1. Powerful EL instruction and curriculum for preschool, kindergarten and transitional K Findings and implications from the Sobrato Early Academic Language (SEAL) pilot Laurie Olsen, Ph.D. Accountability Institute December 2011

2. 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

3. GAP has increased 2002-2010 CST ELA % Proficient and above English Only: English Learners 33.4% gap -------------------------- 37.2% gap

4. Percent of LEAS meeting AMAOs Met AMAO 1 Met AMAO 2 20067374 20078277 20088281 20097863 20105145

5. Across all districts 59% of secondary school ELs are long term (103,635 in sample) LTELsOther ELLs

6. Long Term English Learners are created…….. Long Term EL

7. El Monte school districts Commitment #2: Full Proficiency English Learners will develop within six years of continuous enrollment full receptive and productive proficiencies in English in the domains of listening, speaking, reading and writing – consistent with expectations for all students.

8. Annual Expectations for English Learners Years in US 1 year 2 years 3 years 4 years 5 years 6 years CELDTBEGEIINT EAADV CST ELA FBB + BB+ Basic+Prof+ CST Math FBB+ BB+Basic+Prof+ STSProf+

9. Schooling History: weak or no language support 75% spent 2+ years with “no services” or mainstream Increase in “mainstream” placement One in ten with ELD only One in twenty (5%) receive primary language programs or instruction at some point Just over half are in structured English immersion, ELD/SDAIE

10. Comparison between EL groups over time

11. Other contributing factors Inconsistent program placements Inconsistent implementation within programs Narrowed curriculum  academic gaps & lack of academic language Social segregation and linguistic isolation Transnational moves – transnational schooling

12. By middle school, they have distinct language issues High functioning in social situations in both languages – but limited vocabulary in both Prefer English – are increasingly weak in their home language Weak academic language – with gaps in reading and writing skills Are stuck in progressing towards English proficiency

13. The profile of where LTELs are “stuck” differs Most remain at CELDT III or below Many, however, appear to reach CELDT proficiency but score low enough on CST or receive failing grades that prevent redesignation

14. Typical profile Learned passivity, non-engagement, underlying discomfort in classes 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

15. Academic Gaps develop Several grade levels below actual grade level in both English and L1 Cumulative high school GPA is very low (D+ average) More than one in five have F averages Grade retention frequent Gaps in academic background

16. The continuum: learning English as a second language _______________________________________________________________________ No English Proficient for Academic work 

17. So far…to prevent the creation of LTELs Clearly defined EL program models (ELD plus access), consistently implemented Consistency in placement and EL language approach (no ping-pong) Importance of full curriculum Strategies that promote student engagement as active learners Importance of scaffolding instruction

18. 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) Body of literature on early brain development in dual language learners, linguistic and educational research on early childhood education

19. #1: Early childhood education makes a difference Early years of development (cognitive, linguistic, social) are crucial Quality preschool lays the foundation for better outcomes for children once they enter kindergarten Preschool reduces disparities and longstanding achievement gaps between groups

20. So….. Begin with preschool programs Active outreach/recruitment to English Learner communities Attention to supporting the transition from preschool into kindergarten Articulation, alignment between the two systems (preschool and K-12)

21. #2: Importance of rich oral language development in young children Producing language encourages learners to process language more deeply than when just listening or receptive. Verbal interaction is essential in the construction of knowledge Oral language is the bridge to academic language associated with school and the development of literacy --

22. Oral language is foundational The vocabulary of a young child (preschool and kinder) is predictive of language skills at age 9 and reading comprehension Trends in the amount of talk, vocabulary growth and systems of interaction using language is well-established in the years 0 – 6 Oral language is the foundation for literacy and is a crucial part of a strong language program for English Learners

23. National Literacy Panel finding Oral language development and proficiency is critical to literacy… and is often (and increasingly) overlooked in instruction It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction Oral proficiency and literacy in the first language facilitates literacy development in English

24. Producing language encourages learners to process language more deeply than when just listening or receptive. Verbal interaction is essential in the construction of knowledge Oral language is the bridge to academic language associated with school and the development of literacy ……. on oral language

25. Implications ….in primary grades Amount, degree and TYPE of oral interaction is a big factor for children Important to stimulate the talk that allows language learners to explore and clarify concepts, name their world, wonder and describe They have to be talking! The most powerful “early literacy” development is ORAL LANGUAGE!

