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New English Language Development and Common Core State Standards
Institute
Long Term English Learners in the era of the Common Core Standards
June 28, 2013
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
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State & FederalAccountability
Reforms
Research on EL
Civil Rights
CapacityProf. development, teacher placement,
credentialling,
Politics
Families, Community
• Growing Gap• Declining progress towards English• New barriers to access
District Initiatives
The task: To get them to English proficiency
To ensure access to curriculum while learning English
_______________________________________________________________________
No English
Proficient for Academic work
A more rigorous target under the Common Core Standards
Current standards
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Need for explicit attention to ELLs
• English Learners face specific language barriers to participation and access, and have special needs.
• Most general school improvement efforts in the past have inadequately addressed the achievement gap for English Learners.
• The California Common Core Standards (CCSS) are a major reform of public education that does not explicitly state how English Learners needs should be addressed.
• The CCCS roll-out is proceeding without adequate attention to the ELD standards or ELL needs
• Our ELL outcomes are inadequate even for current less rigorous standards
• The foundation of EL programs, capacity and practices to build upon is weak
• The promise is enormous; the dangers significant
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Entering era of converging forces
Long Term English Learner Research
The Common Core Standards
English Learner Research
Starting Kindergarten
185,000 English Learners each year
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Long Term English Learners are created…….. a K-12 issue
K/1 gr.5 gr.8 gr. 10 HS grad
Long Term EL
Struggling
Students
English Learner Typologies
• Newly arrived with adequate schooling (including literacy in L1)
• Newly arrived with interrupted formal schooling - “Underschooled” - “SIFE”
• English Learners developing normatively (1-5 years)
• Long Term English Learner
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Reparable Harm research:Californians Together Survey (2010)
• Data from 40 school districts• Data on 175,734 English Learners in grades 6 -12• This is 31% of California’s English Learners in
grades 6 – 12• Districts vary in EL enrollment, size and context
Across all districts59% of secondary school ELs are long term
(103,635 in sample)
Differs significantly from district to district (21% - 96%)
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Their double challenge – our legal responsibility
“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 dead end.”
Definition (AB 2193):An English Learner who…..
Continuously or cumulatively enrolled in US schools for 6+ years
Not met reclassification criteria
Evidence of inadequate progress
Is struggling academically
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Annual Expectations for English Learners
Years in US
1 year
2 years
3 years
4 years
5 years
6 years
CELDT BEG EI INT INT EA ADV
CST ELA
FBB FBB BB BB+ Basic+ Prof+
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
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By fifth grade• Almost half of students who enrolled in
Kindergarten as English Learners are re-designated
• 52% 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
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 U.S. schools
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Pair-Share • Are Long Term English Learners an issue in
your school?• Do you see students at risk of becoming LTELs
in your school/district?• Any sense of the magnitude?• Do you currently have a way to identify
English Learners at risk of becoming LTELs? (definitions, benchmarks specific to ELs, typologies, etc.)
The voice of one LTEL…….
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Typical behavioral profile• Learned passivity, non-engagement, • 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
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• Are stuck in progressing towards English
proficiency
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The continuum: learning English as a second language
_______________________________________________________________________
No English Oral, social English
CELDT Proficient
CST Basic Proficient for Academic work
1 – 3 years 5 - 7 years
I II III IV V
LTELs STUCK HERE
Big discrepancy between CELDT Proficiency and Basic on CST/ELA
Percent English Learners attaining these benchmarks statewide
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Annual Measurable Achievement Objectives
• AMAO #1 – progress towards English proficiency measured by CELDT levels (target 56%)
• AMAO #2 – attainment of English proficiency which is defined as “CELDT proficient” (overall Early Advanced, no domain less than Intermediate) ‐(target: 45.1% those >5yrs)
“MET” or “NOT MET” is not an adequate indicator of how well we are moving English Learners towards English proficiency
Which levels on CELDT are meeting growth target AMAO #1
(Santa Clara County)?% meeting growth target of 1
level
Beginning (I) 72.2
Early Intermediate (II) 70.2
Intermediate (III) 51.9
Early Advanced (IV) 26.5
Advanced (V) 65.6
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To get this data for your site….
