1. Accountability Institute
Powerful EL instruction and curriculum for preschool, kindergarten and transitional K
Findings and implications from the Sobrato Early Academic Language (SEAL) pilot
Good morning
Been preparing for years for this day without recognizing this is where I was heading…. For forty years in education a deepening understanding of how it happens that some groups, some communities are excluded from educational opportunity… for the past twenty years, focusing on English Learners and immigrants specifically – documenting school responses to new waves of immigrants, designing and piloting demontration projects to try to show that things can be different, that schools can be designed in ways that provide access… and in all my work with secondary schools throughout California the deepening realization that we are witnessing not just students who came with gaps that aren’t be closed, but that we we are witnessing children to whom harm has been done. And now, working in the past months of this new report on Long Term English Learners has been taking place side by side with my efforts in a preK-3 pilot for Spanish speaking immigrant children, and I have to say that there has been something in that combination that has broken my heart.
Everyday now in our projects’ preschools and kindergarten classrooms I see children……
Laurie Olsen, Ph.D.
Accountability Institute
December 2011

2. Lau v. Nichols, Supreme Court
English Learners
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”
Lau v. Nichols, Supreme Court
As you know, English Learners are a class of students defined by civil rights law and court cases as a group who are foreclosed from equal educational access and opportunity because they don’t have the English skills needed to access curriculum in schools where there are not supports to help them access that curriculum and overcome the language barrier. Schools have an affirmative obligation to address those language barriers….
Now in the policy arena and in the field, the focus of doing that has been primarily on elementary schools. The research… program model development… curriculum… has been primarily elementary school with the notion that the issue would be solved for children who entered our schools in the primary grades by the time they get to secondary schools. Secondary school programs were seen as something needed for newly arrived immigrant children. 2

3. GAP has increased. 2002-2010. CST ELA % Proficient and above
GAP has increased CST ELA % Proficient and above English Only: English Learners
33.4% gap % gap

4. Percent of LEAS meeting AMAOs
Met AMAO 1
Met AMAO 2
2006 73 74
2007 82 77
2008 81
2009 78 63
2010 51 45

5. Across all districts 59% of secondary school ELs are long term (103,635 in sample)
LTELs
Other ELLs

6. Long Term English Learners are created……..
Long Term EL
We know that LTELs are created -- across years of schooling.
Though we’ve defined this, or backed into this as a high school issue, the need to understand how LTELs are created begins back in elementary…… by middle school there is a sense of something definite going on -- is it language? Are these kids it’s just somehow taking longer to progress? Is it a motivation or identity issue? By high school, we know it’s real….

7. El Monte school districts
Commitment #2: Full Proficiency
English Learners will develop within six years of continuous enrollment full receptive and productive proficiencies in English in the domains of listening, speaking, reading and writing – consistent with expectations for all students.

8. Annual Expectations for English Learners
Years in US
1 year
2 years
3 years
4 years
5 years
6 years
CELDT
BEG EI
INT EA
ADV
CST ELA
FBB +
FBB+
BB+
Basic+
Prof+
CST
Math
STS

9. Schooling History: weak or no language support
75% spent 2+ years with “no services” or mainstream
Increase in “mainstream” placement
One in ten with ELD only
One in twenty (5%) receive primary language programs or instruction at some point
Just over half are in structured English immersion, ELD/SDAIE

10. Comparison between EL groups over time

11. Other contributing factors
Inconsistent program placements
Inconsistent implementation within programs
Narrowed curriculum  academic gaps & lack of academic language
Social segregation and linguistic isolation
Transnational moves – transnational schooling

12. By middle school, they have distinct language issues
High functioning in social situations in both languages – but limited vocabulary in both
Prefer English – are increasingly weak in their home language
Weak academic language – with gaps in reading and writing skills
Are stuck in progressing towards English proficiency

13. The profile of where LTELs are “stuck” differs
Most remain at CELDT III or below
Many, however, appear to reach CELDT proficiency but score low enough on CST or receive failing grades that prevent redesignation

14. Typical profile
Learned passivity, non-engagement, underlying discomfort in classes
Don’t ask questions or ask for help
Tend not to complete homework or understand the steps needed to complete assignments
Not readers
Typically desire to go to college – high hopes and dreams but unaware of pathway to those dreams
Do not know they are doing poorly academically – think they are English fluent

