1. Pathways to Success: Long Term English Learner Program Design
New English Language Development and Common Core State Standards Institute
Salinas Union High School District
Pathways to Success: Long Term English Learner Program Design
June 28, 2013

2. Blanca Baltazar-Sabbah
Introductions
Blanca Baltazar-Sabbah
Director of English Learner/ Migrant Education Programs
Gloria Loera
District Lead Instructional Coach
Alma Saucedo
EL Specialist/Lead Site Instructional Coach
Who is in the room?

3. Prepare every English learner for college and career success!
Goal
Prepare every English learner for college and career success!

4. Objective
The objective of this workshop is to share practical details about the program structure with a focus on:
Accurate Student Placement
English Language Development Courses
Professional Development
Instructional Coaching
Student Performance Data

5. SUHSD Demographics

6. Research Guiding our Work
Reading Language Arts Framework 2007
Secondary Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners by Laurie Olsen
Reparable Harm by Laurie Olsen
Improving Education for English Learners: Research- Based Approaches 2011
Instructional Coaching: A Partnership Approach by Jim Knight
Instructional Coaches and the Instructional Leadership Team by Dean Spalding and Gale Smith

7. Our Journey Professional Development LTEL Courses
Professional Development
LTEL Courses
Instructional Coaching
Common Core Transition
Focus on EL student
achievement
begins
EL Master Plan
Title III Plan
District Initiatives

8. Accurate Student Placement

9. Think Pair Share
How do you currently place your EL students in your school and/or district?
What elements have we shared that you may be able to use at your school site and/or district?

10. Course Design Core Replacement and Language Arts Developmental
Research
Selection of Instructional Materials
Proficiency Levels
Student Data
Teacher Input
Monitoring Implementation
Scope and Sequence/WRITE Institute

11. Think Pair Share
What courses do you have that are designed to serve LTEL's?
What elements have we shared that you may be able to use at your school site and/or district?

12. ELD Professional Development
Teachers New to ELD Receive Training
DAY 1 TRAINING
PD on ELD research and instructional strategies
Teacher collaboration on curriculum and instructional strategies.
Training on writing genre.
DAY 2 TRAINING
Shared success with genre writing.
Score student essays.
Training on new writing genre.
DAY 3 TRAINING
PD on ELD research and instructional strategies
Teacher collaboration on curriculum and instructional strategies.
Training on writing genre.
DAY 4 TRAINING
Shared success with genre writing.
Score student essays.
Training on new writing genre.

13. District Wide Professional Development
Professional Learning Communities
Gradual Release of Responsibility and Constructing Meaning
CM Facilitators and Presenters at each site
CM provides on-going support for all CM facilitators and Presenters in the district
District Wide Transition to the Common Core

14. Instructional Coaching
A Look at Learning Framework
A Look at Learning: Focus on Teachers of English Learners
E.L. Specialists:
are trained as A.L.L. facilitators
E.L. Specialists target teachers of ELs at their site and conduct cycles of observations.
E.L. Specialists attend A.L.L. follow-up sessions and annual showcase.
Instructional Coaching: Focus on all Teachers
E.L. Specialists and additional Instructional Coaches:
are trained CM facilitators or presenters
support all teachers in implementing district initiatives (GRR/CM).
Provide (whole staff, small group and individual) need-based professional development
Conduct coaching/observation cycles, learning walks and lesson studies focusing on GRR/CM

15. Student Results
Alma
was the first year of the E.L. Specialist position

16. Gloria

17. ( In Percentages) Blanca
CELDT was revised to match the grade spans on the 1999 ELD standards.
EL Specialists began to provide PD on CELDT and ELs for faculty at all sites.
In four years, AMAO1's in our district grew 21.4 points
( In Percentages)

18. Blanca
( In Percentages)

19. ( In Percentages) Blanca
In one year, LTELs in our district went from being below the state target to exceeding the state target by 5.5 points. Our LTELs grew by 10.6 points.
( In Percentages)

20. Closure Activity Reflect:
Think of one thing that you can take away and use at your site/in your district.

21. Thank
You!
Blanca Baltazar-Sabbah, Director of English Learner/ Migrant Education Programs Gloria Loera, District Lead Instructional Coach Alma Saucedo, E.L. Specialist/Lead Site Instructional Coach