1. Meeting the Needs of Long Term English Learners
Reparable Harm:
Meeting the Needs of Long Term English Learners
Laurie Olsen, Ph.D.
CDE Accountability Institute
December 2012

2. Lau v. Nichols, Supreme Court
English Learners
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”
Lau v. Nichols, Supreme Court
As you know, English Learners are a class of students defined by civil rights law and court cases as a group who are foreclosed from equal educational access and opportunity because they don’t have the English skills needed to access curriculum in schools where there are not supports to help them access that curriculum and overcome the language barrier. Schools have an affirmative obligation to address those language barriers….
Now in the policy arena and in the field, the focus of doing that has been primarily on elementary schools. The research… program model development… curriculum… has been primarily elementary school with the notion that the issue would be solved for children who entered our schools in the primary grades by the time they get to secondary schools. Secondary school programs were seen as something needed for newly arrived immigrant children. 2

3. Their double challenge – our legal responsibility
“English learners cannot be permitted to incur irreparable academic deficits during the time in which they are mastering English”
“School districts are obligated to address deficits as soon as possible, and to ensure that their schooling does not become a permanent deadend.”

4. Building Block#1: Know who your English Learners are --the extent and magnitude of the LTEL issue in your schools

5. The 1.5 Generation The 5 Plusers Long Term English Learner ESL Lifers
III’s Forever
Long Term English Learner
The 1.5 Generation
Protracted English Learners
The 5 Plusers
ESL Lifers
Struggling Readers

6. English Learner Typologies
Newly arrived with adequate schooling (including literacy in L1)
Newly arrived with interrupted formal schooling - “Underschooled” - “SIFE”
English Learners developing normatively (1-5 years)
Long Term English Learner

7. Californians Together Survey (2010)
Data from 40 school districts
Data on 175,734 English Learners in grades
This is 31% of California’s English Learners in grades 6 – 12
Districts vary in EL enrollment, size and context

8. Across all districts 59% of secondary school ELs are long term (103,635 in sample)
Differs significantly from district to district (21% - 96%)

9. Definition: An English Learner in secondary schools who…..
Has been continuously or cumulatively enrolled in US schools for 6+ years
Not met reclassification critera
Evidence of inadequate progress (e.g., slow, inadequate or stalled progress in English language development
Is struggling academically (e.g., GPA of 2.0 or below; grades of D or F in two or more core classes)

10. Action Steps  A formal definition of “EL Types”
Designated annual benchmark indicators/ expectations
A data system that can disaggregate achievement data by # of years in U.S. schools and by English proficiency levels
A calendar of regular reviews of LTEL data to inform and trigger planning AND to trigger supports for students

11. Understand the characteristics of “Long Term English Learners”
Building Block #2:
Understand the characteristics of “Long Term English Learners”

12. Contributing Factors 3 of 4 spent at least two years in “no services”
Trend has increased in past decade
Weakest EL program models
Inconsistent program placements
Inconsistent implementation within programs
Social segregation and linguistic isolation
Transnational moves – transnational schooling
Narrowed curriculum
Core approaches inadequate
Inappropriate interventions as solution

13. Resulting in typical profile
Struggling academically (accumulated gaps),
Distinct language needs, basic social functioning English, stuck in progressing towards English proficiency, English dominant but very weak language

14. The continuum: learning English as a second language
– years – 10 years
LTELs STUCK HERE
_______________________________________________________________________
No English
CELDT Proficient
Proficient for Academic work
Oral, social English
CST Basic
I II III IV V

15. Big discrepancy between CELDT Proficiency and Basic on CST/ELA
Percent English Learners attaining these benchmarks statewide

16. What is an AMAO? Annual Measurable Achievement Objective
AMAO #1 – progress towards English proficiency measured by CELDT levels (target 56%)
AMAO #2 – attainment of English proficiency which is defined as “CELDT proficient” (overall Early Advanced, no domain less than Intermediate) - (target: 45.1% those <5yrs)
AMAO #3 – academic performance in English measured by scoring proficient on CST in ELA and Math (target: 67%)