15. Academic Gaps develop
Several grade levels below actual grade level in both English and L1
Cumulative high school GPA is very low (D+ average)
More than one in five have F averages
Grade retention frequent
Gaps in academic background

16. The continuum: learning English as a second language
_______________________________________________________________________
Proficient for Academic work
No English

17. So far…to prevent the creation of LTELs
Clearly defined EL program models (ELD plus access), consistently implemented
Consistency in placement and EL language approach (no ping-pong)
Importance of full curriculum
Strategies that promote student engagement as active learners
Importance of scaffolding instruction

18. New generation of research
National Literacy Panel on Language Minority Children and Youth
California Department of Education: Research-based Practices for English Language Learners (commissioned papers)
Body of literature on early brain development in dual language learners, linguistic and educational research on early childhood education

19. #1: Early childhood education makes a difference
Early years of development (cognitive, linguistic, social) are crucial
Quality preschool lays the foundation for better outcomes for children once they enter kindergarten
Preschool reduces disparities and longstanding achievement gaps between groups

20. So….. Begin with preschool programs
Active outreach/recruitment to English Learner communities
Attention to supporting the transition from preschool into kindergarten
Articulation, alignment between the two systems (preschool and K-12)

21. #2: Importance of rich oral language development in young children
Producing language encourages learners to process language more deeply than when just listening or receptive.
Verbal interaction is essential in the construction of knowledge
Oral language is the bridge to academic language associated with school and the development of literacy --

22. Oral language is foundational
The vocabulary of a young child (preschool and kinder) is predictive of language skills at age 9 and reading comprehension
Trends in the amount of talk, vocabulary growth and systems of interaction using language is well-established in the years 0 – 6
Oral language is the foundation for literacy and is a crucial part of a strong language program for English Learners

23. National Literacy Panel finding
Oral language development and proficiency is critical to literacy… and is often (and increasingly) overlooked in instruction
It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction
Oral proficiency and literacy in the first language facilitates literacy development in English

24. ……. on oral language
Producing language encourages learners to process language more deeply than when just listening or receptive.
Verbal interaction is essential in the construction of knowledge
Oral language is the bridge to academic language associated with school and the development of literacy

25. Implications ….in primary grades
Amount, degree and TYPE of oral interaction is a big factor for children
Important to stimulate the talk that allows language learners to explore and clarify concepts, name their world, wonder and describe
They have to be talking!
The most powerful “early literacy” development is ORAL LANGUAGE!
Think about the kind of activities, the curriculum of preschools these days in preliteracy and early literature - copying letters, paper/pencil/book… being read to…… We HAVE to create the understanding that in addition to hearing varied and a lot of language, oral language, the PRODUCTION of language is crucial

26. So……
Multiple and frequent structured opportunities for children to be engaged in producing oral language should be features of elementary classroom instruction
Look for the amount, type and quality of student talk that is generated as the mark of good instruction
Emphasize vocabulary development
Model rich, expressive, amplified oral language

27. #3: Academic Language is essential
“Academic language” is different from social language, is discipline specific and takes longer to develop
Academic language and literacy for ELs develops most powerfully where background knowledge is also being built
Learning a second language for academic success requires explicit language development across the curriculum (ELD alone is not sufficient)
By middle and high school, EL who were in mainstream English taught classes in elementary school are the lowest achievers in comparison to EL in any other program placement
227 evaluation - switch to teacing overwhelmingly in English had no impact on improving proficiency in English - that is, no difference in outcomes between bil and Eng

28. Socio-emotional expression
Language development is much more than literacy development – English Learners need LANGUAGE
Literacy
Skills
Communication
Knowledge
Development & concept
codification
Language
Socio-emotional expression
and relationships

29. X  SOCIAL CONTEXTS ACADEMIC CONTEXTS
SIMPLE, BASIC, FUNCTIONAL LANGUAGE 
RICH, COMPLEX, PRECISE LANGUAGE X

30. So…….
Identify key academic vocabulary and discourse patterns – and explicitly teach them
Monitor the rigor and complexity of the language used in text and instruction
Set a high bar for sophisticated, complex, precise language in both social and academic domains

31. #4. Language develops in context
Young children develop language through play, interaction, listening, experimenting - in the context of going about their lives - facilitated in an enriched and interactive environment
An enriched environment is particularly important for stimulating language development in context
Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week. “Play” is increasingly disappearing from preschool and primary grades
Language develops part and parcel with all domains of development
-- socio-emotional = expressing feelings, negotiating relationships
Cognitive development = language as part of labeling the world, expressing thoughts, categorizing and sorting and making meaning of the world
Physical development - describing what you are doing, HOW to do things
So the job of early childhood educators and parents - goes beyond the standard” read to your children” to include
Narrate what you are doing
Ask children what they think, predict, wonder
Have children tell stories or tell what they see, and write it down so they see their own words in print
What I can say can be written… what can be written can be read….. NOT here’s a sound of a letter BBBB Ball, now string the sounds together to form a word….

