Ensuring Success and Closing the Achievement Gap for All of California’s Middle Grades Students

Ensuring Success and Closing the Achievement Gap for All of California’s

Middle Grades Students

Building Effective Programs for English Learners in the Middle Grades

Taking Center Stage – Act II(TCSII)

Taking Center Stage—Act IIPresenters today are:

Carol Abbott, Author of Taking Center Stage—Act II, and consultant with the Middle and High School Improvement Office of the California Department of Education

[email protected] Jeanette Ganahl, Administrator, English

Learner Accountability Unit, California Department of Education

[email protected]

Welcome

Back to SchoolsMovingUp Webinar Series on

Promoting English Learners' Success

Housekeeping

Discussion/Interactive Format

Quick Polling

Open Responses

Going Live for Web Tour

Breaks for responding to chat

questions/comments

Those on just the teleconference can email questions to: [email protected]

FAQ posted after the webinar

Taking Center Stage—Act II

Who are you? Site administrator District administrator Teacher (classroom or resource?) EL coordinator Community member Higher education staff SEA staff Other


POLLTCSII is a California resource, but

it has been viewed by nearly 200,000 people from 47 states

and 46 countries.

Please let us know the state you are calling from.


We will have several question and answer breaks during

the presentation. If we don’t have time to answer all the questions, we’ll post FAQs

with the archived presentation.


TCSII represents research and best

practices of successful California

educators who, like you, are

concerned about what engages

English learners and what helps them

achieve.


TCSII is:

Built by educators and for

educators*

Based on 12 interrelated

recommendations for middle

grades success.


The 12 recommendations reflect four focus areas:

Academic Excellence

Developmental Responsiveness

Social Equity

Organizational Structures and

Processes


Today we will show you the TCSII Web portal and resources for middle grades English learners in the second half of this presentation.

Following the tour, we will review what the research says about practices that help educators achieve the major goals of the California English learner program .

First, though, we need to know what you need to know!

English Learner (EL) Needs POLL:

What are your burning issues around supporting adolescent English Learners?

Developing English proficiency? Engaging them in the broader school culture? Building academic proficiency in grade-level

subject matter Preparing them for high school, college, and

career? Understanding young adolescents in general? Engaging their families? Other


Thank you. We will attempt to address your burning questions

by viewing the research and resources on the TCSII Web portal and then through an in-

depth discussion of the research about best practices.


Going live to

http://pubs.cde.ca.gov/tcsii


Back to

Presentation


Coming Soon to TCSII:•GIS features

•A TCSII School Self-Study Rubric•A video submission project

•New professional development tools including presentations by

Kate Kinsella, Janet Zadina, and Doug Reeves


POLLHow would you use the TCSII Web

portal as a resource?

Do a staff treasure hunt based on key site issues? Identify 3 key EL issues for our school and assign teams to find

the answers from TCSII and report back to the larger group? Use the TCSII Rubric as a schoolwide staff? Have a faculty-wide video session to view Kate Kinsella’s

presentations about English learners? Use the TCSII Professional development modules as they

appear? Other

Program Goals

There are two major goals for English learners in California:

1. English Language Development (ELD) – develop English proficiency as rapidly as possible;

2. Access to the Core – help them to meet grade-level standards.

Goal 1: ELD

1. English Language Development (ELD): ELD is English language instruction appropriate for the student's identified level of language proficiency. It is designed to promote second language acquisition of listening, speaking, reading, and writing.

Goal 1: ELD

Research-based Instructional Principles* for ELD:

Explicitly teach the components and processes of reading and writing

Teach and model comprehension skills and strategies

Build and activate prior knowledge*Deborah Short presentation on SchoolsMovingUp (4/5/07)

http://www.schoolsmovingup.net/events/doublework Center for Applied Linguistics http://www.cal.org

Goal 2: Access to the Core

2. Access to the core curriculum

This means that students receive grade-level instruction in a manner that allows them to meet grade-level standards in a reasonable period of time, and that the district has a PLAN for monitoring and overcoming any academic deficits.

EL Instrument Item #7-12.1:

http://www.cde.ca.gov/ta/cr/cc/documents/elins07.doc

The Pathway

ELD

content area standards

content objectives/concepts

content area academic language

current English proficiency level

on-going ELD assessments

ELD standards-based instruction

scaffolded instructional strategies

Core


CDE presentation on EL pedagogy, 1999

Goal 1:

Goal 2:


Q and A:

Do you have any questions about the presentation up

to this point?

HOW?

What do we know about best practices that accomplish the two goals for English

learners in the middle grades?


(TCSII Recommendation #1:)

Rigorous, research-based principles* on teaching English language development

highlight the need to: Integrate listening, speaking, reading and

writing skills from the start Develop vocabulary and academic language

*Deborah Short presentation on SchoolsMovingUp (4/5/07)

http://www.schoolsmovingup.net/events/doublework

Center for Applied Linguistics http://www.cal.org

http://www.nwp.org/cs/public/download/nwp_file/9050/Double_the_Work.pdf?x-r=pcfile_d


The issue of access is particularly important for ensuring that all EL students not only have access to ELD, but also access to the strategies and supports that they need such as differentiation.

2. Accessing the Core

Differentiation in teaching ELs involves systematic instruction and

ongoing assessment targeted to each individual’s language level.

Scaffolding strategies help students access the core curriculum.


How can we help students access the core curriculum?

1. Specially Designed Academic Instruction in English (SDAIE)

2. Primary Language (L1) Instruction

3. Primary Language Support (PLS)

Instructional Strategies for ELs

1. Specially Designed Academic Instruction in English (SDAIE): SDAIE is an approach used to teach academic content to EL students in English. It is designed for non-native speakers of English and should focus on increasing the comprehensibility of the academic content normally provided to FEP and English-only students in the district.

Know your students!

USE RESULTS FROM PRIMARY LANGUAGE ASSESSMENTS as well as ENGLISH

LANGUAGE PROFICIENCY ASSESSMENTS (CELDT)

It is as important for teachers to access the data about each student’s primary language proficiency as it is to use assessments about

their English proficiency level to inform instruction.


2. Primary Language (L1) Instruction: L1 provides academic content instruction in the student’s primary language and may also include language development in the student's primary language. For example, a student may be ready for advanced content such as Algebra, but may lack the English skills needed for the course. These students may also be receiving SDAIE.

From Similar English Learner Students, Different Results:Why Do Some Schools Do Better?

http://www.edsource.org/pdf/SimELreportcomplete.pdf


3. Primary Language Support (PLS): In addition to ELD and SDAIE, students may need Primary Language Support (L1.) PLS may be used to clarify meaning and facilitate student comprehension of academic content area concepts taught mainly through English.

How to access the core

Research shows that ELs typically need 4-7 years of instruction in English language development before they reach grade-level academic performance levels.


http://www.schoolsmovingup.net/events/doublework Center for Applied Linguistics http://www.cal.org

How to access the core

Time (TCSII Chapter 3)

English learners typically need additional time to master grade-level standards as delineated in district pacing guides. Flexible middle grade schedules can provide extra time for students to receive instructional support in effective intensive intervention programs targeted to their needs..

Reaching the Goals

What else does the research say?

Effective districts, schools, and classrooms that promote successful English learner achievement provide:

Systematic, explicit, intensive, differentiated reading skill instruction

Development of L1 literacy skills along with English oracy and literacy

Instructional scaffolding for comprehensibility of content Systematic assessment of students’ strengths and

needs.

What Does the Research Say: Research-Based Characteristics of Effective Districts, Schools, and Classrooms that Promote English Learner Achievement. WestEd,

2007.

A third goal

In addition to attaining English language proficiency and meeting grade-level academic standards, there is another over-arching goal:

Every English learner should be prepared to be successful in

secondary and post-secondary education, career, and community.