17. Which levels on CELDT are meeting growth targets?
% meeting growth target of 1 level
State % meeting growth target of l level
Beginning (I)
69%
64%
Early Intermediate (II)
52%
60%
Intermediate (III)
30%
37%
Early Advanced (IV)
42%
50%
Advanced (V)
70%
72%

18. Typical profile: Behavior, attitudes
Habits of non-engagement
Silent
Don’t ask questions or ask for help
Tend not to complete homework or understand the steps needed to complete assignments
Not readers
Typically desire to go to college – high hopes and dreams but unaware of pathway to those dreams
Do not know they are doing poorly academically – think they are English fluent
Needs unrecognized, unaddressed

19. Typical profile: Academics
Several grade levels below actual grade level in both English and L1
Cumulative high school GPA is very low (D+ average) – credit deficient by end of 9th grade
More than one in five have F averages
Grade retention frequent
Gaps in academic background

20. In secondary schools….. (from the Californians Together survey)
3 of 4 districts have no approach to serving Long Term English Learners
Majority of CA districts place their Long Term English Learners into mainstream
Three CA districts place Long Term English Learners by English proficiency level with other English Learners (in NYC, this is the common placement)

21. Typical program placements for English Learners
SDAIE
Intensive or strategic interventions!
Still English Learner, but in Mainstream
1 – years
    
_______________________________________________________________________
No English
Oral, social English
CELDT Proficient
Proficient for Academic work
CST Basic
I II III IV V

22. Placements NOT designed for them…..
Placed/kept in classes with newcomer and normatively developing English Learners – by CELDT level
Unprepared teachers
No electives – and limited access to the full curriculum
Over-assigned and inadequately served in intervention and reading support classes

23. For you to do…..
Be sure there is understanding about what constitutes sufficient English proficiency for academic access – clarify the terms
Check your AMAOs – for movement (#1) and for LTELs reaching CELDT Proficiency (#2b)
Analyze grades and GPAs
Analyze CELDT levels and growth/stagnation/loss
Shadow – check for engagement/ participation
Student Voice and surveys
Interventions designed FOR LTELs

24. undo myths that lead to harmful practices
Building Block #3:
Know the research and
undo myths that lead to harmful practices

25. New generation of research
National Literacy Panel on Language Minority Children and Youth
California Department of Education: Research-based Practices for English Language Learners (commissioned papers)

26. 1. Importance of rich oral language development
Producing language encourages learners to process language more deeply than just listening or receptive.
Verbal interaction is essential in the construction of knowledge
Oral language is the bridge to academic language and the development of literacy
It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction

27. So……
Multiple and frequent structured opportunities for students to be engaged in producing oral language should be features of classroom instruction
The amount, type and quality of student talk that is generated is a mark of good instruction
Emphasize complex vocabulary development
Model rich, expressive, amplified oral language

28. #2: Academic Language is essential
“Academic language” is different from social language, is discipline specific and takes longer to develop
Academic language and literacy for ELs develops most powerfully where background knowledge is also being built
Learning a second language for academic success requires explicit language development across the curriculum (ELD alone is not sufficient)
By middle and high school, EL who were in mainstream English taught classes in elementary school are the lowest achievers in comparison to EL in any other program placement
227 evaluation - switch to teacing overwhelmingly in English had no impact on improving proficiency in English - that is, no difference in outcomes between bil and Eng

29. X  SOCIAL CONTEXTS ACADEMIC CONTEXTS
SIMPLE, BASIC, FUNCTIONAL LANGUAGE 
RICH, COMPLEX, PRECISE LANGUAGE X

30. So…….
Identify key academic vocabulary and discourse patterns – and explicitly teach them
Monitor the rigor and complexity of the language used in text and instruction
Set a high bar for sophisticated, complex, precise language in both social and academic domains

31. #3. Language develops in context
An enriched environment is important for stimulating language development and making language comprehensible for all English Learners
Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.
Language develops part and parcel with all domains of development
-- socio-emotional = expressing feelings, negotiating relationships
Cognitive development = language as part of labeling the world, expressing thoughts, categorizing and sorting and making meaning of the world
Physical development - describing what you are doing, HOW to do things
So the job of early childhood educators and parents - goes beyond the standard” read to your children” to include
Narrate what you are doing
Ask children what they think, predict, wonder
Have children tell stories or tell what they see, and write it down so they see their own words in print
What I can say can be written… what can be written can be read….. NOT here’s a sound of a letter BBBB Ball, now string the sounds together to form a word….

