Creating coherence and success for English Learners: Comprehensive District Strategies

1. Creating coherence and success for English Learners: Comprehensive District Strategies A three-day institute for district leadership, SAIT and DAIT Leads Laurie Olsen and the San Diego County Office of Education

2. Where did this come from? SDCOE (Nancy Giberson, Associate Superintendent) - the need for support focusing on district leadership, district plans and role The Secondary School Leadership for English Learner Success five-day series (California Tomorrow/LACOE) Laurie Olsen working with staff of the District and School Improvement Unit and the English Learner Unit of SDCOE Piloted in December 2008, January 2009

3. Purpose Deepen understanding of the English Learner population in each district Develop overview of comprehensive and research-based approaches to meeting the needs of English Learners Identify strengths and gaps in local programs for English Learners Align program improvement and school reform efforts around a coherent plan for meeting the needs of English Learners

4. Responses shaped by…..

5. 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

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

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. The eight building blocks: Knowing our English Learners Understanding the Research Constructing Comprehensive Programs Recognizing and supporting effective instruction Understanding and using EL Data Powerful English Learner Parent Engagement Strong infrastructure for coordination and focus Vision and advocacy oriented leadership

9. Within each building block Research Case studies from other districts Reflection, “taking stock” and dialogue tools Typologies, frameworks, reference charts Information on the Law(s) Cross-references to the various EL documents and plans districts are required to have Planning templates

10. for example…..Building Block #1 The typologies - a framework and reference chart

11. Academic typologies: (not mutually exclusive) Newcomers Highly literate and well-educated in L1, highly achieving newcomers Underschooled students Long term LEP

12. A reading…..Program and Support Service implications of factors in students lives: 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?

13. All of these have implications for what schools need to have in place! Counseling Referrals Targeted programs (newcomer, long term, underschooled) Professional development for teachers and staff School Climate Curriculum content Preschool - and PreK Bridge programs Family Resource Centers Parent Education

14. Discussion: Demographic Factors 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?

15. A Template….. Constructing our English Learner profile

16. Examples, case studies…. Material from the SFUSD Lau Action Plan on identification and pathways DVD on Glendale Welcome Center - centralized assessment

17. Handout and discussion - the district role Initial assessment - collecting information Creation of typologies system Providing information to teachers Keeping the focus on complexity/diversity (e.g., “Which English Learners?”) Supporting student voices Support services Monitor trends, and plan accordingly Referrals

18. 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

19. After the pilot…. Strongly positive evaluations - 54% “excellent”, 38% “very good”, 8% “good” overall. Changes in districts (e.g., Modesto City Schools/Chris King DAIT provider - major revamping of EL programs/services) Revision of some of the activities Economic reality and concerns in SDCOE that the time wasn’t optimal for workshop services - some tools, materials and activities built into COE 1:1 work with districts Now what?