32. Academic language develops in context
Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.
For young children, science and social studies are particularly powerful arenas for the development of complex academic language

33. So……
Dramatic play and exploratory play opportunities in the preschool and kindergarten classrooms – tied to content
Attention to the classroom environment
Intentional language development across the curriculum
Full curriculum – including rich science and social studies

34. The continuum: learning English as a second language
#5: To access the curriculum, English Learners need specially designed instruction
The continuum: learning English as a second language
    
_______________________________________________________________________
Age/grade level Proficient
No English
Predictable, sequential steps…….

35. National Literacy Panel finding
“Instructional approaches effective with native English speakers do not have as positive a learning impact on language minority students”
“Instruction in the key components of reading is necessary - but not sufficient - for teaching language minority students to read and write proficiently in English”
Implications: If the same strategies are being used
for all students, the gap will grow; specially designed
instruction is important. Interventions for English fluent students are not as effective for English Learners

36. SDAIE works when……
Students have reached an Intermediate level (and above)
Materials are designed for maximum contextual cues, etc.
Teachers understand which strategies are meant for which levels of proficiency
Students are grouped by level
Instruction is paced appropriately - and key power standards focused upon
Lower levels of English proficiency need primary language instruction in order to access grade level curriculum in secondary schools

37. Specially designed v.s. mainstream
By middle and high school, ELs who have had specialized instruction (particularly L1 instruction), are more likely to score at grade level, less likely to drop out of high school, often catch up to and sometimes surpass (L1) comparison peers
ELs in mainstream English-taught classes are the lowest achievers in comparison to students in any other program

38. What kinds of things go beyond “just good teaching”?
Language objectives in addition to content objectives
Vocabulary (and language features) commonly known by native speakers - introduced, emphasized, repeated, practiced
Speech appropriate for English proficiency level
Wait time to process language
L1 clarification - can use the L1 foundation
Pacing of lesson accounts for EL proficiency
Feedback on language use

39. So……
Language objectives for content lessons based on analyzing the linguistic demands of the content
Identify key academic vocabulary and discourse patterns and explicitly teach them
Professional development related to making content accessible to English Learners
Home language support
Home language instruction when possible

40. #6: ELD instruction can advance knowledge and use of English
Sequential, predictable steps along continuum from no English to English proficiency
Carefully planned, dedicated ELD instruction facilitates and accelerates movement towards proficiency
ELD instruction should emphasize listening and speaking, explicitly teach elements of English
ELD instruction should continue at least through Early Advanced levels of proficiency

41. #7: Development of the home language is crucial
A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy
Language of the home is vehicle for making and establishing meaningful communication and relationships
Language is a socio-emotional and cultural phenomenon - key to identity formation
By preschool, the home language is well established

42. Development of the home language occurs in a small minority of early care settings, preschools and early education
Children in English immersion ECE tend to lose ability to communicate in L1, frequently develop communication problems with extended families and experience depressed academic achievement in English
The best foundation for literacy is a rich foundation in language - not necessarily in English, but in the language strongest for the child and his or her family.

43. Children have more extended and complex vocabulary and language skills if their home language is developed
1st and 2nd language are interdependent - and they transfer; instruction in the first language facilitates proficiency in English.
English Learners make more academic progress when they have the opportunity to learn in both their home language and English
Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages by end of 3rd grade and beyond.

44. Link between L1 reading ability and L2 reading ability is the most direct cross-linguistic relationship
Effects of L2 literacy are long-lasting and extend to performance on 8th grade assessments

45. “The research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English only instruction demonstrate that language minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English.”
National Literacy Panel on Language Minority Children and Youth

46. So……
Home language instruction and development whenever possible to high levels of proficiency
Transfer focus and contrastive analysis
Parent education about the crucial role of developing the home language and what can be done at home to support that

47. #8: There are benefits to bilingualism
Bilingual children perform better than monolinguals on select cognitive tasks (brain benefits)
There are social and economic benefits to mastery of two or more languages – particularly in this 21st century.

