CLOSING THE ACHIEVEMENT GAP:A LENS ON LONG TERM ENGLISH LEARNERS

May 27, 2014

Overview

Definition and Characteristics of Long Term English Learner (LTEL)

Numbers of LTELs Reclassification Data Academic Language Development Course Process to Study LTELs 2014-15 LTEL Strategies

AB 2193: CA Definition of a Long Term English Learner

Long Term English Learner Enrolled in any Grades 6-12 inclusive Enrolled in schools in U.S. for more than six years Remained at same English language proficiency level

for two or more consecutive years (CELDT) Scores Far Below Basic, Below Basic on English

Language Arts (CST)

Characteristics of Long Term English Learners

Struggle academically Distinct language issues High functioning in social situations Gaps in literacy and content knowledge Learned passivity

Long Term English Learners2013 - 2014

Total student enrollment = 132,782 Total English Learners = 29,110 Total Long Term English Learners = 6,462 Total English Learners Reclassified = 3,429

AB 2193: CA Definition of a Long Term English Learner

At-Risk of Becoming a Long Term English Learner: Enrolled in any of Grades 5 – 11 inclusive Enrolled in schools in the U.S. for four years Scores at the Intermediate level or below on the English

language development test (CELDT) Scores in the fourth year at Far Below Basic or Below Basic

on English Language Arts (CST)

SDUSDReclassification Data

Academic Year Total Enrollment English Learners Reclassified FEP

2007 - 2008 131,577 38, 819 2,408 (6.5%)

2008 - 2009 132, 256 38,743 3,195 (8.2%)

2009 - 2010 131, 417 37, 152 3,919 (10.1%)

2010 - 2011 131, 784 36,514 3,877 (10.4%)

2011 - 2012 131, 016 35,354 4,108 (10.3%)

2012 - 2013 130,270 33,851 3,707 (10.5%)

Academic Language Development Course (ALD) Middle and High School

Designed to build academic language, critical thinking, critical writing skills, scholarly habits

High level language development elective course, taken concurrently with grade level ELA course

Pilot results show significant growth in academic language and analytical writing

Target Students: Enrolled 5+ years Perform at Below Basic, Basic on ELA

standards-based achievement test CELDT level of Early Intermediate or higher

Process for Studying LTELs

Harvard Study Leadership Associates Program (LAP)

Reclassification Data Title III Accountability

ReportReparable Harm Report on LTEL

Student Observations Instructional Cabinet and Harvard observed LTEL

students

Strategies for Instructional Improvement:

Redefine the work of the ELST to increase the focus on teacher practice (ELD/ALD and all subject areas)

Develop classroom environments that are visually supportive, provide tools for independence and support language development

Explicitly teach scholarly behaviors and confidence building strategies

School and classroom QTEL support within the current cohorts provided by OLA resource teachers

Strategies for District and School Level Monitoring:

Develop a district goal for reclassification Develop guidelines for monitoring progress of EL’s

and planning instruction during ILT/PLC meetings Develop a student observation protocol Student voice – Interview, conference with and set

goals Organize an English Learner Network of schools

with a high concentration of LTELs

Strategies for Student Placement and Programs:

Data driven strategic placement of LTELs with highly effective teachers, skilled in addressing the needs of LTELs

Expand ALD classes at middle and high schools Ensure LTELs have access and meet A-G

requirements