POLL:

Check for understanding:

DO YOU HAVE ANY QUESTIONS ABOUT THE PRESENTATION UP

TO THIS POINT?


Meeting the three goals for adolescent learners requires knowledge about the adolescent brain (remember the Adolescent Development tab on

each Chapter page in TCSII)!For example, brain research confirms that young

adolescents need: Access to prior knowledge (Chapter 2)

Engagement (Chapter 4) Meaningful participation (Chapter 4)

Caring Relationships (Chapter 5)


4. Relevance and English Learners

Research related to Chapter 4

Effective districts, schools, and classrooms that promote English learner achievement provide:

Engagement in structured, academic talk Enrollment in academically challenging

coursework.

What Does the Research Say: Research-Based Characteristics of Effective Districts, Schools, and Classrooms that Promote English Learner

Achievement. WestEd, 2007.

4. Relevance and English Learners

Research-based Instructional Principles*: Develop language acquisition skills through

content and themes Use native language strategically Pair technology with existing interventions Motivate ELs through choice [in topics of

interest to young adolescents].


http://www.schoolsmovingup.net/events/doublework

Center for Applied Linguistics http://www.cal.org

Relationships and English Learners

TCSII 5: Know your students! Not all English learners are the same: Some are “under-schooled,” newly-arrived immigrants Some are highly educated, academically competent new

arrivals Some are long term English learners (have been in the

program longer than expected). Consider time-in-program to determine instructional

approach. Consider cultural contexts and family education

Laurie Olsen, “Ensuring Academic Success for English Learners,”LMRI Newsletter, Summer 2006

http://lmri.ucsb.edu/publications/download.php?file=newsletters/v15n4.pdf

5. Relationships and English Learners

One way to develop caring relationships is

through SMALL LEARNING

COMMUNITIES (SLCs). Research found

that student affiliation with the school

community increases when students

participate in small learning

communities.-K. Cotton, New Small Learning Communities: Findings from Recent Literature

What kinds of schools work?

TCSII 8. Safety, Resilience, and Health

Create and sustain a fair, safe, and healthy school environment…

Fair and positive discipline Safe, clean, and engaging [inviting]

facilities Access to counseling and health

supports

9. Leadership and English learners

TCSII 9: A systems approach helps English learners succeed:

1. Comprehensive LEA plan for English learners

2. Site implementation of the plan3. District support (hiring coaches, providing

professional development; conducting data analysis)

4. Ongoing professional development opportunities

5. Teaming to support implementation of plan based on best practices

What else ensures access?

TCSII 10. Professional Learning

Teacher effectiveness [preparedness] is the most critical element for student success. “. .

. students assigned to the most effective teachers for three years in a row performed 50 percentile points higher on a 100-point scale than comparable students assigned to the least effective teachers for three years in a row.”2

Kevin Carey, “The Real Value of Teachers: Using New Information about Teacher Effectiveness to Close the Achievement Gap” (PDF;

Outside Source), Thinking K-16, Vol. 8, Issue 1 (Winter 2004), 4.

10. Professional learning and English learners

Provide ongoing coaching and professional learning about instruction for English learners beyond required authorization to teach English Learners

Resources for Professional Learning

Quality Teaching for English Learners (QTEL) is a unique project created by the Teacher Professional Development Program at WestEd under the direction of Aida Walqui. It is devoted to improving the capacity of teachers to support the linguistic, conceptual, and academic development of adolescent English language learners, both immigrant and U.S.-born. http://www.wested.org/cs/we/view/pj/380

Accountability Questions

TCSII # 11: Accountability

In writing and reviewing the implementation of your district and site English learner plans, what accountability questions should you ask yourself/your staff?

Consider…

11. Accountability and English learners

Did we base the district/site EL plan on a needs assessment?

Were the findings verified? Was the EL program developed based on the

needs assessment findings? Is the program being implemented as

planned? Do teachers have the training, coaching, and

resources to implement the plan? Do they receive timely results from key

assessments?