• www.cde.ca.gov• Dataquest• Level (county)• Subject: English Language Development Test
(CELDT)• Select county and submit• Click: CELDT results by prior proficiency• Select the district; and then the site
Santa Clara Co. selected K‐12/high school districts
AMAO #1 AMAO #2B (5+ yrs)
District A
met 58.4% Not met 39.5%
District B met 62.1% Not met 44.5%
District C
Not met 55.4% Not met 39.7%
District D
met 68.3% met 47.3%
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Action Items • Examine AMAOs for adequate growth and
patterns• Conduct walkthroughs and observations,
shadow students to monitor active participation and engagement
• Build staff understanding of CELDT and data and normative expectations
• Celebrate progress
HOW DOES THIS HAPPEN?
No services - mainstream – for several years
• Three out of four spent at least two years in “no services” or mainstream
• This trend has increased in California schools in past decade
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Trend: Towards the weakest EL Program Models
Other contributing factors• Inconsistent program placements• Inconsistent implementation within programs• Social segregation and linguistic isolation• Transnational moves – transnational schooling• Unintended consequence of Corrective
Action: narrowed curriculum• Unintended consequence of RTI: placement
into interventions that aren’t adequate or appropriate for ELLs
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CONFUSION
English Language Arts• Universal Access• Preview/Review
English Language Development (ELD)
Reading Support, English Intervention Classes
???
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.”
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In secondary schools….. (from the Californians Together survey)
• 3 of 4 districts have no approach to serving Long Term English Learners
• Majority of CA districts place their Long Term English Learners into mainstream
• Three CA districts place Long Term English Learners by English proficiency level with other English Learners (in NYC, this is the common placement)
Typical program placementsfor English Learners
_______________________________________________________________________
No EnglishOral, social English
CELDT Proficient
CST Basic
Proficient for Academic work
1 – 3 years
I II III IV V
Intensive or strategic interventions!Still English Learner, but in Mainstream
SDAIE
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• Placed/kept in classes with newcomer and normatively developing English Learners – by CELDT level
• Unprepared teachers• No electives – and limited access to the full
curriculum• Over-assigned and inadequately served in
intervention and reading support classes
Placements NOT designed for them…..
Do these exist in your school?• Weaker forms of English Learner programs?• No ELD?• Just ELD and no other special instruction or services?• Mainstream placement? • Reliance on core E.L.A. program for language • Supposed to be “SDAIE” but doesn’t really happen?• Inconsistent program placements or implementation?• Narrowed curriculum?• Use of interventions that aren’t designed for ELs
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Agenda…from the LTEL research• Clearly defined EL program models (ELD plus access),
consistently implemented• Consistency in placement and EL language approach
(no ping-pong)• Importance of full academic curriculum• Strategies that promote student engagement as active
learners• Importance of scaffolding instruction• Need for interventions designed for ELLs
Three converging forces
Long-term English Learner Research
The Common Core Standards
English Learner
Research
X
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#1: Early childhood education makes a difference
• Early years of development (cognitive, linguistic, social) are crucial
• Quality preschool lays the foundation for better outcomes
• Preschool reduces disparities and longstanding achievement gaps between groups
• Most powerful language policy/approach for preschool is primary focus on home language development
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)
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#2.
Importance of rich oral language development
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 --
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National Literacy Panel finding
• Oral language development and proficiency is critical to literacy… and is often (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
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
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#3:
Academic Language is essential – complex, precise language is
essential
• Social, oral fluency (BICS) takes less time to develop than academic proficiency (CALP)
• Academic language and literacy for ELsdevelop most powerfully where background knowledge is also being built – and in the context of engaging with academic content
• Learning a second language for academic success requires explicit language development across the curriculum - ELD alone is not sufficient
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SOCIAL CONTEXTS
ACADEMIC CONTEXTS
SIMPLE, BASIC,FUNCTIONAL LANGUAGE
RICH,COMPLEX, PRECISE LANGUAGE
X X
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
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#4.
Language develops in context
So……
• Intentional language development across the curriculum
• Full curriculum – including rich science and social studies
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#5.