48. Yet myths and misunderstandings persist..
Learning two languages will confuse children and lead to delays or disorders. With less exposure to each language, neither will become developed fully - and they will not attain proficiency equal to monolingual children in either language
If we want them to master English, the sooner and more fully they are immersed in English, the better.
They don’t really have much development in either language, so it might as well be English we focus on at school
But there are a lot of misconceptions about what happens for children growing up in the context of two languages….. You just worked on some of them….
‘Here - our language assessments in early childhood, and the way in which school readiness criteria are interpreted and implemented becomes a factor:
In the short term, dual language learners have a smaller vocabulary in each language compared to monolingual children in each language - but they have a LARGER total vocabulary (adding words in both languages) and a much more developed understanding of language systems and structures.
And so conclude:
Time spent in home language is wasted time for developing English - More time listening to and speaking English = faster mastery of English
More instructional time in English does NOT yield higher outcomes in English!
More and earlier immersion in English is the best way to acquire English
Reviews of Research (Lindholm-Leary & Borsato) – ELs in English-only programs had lowest proficiency in English, lowest achievement in English, and highest school dropout rates.
Dual Language & Synthesis Research – more Spanish in instructional day  higher achievement in Spanish & higher levels of bilingualism, and students who are more
bilingual achieve at higher levels in English.

49. Development of the home language is a family responsibility
Development of the home language is a family responsibility. Schools should just focus on English.
Home language holds students back
Good teaching and standards-based curriculum work for all students and are sufficient for ELLs
English is the most important subject for ELLs – the more hours, the better

50. Action Steps  Know the research
Determine which aspects of the research are most important to make known at this point in to order to clarify myths/misconceptions that may be in the way of delivering a strong EL research-based program

51. Begin with preschool
Program consistency from PreK up through grades
Well-defined EL program research-based models
Intentional language development approaches, programs, curriculum
English PLUS – home language developed along with English
Exposure to high level, rich, expressive, precise and academic language
Full curriculum
Monitor and identify students lagging behind – triggering appropriate support
Oral production, oral production, oral production!
Structured and supported engagement with English users and models
An inclusive environment and climate matters
Engagement and participation!
HIGH EXPECTATIONS!

52. The SEAL Pilot Sobrato Early Academic Language
A Case Example

53. SEAL is…… A PreK-3 PILOT for Spanish-speaking English Learner children
A research-based model of an age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system and through third grade.
The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners
To pilot a model of an age-appropriate, coherent and articulated preschool through third grade program that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system and through third grade.

54. The pilot regional sites
“Real school” conditions (PI, budget crises, etc.)
San Jose Unified School District: 2 elementary schools, 3 feeder preschool sites (community based, plus state-funded preschools)
Redwood City School District: 1 elementary school, 2 feeder preschool sites
Change header to Seleting the Regional Sites
First bullet should read “selected” vs. “elected” sites

55. The SEAL Model:
An INTENSIVE, INTENTIONAL, standards-based language development approach that infuses all aspects of the school day
A system of teacher professional development, collaboration, coaching, facilitated reflective practice, and resources that support the customization and implementation of the model
A process of curriculum and instructional alignment (infusing language rich strategies into the core; creation of science and social studies based thematic units)

56. FOUR PILLARS Focus on Academic Language & Discourse:
• Oral language
• Biliteracy
• Language development through enriched thematic curriculum
• Text engagement
Alignment of Preschool and K-12 system
Parents and Teachers Working Together: Parent Engagement
Affirming Enviroment

57. Defining the language model:
PreK and Kinder: Minimum of 50% in home language - minimum of 20% of English throughout the entire school year
Home language for rich initial concept development
English builds upon the home language
Intentional focus on the relationship between the two languages - and on “transfer”
Languages separated
AND the intentional language development strategies are also implemented in the SEI classrooms

58. 10 High Leverage Instructional Strategies
Complex, precise, academic vocabulary development
Free voluntary reading
Dramatic play
Think Pair Share (structured interactions)
Read Alouds
Narrative/Story Retell
Graphic Organizers and visuals
Songs and chants
Facilitated dialogue in socio-emotional, experiential and relationship domains

