1. Contact Information:  Bethany Barrett  Bethany.barrett@ bellinghamschools.org  Lindsay MacDonald  Lindsay.macdonald@bellinghamschools.org  Katie Brown  Katie.brown@bellinghamschools.org  www.mycoachkatie.com Bellingham Public Schools FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS

2.  Introductions  Objectives  Secondary ELL Program Review  Recommendations & possible next steps  Q & A FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS April 11, 2014 Agenda

3.  Understand the components of the Bellingham School District’s Secondary ELL Program Review.  Explore how a program review can create necessary change for ELLs in a secondary setting.  Identify recommendations and possible next steps for your ELL program. OBJECTIVES

6.  Student data collection (How are our ELLs doing?)  Student interviews (How do THEY think they are doing?)  Teacher interviews (What are teacher identified barriers for ELL success?)  Administrator interviews (What programs are already in place for struggling ELLs?)  Family interviews (What are family identified barriers for ELL success?)  Research on best practices in serving ELLs (What is working?) PROGRAM REVIEW COMPONENTS

7. School A 6% current ELL’s 10% former ELL’s School B 1.5% current ELL’s 4% former ELL’s School C 1% current ELL’s 4% former ELL’s

8. School A 6% current ELL’s 10% former ELL’s School B 1.5% current ELL’s 4% former ELL’s School C 1% current ELL’s 4% former ELL’s

9.  Students earning D’s and F’s  In-coming 9 th grade students not yet at standard on the MSP  11 th graders not at standard on the HSPE  12 th graders not on track to graduate  Which classes are students earning the most D’s and F’s  Attendance OTHER RELEVANT DATA

10.  English, Math, and Science = hardest subjects  Homework is a huge struggle  ELL teacher is seen as the adult to go to for help  Many don’t know if they are on track to graduate STUDENT REFLECTIONS

11.  Academic background and determination are leading factors for success in high school.  Our current system does not meet the needs of ELLs or students with low skills.  Concern over inconsistent grading policies  Need consistency & innovation  “At the moment, teachers are islands left to their own devices and whims; how each student negotiates six different classes is up to each student to work out.” TEACHER REFLECTIONS

12.  District and state data is used to identify at-risk students.  Supports are not targeted for unique needs of ELLs.  Some supports are working, others are not and there is no clarity about why.  There is a great need to address success attributes and social-emotional stresses. ADMINISTRATOR REFLECTIONS

13.  Community and relationships- inclusive, affirming school culture  Specialized courses focused on language development and specific needs of ELLs and LTELs  Focus on study skills, metacognition, and learning strategies (“AVID-like”) ELL BEST PRACTICES: WHAT WORKS?

14.  ELD Support classes – Academic language and core content instruction  Newcomer Center – geared toward 9-12 th grade, centrally located  Instructional Coaching – intentional focus on SIOP implementation and on-going whole staff and individual PD  SIOP Teacher Cadre - clustering ELLs in ‘gatekeeper’ classes with a handpicked group of teachers who are dedicated to on-going instructional coaching in SIOP PROGRAM REVIEW OUTCOMES

15.  Grading practices at the high school level  Building culturally responsive and empowering school climates  FTE (allocating existing and adding more)  RTI systems at the high school level  Providing appropriate support for LTELS ONGOING QUESTIONS

16. Contact Information:  Bethany Barrett  Bethany.barrett@ bellinghamschools.org  Lindsay MacDonald  Lindsay.macdonald@bellinghamschools.org  Katie Brown  Katie.brown@bellinghamschools.org  www.mycoachkatie.com Bellingham Public Schools FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS