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

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

This workshop draws upon…….

The six-county PROMISE InitiativeThe 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

Responses shaped by…..

State & FederalAccountability

Reforms

Research on EL

Civil Rights

Capacity Politics

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?

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

There is no “one size fits all”… district leaders need:

To know their EL populationHave 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

No school district has all of the pieces in place in a coherent and comprehensive system

BUT

There is a research-base to draw uponWe have models and examples of effective

district approaches and responses

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 implicationsInfrastructure, leadership, organization and

coordination issues A case study: Modesto City SchoolsDiscussion

KNOW YOUR ENGLISH LEARNERS

MYTH:An English Learner is an English

Learner is an English Learner……

Tremendous diversity of needUseful typologies

Academic Background typologies: (pg. 2)Newcomers • Highly literate and well-educated in

L1, high achieving • Underschooled students

Normally progressing English Learners

Long term English LearnersWho are your students?

Background factors in students lives that impact participation and achievement in school: (pg. 13-14)

Culture shockWar trauma and migration experienceUnaccompanied minorsLegal statusArriving as adolescentFamily division and reunificationEconomic situationTransnationalism

Are these issues for your students?

Capacity to mount responses to these diverse needs is shaped by:Numbers of students of each type and

needConcentration of English LearnersEnrollment across a districtChanges from year to year

Responsive Districts:

KNOW your English Learner profile Comprehensive initial assessmentsData system that notes typologies, disaggregates

by typologies, and provides info to the sitesProcess of review and monitoring changesAlways ask “Which English Learners?” prior to

actingTailor your programs and instruction to your EL

profileDistrict level planning for program placement

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??????

Guidance on the relationship to various EL plansLEA Plan Addendum #6Title III Plan, #1 and #5District Master Plan for student placement

and pathways

“When the music changes, so should the dance.”

a Hausa proverb

KNOW THE RESEARCH

Research on English Learners

Key Understandings (pg. 8-11)

There IS a research baseContinuum along path to English proficiency -

predictable and sequential stages (ELD standards and CELDT levels)

Can define normative progressCELDT proficiency is low-barSocial, oral fluency takes less time to develop

than academic proficiencyOral language is the foundation for literacy

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

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)

Common counter-research practicesMore time in English, removing or diluting L1Stand alone ELDInappropriate 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 achievedInadequate oral language developmentPlacing struggling English Learners into reading

interventions designed for English fluent students

ReferencesAugust & 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

Plan for and create structures for learning and dialogue in the districtRecognize the dissonance that a focus on

the research will evokeWorking groups, inquiry groupsProfessional learning communities

focusing on English Learner issuesDisseminate research with forums for

discussionKnow the research yourself and become

articulate in sharing it

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

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?

Understand and Utilize good data on English Learners

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

Important district strategies

Disaggregate by typology and programRecognize 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

External Accountability (NCLB): AMAO #1Annual 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

AMAO 1 Annual Growth ObjectiveProgress in English Language Development

Year 1 B EI I EA A EA CEP

A/ CEP

B NN Y Y Y Y Y Y

EI NN NN Y Y Y Y Y

I NN NN NN Y Y Y Y

EA NN NN NN NN Y Y Y

A NN NN NN NN NN Y Y

EA/C NN NN NN NN NN Y Y

A/C NN NN NN NN NN Y Y

A district look by CELDT level: Which levels are moving? Which are not?2008-2009 Students % didn’t meet % met

District 12,057 35.1 64.9

Beginning 1866 29.8 70.2

Early Inter 2728 28.3 71.7

Intermed. 4553 59.3 40.7

Early Adv 232 63.6 36.4

Advanced 37 43.2 56.8

EA (CEP) 1958 25.9 74.1

Adv (CEP) 683 14.3 85.7

CELDT gains/stagnancy/losses(AMAO#1)

CELDT level

08-09

Gained 2 Gained 1 Stayed same

Lost 1 Lost 2

I 0 52% 48% 0 0

II 0 56% 44% 2 0

III 6% 19% 57% 18% 10%

IV 0 36% 42% 18% 4%

V 0 8% 65% 21% 6%

Utilize longitudinal analysesSupport student voiceMeasure what is important

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

Student Achievement On Standardized Tets in English Reading Compared Across Six Program Models

0

10

20

30

40

50

60

70

Grade 1 Grade 3 Grade 5 Grade 7 Grade 9 Grade 11

Two-way BE

Late-Exit BE + Content ESL

Early-Exit BE + Content ESL

Early-Exit BE & TraditionalESL

ESL taught through academiccontent

ESL Pullout - taughttraditionally

Leadership, infrastructure, coordination and organization

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

A comprehensive and systemic viewAligned around a shared vision of English

Learner successArticulated across levels and aspects of

the systemConnected through structures supporting

good communication and organizationAccountableEngaged in continuous reflection and

improvement

Preschool

Support services Strong

programdesign

ComprehensibleInstruction

Challenging & rigorouscurriculum

Parent & Community

Engagement

InstructionalMaterials

AffirmingEnvironment

AssessmentSystems

Advocacy-oriented

Leadership

A Case Example:Modesto City Schools

Lynn Lysko, Director

Academic Learning Community

Modesto City School District

About Modesto City Schools

City of 205,00031,000 students7,634 English Learners (the vast majority

are Spanish speakers)23 elementary sites; 10 secondary

schools, 1 alternative education site

Modesto City Schools goals….

A diploma in every handA rewarding career in every futureA contributing member of our global

society

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

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 Sanctions9-12 districts in Year 4 Title III Sanctions Outdated and federally non-compliant

policies and practices

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”

Research path

Hayward Unified School DistrictSan Francisco Unified School DistrictVentura Unified School DistrictEscondido Union School DistrictDr. Laurie Olsen consultation and the

Creating Coherence for English Learner Success training

Literature, visits, conferences, consulting services

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

Long Term English LearnersELD - strategic English Language Development to

increase English proficiencyALD - development of academic language through

intensive writing strategiesSpanish 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

English Immersion Program Tier I-IV

Junior high hosted program at one siteHigh school program hosted at one siteIncludes a 5th year option, longer day,

summer schoolGrade levels are mixed to create

groupings by English language proficiency level

Recommendations from MCSUse research and evidence to underscore

decisionsUse teaching/learning meetings to focus not only

on WHAT the change is, but how to implement it and WHY

Stop doing everything that doesn’t directly support the implementation of the strategic plan and change process

Provide clear, consistent, direct communication to the community

Plan to sustain the focus over a period of yearsContinue learning at every opportunity

Resources:SFUSD Lau Action PlanVentura School District secondary school

revised programsEscondido Union High School District - ELD

monitoring, EL placement and program differentiation, alignment of SNS and ELA

Newport-Mesa - district organization and accountability systems

“Creating District Coherence (PreK-12)” or “Secondary School Leadership for English Learner Success” series

Please contact:

Laurie Olsen, Ph.D.

“For English Learner Success”

lolaurieo@gmail.com