11. Accountability and English learners

How well are English learnersacquiring English and progressing in the core curriculum over time?

If they are not progressing, what interventions are being used?

Are the interventions effective? If not, how will they be modified? Has the program been modified based

on the answers to these questions?

12. Partnerships and English learners

TCSII # 12: “Schools in which English learners

achieve to high standards are typically characterized by active parent and community engagement, supported with programs that build leadership capacity…”

Laurie Olsen, “Ensuring Academic Success for English Learners,”LMRI Newsletter, Summer 2006

http://lmri.ucsb.edu/publications/download.php?file=newsletters/v15n4.pdf


Parents can have a positive effect on literacy outcomes. However, schools typically do not take advantage of this.

Diane August: A National Literacy Panel to Conduct a Comprehensive Evidence-Based Review of the Research

Literature on the Development of Literacy Among Language Minority Children and Youth (CAL: 2006)

http://www.ccsso.org/content/PDFs/5-19-06chiefs%20(2).ppt


Schools with a high population of Englishlearners find that student achievement increases family involvement. Likewise, family involvement increases when schools provide:

Personal relationships (between school personnel and family members)

Sense of belonging Events that celebrate cultures with parents and

families (student performances, holidays, meals) Child care (during parent or guardian conferences and

meetings) Transportation

Parent involvement

Translations encourage parent involvement:

Clearinghouse for Multilingual Documents (http://www.cde.ca.gov/ls/pf/cm/)

California Education Code Section 48985

The Clearinghouse for Multilingual Documents (CMD) is a secure database to assist local educational agency (LEA) staff in locating parental notification documents translated into non-English languages.

12. Partnerships and English Learners

More ways to support EL’s and families: Fund a parent liaison Establish a parent room Keep library/media centers open after

school Educate parents or guardians about

options for involvement. Do family visits in their

neighborhoods.


In conclusion: the following practices help schools meet the 2 goals of an effective EL program* (slide 1 of 2)

EL programs are schoolwide (not isolated -- TCSII #9-

Leadership) Teachers collaborate, particularly for ELD instruction

(TCSII #10-Professional Learning) Staff members demonstrate extensive language and

cultural competence (TCSII #10 10-Professional Learning) Staff members demonstrate a focus on individual

students and differentiation of instruction (TCSII #2-

Instruction, Assessment, and Intervention)


The school culture emphasizes consistent monitoring of students’ progress and teaching to rigorous academic standards (TCSII #11-Accountability)

Staff members articulate rigorous expectations for ALL staff and students (TCSII #1-Rigor)

Consistent leadership supports and benefits programs and instruction (TCSII #9-Leadership)

Staff members focus on consistent, coherent program design (TCSII #9-Leadership)

Norm Gold, Successful Bilingual Schools. SDCOE, October, 2006, p. 50.

http://www.sdcoe.net/lret2/els/pdf/SBS_Report_FINAL.pdf


POLL:Which topics would you like us to

address by providing more resources?

We’ll try to add them to TCSII and/or our FAQs on the archive site.


Thank you!

Carol [email protected]

andJeanette Ganahl

Jganahl @cde.ca.gov

Additional ResourcesCalifornia Department of Education (http://www.cde.ca.gov/sp/el/)

resources on English learnersWestEd’s Quality Teaching for English Learners (QTEL)

http://www.wested.org/cs/we/view/pj/380America’s Choice (http://www.americaschoice.org/) provides research-

based interventions based on California standardsGuided Language Acquisition Design (GLAD) focuses on

professional development in the area of language acquisition and literacy (housed at the Orange County Department of Education) http://www.projectglad.com/

Colorin Colorado is a research-based Web site for EL teachers and parents http://www.ColorinColorado.org

TESOL (Teachers of English to Speakers of Other Languages) http://www.tesol.org/s_tesol/index.asp. TESOL, a professional association for English language educators, offers a variety of resources and networking opportunities for professionals involved in secondary school English language education.

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