26. So…… Multiple and frequent structured opportunities for children to be engaged in producing oral language should be features of elementary classroom instruction Look for the amount, type and quality of student talk that is generated as the mark of good instruction Emphasize vocabulary development Model rich, expressive, amplified oral language

27. #3: 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)

28. Literacy Skills Communication Knowledge Development & concept codification Socio-emotional expression and relationships Language development is much more than literacy development – English Learners need LANGUAGE

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

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. #4. Language develops in context Young children develop language through play, interaction, listening, experimenting - in the context of going about their lives - facilitated in an enriched and interactive environment An enriched environment is particularly important for stimulating language development in context Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week. “Play” is increasingly disappearing from preschool and primary grades

32. Academic language develops in context Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum. For young children, science and social studies are particularly powerful arenas for the development of complex academic language

33. So…… Dramatic play and exploratory play opportunities in the preschool and kindergarten classrooms – tied to content Attention to the classroom environment Intentional language development across the curriculum Full curriculum – including rich science and social studies

34. The continuum: learning English as a second language _______________________________________________________________________ No English Age/grade level Proficient Predictable, sequential steps…….  #5: To access the curriculum, English Learners need specially designed instruction

35. National Literacy Panel finding “Instructional approaches effective with native English speakers do not have as positive a learning impact on language minority students” “Instruction in the key components of reading is necessary - but not sufficient - for teaching language minority students to read and write proficiently in English” Implications: If the same strategies are being used for all students, the gap will grow; specially designed instruction is important. Interventions for English fluent students are not as effective for English Learners

36. SDAIE works when…… Students have reached an Intermediate level (and above) Materials are designed for maximum contextual cues, etc. Teachers understand which strategies are meant for which levels of proficiency Students are grouped by level Instruction is paced appropriately - and key power standards focused upon

37. Specially designed v.s. mainstream By middle and high school, ELs who have had specialized instruction (particularly L1 instruction), are more likely to score at grade level, less likely to drop out of high school, often catch up to and sometimes surpass (L1) comparison peers ELs in mainstream English-taught classes are the lowest achievers in comparison to students in any other program

38. What kinds of things go beyond “just good teaching”? Language objectives in addition to content objectives Vocabulary (and language features) commonly known by native speakers - introduced, emphasized, repeated, practiced Speech appropriate for English proficiency level Wait time to process language L1 clarification - can use the L1 foundation Pacing of lesson accounts for EL proficiency Feedback on language use

39. So…… 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 Home language instruction when possible

40. #6: 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 elements of English ELD instruction should continue at least through Early Advanced levels of proficiency

41. #7: Development of the home language is crucial A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy Language of the home is vehicle for making and establishing meaningful communication and relationships Language is a socio-emotional and cultural phenomenon - key to identity formation By preschool, the home language is well established

42. Development of the home language occurs in a small minority of early care settings, preschools and early education Children in English immersion ECE tend to lose ability to communicate in L1, frequently develop communication problems with extended families and experience depressed academic achievement in English 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.

43. Children have more extended and complex vocabulary and language skills if their home language is developed 1 st and 2 nd 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.

44. 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

45. “The research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English only instruction demonstrate that language minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English.” National Literacy Panel on Language Minority Children and Youth

46. So…… Home language instruction and development whenever possible to high levels of proficiency 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

47. #8: There are benefits to bilingualism Bilingual children perform better than monolinguals on select cognitive tasks (brain benefits) There are social and economic benefits to mastery of two or more languages – particularly in this 21 st century.

48. Yet myths and misunderstandings persist.. Learning two languages will confuse children and lead to delays or disorders. With less exposure to each language, neither will become developed fully - and they will not attain proficiency equal to monolingual children in either language If we want them to master English, the sooner and more fully they are immersed in English, the better. They don’t really have much development in either language, so it might as well be English we focus on at school

49. Development of the home language is a family responsibility. Schools should just focus on English. Home language holds students back Good teaching and standards-based curriculum work for all students and are sufficient for ELLs English is the most important subject for ELLs – the more hours, the better

50. 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

51. Begin with preschool Program consistency from PreK up through grades Well-defined EL program research-based models Intentional language development approaches, programs, curriculum English PLUS – home language developed along with English Exposure to high level, rich, expressive, precise and academic language Full curriculum Monitor and identify students lagging behind – triggering appropriate support Oral production, oral production, oral production! Structured and supported engagement with English users and models An inclusive environment and climate matters Engagement and participation! HIGH EXPECTATIONS!

52. The SEAL Pilot Sobrato Early Academic Language A Case Example

53. SEAL is…… A PreK-3 PILOT for Spanish-speaking English Learner children A research-based model of an age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system and through third grade. The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

54. The pilot regional sites “Real school” conditions (PI, budget crises, etc.) San Jose Unified School District: 2 elementary schools, 3 feeder preschool sites (community based, plus state-funded preschools) Redwood City School District: 1 elementary school, 2 feeder preschool sites

55. An INTENSIVE, INTENTIONAL, standards-based language development approach that infuses all aspects of the school day A system of teacher professional development, collaboration, coaching, facilitated reflective practice, and resources that support the customization and implementation of the model A process of curriculum and instructional alignment (infusing language rich strategies into the core; creation of science and social studies based thematic units) The SEAL Model:

56. FOUR PILLARS Focus on Academic Language & Discourse: Oral language Biliteracy Language development through enriched thematic curriculum Text engagement Alignment of Preschool and K-12 system Parents and Teachers Working Together: Parent Engagement Affirming Enviroment