To access the curriculum, English Learners need specially
designed instruction
SDAIE works when……• 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 - key
power standards focused upon• L1 is used as a support
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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
#6:
ELD instruction can advance knowledge and use of English – and they need ELD through high levels of
proficiency
Daily dedicated timeLeveled by proficiency
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#7:
Development of the home language is important
The home language plays a significant role in development
• The best foundation for literacy is a rich foundation in language
• Children have more extended and complex vocabulary and language skills if their home language is developed
• English Learners make more academic progress when they have the opportunity to learn in both their L1 and English
• Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages
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Comparison between EL groups over time
And, there are benefits to bilingualism…… so…..
• Home language instruction and development whenever possible to high levels of proficiency
• Transfer focus and contrastive analysis• Native speakers classes through to
Advanced Placement• Create a climate that honors and affirms the
value of bilingualism
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Yet, common belief system
• Sooner and more fully immersed in English, the better
• 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
• Home language holds students back
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
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The Common Core standards, implemented on a
foundation of myths and misinformation about English Learner research, will (as with
most past reforms) leave English Learners behind.
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DISCUSSION• Do you see evidence that this research is
known and guides programs and services for English Learners?
• How strong are the myths and beliefs that run counter to the research?
• What aspect of the research is most needed to be understood?
• What practices do you see going on that seem most to fly in the face of research?
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The Common Core Standards:
New opportunity or new barriers for English Learners?
The answer lies, in part, in the new ELD standards.
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Common Core ELA: Four Shifts
1. Language development across the curriculum
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Major Shift #1:From Old Paradigm
OR
Learn English
Academic content
then
LanguageAcademic Content
Academic vocabulary as overlap
To new CCS Paradigm: language is central to all academic
areas
MATH SCIENCE
LANGUAGE ARTS
Language
*• instructional discourse• expressing and understanding reasoning
Social Studies
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Shift 2: Increased focus on Speaking and Listening
Comprehension and CollaborationDay to day, purposeful academic talk one to one, small group and large group setting
Presentation of Knowledge and IdeasFormal sharing of information and concepts, including through the use of technologyfor all students, across the curriculum
Shift 3: Focus on more complex, rigorous text (+ incr. in informational)• ELLs will need background knowledge to
comprehend and critically engage with academic text in CCCS.
• Practices of a narrowed curriculum and years spent in English and math interventions, support classes and instruction (little or no science, social studies, arts) have resulted in gaps in ELL students’ essential academic background knowledge.
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Shift 4: 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)
CCSs alone do not address a pathway towards English proficiency for ELLs
• New English Language Development standards aligned to the CCSSs (adopted November 2012)
• New adoption of materials in 2016; new ELD assessment for 2015-16
• Implementation of CCSSs must be accompanied by full implementation of the new ELD standards
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New ELD Standards – related to academic curriculum
Dedicated ELD + ELD across all academic areas
MATH SCIENCE
LANGUAGE ARTS
ELD*
SOCIAL STUDIES
New ELD StandardsDifferent Focus
• Language development focused on making meaning, collaboration, comprehension, communication – with content integral to language learning
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Six Key Shifts
• From lock-step linear spiraling, dynamic and complex social process
• From focus on accuracy collaboration, comprehension, communication
• From simplified texts and activities separate from content use of complex texts and content integral to language learning
• From English as a set of rules From English as a set of rules to meaning‐making and language choices
• From central focus on grammar, syntax to grammar and structure within meaningful context
• From Literacy Foundational skills as one size fits all to targeting varying profiles of ELsand tapping linguistic resources
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THE ELD STANDARDS….• Guide for all teachers to support access to
academic content and participation in academic classes for diverse ELL students along continuum towards proficiency
• Guide for all teachers to focus on academic and discipline specific English – what it is, how it works
• Guide for dedicated ELD instruction• Guide for collaboration between ELD and
content teachers
ELD is no longer wholly disconnected from the
academic work students are doing in the rest of the
curriculum, but it remains the vehicle for English Learners to
FOCUS on learning English
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LTEL needs, EL research and the Common Core
• More focus on structured, rich oral language• More focus on writing• More emphasis on academic language and
informational text• More emphasis on language in and through
social studies and science – a full academic curriculum
• More focus on interaction, collaboration, discussion
• ELD, language development and academic learning are understood as more connected than they have been
Some gaps….
