acquire material resources Phase 3: Start Up Talk and plan desired outcomes

Future English Learner PLCs Phase 4: Assistance Eliminate barriers Assist with the work process Reflect on progress Phase 5: Evaluation and Closure Evaluate effectiveness Present results Implement additional changes Plan Act Observe Reflect

Our Work: Closing the Achievement Gap

ACCESS The extent to which all students have equitable access to basic teaching conditions, such as qualified, effective teachers; rigorous curriculum based on the state academic content standards; “safety nets” and accelerated interventions. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  How do your EL students gain access to what they need?  How are EL students provided with rigorous curriculum and instruction, highly effective teachers, counselors?  Describe the extra learning options available for EL students that supplement the education provided in a typical school day?

CULTURE/CLIMATE The extent to which the learning environment is safe, promotes a sense of belonging, and fosters strong, positive relationships among students, among school staff and between the school and home/community. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  How does your school offer the best learning environment for EL students?  How does your school promote an environment that focuses on learning and a sense of belonging for students and school staff?  Describe how your school offers culturally relevant and responsive instruction?

EXPECTATIONS The extent to which a culture of excellence exists for all students and adults alike, so that a common, high standard is the norm for all students, and getting all of them to meet those high standards is a responsibility embraced by the school community. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  Describe how high expectations are held for all students and teachers?  How are high expectations evident in the curriculum, instructional practices, student assignments, and the school’s communication to students, parents, and school staff?  How is student progress measured using data and effective assessment strategies?

STRATEGIES The extent to which evidence-based or promising teaching, leadership, and organizational practices are employed by practitioners at all levels in areas such as delivery of standards-aligned instructional program, standards of professional practice, needs- based allocation of resources, collegial accountability and collaboration, articulation across grade spans, and leadership development. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  What practices have proven effective (or are promising) for closing the achievement gap for English Learners?  Describe strategies that address improving the quality of instruction; differentiating instruction; increasing instructional time; teacher collaboration time, etc.?

1. What does the acronym SDAIE stand for? A. Superb Dogs Acknowledge Interesting Exercises B. Specifically-designed Academic Instruction in English C. Special Demonstration of Academic Interest for English-Learners D. State Designation of Academics for Immigrant Examinations

2.What are the six instructional scaffolds that are at the heart of SDAIE? A. Modeling, bridging, contextualizing, schema- building, developing metacognition, re-presenting text B. Visuals, examples, realia, frameworks, listening posts, projects C. Color-coding, slower pace, simplification, loud & clear enunciation, buddy system, labels in classroom D. Differentiation, ELD, primary language support, culturally-relevant curriculum, homework, lighting

3. What three things would you expect to see/hear while observing a well-taught SDAIE lesson? A. Quiet students, worksheets, teacher talk predominates B. Clear pronunciation, simple directives, on-task behavior C. Comprehensible input, student engagement, academic discourse D. Content standards posted, students in rows, textbooks

4. What are the five proficiency levels as determined by the CELDT? A. Beginning, Early Intermediate, Intermediate, High Intermediate, Advanced B. Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced C. Pre-production, Speech Emergence, Intermediate Fluency, High Intermediate, Near- Native Fluency D. Silent Period, Beginning, Intermediate, Early Advanced, Advanced

5. What are some characteristics of a typical CELDT “level 2” English learner? A. Responds non-verbally by pointing, gesturing, nodding, or drawing B. Orally communicates basic needs (e.g. “May I get a drink?” C. Asks and answers instructional questions with some supporting elements (e.g. “Is it your turn to go to the computer lab?”) D. Produces language with varied grammatical structures and vocabulary, comparable to native English speakers of the same age

6. What are BICS and CALP? A. A brand of ballpoint pen and a measuring device B. Beginning Independent Communication Skills and College Academic Language Prowess C. Beyond Intelligible Cacophony of Speech and Classification of Allegorical Literacy Perception D. Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency

7. In a SDAIE class, which standards are you using? A. State standards B. Both state and national standards C. Both content standards and English language development standards D. Both district and state standards for English language arts

California English Language Development Test (CELDT) Has three purposes: 1. To identify students who are limited English proficient 2. To determine the level of English language proficiency of students who are limited English proficient 3. To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking and writing in English

Who takes the CELDT? All students whose primary language is not English, based on the Home Language Survey Newcomer students must be tested within 30 days of enrollment Identified English Learners must be tested once each year until they are reclassified as fluent English proficient (RFEP)

CELDT—Components Listening Following oral directions Listening comprehension (extended passage & short, situational) Rhyming Speaking Oral vocabulary Speech functions Choosing and giving responses Reading Word analysis Fluency and systematic vocabulary development Reading comprehension Literary response and analysis Writing Grammar and structure Writing sentences Writing a short composition

CELDT—Data Analysis Examine: Data on the average change in scaled scores Proficiency levels of EL students Reflect: What does the growth suggest about the ELs overall academic progress? At what level do most students remain? What are our strengths and challenges with ELs? So what?

CAHSEE—Data Analysis Examine: Student academic grades Credits Current schedule Times taken Reflect: What does this data suggest about our ELs academic progress? What does this data suggest about our ELs proficiency? What are our strengths and challenges with ELs? So what?

D/F Rates Reflect: What does this data suggest about our ELs academic progress? What are our strengths and challenges with ELs? So what?

Why is the district in Program Improvement (PI)?

Annual Measurable Achievement Objectives (AMAOs) 1. Percent of students making annual progress in learning English 2. Percent of students attaining English proficiency on CELDT 3. Adequate yearly progress for English Learner Subgroup

Action Plan Goals GoalTime LineAction Steps Person(s) Responsible Resources Evidence of Success Coherent and systematic placement tools. Spring/ Summer 2008 Provide training for testers Determine protocols for placement with counseling Admin Counseling Dept. Chr. Counselors EL Coordinator Resource days Categorical funds Minutes of planning meetings Written Placement Protocol Evaluations EXAMPLE :

Video: Dalton Sherman