57. Defining the language model: PreK and Kinder: Minimum of 50% in home language - minimum of 20% of English throughout the entire school year Home language for rich initial concept development English builds upon the home language Intentional focus on the relationship between the two languages - and on “transfer” Languages separated AND the intentional language development strategies are also implemented in the SEI classrooms

58. 10 High Leverage Instructional Strategies Complex, precise, academic vocabulary development Free voluntary reading Dramatic play Think Pair Share (structured interactions) Read Alouds Narrative/Story Retell Graphic Organizers and visuals Songs and chants Facilitated dialogue in socio-emotional, experiential and relationship domains

59. Professional Development PreK and K-3 GLAD Anti-bias curriculum training SEAL designed p.d. on language development, assessment, oral language and text engagement strategies, “rich expressive language” Coaching by Facilitator Investment in teacher collaboration time

60. Professional Development Work intensively with two grade levels/year Adaptation of model to grade level Full time facilitator position/campus Monthly grade-level planning, collaboration, Curriculum/instructional planning to “fit it in” “All SEAL” professional development 3x/year Summer Bridge as enrichment for children, professional development for teachers, transition for families

61. Observation/Reflection The importance of clear agreed upon understanding of what it looks like in a classroom Teachers make meaning of the principles and co-construct the indicators Tool used for: depth of implementation gauge, coaching, planning professional development

62. Pedagogy and Planning Approach Teachers need to KNOW the standards they have to teach Teachers need a repertoire of best practices and instructional approaches Teachers need to understand language development so they can be intentional and focused

63. Intensive curriculum planning The “big sort” of language arts, science and social studies standards to build thematic units Core program analysis – must-dos, may-dos Define a yearly plan of thematic units Insert powerful language strategies into core programs Incorporate socio-emotional and student experience content Specialists/residencies – art, science, music

64. Alignment of the System Summer Bridge Joint p.d., observations Shared parent education across preschool and kindergarten Dual language oral assessments PreK-3 Cross-grade level dialogues Clear program design and articulation of language of instruction

65. Working in and across two systems Summer Bridge programs (PreK-K, and K-1) Joint professional development Observation and classroom visits Transition activities for students and families Joint parent education and services Outreach from elementary campus to preschool families

66. Parent Engagement Workshops for parents on supporting language, bilingualism, literacy Develop cadre of parent volunteers for the classroom (focused on language and literacy) Family Center (Hoover) Parent ESL classes Family Science and Literacy Nights

67. Affirming Environment Classroom environment reflective of the children and their families Parents in the classroom Bilingual Authors and Illustrators visits Focus on building community, building the language to talk about feelings and experience Climate supportive of bilingualism (including pathways to bilingualism awards)

68. The Evaluation/Research Dr. Kathryn Lindholm-Leary Longitudinal design following cohorts of students from entering preschool through third grade Data points: Pre-K entry, K entry, 1st grade, end of third grade Pre LAS (language assessment scale) in both English and Spanish; Desired Results Developmental Profile (DRDP-R); Initial CELDT at kindergarten enrollment; district benchmarks; CSTs and STS; Family Literacy Practices scale. SEAL Observation/Reflection tools Degree of Implementation Rubrics End of Year Surveys and Interviews

69. Major questions To what degree did the performance of SEAL preschool students improve during the 09/10 year? How do the SEAL Cohort I students compare to other students who are demographically similar to them? Is there a difference between students receiving English/SEI vs. bilingual instruction?

70. Implementation Great majority of teachers made significant progress towards SEAL implementation. 80% evidenced good implementation; 95% report “a major positive impact on my teaching”. Kindergarten teachers universally report children entering from a SEAL preschool have much higher levels and more active use of language

71. Student impacts Begin with very low levels of language All children made significant gains at each school in all areas of development (language, literacy, cognition and social skills) Those in bilingual programs made excellent progress in Spanish language development, while making significant gains in English language development Having started preschool at lowest levels of Spanish (PreLAS), by end of kindergarten 50% were at highest proficiency level

72. Scored comparable or higher than all comparison groups –including Head Start and a first grade dual language comparison group in both English and Spanish Children in both SEI/English and Bilingual programs made significant growth overall; Children in bilingual programs made far more growth in Spanish SEAL had a significant impact on parents and literacy activities in the home

73. Challenges: Working within parameters of curriculum mandates & pacing guides Thematic instruction in context of fragmented curriculum Bilingualism/Biliteracy are low priority Context of severe budget cuts - increased class size enrollment & limited release time Bringing community-based preschools into the circle

74. Staffing changes Pressures of Testing Materials Much of “school readiness” activity sets a low bar and doesn’t address issues of engagement or language Awareness and urgency about the development of LTELs isn’t evident in TK planning

75. Thank you! Lolsen@sobrato.org