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

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

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

Responses shaped by…..

State & FederalAccountability

Reforms

Research on EL

Civil Rights

Capacity Politics

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

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

BUT

We have a research-base to draw uponWe have models and examples of

effective district approaches and responses

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

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

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

for example…..Building Block #1

The typologies - a framework and reference chart

Academic typologies: (not mutually exclusive)

NewcomersHighly literate and well-educated in L1,

highly achieving newcomersUnderschooled studentsLong term LEP

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

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

Are these issues for your students?

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

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?

A Template…..

Constructing our English Learner profile

Examples, case studies….

Material from the SFUSD Lau Action Plan on identification and pathways

DVD on Glendale Welcome Center - centralized assessment

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

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

and pathways

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?

Please contact:

Laurie Olsen, Ph.D.

“For English Learner Success”

lolaurieo@gmail.com