32. So…… Attention to the classroom environment
Intentional language development across the curriculum
Full curriculum – including rich science and social studies
Hands-on activities, realia, visuals provide context for learning language.

33. 4. To access the curriculum, English Learners need specially designed instruction
Along the continuum, as they are developing English, an English Learner cannot access grade-level academic content without specially designed instruction and support.
The support that is needed differs depending on where along the continuum – pacing, questioning, activities, forms of participation, etc. need to be differentiated

34. So…… SDAIE strategies/differentiation is essential
Language objectives for content lessons based on analyzing the linguistic demands of the content
Identify key academic vocabulary and discourse patterns and explicitly teach them
Professional development related to making content accessible to English Learners
Home language support

35. #5: ELD instruction can advance knowledge and use of English
Sequential, predictable steps along continuum from no English to English proficiency
Carefully planned, dedicated ELD instruction facilitates and accelerates movement towards proficiency
ELD instruction should emphasize listening and speaking, explicitly teach foundational elements of English
ELD instruction should continue at least through Early Advanced levels of proficiency

36. These are related – but not the same – they need all three
English Language Arts (scaffolded)
ELD instruction
Academic language across curriculum

37. #6: Development of the home language is powerful – but neglected
The best foundation for literacy is a rich foundation in language - not necessarily in English, but in the language strongest for the child and his or her family.
Link between L1 reading ability and L2 reading ability is the most direct cross-linguistic relationship
Effects of L2 literacy are long-lasting and extend to performance on 8th grade assessments

38. Students have more extended and complex vocabulary and language skills if their home language is developed
1st and 2nd language are interdependent - and they transfer; instruction in the first language facilitates proficiency in English.
English Learners make more academic progress when they have the opportunity to learn in both their home language and English
Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages by end of 3rd grade and beyond.

39. Does introducing native language instruction in secondary schools have benefit?

40. The case for Native Language classes
Activates the language system facilitating meta-linguistic benefits
Bolsters English
Can increase college preparation and college-going rates
Develops skill with personal, family, labor market and societal benefits
Addresses identity and culture

41. So……
Home language instruction and development whenever possible to high levels of proficiency
Native speakers classes through Advanced Placement
Transfer focus and contrastive analysis
Parent education about the crucial role of developing the home language and what can be done at home to support that
Two-way/dual language programs if you can

42. Action Steps  Know the research
Determine which aspects of the research are most important to make known at this point in to order to clarify myths/misconceptions that may be in the way of delivering a strong EL research-based program

43. Building Block #4 Understand the implications of the Common Core Standards

44. Old Paradigms OR then Academic content Learn English
Academic vocabulary
Academic Content
Language

45. New CCS Paradigm language MATH SCIENCE LANGUAGE ARTS
• instructional discourse
• express and understand reasoning
LANGUAGE ARTS

46. Speaking and Listening
Comprehension and Collaboration
Day to day, purposeful academic talk one to one, small group and large group setting
Presentation of Knowledge and Ideas
Formal sharing of information and concepts, including through the use of technology
for all students, across the curriculum
According to the Council of Chief State School Officers:
“To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations- as part of a whole class, in small groups and with a partner.”

