REFLECTION

1. Misconception # 4: “If we let them use their home language, they won’t learn English or assimilate. Parents who speak to children in the home language are holding them back.”

2. Motivation, opportunity and encouragement to use a new language is important, but preventing a child from using their strongest language has a detrimental impact.Parents need to use their strongest language to enhance communication and connection, and to foster rich language development overall.

3. REFLECTION • Do you hear or see evidence of any of these beliefs? • Do any of these seem to create challenges to strengthening your programs for English Learners? • What is the research that is most needed to be understood? • What practices do you see going on that seem most fly in the face of research?

4. Step 6: Design programs to meet LTEL needs

5. Basic Principles! • Focus upon distinct needs • Language development is more than literacy development – LTELs need both • Language development + Academic gaps • Crucial role of home language • Invite, support, insist that LTELs become active participants in their own education

6. Maximum integration without sacrificing access • Rigor, relevance, active engagement and empowering pedagogy • Relationships matter • An affirming, inclusive environment • Urgency!

7. A secondary school recommendation • Specialized ELD • Clustered in heterogeneous classes • Explicit language/literacy development across the curriculum • Native speakers classes (through AP)

8. Comparison between EL groups over time

9. Seems to be power in SNS that is both Spanish literacy AND enhances English skills • Explicitly links transferability of cognitive skills, cognitive and vocabulary development, academic language, writing structures, rigorous writing assessment • Is aligned to state English language arts standards • Solid preparation for AP language and AP literature • Focused on high level of oral, reading and writing skills - while enhancing English skills • Includes cultural focus and empowering pedagogy

10. Flexibility to progress at accelerated rates – paired with formal systems of monitoring • Focus on study skills, critical thinking • Data chats, preparation, accommodations • Programs, activities, student leadership to create an affirming school climate • Instruction matters

11. The pieces so far…… • Definition of LTEL that drives identification of appropriate program and services • Program designed to meet the needs of LTELs: specialized ELD, support for successful participation in heterogeneously mixed classes with English proficient students, native language development • Instruction focusing on specific oral and academic language needs of LTELs • Access to Content using high quality SDAIE strategies and development of content-appropriate language • Data system that supports monitoring and reflection • Provision of information, achievement data, and discussion of implications with students and parents

12. Two Case Examples Ventura Unified School District Modesto City Schools

13. VUSD: Key elements of the action plan… • English Learner courses revised based on student needs • ELD course sequence rewritten • ELD 4 and SDAIE courses are “UC/CSU accepted” • Specific placement criteria for all courses • Two periods of instruction for ELD courses • Appropriate curriculum and technology • Pacing guides and assessment routines

14. Professional Development to Support Action Plan • Teambuilding and ongoing support for EL teachers from all content areas (TEAMSSS) using Teaching English Language Learners – A Differentiated Approach by Doug Fisher and Nancy Frey 2007 • “Fishbowl” approach • Coaching support for teachers and Asst. Principals – “the secret weapon” • Year Two WRITE training for ELD and English teachers • WRITE support for content area teachers • SB472 Training for Edge – VCOE

15. Working Across Campus to Build Students’ Assets Bilingual Opportunities Pathway Program Two New Courses: Spanish for Careers in the Community and Spanish for International Careers Multilingual Recognition Awards Student Pep Talks

16. Title III Improvement Plan Addendum “Operation Prevent LTELs” • Middle School – Articulation, program revision, Inside curriculum, PLC meetings, coaching, observations, technology, Pep Talks • 4th and 5th Grade - Pep Talks and book clubs • PIQE series for families at Program Improvement schools • VUSD K-12 assessment plan + RtI model • “Common Sequence of Language Functions” for K-5 ELD

17. Routines and Structures Support Success • Multiple measures for careful student placement • Monthly Updates at K-12 Principals’ Meetings • Monthly VUSD English Learner Coordinating Council Meetings lead by Superintendent • Principals’ Checklists • Compliance Readiness Review Cycle • Catch-Up Plans

18. Working with the SystemOngoing Efforts • VUSD grading committee to revise policy and promote best practices • Master Schedule Issues - Consideration of 7-period day • Expansion of Two-Way Immersion Program • Focus on AYP proficiency for 10th grade English Learners and RFEP students

19. Modesto

20. MCS Title I and Title III STATUS • K-8 and 9-12 Districts Title I Program Improvement Status Year 3 • K-8 District Title III Year 5 of not meeting all AMAO goals • 9-12 District Title III Year 4 of not meeting all AMAO goals

21. Who are our English Learners?

22. Language Institute Tier I - IV • High School hosted at one site • Jr. High hosted at one site • As determined by an Individual Learning Plan may need: a. 5th year option (for HS graduation) b. longer day c. summer school • Grade levels would be mixed

23. Course Terminology • ELD Strategic English Language Development to increase the student’s English proficiency • ALD Academic Language Development strategically focused on developing academic language through intensive writing instruction

24. Terminology cont. • Spanish for Spanish Speakers Correlated with the Spanish Language Arts Standards and English Language Arts Standards in order to promote literacy in both primary language and English through explicit transference If student is not Spanish speaking, then elective that is language based, such as, drama, speech, choir, computer based primary language program, or other foreign language. National Literacy Panel www.cal.org/natl-panel/reports/executive_summary.pdf