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Building a Systemic District approach to English Learner Success

Building a Systemic District approach to English Learner Success. Accountability Leadership Institute December 8, 2009 Laurie Olsen, Ph.D. The landscape. NCLB laser-like beam on underachievement of English Learners

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Building a Systemic District approach to English Learner Success

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  1. Building a Systemic District approach to English Learner Success Accountability Leadership Institute December 8, 2009 Laurie Olsen, Ph.D.

  2. The landscape • NCLB laser-like beam on underachievement of English Learners • While improvement across board for students, the GAP for English Learners has increased over past ten years • School improvement and reform efforts largely missed mark with English Learners • While focus on classroom practices (the teacher), curriculum, site leadership is needed, systemic improvement requires a focus on the district as well

  3. This workshop draws upon……. • The six-county PROMISE Initiative • The Secondary School Leadership for English Learner Success model and tools developed for LACOE (now through 7 county offices - 642 school teams statewide) - • The Creating Coherence for English Lerner Success: Comprehensive District Approaches model (SDCOE) • Work with 6 districts (and all secondary sites) • An accumulated set of tools, frameworks, models

  4. Responses shaped by….. Research on EL Civil Rights State & Federal Accountability Reforms Politics Capacity

  5. Reflect/Share:Which of these are strongest in shaping the reality of English Learner programs, services and experience in your district?Where, if at all, are there conflicts or dissonance between these forces?What are the implications?

  6. The task…. • To help district leaders understand each of these forces and what they call for • To support district leaders in bringing them into alignment as best they can • To strategize about how to focus on the “research-based” practices - and design and implement the structures, supports, programs and policies that meet the needs of each districts’ English Learners and community

  7. There is no “one size fits all”… district leaders need: • To know their EL population • Have good data on how they are doing - and to know how to use that data to support improvement • To understand second language acquisition and how to support effective instruction • To be clear on goals and how to build a comprehensive program • To develop strong leadership skills and know how to build an infrastructure for EL success • Know how all this fits together in the local context of policies, politics and reform

  8. No school district has all of the pieces in place in a coherent and comprehensive system BUT • There is a research-base to draw upon • We have models and examples of effective district approaches and responses

  9. The workshop outline: • Knowing your English Learner population - and the implications for programs, instruction and services • Research-based understandings • Data issues - what to look for and implications • Infrastructure, leadership, organization and coordination issues • A case study: Modesto City Schools • Discussion

  10. KNOW YOUR ENGLISH LEARNERS

  11. MYTH:An English Learner is an English Learner is an English Learner……Tremendous diversity of needUseful typologies

  12. Academic Background typologies: (pg. 2) • Newcomers • Highly literate and well- educated in L1, high achieving • Underschooled students • Normally progressing English Learners • Long term English Learners Who are your students?

  13. Background factors in students lives that impact participation and achievement in school:(pg. 13-14) • Culture shock • War trauma and migration experience • Unaccompanied minors • Legal status • Arriving as adolescent • Family division and reunification • Economic situation • Transnationalism Are these issues for your students?

  14. Capacity to mount responses to these diverse needs is shaped by: • Numbers of students of each type and need • Concentration of English Learners • Enrollment across a district • Changes from year to year

  15. Responsive Districts: KNOW your English Learner profile Comprehensive initial assessments Data system that notes typologies, disaggregates by typologies, and provides info to the sites Process of review and monitoring changes Always ask “Which English Learners?” prior to acting Tailor your programs and instruction to your EL profile District level planning for program placement

  16. Reflection: Demographic Factors(pg. 3-4) • Stable or mobile population? • Large concentration or small? • Large numbers or small? • Multi-language or primarily/predominantly one or two languages? • Growth in EL population - Decline in EL population? • Concentrated in a few schools or spread throughout district? • Do you know??????

  17. Guidance on the relationship to various EL plans • LEA Plan Addendum #6 • Title III Plan, #1 and #5 • District Master Plan for student placement and pathways

  18. “When the music changes, so should the dance.” a Hausa proverb

  19. KNOW THE RESEARCH Research on English Learners

  20. Key Understandings (pg. 8-11) • There IS a research base • Continuum along path to English proficiency - predictable and sequential stages (ELD standards and CELDT levels) • Can define normative progress • CELDT proficiency is low-bar • Social, oral fluency takes less time to develop than academic proficiency • Oral language is the foundation for literacy

  21. Learning a second language for academic success requires explicit language development across the curriculum - ELD alone is not sufficient • Not a direct correlation between time on task in English and outcomes in English; development of primary language facilitates and strengthens English proficiency • Can reach “proficiency” at one grade level and lose ground as move up in the grades • Interventions for English fluent students are not as effective for English Learners

  22. A new language is learned, in part, through interaction with native speakers of that language • Home language loss is pervasive and occurs early - with detrimental impacts on literacy, identity, family connection and opportunity • Development of mastery in two or more languages has many benefits (academically, cognitively, economically, socially, family connection)

  23. Common counter-research practices • More time in English, removing or diluting L1 • Stand alone ELD • Inappropriate uses of “SDAIE Classes” • Isolation of English Learners with minimal and ineffective interaction with English fluent students • “Mixing” of English Learners with English fluent students without support • “Mainstream” once oral fluency is achieved • Inadequate oral language development • Placing struggling English Learners into reading interventions designed for English fluent students