47. Language focus across the curriculum
The CCSs call upon all academic content teachers to focus on academic vocabulary, oral language and discourse patterns that are essential for participation in academic work within their disciplines
(Anchor standards: Language #1-5, Reading #4, Speaking and Listening #1,
4 & 6)

48. Active engagement in collaboration
The CCSs recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration.
(Anchor standard: Speaking and Listening #1)

49. Three converging forces
Long Term English Learner Research
The Common Core Standards
English Learner Research

50. Shared Imperative More focus on structured, rich oral language
More focus on writing
More emphasis on language in and through social studies and science – a full academic curriculum
More focus on interaction, collaboration, discussion
More focus on academic vocabulary and discourse

51. Building Block #5: Design Programs

52. Recommendations Acceleration, focus on distinct needs
Specialized ELD or LTEL language class
Clustered in heterogeneous classes mainstream academic classes with differentiated SDAIE strategies used
Explicit language/literacy development across the curriculum
Emphasis on engagement, oral language and academic language, study skills, rigor
Native speakers classes (through AP)

53. The “LTEL” Course
38 districts have created/adopted some kind course for LTELs in middle school and/or high school
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

54. 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

55. 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

56. 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

57. New resources English 3D
AVID Excel for Long Term English Learners (middle school)

58. 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

59. 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

60. Language development across the curriculum
Attention to the language demands of academic subjects
Use of language objectives to focus instruction for ELs
Use of “scaffolds” to bolster comprehension and access to content (e.g., visuals, primary language resources, graphic organizers)
SIOP, Constructing Meaning, GLAD, ELLA, SDAIE strategies

61. Case Examples Ventura Unified School District Modesto City Schools
Anaheim Union High School District
El Monte School Districts

62. Ventura: A District Action Plan
Title III Improvement Plan “Operation Prevent LTELs”
ELD/ELL course sequence rewritten
Clear placement criteria for all courses
Appropriate curriculum and technology
Pacing guides and assessment routines
Common sequence of language functions for ELD K-5

63. Investment in Intensive professional development
PLCs across academic content areas
Bilingual Opportunities Pathway Program
Multilingual Recognition Awards
Student Pep Talks
Administrative and leadership structures to keep issue on table and to maintain accountability

64. Ventura Unified School District Results so far….
Substantial increase in reclassification rates at pilot high schools (from 14% to 20.9% - compared to district average 9.1% - 9.5%)
Improved growth on CELDT (from 44.9% moving 1 level to 60.9%; from 22.2% achieving proficiency to 26.8%)

65. Increase in LTEL scoring “Proficient”
2007 -
2008
2008 -
2009
Language Arts
Math
Pilot School A
8.7%
17.4%
25%
32.7%
Pilot School B
11.3%
33.3%
17.5%

66. Modesto City Schools K-8 and 9-12 Districts
Title I and Title III Program Improvement Status Year 5
Established a Working Group (representative)
One year to “study” and develop recommendations
Investment in implementing plan
Demographic Data and Statistics: Explain the breakdown in the next 2 slides of who we are in Modesto City Schools.

67. Who are our English Learners?
# Years in
US School
Grades 7-12
Language Institute
Tier I
Tier II 1 2
(92) 3%
Tier III
Tier IV 3 4
(178) 7%
5+ Program 5
Or more
(2,344) 90%
On our journey, we discovered that all Els are not the same. Some students have only just arrived in the United States from Iraq or India or Mexico or any number of other countries. Others were born here but were raised in primarily L1-speaking homes. Others still may have had interrupted schooling and have not been in any school for a number of years.
The breakdown of MCS’ ELs is the following: only 3% have been here 2 years or less, only 7% have been here less than 4 years. The newest students to our system are not the biggest group of ELs. The largest group of our English learning students are the students who have been in US Schools for 5 or more years. In the 7-12 arena for MCS, that equates to over 2,000 students.
The tier system roughly equates to the length of time a student has been in US schools. We created this system in order to better understand what each specific group’s needs were and to create a more effective instructional program for them.

68. 5+ Program 9th Grade OR Period Course 1 ELA READ 180 2 ALD 3
Spanish for Spanish Speakers 4
Math 5
Earth Science 6 PE 7
Elective (A-G) : Visual Performing Arts, Support, or AVID
NOTE:
World Religions/Health
classes in summer
school or senior year.
Computers in any four
years, summer school,
or test out OR
The same instructional day would occur for freshmen at the high school level. The implementation plan only includes 7th, 8th, and 9th grade for the school year so the plan may be executed successfully and the appropriate staff development and coaching may occur for the teaching staff.
While there are certain usual required courses for freshmen, such as the World religions, geography and health class and the Computers class, these may be postponed, taken in summer school or proficiency tested.
The high school path will meet all college entrance requirements for the state of California.

