1. Prevent the Creation of Long Term English Learners Laurie Olsen, Ph.D. December 2012 CDE Accountability Institute lolaurieo@gmail.c

2. 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

3. GAP has increased 2002-2012 Calif. Standards Test ELA % Proficient and above English Only: English Learners 33.4% gap ----------------------------------------------------------39% gap

4. State & Federal Accountability Reforms Research on EL Civil Rights Capacity Prof. development, teacher placement, credentialling, Politics Families, Community from an era of multiple forces impacting EL education, little coherence and disappointing impact District Initiatives

5. To converging forces Long Term English Learner Research The Common Core Standards English Learner Research

6. Long Term English Learner Research The elementary school years

7. Building Block#1: Know who your English Learners are – Monitor their progress – Identify those at risk of becoming a LTEL

8. Across all districts 59% of secondary school ELs are long term (103,635 in sample) Differs significantly from district to district (21% - 96%)

9. How long? Academic and Language? “English learners cannot be permitted to incur irreparable academic deficits during the time in which they are mastering English” “School districts are obligated to address deficits as soon as possible, and to ensure that their schooling does not become a permanent deadend.”

10. Definition: An English Learner who….. Has been continuously or cumulatively enrolled in U.S. schools for 6+ years Has not met reclassification criteria Evidence of inadequate progress in English language development (CELDT III or below, has remained at CELDT level for 2+ years, or has lost ground on CELDT) Evidence of academic struggle (e.g. GPA 2.0 or lower)

11. Annual Expectations for English Learners Years in US 1 year 2 years 3 years 4 years 5 years 6 years CELDTBEGEIINT EAADV CST ELA FBB BBBB+Basic+Prof+ CST Math FBB BBBasic+Prof+

12. Recent survey Data from 35 school districts (mix of suburban, rural and urban; geographic diversity; small to very large; vary in concentration of English Learners) Data on 108,609 ELLs in grades 3 - 5

13. Indicators of Risk After 5 years – haven’t reached CELDT proficiency After 5 years – stalled at Intermediate Level III on CELDT for more than two years After 5 years – scoring at FBB or BB on CST-ELA

14. By fifth grade Almost half of students who enrolled in Kindergarten as English Learners are redesignated 52% of those who enrolled as an ELL in Kindergarten are still English Learners Half of those have not yet reached CELDT proficiency 1/3 have been stalled at Intermediate level for MORE than two years ½ are scoring at FBB or BB on CST-ELA

15. State definition: “Students at risk of becoming a LTEL” Fifth grade English Learner Continuously or cumulatively enrolled for more than four years At Intermediate level or below on CELDT 4 th grade CST scores are at a Below Basic or Far Below Basic level

16. Keeping an eye out for the development of LTELs Information for teachers, parents, leadership planning To build awareness To assist in planning To identify students in need of support To help inform instruction To engage students and parents in monitoring, goal setting and planning

17. Action Items  Adopt a clear definition Develop expectations for progress based on number of years of enrollment Use those expectations to identify students at risk of becoming Long Term English Learners Disaggregate achievement data by number of years in US schools

18. BUILDING BLOCK #2: KNOW WHAT TO WATCH FOR!

19. High school: typical behavioral 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

20. By 6 th grade, 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

21. The continuum: learning English as a second language _______________________________________________________________________ No English Oral, social English CELDT Proficient CST Basic Proficient for Academic work  1 – 3 years 7 – 10 years I II III IV V

22. What is an AMAO? Annual Measurable Achievement Objective AMAO #1 – progress towards English proficiency measured by CELDT levels (target 54.6%) AMAO #2 – attainment of English proficiency which is defined as “CELDT proficient” (overall Early Advanced, no domain less than Intermediate) - (target: 43.2% those <5yrs) AMAO #3 – academic performance in English measured by scoring proficient on CST in ELA and Math (target: 67%)

23. Which levels on CELDT are meeting growth targets? State % meeting growth target of l level Beginning (I)64% Early Intermediate (II)60% Intermediate (III)37% Early Advanced (IV)50% Advanced (V)72%

24. Look at your AMAO data Met the target? Getting better, staying same or declining % of students meeting target? Is the target a sufficient goal for your school or district? Which CELDT levels appear to be progressing and which are not progressing as well? Which students are “stuck” or falling behind?