  24. References • August & Shanahan (2006) Report of the National Literacy Panel on Language Minority Children and Youth • Genesse, Lindholm-leary, Saunders & Christian. (2006) Educating English Language Learners: a synthesis of research evidence. • Goldenberg (2008) “Teaching English Language Learners: what the research does and does not say”, American Educator • Thomas & Collier (2002) A National Study of School Effectiveness for Language Minority Students: Long Term Academic Achievement. • Forthcoming publication from CDE

  25. Plan for and create structures for learning and dialogue in the district • Recognize the dissonance that a focus on the research will evoke • Working groups, inquiry groups • Professional learning communities focusing on English Learner issues • Disseminate research with forums for discussion • Know the research yourself and become articulate in sharing it

  26. Ensure that professional development and leadership development is informed by the research on English Learners

  27. Reflection/Share: Any surprises? Aha’s? Doubts?To what degree are English Learner programs, services and policies aligned with the research?Who do you think most needs to learn about this research in order to move forward an EL agenda now in your district?

  28. Understand and Utilize good data on English Learners

  29. The dilemma, challenge & pitfalls • Data based planning and decision-making is essential - yet the data on English Learner achievement is inadequate and sometimes invalid • An English-only testing system can trigger inappropriate conclusions and actions for schools with large numbers of English Learner newcomers • Many educators do not understand how to interpret and use EL data

  30. Important district strategies • Disaggregate by typology and program • Recognize the pitfalls in using scores from tests administered in English to make decisions about English Learner programs • Implement allowed accommodations, variations and supports in administration of tests • Recognize the important information in CELDT progress for program design and implementation

  31. External Accountability (NCLB): AMAO #1 • Annual increases in the percentage of all English Learners making progress at least one CELDT level per year in learning English • All English Learners are expected to gain one overall proficiency level annually on the CELDT until they reach the English Proficient level, and then maintain that Proficient level until they are re-designated

  32. AMAO 1 Annual Growth ObjectiveProgress in English Language Development

  33. A district look by CELDT level: Which levels are moving? Which are not?

  34. CELDT gains/stagnancy/losses(AMAO#1)

  35. Utilize longitudinal analyses • Support student voice • Measure what is important

  36. Utilize longitudinal analysesComparison between EL programs over timeThomas and Collier, 2002

  37. Leadership, infrastructure, coordination and organization

  38. District role • Recognize the work that goes into implementing a strong English Learner program - and staff appropriately • Leadership matters!!!!!!! • Vision matters!!! • Establish specific English Learner structures AND an infused expectation and set of structures • Use English Learner funding appropriately and strategically

  39. A comprehensive and systemic view • Aligned around a shared vision of English Learner success • Articulated across levels and aspects of the system • Connected through structures supporting good communication and organization • Accountable • Engaged in continuous reflection and improvement

  40. Parent & Community Engagement Preschool Affirming Environment Advocacy- oriented Leadership Instructional Materials Challenging & rigorous curriculum Assessment Systems Support services Comprehensible Instruction Strong program design

  41. A Case Example:Modesto City Schools Lynn Lysko, Director Academic Learning Community Modesto City School District

  42. About Modesto City Schools • City of 205,000 • 31,000 students • 7,634 English Learners (the vast majority are Spanish speakers) • 23 elementary sites; 10 secondary schools, 1 alternative education site

  43. Modesto City Schools goals…. • A diploma in every hand • A rewarding career in every future • A contributing member of our global society

  44. MCS Strategic Plan • Essential #1: A rigorous and relevant instructional system with high expectations, standards-aligned curriculum, and effective evidence-based teaching practice • Essential#2: A culture of continuous learning, with results-focused professional development

  45. The Problem: • Both the K-8 and the 9-12 districts are in Title I Program Improvement status Year 3 • K-8 district in Year 5 title III Sanctions • 9-12 districts in Year 4 Title III Sanctions • Outdated and federally non-compliant policies and practices

  46. Response: • Established an English Learner Working Committee cross-sites • Purpose: “to understand the English Learner accountability system and data, and based upon research to develop an effective instructional program for English Learners in order to increase performance and achievement in all content areas, to close the achievement gap and increase graduation rates”

  47. Research path • Hayward Unified School District • San Francisco Unified School District • Ventura Unified School District • Escondido Union School District • Dr. Laurie Olsen consultation and the Creating Coherence for English Learner Success training • Literature, visits, conferences, consulting services

  48. The Change • New instructional program for English Learners in 7 - 12 • Programs targeted towards specific types of English Learners: newcomers, long term English Learners, etc. • Instructional strategies specifically targeted for variety of levels of English acquisition • Clear mission to support these programs through professional development

  49. Long Term English Learners • ELD - strategic English Language Development to increase English proficiency • ALD - development of academic language through intensive writing strategies • Spanish for Spanish Speakers - correlated to the Spanish Language Arts standards and the English Language Arts standards to promote literacy in both languages through explicit transference • For non-Spanish speaking English Learners, placement in a language-based elective (drama, speech, choir, computerized L1 language program or other foreign language class

  50. English Immersion Program Tier I-IV • Junior high hosted program at one site • High school program hosted at one site • Includes a 5th year option, longer day, summer school • Grade levels are mixed to create groupings by English language proficiency level

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