English Learner PLC Workshop Grossmont union high school district English Learner Programs September 23, 2009

Impact of ELL Students 1990 = 1 in 20 in k12 classified as EL (US) 2008 = 1 in 9 (US) Estimation for 2028 = 1 in 4 (US) California—largest EL population of any state, with 33% of the nation’s total More than 18% of California secondary students are EL, number is on the rise 465 Newcomer students enrolled in % were Chaldean or Arabic speaking 20% were Spanish speaking

Systemic work requires Data driven policies and initiatives Site support teams Direct support around the achievement gap Collaborative interdisciplinary academic support teams Use of resources Leadership development

Grossmont union high school district English Learner Educational Goals

Purpose of the English Learner PLC Professional development and capacity building for teachers of English Learners Set ambitious, reasonable targets for EL accountability as a school site. Allow for collaboration opportunities (district-wide) regarding EL courses in subject matter teams. Opportunity to work together in small groups, solve problems together, share struggles, and participate in the solution for closing the achievement gap.

Our Work: Closing the Achievement Gap District growth 18 points EL growth 45 points!!

Annual Measurable Achievement Objectives (AMAOs) 1. Percent of students making annual progress in learning English 2. Percent of students attaining English proficiency on CELDT 3. Adequate yearly progress for English Learner Subgroup 10% 11.2%

Today’s Outcomes Reflect on progress Review data (CST, CAHSEE, CELDT) Evaluate effectiveness Present results Implement additional changes Determine goals for Set a benchmark for November meeting Plan Act Observe Reflect

“Best Practices for Adolescent ELLs” Divide the reading of text with your group Read your section Select two quotes from your section that “resonated” with you Reflect on why they “resonated” with you When the group is finished, give a brief summary of your section and share your quotes (refer back to the text) After all members in the group share their sections, discuss: What “key questions” are being addressed at your school site? What “key questions” are not?

Data Analysis What does this data suggest about our ELs’ academic progress? What does this data suggest about our ELs’ proficiency? What are our strengths and challenges with ELs? So what?

Content Area Data Analysis: ACCESS The extent to which all students have equitable access to basic teaching conditions, such as qualified, effective teachers; rigorous curriculum based on the state academic content standards; “safety nets” and accelerated interventions. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  What courses are your ELs taking?  How are your EL students performing (CSTs, CAHSEE)?  Do your EL students have access to rigorous curriculum and instruction, highly effective teachers, counselors?  Describe the extra learning options available for EL students that supplement the education provided during the school day?

Content Area Data Analysis: EXPECTATIONS The extent to which a culture of excellence exists for all students and adults alike, so that a common, high standard is the norm for all students, and getting all of them to meet those high standards is a responsibility embraced by the school community. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  Describe the expectations held for EL students and teachers?  How are high expectations for EL students evident in the curriculum, instructional practices, student assignments, and the school’s communication to students, parents, and school staff?  How is EL student progress measured using data and effective assessment strategies?

California English Language Development Test (CELDT) Has three purposes: 1. To identify students who are limited English proficient 2. To determine the level of English language proficiency of students who are limited English proficient 3. To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking and writing in English

Who takes the CELDT? All students whose primary language is not English, based on the Home Language Survey Newcomer students must be tested within 30 days of enrollment Identified English Learners must be tested once each year until they are reclassified as fluent English proficient (RFEP)

CELDT—Components Listening Following oral directions Listening comprehension (extended passage & short, situational) Rhyming Speaking Oral vocabulary Speech functions Choosing and giving responses Reading Word analysis Fluency and systematic vocabulary development Reading comprehension Literary response and analysis Writing Grammar and structure Writing sentences Writing a short composition

School Site Data Analysis: CULTURE/CLIMATE The extent to which the learning environment is safe, promotes a sense of belonging, and fosters strong, positive relationships among students, among school staff and between the school and home/community. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  How does your school offer the best learning environment for EL students?  How does your school promote an environment that focuses on learning and a sense of belonging for students and school staff?  Describe how your school offers culturally relevant and responsive instruction?

School Site Data Analysis: STRATEGIES The extent to which evidence-based or promising teaching, leadership, and organizational practices are employed by practitioners at all levels in areas such as delivery of standards-aligned instructional program, standards of professional practice, needs-based allocation of resources, collegial accountability and collaboration, articulation across grade spans, and leadership development. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press, January  What practices have proven effective (or are promising) for closing the achievement gap for EL students? Ineffective?  What strategies should be implemented to address improving the quality of instruction; differentiating instruction; increasing instructional time; teacher collaboration time, etc.?

Action Plan Goals GoalTime LineAction Steps Person(s) Responsible Resources Evidence of Success Coherent and systematic placement tools. Spring 2010 Benchmark November 2009 Provide training for testers Determine protocols for placement with counseling Admin Counseling Dept. Chr. Counselors EL Coordinator Resource days Categorical funds Minutes of planning meetings Written Placement Protocol Evaluations EXAMPLE :

Closing Next Steps Evaluation See you Wednesday, November 4 th Want the powerpoint or more information? Visit our wikispace: