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Contact Information: Bethany Barrett Bethany.barrett@ bellinghamschools.org Lindsay MacDonald Lindsay.macdonald@bellinghamschools.org Katie Brown Katie.brown@bellinghamschools.org www.mycoachkatie.com Bellingham Public Schools FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS
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Introductions Objectives Secondary ELL Program Review Recommendations & possible next steps Q & A FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS April 11, 2014 Agenda
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Understand the components of the Bellingham School District’s Secondary ELL Program Review. Explore how a program review can create necessary change for ELLs in a secondary setting. Identify recommendations and possible next steps for your ELL program. OBJECTIVES
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Student data collection (How are our ELLs doing?) Student interviews (How do THEY think they are doing?) Teacher interviews (What are teacher identified barriers for ELL success?) Administrator interviews (What programs are already in place for struggling ELLs?) Family interviews (What are family identified barriers for ELL success?) Research on best practices in serving ELLs (What is working?) PROGRAM REVIEW COMPONENTS
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School A 6% current ELL’s 10% former ELL’s School B 1.5% current ELL’s 4% former ELL’s School C 1% current ELL’s 4% former ELL’s
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School A 6% current ELL’s 10% former ELL’s School B 1.5% current ELL’s 4% former ELL’s School C 1% current ELL’s 4% former ELL’s
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Students earning D’s and F’s In-coming 9 th grade students not yet at standard on the MSP 11 th graders not at standard on the HSPE 12 th graders not on track to graduate Which classes are students earning the most D’s and F’s Attendance OTHER RELEVANT DATA
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English, Math, and Science = hardest subjects Homework is a huge struggle ELL teacher is seen as the adult to go to for help Many don’t know if they are on track to graduate STUDENT REFLECTIONS
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Academic background and determination are leading factors for success in high school. Our current system does not meet the needs of ELLs or students with low skills. Concern over inconsistent grading policies Need consistency & innovation “At the moment, teachers are islands left to their own devices and whims; how each student negotiates six different classes is up to each student to work out.” TEACHER REFLECTIONS
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District and state data is used to identify at-risk students. Supports are not targeted for unique needs of ELLs. Some supports are working, others are not and there is no clarity about why. There is a great need to address success attributes and social-emotional stresses. ADMINISTRATOR REFLECTIONS
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Community and relationships- inclusive, affirming school culture Specialized courses focused on language development and specific needs of ELLs and LTELs Focus on study skills, metacognition, and learning strategies (“AVID-like”) ELL BEST PRACTICES: WHAT WORKS?
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ELD Support classes – Academic language and core content instruction Newcomer Center – geared toward 9-12 th grade, centrally located Instructional Coaching – intentional focus on SIOP implementation and on-going whole staff and individual PD SIOP Teacher Cadre - clustering ELLs in ‘gatekeeper’ classes with a handpicked group of teachers who are dedicated to on-going instructional coaching in SIOP PROGRAM REVIEW OUTCOMES
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Grading practices at the high school level Building culturally responsive and empowering school climates FTE (allocating existing and adding more) RTI systems at the high school level Providing appropriate support for LTELS ONGOING QUESTIONS
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Contact Information: Bethany Barrett Bethany.barrett@ bellinghamschools.org Lindsay MacDonald Lindsay.macdonald@bellinghamschools.org Katie Brown Katie.brown@bellinghamschools.org www.mycoachkatie.com Bellingham Public Schools FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS
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