59. Professional Development
PreK and K-3 GLAD
Anti-bias curriculum training
SEAL designed p.d. on language development, assessment, oral language and text engagement strategies, “rich expressive language”
Coaching by Facilitator
Investment in teacher collaboration time

60. Professional Development
Work intensively with two grade levels/year
Adaptation of model to grade level
Full time facilitator position/campus
Monthly grade-level planning, collaboration,
Curriculum/instructional planning to “fit it in”
“All SEAL” professional development 3x/year
Summer Bridge as enrichment for children, professional development for teachers, transition for families

61. Observation/Reflection
The importance of clear agreed upon understanding of what it looks like in a classroom
Teachers make meaning of the principles and co-construct the indicators
Tool used for: depth of implementation gauge, coaching, planning professional development

62. Pedagogy and Planning Approach
Teachers need to KNOW the standards they have to teach
Teachers need a repertoire of best practices and instructional approaches
Teachers need to understand language development so they can be intentional and focused

63. Intensive curriculum planning
The “big sort” of language arts, science and social studies standards to build thematic units
Core program analysis – must-dos, may-dos
Define a yearly plan of thematic units
Insert powerful language strategies into core programs
Incorporate socio-emotional and student experience content
Specialists/residencies – art, science, music

64. Alignment of the System
Summer Bridge
Joint p.d., observations
Shared parent education across preschool and kindergarten
Dual language oral assessments PreK-3
Cross-grade level dialogues
Clear program design and articulation of language of instruction

65. Working in and across two systems
Summer Bridge programs (PreK-K, and K-1)
Joint professional development
Observation and classroom visits
Transition activities for students and families
Joint parent education and services
Outreach from elementary campus to preschool families

66. Parent Engagement
Workshops for parents on supporting language, bilingualism, literacy
Develop cadre of parent volunteers for the classroom (focused on language and literacy)
Family Center (Hoover)
Parent ESL classes
Family Science and Literacy Nights

67. Affirming Environment
Classroom environment reflective of the children and their families
Parents in the classroom
Bilingual Authors and Illustrators visits
Focus on building community, building the language to talk about feelings and experience
Climate supportive of bilingualism (including pathways to bilingualism awards)

68. The Evaluation/Research
Dr. Kathryn Lindholm-Leary
Longitudinal design following cohorts of students from entering preschool through third grade
Data points: Pre-K entry, K entry, 1st grade, end of third grade
Pre LAS (language assessment scale) in both English and Spanish; Desired Results Developmental Profile (DRDP-R); Initial CELDT at kindergarten enrollment; district benchmarks; CSTs and STS; Family Literacy Practices scale.
SEAL Observation/Reflection tools
Degree of Implementation Rubrics
End of Year Surveys and Interviews
Again consistency of terms in second and third bullets - are we saying preschool through 3rd grade or Pre-K to 3rd grade?

69. Major questions
To what degree did the performance of SEAL preschool students improve during the 09/10 year?
How do the SEAL Cohort I students compare to other students who are demographically similar to them?
Is there a difference between students receiving English/SEI vs. bilingual instruction?

70. Implementation
Great majority of teachers made significant progress towards SEAL implementation. 80% evidenced good implementation; 95% report “a major positive impact on my teaching”.
Kindergarten teachers universally report children entering from a SEAL preschool have much higher levels and more active use of language

71. Student impacts Begin with very low levels of language
All children made significant gains at each school in all areas of development (language, literacy, cognition and social skills)
Those in bilingual programs made excellent progress in Spanish language development, while making significant gains in English language development
Having started preschool at lowest levels of Spanish (PreLAS), by end of kindergarten 50% were at highest proficiency level

72. Scored comparable or higher than all comparison groups –including Head Start and a first grade dual language comparison group in both English and Spanish
Children in both SEI/English and Bilingual programs made significant growth overall; Children in bilingual programs made far more growth in Spanish
SEAL had a significant impact on parents and literacy activities in the home

73. Challenges:
Working within parameters of curriculum mandates & pacing guides
Thematic instruction in context of fragmented curriculum
Bilingualism/Biliteracy are low priority
Context of severe budget cuts - increased class size enrollment & limited release time
Bringing community-based preschools into the circle

74. Staffing changes
Pressures of Testing
Materials
Much of “school readiness” activity sets a low bar and doesn’t address issues of engagement or language
Awareness and urgency about the development of LTELs isn’t evident in TK planning

75. Thank you!