69. Differentiated placement in 9th gr.
2 period block of Read 180, using L book by Kate Kinsella (accepted as ELD) with a bilingual paraprofessional (for students who are really intensive and struggling at all levels academically) – for Freshman year only
High end of Below Basic/low Basic 
ELA + ALD
Advanced or Proficient on ELA-CST 
opt out of ALD and are monitored

70. Anaheim Union High School District
Commitment to a broad, full 21st century curriculum (decrease placements in support classes, CAHSEE prep classes, etc.; no more double blocking; institute 2 science/social studies at junior h.s.; build career technical education – industry pathways)
Literacy and language across curriculum
Biliteracy as a 21st century skill

71. In two years…. “Takes a 3-5 year commitment”
API has gone up 31 points
Reclassification has increased
Higher English Learner 10th grade CAHSEE passage rates

72. El Monte districts 2 elementary districts + 1 high school district
“Expectations” and commitment in common
Summer programs – thematic instruction, science and social studies based, intensive language development
Mentoring
Investment in professional development for content area teachers
ELA/ELD Articulation across the districts
New ELD/ALD courses and materials

73. Action Steps  Fact finding
District EL Master Plan describes research-based program models for different typologies of EL students (or site)
Specific LTEL program and placements
Support development of new courses
Provide materials and professional development – as high priority for use of resources
System of monitoring placements
Mechanisms to change status of L1 and promote biliteracy

74. Because without the power of language, they do not have a voice!
And to give them voice, to ensure they have language and literacy, we run into the fact that this is not just an educational issue but a social issue as well.
the larger issues of will, commitment and leadership……
Commitment to keep the pact/ the promise of educational opportunity and equity
Urgency
Recognition that despite good intentions, We are DOING HARM! And we need to recognize and respond and repair the harm that is being exacerbated by lapses in state, district and school policies and practices…
We know enough about how to do it, we really do… and we need to push against the policies and belief systems that reproduce what is now a system that silences, fails to educates…. That takes children who come to us eager to learn, brains wired for language development, for labeling their world, conceptualizing – at a vulnerable time in development… and we systematically exclude their language out of it….
Leadership on this Requires courage and advocacy
Requires protection of resources
Requires strategy and proactive efforts to educate self and others, to undo entrenched practices, to change beliefs
Requires knowledge
I KNOW that 99% of educators care about kids, want to make a difference in lives of children…. Pour themselves into teaching…..
Makes them disconnect from education and books and writing
Limits their life chances
Yet somehow the education we give them DOES HARM…….
Limits their expression
But It is reparable harm, it is preventable harm.. And it is wholly in our power to change what is happening.
And these are issues of leadership and advocacy
That require courage and advocacy
How many teachers I hear say: I know this isn’t what my kids need, but I have to do it… how many administrators say, “I wish it wasn’t this way, but we have to do it…. Well, NO WE DON’T HAVE TO GO ALONG WITH WHAT WE KNOW IS HARMFUL, UNFAIR, UNEQUITABLE…
A long history… a legacy…
Movements for preserving and reclaiming cultures and languages that have been threatened
Throughout history, parents have sought bilingual programs for their children
No official language in the new republic
And this – this is the class of Kinny Lau – here in San Francisco – the segregated school for Chinese children…. The place in which parents came together to sue SFUSD in what became a case going all the way to the Supreme Court, resulting in the Lau decision that I quoted at the start of this presentation……
There could, we know, be classrooms of students TODAY whose faces belong in this parade through history – whose experiences their parents or their teachers or their community insist are not adequate for the equal opportunity and participation their children deserve….
(((FLIP THROUGH PHOTOS OF KIDS))))
We have a place in this history – in this line of advocacy – in this line of stepping up to create the schools we know are possible…..