Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners written by Laurie Olsen, Ph.D. a new Californians Together publication

Background Emerging awareness of LTELs Reparable Harm report released 2010 (59% of secondary school ELs were LTEL) LTEL needs: struggle academically (accumulated gaps), distinct language needs, stuck in progressing towards English proficiency, habits of non-engagement – needs unrecognized, unaddressed in mainstream or interventions

Reparable Harm program recommendations: placement in clusters in regular mainstream academic classes, plus a specialized, targeted ELD course for LTELs Urgency and action throughout the state: inquiries, working groups, creating array of supports, designing and piloting courses

Working in isolation to figure it out Facing challenges Revising, refining, learning lessons – but no mechanism to share that emerging knowledge Professional development providers, publishers, conferences, materials, etc. targeting this need – but often repackaging

What is being learned? 38 districts have created/adopted some kind course for LTELs in middle school and/or high school June 22 nd : “Culling the Knowledge” Forum - co-sponsored by West Ed/Comprehensive Assistance Center West and Californians Together Interviews, focus groups and survey

Table of Contents Development of the courses (including four case studies) Essential components of the courses Materials/Curriculum being used Structural considerations Impacts Challenges and Lessons Learned Recommendations A Planning Checklist

Development of the Courses Starts with looking at data and establishing a working group Variety of “buckets” and intentions: ELD for LTELs; English support classes; academic language; academic intervention/support; SDAIE English for LTELs Range of materials, programs, approaches drawn upon – and diverse combinations of components

Four case studies Tracy Unified School District: “ALAS” class paired with regular English class Arroyo Valley High School (San Bernardino): schoolwide approach Anaheim Union High School District: High school special ELD IV class; middle school support class Ventura Unified School District: Multiple placement options

Essential components Oral language Student Engagement Academic Language Expository text (reading and writing) plus other genres Consistent routines Goal Setting Empowering pedagogy Rigor Community and Relationships Study Skills

Materials/Curriculum Major challenge Drawn from existing materials, added supplementary and created additional materials Needs to be relevant, high interest, age appropriate Needs to incorporate whole books Curriculum explicitly provides opportunities for active engagement Curriculum should touch on all essential components Materials should align and connect to core academic courses

Structural Considerations Smaller class size More fluid pacing guide Dedicated LTEL class just for LTELs Attention to maximizing graduation credits and fulfillment of the A-G Same teacher for dedicated LTEL class as for core English class (?) Careful teacher selection/assignment

Impacts No consistent data across sites or across years Intended outcomes: success in ELA curriculum, active participation and success in academic classes, redesignation, scoring Proficient or above on CST, preparation for college In general, reports are positive Piloting districts are proceeding with refinements and course offerings, and expanding to other sites

Challenges and Lessons Learned It’s complex, requires time, collaborative effort and resources MUST address motivation and re-engaging Everyone has to understand purpose of class Begin with and keep data in forefront Provide professional development and support for teachers Build leadership and infrastructure at the site and district

Recommendations Adopt state definition and mechanism to identify students at risk of becoming LTEL Articulate clear expectations of progress by number of years All district college, analyze and report data – and Corrective Action/PI Plans address this data Convene, disseminate info on best practices, create PLCs State professional development initiative New ELD/ELA curriculum framework should address needs of LTEL as one typology of EL

The Planning Checklist Laying the groundwork – getting started Designing and planning the curriculum Structuring the course Professional development and support Measuring Impacts

For you to do….. Identify who is piloting courses, who is interested and planning to pilot courses Let them know of publication ( Convene or sponsor working groups across sites planning and piloting LTEL courses Consider offering professional development/technical assistance supports