CLOSING THE ACHIEVEMENT GAP: A LENS ON LONG TERM … · and planning instruction during ILT/PLC...
Transcript of CLOSING THE ACHIEVEMENT GAP: A LENS ON LONG TERM … · and planning instruction during ILT/PLC...
CLOSING THE ACHIEVEMENT GAP:A LENS ON LONG TERM ENGLISH LEARNERS
May 27, 2014
Overview
Definition and Characteristics of Long Term English Learner (LTEL)
Numbers of LTELs Reclassification Data Academic Language Development Course Process to Study LTELs 2014-15 LTEL Strategies
AB 2193: CA Definition of a Long Term English Learner
Long Term English Learner Enrolled in any Grades 6-12 inclusive Enrolled in schools in U.S. for more than six years Remained at same English language proficiency level
for two or more consecutive years (CELDT) Scores Far Below Basic, Below Basic on English
Language Arts (CST)
Characteristics of Long Term English Learners
Struggle academically Distinct language issues High functioning in social situations Gaps in literacy and content knowledge Learned passivity
Long Term English Learners2013 - 2014
Total student enrollment = 132,782 Total English Learners = 29,110 Total Long Term English Learners = 6,462 Total English Learners Reclassified = 3,429
AB 2193: CA Definition of a Long Term English Learner
At-Risk of Becoming a Long Term English Learner: Enrolled in any of Grades 5 – 11 inclusive Enrolled in schools in the U.S. for four years Scores at the Intermediate level or below on the English
language development test (CELDT) Scores in the fourth year at Far Below Basic or Below Basic
on English Language Arts (CST)
SDUSDReclassification Data
Academic Year Total Enrollment English Learners Reclassified FEP
2007 - 2008 131,577 38, 819 2,408 (6.5%)
2008 - 2009 132, 256 38,743 3,195 (8.2%)
2009 - 2010 131, 417 37, 152 3,919 (10.1%)
2010 - 2011 131, 784 36,514 3,877 (10.4%)
2011 - 2012 131, 016 35,354 4,108 (10.3%)
2012 - 2013 130,270 33,851 3,707 (10.5%)
Academic Language Development Course (ALD) Middle and High School
Designed to build academic language, critical thinking, critical writing skills, scholarly habits
High level language development elective course, taken concurrently with grade level ELA course
Pilot results show significant growth in academic language and analytical writing
Target Students: Enrolled 5+ years Perform at Below Basic, Basic on ELA
standards-based achievement test CELDT level of Early Intermediate or higher
Process for Studying LTELs
Harvard Study Leadership Associates Program (LAP)
Reclassification Data Title III Accountability
ReportReparable Harm Report on LTEL
Student Observations Instructional Cabinet and Harvard observed LTEL
students
Strategies for Instructional Improvement:
Redefine the work of the ELST to increase the focus on teacher practice (ELD/ALD and all subject areas)
Develop classroom environments that are visually supportive, provide tools for independence and support language development
Explicitly teach scholarly behaviors and confidence building strategies
School and classroom QTEL support within the current cohorts provided by OLA resource teachers
Strategies for District and School Level Monitoring:
Develop a district goal for reclassification Develop guidelines for monitoring progress of EL’s
and planning instruction during ILT/PLC meetings Develop a student observation protocol Student voice – Interview, conference with and set
goals Organize an English Learner Network of schools
with a high concentration of LTELs
Strategies for Student Placement and Programs:
Data driven strategic placement of LTELs with highly effective teachers, skilled in addressing the needs of LTELs
Expand ALD classes at middle and high schools Ensure LTELs have access and meet A-G
requirements