1. English Learners Equity and Access Paul Gothold, Chief Academic Officer January 24, 2012 Lynwood Unified School District

2. LUSD English Learner Profile Total # ELs: – 2010-2011: 6,569- 40% of LUSD student population – 2011-2012: 6,516- 41% of LUSD student population US School EnrollmentK-6 th grade5 th grade6 th grade7-12 th grade 5 years or less 6 or more years 7% 8% 93% 92% 80% 20%

3. LUSD English Learner Profile

4. In US Schools 6 or more years “Stuck” at the intermediate level on the CELDT High functioning social language Very weak academic language-written text, academic content Significant deficits in reading and writing skills. Long-Term English Learner Profile LUSD LTEL (7 th -12 th ) % = 93% State LTEL (7 th -12 th ) % = 59%

5. LUSD 2010-2011EL Percentages by Site

6. Annual Measurable Achievement Objectives (AMAOs)

7. Annual Yearly Progress (AYP)

9. California High School Exit Exam (CAHSEE)

10. CAHSEE by 12 th grade SchoolNumber of Els Percentage of students that have not passed Grade 11 LHS14768% FHS14864% Grade 12 LHS14548% FHS74 61%

11. Reclassification and Graduation LUSD Graduation Rate: EL= 48.8 % Overall= 68.8% State Graduation Rates EL= 56.3 % Overall= 74.4%

12. LUSD English Learner Program Goals 1.English Acquisition- Meet AMAO Targets a.Growth Annually on CELDT b.Proficiency on CELDT 2.Access to Core Curriculum and Academic Achievement in ELA/ Math- AYP Targets a.Proficiency on CST b.Passing CAHSEE 3.Reclassification by 5 th grade

13. Clustered placement in heterogeneous classes, mixed with English proficient students 50/50 design – 50 % small group – Guided reading and center work Leveled ELD 45 minute miminum – Avenues for new comers (3 years or less) – Academic Language Development- supplemental materials for other ELs Common Benchmarks and Data Reflection Process to identify ELs and develop during the day interventions Program for Elementary English Learners

14. Clustered placement in heterogeneous classes, mixed with English proficient students Rigorous grade-level content classes (including honors, AP, IB, A–G) Taught with differentiated SDAIE strategies Explicit language and literacy development across the curriculum Focus on Academic Language Development Support/Shadow Classes in ELA / Math Common Benchmarks in ELA/Math and Data Reflection Process to identify ELs who are struggling and determine best practices Program for Long-Term English Learners

15. Preliminary Program Data- EL Grade Distribution

16. English Learner Master Plan Delineates Program Goals and Procedures Organized according to State Compliance Items Provides Schools with: – Guidelines for EL Program Implementation – Documentation to ensure State Compliance – Resources for Site Professional Development regarding ELs System to support Evaluation Process

17. English Learner Master Plan EL4 & 17 - Initial Identification and Program Placement Narrative of Procedures Charts of procedures for parents and staff Letters to be sent home for compliance and placed in student English Learner Folder EL18 – Waiver Process Narrative of Procedures Waivers Renewal Procedures and Letters

18. English Learner Master Plan EL14 – Reclassification Reclassification Criteria Reclassification Procedures Letters for parents and student EL Folders EL20 – ELD and ALD Narrative of program Guidelines for time of instruction Matrix of curriculum and Instructional Sequence Implementation Guidelines

19. LUSD English Learner Program Goals 1.English Acquisition- Meet AMAO Targets a.Growth Annually on CELDT b.Proficiency on CELDT 2.Access to Core Curriculum and Academic Achievement in ELA/ Math- AYP Targets a.Proficiency on CST b.Passing CAHSEE 3.Reclassification by 5 th grade

20. Achieving Greatness Initiative Programs and Interventions Heterogeneous groups and Equal Access to the entire program Academic Language Development and Structured ELD Data Reflection Process with embedded interventions Elementary School Extended Learning Middle School Tutorials High School Credit Recovery and CAHSEE prep Moving Forward- Equity and Access for ELs

21. Achieving Greatness Initiative Professional Development Curriculum Alignment Institutes ELD/ALD Institutes and Refreshers Instructional Best Practices Continuation of Differentiated Instruction with emphasis on writing SDAIE and AVID methodology Data Reflection Process Moving Forward- Equity and Access for ELs Title III Action Plan & Program Evaluation EL Data Analysis (Annual Audit)/ Needs Assessment Revise Action Plan with Admin and Leads to identify next steps