• The new ELD standards do not adequately describe or guide instruction or curriculum for newcomers
• The new ELD standards do not adequately focus on basic, foundational, communicative and expressive language development outside of academic language
82
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OUR TASKBuild programs, curriculum and
instruction that meet the needs of LTELs and prevent the creation of
new LTELs
See to it that implementation of the CCCS goes hand-in-hand with the new ELD standards – and are both implemented with an eye to
EL research
Three converging forces
Long Term English Learner Research
The Common Core Standards
English Learner Research
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Reparable Harm Recommendations
• Specialized ELD or LTEL language class (aligned to new ELD standards PLUS)
• Clustered in heterogeneous classes mainstream academic classes with differentiated SDAIE and scaffolding
• Explicit language/literacy development across the curriculum
• Emphasis on engagement, oral language, writing, academic language, study skills, rigor
• Native speakers classes (through AP)
To prevent the creation of LTELs• Intentional, rich, rigorous, academic language
development across a full science- and social studies-based curriculum plus high quality ELD
• Emphasis on active engagement• Coherent, articulated ELL program• Clear expectations & monitoring for progress
towards English proficiency, identify students and provide EL specific support
• Primary language development to degree possible
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Make the promise of the Common Core a reality for English Learners, not a new
barrier to access and success!
An aligned approach!• Know the standards• Align LTEL work with Common Core work• Roll out initial implementation of CCCSs with focus on
high leverage areas that overlap (ELL research, LTEL research and CCCS mandates)- with speaking, listening and collaborative practices central
• Don’t forget the ELD standards• Continue to build the understanding, skills, capacity
and foundation for strong ELL programs
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• Reinstate social studies, science, full curriculum to build background knowledge and as the context for academic language development
• This means changing the instructional minutes tyranny that divides academic subjects to thematic curriculum at elementary level
• Preparing curriculum for language development across academic areas
• Collaborative planning time, support for standards-based planning
Support professional development and appropriate materials….be the voice!
• Now ALL teachers will need to support language development
• The Common Core calls for a change in teaching pedagogy from teacher-directed and primarily teacher talk to student talk, discussion, inquiry, collaboration
• California teachers using existing adopted curriculum and pedagogies have not been using the strategies that are called for by the Common Core Standards
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Three imperatives!
Long Term English Learner Research
The Common Core Standards
English Learner Research
Realize the Promise; Guard against new barriers!
Prevent the harm! End the creation of LTELs
Enact what we know works!
Beyond the Common Corea California Vision requires Biliteracy
• Demographic reality of our state• Global opportunities of the 21st century• Benefits for our English Learners• Benefits for all students
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• Primary language assessments to support bilingual/biliteracy, dual-language programs
• Ensure materials for bilingual/biliteracyand dual language programs
• Policies to facilitate growth of dual language and bilingual/biliteracyprograms
• Seal of Biliteracy and pathway awards
SEAL OF BILITERACY RECIPIENTSA vision of students prepared for the 21st Century!
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Because without education, they do not
have accessand without the power of
language, they do not have a voice!
Thank you!Laurie Olsen
CHECKLIST, NOTE-TAKER Long Term English Learners in Era of the Common Core Standards
Laurie Olsen, Ph.D. #1: KNOW YOUR ENGLISH LEARNER PROFILE We have a formal definition for Long Term English Learners We have designated annual benchmark expectations for English Learners by number of years in United States schools and by progress towards English proficiency. Our data system enables us to analyze EL achievement data by length of time in U.S. schools and by English proficiency levels. Achievement data at the site and district level is analyzed by English Learner proficiency levels and number of years since enrollment – and we use that data for planning purposes and to identify students in need of support. We identify students at risk of becoming a “Long Term English Learner” and develop a catch up and program consistency plan for those students. Site and district leadership are knowledgeable about the diversity of the English learner enrollment in our district, including the different needs of newcomer students, normatively progressing English Learners, and Long Term English Learners
2
# II: RECOGNIZE THE CHARACTERISTICS OF LONG TERM ENGLISH LEARNERS Behavioral Profile Elementary schools: Reflect on your upper grade classrooms (grades 3-6). Do you see evidence that these typical LTEL behaviors are emerging among your English Learners? Secondary schools: To what degree do these characteristics typify your LTELs? Familiar Some indication
this is occurring Don’t see it
Don’t know
Social English skills, but with limited vocabulary and grasp of English
Non-engagement, little participation, passivity in class
Doesn’t ask for help, seldom asks questions
Doesn’t like to be called upon
Tends not to complete homework, or shows evidence of not understanding what the homework called for
Struggles academically
Struggling reader
High hopes for academic future – college going, etc.
Annual Measurable Achievement Objectives Percentage of our English Learners who have met AMAO #1 (progressed one level on CELDT since prior year) _______ Percentage of our English Learners who have met AMAO #2b (been in U.S. schools for five or more years and have reached CELDT proficiency): _______
3
We examine our AMAOs to monitor for adequate growth on CELDT, and to examine patterns of which English proficiency levels are moving. Faculty discussions and leadership planning meetings focus on the implications of this data for our program, curriculum and instruction. We have conducted our own inquiry (including analysis of data, review of cum file histories, student interviews and focus groups, and classroom observations) to develop a deeper understanding of our own Long Term English Learners population
We conduct walkthroughs and observations and shadow students to monitor the degree to which English Learners are actively participating and engaged in classes We have a shared understanding of the benchmark of English proficiency needed by our English Learners in order for them to access and participate fully in an English-taught curriculum without special support services. The full staff understands the CELDT, ELD assessments, AMAOs and how to interpret data on how English Learners are doing academically and progressing towards English proficiency. The full staff examines this data. Staff understands the expectations for normative progress towards English proficiency and the implications of where an English Learner is along the continuum towards English proficiency.
4
#III: CONTRIBUTING FACTORS TO HOW AN ENGLISH LEARNER BECOMES A LONG TERM ENGLISH LEARNER Secondary schools: Do any of the following conditions occur for the English Learners in your feeder schools? Were these present in your LTELs educational history? Elementary schools: Do any of the following conditions occur for the English Learners in your school (or district)? Happens for
many ELs Happens for some
Doesn’t happen
Don’t know
Transnational movement (back and forth resulting in movement in and out of US schools)
EL program models provided are weak(er) models
Inconsistent program placement from year to year
Weak or inconsistent ELD instruction Periods of receiving no English Learner services (e.g., no ELD, just mainstream placement, etc.)
Little or no development of primary language in school
Linguistic isolation (in school and in community – little interaction with English speakers)
Narrowed curriculum (e.g., science and social studies and arts no longer happening or being squeezed into fewer minutes of the day)
Inconsistent approaches to supporting ELs from classroom to classroom – from teacher to teacher
Placement into interventions/supports designed for struggling native English students
The program calls for SDAIE strategies to be used, but it is actually weak, inconsistent or nonexistent
Notes, comments, question, things to find out, ideas:
5
#IV: The Research HOW WELL IS THE RESEARCH KNOWN AND ACTED UPON IN OUR SCHOOL? Don’t
Know Not at all
Somewhat Understood, though not acted upon
Understood & evident
ELs continue to need ELD and support until they reach proficiency (normatively 5-7 years)
A strong foundation in L1 is a foundation for L2. Skills transfer.
The development of a students home language along with English benefits overall language, literacy and academic success
Second language development is different from first language development. English Learners need instruction in English Language Development. This is NOT the same as English Language Arts designed for native English speakers.
Rich oral language development is a crucial part of a strong language program. They need to be TALKING.
To access the curriculum, English Learners need specially designed instructional strategies and materials.
The language needed for academic participation and success is different from social language – and it takes longer to develop . All teachers need to focus on academic language.
Language development needs to occur throughout the curriculum. English Learners need a full curriculum, and pay a price if academic study is postponed “until they know English”.
There are social, economic and cognitive benefits to mastery or two or more languages – particularly in this 21st century.
Key Myths and Misconceptions to Address:
