Improving instruction, policies and outcomes for middle and high school youth in LAUSD

Hilda Maldonado Executive Director

MULTILINGUAL AND MULTICULTURAL EDUCATION DEPARTMENT hilda.maldonado@lausd.net

Brussels, Belgium June 2015

Cloze Procedure Fill in the blanks individually.

Although women produce most of the ______ and raise most _____________ in ______ , they rarely have access to __________ , _______ , and ____________ services, and are under-represented in ____________ , ___________, and __________. But by increasing women’s __________ and __________ in these groups, women and men _______ alike can ___________ to improve _____________ , as well as improve their access to ________ and _____________ and ________________. As a result, women are able to _________________, which translates into better ___________ for their families. But women’s voices often go unheard, or even ignored, and that has to change.

Knowledge and skills of proficient readers?

Although women produce most of the food and raise most of the livestock in Africa, they rarely have access to land tenure, credit, and agricultural extension services, and are under-represented in farmers groups, associations, and unions. But by increasing women’s participation and representation in these groups, women and men farmers alike can work together to improve gender awareness, as well as improve their access to loans and agricultural inputs and land tenure. As a result, women are able to earn a greater income, which translates into better nutrition for their families. But women’s voices often go unheard, or even ignored, and that has to change.

Context in which we do our work

• Legal • Court cases • Lau v. Nichols • Castaned v. Pickard

• No Child Left Behind • Federal requirements • State requirements

Professional Ethical Social justice

Guiding Principles 1. ELs are held to the same high expectations of learning established for all

students.

2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing.

3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas.

4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels.

5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students.

6. The academic success of ELs is a responsibility shared by all educators, the family and the community.

Adapted from George Washington University

Reclassification Criteria

English language proficiency test

Basic English skills test that is valid and reliable

Teacher evaluation through report card marks (grades)

Parent approval

Increased opportunities to meet this criteria by ensuring LTEL classes are credit bearing

Reclassification Data

Changed the assessments used to CAHSEE and Literacy assessments

English Learner Master Plan

PREVENTION Set a benchmark of

reasonable acquisition of proficiency

LAUSD- at the end of 5 consistent years of instruction students should be able to meet the reclassification criteria

Monitor Literacy Development

Monitor Teacher Marking Practices

INTERVENTION Remove Barriers and

create new pathways Identify the placement,

progress and instructional practices for all English Learners

Establish the difference between the instructional needs of a newcomer and a Long Term English Learner

8

Elementary Strategy 5-12 year olds

Secondary Strategy 13-18 year olds

English Only 216,340

39% Initial Fluent English Proficient

55,654 10%

Reclassified Fluent English

Proficient 144,441

26%

140,291 25%

One in 4 students is

classified as EL

One in 4 students is

classified as EL

Total Enrollment: 556,726

Enrollment by Language Classification

Student National Origin Report

AMERICAS Countries: 33 Students: 9,325

AFRICA Countries: 30 Students: 535

Oceana Countries: 11 Students: 89

ASIA Countries: 44 Students: 4,368

EUROPE Countries: 35 Students: 790

Total Foreign Enrollment: Countries: 153

Students: 15,107

High School 62,668 24%

Middle School 46,402 32%

Elementary 35,371 43%

Reclassified Fluent English Proficient Students 2014-2015

ELs at the secondary level obtain the least number of academic course & advanced course credits and the most intervention course credits *Peggy Estrada UC Santa Cruz

13 *Peggy Estrada UC Santa Cruz

Policy implications

Reframe reclassification as a benchmark.

Prioritize EL academic achievement & long-term success as the goal.

Increase access to academic course in all subjects:

Improve instruction: Provide teachers content-and grade-level specific PD on access to all academic subjects, using academic language and content objectives, and teaching abstract content language.

*Peggy Estrada UC Santa Cruz

Factors potentially impeding reclassification

for students meeting all 3 criteria

Lack of systematic knowledge of reclassification process, timing, and criteria among administrators, teachers, students, and parents.

Use of ELD portfolio as a fourth criterion. Staff judgment trumping district policy to reclassify

students meeting all criteria.

Administrative glitches.

* Peggy Estrada UC Santa Cruz

15

Changes to practice

For students who have met all criteria for reclassification EXCEPT the English Language Arts grade, schools can now convene the Language Appraisal Team (LAT) to examine student work for evidence of meeting grade level standards, and if so, LAT can override grade requirement and reclassify the student.

We reclassified an additional 1,700 students using this method

0%

5%

10%

15%

20%

2012-2013 2013-2014 2014-2015

13.3% 13.7%

17.2%

21,551 22,38 27,18

*

District Wide Reclassification Rates 2013-2015

LTEL Rates-Middle and High Schools

2013-2015

70%

75%

80%

85%

Middle School High School

83%

79%

81%

76%

79%

73%

2013 2014 2015

Professional Development Plan

• Teachers, administrators, Title III Coaches, EL coordinators and counselors Design framework and include variety of instructional

materials for teachers to use, • Focus on: Resiliency Lessons to empower students Reciprocal Reading and SQ3R adapted to

student need Novels Understanding the difference between

Language Assessment coupled with Literacy Assessments

Design acceleration

Establish two courses for both MS and HS to target instructional needs of LTELs and ensure they are A-G credit (university eligibility) bearing classes

• Differentiate to provide support for basic literacy vs. support for language development

• Provide alternatives for Students With Disabilities if and when appropriate

Whole System Approach

LTEL Designee at every school- Use counseling portal monitoring program to “flag” questionable placements Meet regularly with counseling coordinators to ensure consistent and accurate program implementation

Strengthen K-12 ELD services Expand and reorganize Secondary ELD structure Provide copy of ELD standards and PD to every teacher Create network of LTEL teacher fellows to study, develop and implement units of study

Policy, Review and Collaboration

Update Elementary English Language Development policy and restructure where necessary Conduct internal audits, research and data analysis to study program fidelity and effectiveness ODA (Office of Data and Accountability) Examine practices of other districts state and nationwide through collaboration with:

Migration Policy Institute CGCS Council of Great City Schools BCN (Bilingual Coordinators’ Network) CORE (California Office to Reform Education)

Invite university researchers to collaborate on studies of our programs

24

We are LAUSD