25. Understand what practices contribute towards the creation of LTELs – and what may need to change Building Block #3:

26. No services - mainstream Three out of four spent at least two years in “no services” or mainstream This trend has increased in California schools in past decade

27. Trend: Towards the weakest EL Program Models

28. Other contributing factors Inconsistent program placements Inconsistent implementation within programs Social segregation and linguistic isolation Transnational moves – transnational schooling

29. Unintended consequences Narrowed curriculum  academic gaps & lack of academic language Professional development and monitoring are tied to fidelity in implementation of core curriculum packages that aren’t adequate for the language development strategies English Learners need Interventions as solution  schedule filled with inadequate and inappropriate support classes, interventions that aren’t designed for English Learners

30. CONFUSION English Language Arts Universal Access Preview/Review English Language Development (ELD) Reading Support, English Intervention Classes ??????

31. The National Literacy Panel “Instructional strategies 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.”

32. 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 No more “Interventions = EL Program” – especially interventions designed for native English speakers No more “Mainstream = EL Program”

33. Building Block #4: Know the research on effective English Learner practices

34. 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)

35. #1: Early childhood education makes a difference 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)

36. 2. Importance of rich oral language development 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 --

37. 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

38. So…… Multiple and frequent structured opportunities for students to be engaged in producing oral language should be features of classroom instruction The amount, type and quality of student talk that is generated is a mark of good instruction Emphasize complex vocabulary development Model rich, expressive, amplified oral language

39. #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)

40. SOCIAL CONTEXTS ACADEMIC CONTEXTS SIMPLE, BASIC, FUNCTIONAL LANGUAGE  RICH, COMPLEX, PRECISE LANGUAGE XX

41. 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

42. #4. Language develops in context Young children develop language through play, interaction, listening, experimenting - facilitated in an enriched and interactive environment Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week. An enriched environment is important for stimulating language development and making language comprehensible for all English Learners

43. Academic language develops in context Hands-on activities, realia, visuals provide context for learning language. Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum. Thematic curriculum units provide context for rich language development for ELs

44. 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

45. 5. To access the curriculum, English Learners need specially designed instruction Along the continuum, as they are developing English, an English Learner cannot access grade-level academic content without specially designed instruction and support. The support that is needed differs depending on where along the continuum – pacing, questioning, activities, forms of participation, etc. need to be differentiated

46. 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 “Generic” approaches must be differentiated (e.g., Balanced Literacy)

47. #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 foundational elements of English ELD instruction should continue at least through Early Advanced levels of proficiency

48. These are related – but not the same – they need all three ELD instruction English Language Arts (scaffolded) Academic language across curriculum

49. #7: Development of the home language is powerful – but neglected 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 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. 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

50. Students have more extended and complex vocabulary and language skills if their home language is developed 1 st and 2 nd 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.

51. “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

52. 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 Two-way/dual language programs if you can

53. 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

54. 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!

55. Building Block #5: Understand the implications of the Common Core Standards

56. The task: To get them to English proficiency To ensure access to curriculum while learning English _______________________________________________________________________ No English Proficient for Academic work  A moving target under the Common Core Standards

57. Old Paradigms OR Learn English Academic content then Language Academic Content Academic vocabulary

58. New CCS Paradigm MATHSCIENCE LANGUAGE ARTS language instructional discourse express and understand reasoning

59. Language focus across the curriculum The CCSs call upon all academic content teachers to focus on academic vocabulary, oral language and discourse patterns that are essential for participation in academic work within their disciplines (Anchor standards: Language #1-5, Reading #4, Speaking and Listening #1, 4 & 6)

60. Active engagement in collaboration The CCSs recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration. (Anchor standard: Speaking and Listening #1)

61. High leverage strategies Long Term English Learner Research The Common Core Standards English Learner Research Oral Writing Language in/through academics Collaboration Academic language

62. Building Block #6: Put it all together to prevent the creation of LTELs

63. The Sobrato Early Academic Language (SEAL) model is…… A PreK-3 model – piloted for Spanish-speaking English Learner children Research-based Age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond. The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

64. FOUR PILLARS Alignment of PreK and K-3 systems Focus on Academic Language & Discourse Oral language Biliteracy Language development through enriched thematic curriculum Text Engagement Parents and Teachers Working Together: Parent Engagement Affirming Environment

65. FIRST PILLAR Alignment of PreK and K-3 systems Summer Bridge programs Joint professional development Articulation of instructional strategies Observation and classroom visits Transition activities for students and families Outreach from elementary campus to preschool families Pre LAS/LAS assessments

66. SECOND PILLAR Focus on academic language and discourse Development of rich and complex oral language Simultaneous development of English and home language whenever possible Text-rich curriculum and environments Academic language developed through an enriched and full thematic curriculum

67. Language development throughout an integrated curriculum High leverage strategies  Academic vocabulary  Core ELA Math ELD Sci & SS Arts  Thematic Connection 

68. High Leverage Instructional Strategies Complex, precise, academic vocabulary development Structured oral interactions (e.g., Think Pair Share) Read Alouds Narrative/Story Retell Children as Readers Checks for Comprehension – Adapting Instruction Graphic Organizers and visuals Dramatic Play Children as Writers/Authors Collaborative practice/ skills of teamwork Language through Arts Infusion

69. THIRD PILLAR Parents and Teachers working together Environment bridges home and school Home-school connection in the curriculum Family Science and Literacy Nights Parent education Book bag/book loan program Cadre of parent volunteers focused on language and literacy

70. FOURTH PILLAR Affirming Environment Environment reflects children and families Parents in the classroom Bilingual authors/illustrators Focus on building community within classroom – and the language to talk about feelings and experience Climate supportive of bilingualism and cultural diversity

71. 71 SEAL has had a significant impact on parents and on literacy activities in the home Majority of SEAL parents participate in literacy-related activities at least a couple of times a week – and read books with their child on a daily basis. SEAL parents as or more likely to engage in literacy- related activities than a national study of parents (including Hispanic parents and college-educated parents). SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences SEAL parent involvement was highly correlated with various measures of children’s language development.

72. SEAL has had a significant impact on parents and on literacy activities in the home

73. STUDENT IMPACTS Statistically significant achievement gains for students in all academic, cognitive and social areas – particularly high gains in language and literacy Significant rate of progress towards English proficiency (34% moved two levels; 79% one) Significantly greater growth than comparison groups of demographically similar in district and state 73

74. English (CELDT) correlated to proficiency in Spanish 74

75. Spanish PreLAS First Grade Entry Level 1 Not fluent Level 2-3 limited Level 4-5 fluent Bilingual2%33%65% English/S EI 18%82%0% 75 L1 language loss/gap significant by end of kindergarten

76. The Common Core and SEAL – the match Language addressed across the curriculum Emphasis on building rigorous, complex academic language Oral language skills are important Active engagement in discourse, and collaborative/team academic tasks Career ready emphasis Standards based planning

77. Look for these high leverage approaches in your classrooms Emphasize high leverage strategies that address all three imperatives (preventing LTELs, enacting EL research, implementing CCCS) Ensure EL program coherence Invest in professional development Monitor progress

78. What changes do you think should be highest priority for your school in order to better meet the needs of LTELs, to prevent the creation of LTELs AND to prepare for your ELs to participate in the Common Core?