supporting the transition from middle school to high...

Supporting the Transition from Middle School to High SchoolA key element of improving graduation rates and preparing students for college and careerMichelle Rutherford Director of Implementation Success, Apex Learning

January 2018

P 02 White Paper ApexLearning.com

Proving Ground: How California Districts are Introducing Innovative Strategies to Support English Learners

Table of ContentsSupporting the Transition from Middle School to High School: A key element of

improving graduation rates and preparing students for college and career

03 College and career readiness begins in middle school

04 Navigating the transition from middle school to high school

07 Ensure middle school students are really ready for high school

09 Help middle school students make the transition

11 Set middle school students up for success

11 About the author

12 Sponsored by Apex Learning

12 References


Supporting the Transition from Middle School to High School

College and Career Readiness Begins in Middle SchoolThe path to graduation and post-secondary success begins in middle school.

Middle school academic performance is a key predictor of success in ninth grade, where course completion

is the most accurate predictor of graduation. Students earning credit for at least five courses and receiving

no more than one failing semester grade in a course1 by the end of ninth grade are four times more likely to

graduate than peers who do not achieve these milestones.2

The middle school years lay a foundation for success in high school, college, and career. Unfortunately, many

students leave middle school underprepared for the rigors of high school work. This lack of readiness, combined

with the socio-emotional changes students experience during this time, has a major impact on high school

and post-secondary success.

• Ninth graders have the lowest grade point average, the most missed classes, and more behavior referrals compared to other high school grade levels.3

• Approximately 22 percent of students repeat a ninth-grade course.4

• More students fail ninth grade than any other grade in high school.5

• Students who fail ninth grade are at a high risk of dropping out.6

• One-third of high school dropouts never made it beyond the ninth grade.7

Weak foundational skills and gaps in prerequisite concepts make accessing grade-level learning targets

difficult, and often leads to course failure, which places students at risk of dropping out. Educators can take

steps to support struggling students as soon as they are identified.

How can districts prepare students for high school and support students who enter high school underprepared?

Nowhere are efforts to support English learners more evident than in California. With more EL students than any

state in the country, California has EL education ingrained in its DNA. As a result, the state has become a proving

ground for new, evidence-based approaches for meeting this group’s unique and varied learning needs.

This paper will explore in more detail the EL landscape in California; describe instructional designs, particularly

those built into digital curriculum, proven to support EL students; and offer examples of exemplary California

school districts helping EL students grow proficiency and graduate high school college- and career-ready with

these best practices in place.

Of California’s 1,000 school districts, 963 serve at least one EL student⁴, and new EL students enter the state’s

schools at every grade level. In fact, 38% of students in California enter the school system as English learners.⁵

Overall, this is a diverse group. Though most EL students (83%) are from Spanish-speaking homes, California’s

EL population speaks more than 60 languages. These include Vietnamese, Mandarin, Arabic, Filipino, and

Cantonese, among others.⁶



Obstacles to achievement for EL students EL students are expected to meet the same academic standards as their native English-speaking peers while

facing the additional obstacle of having to learn, understand, recall, and manipulate increasingly complex

concepts in a language that is often foreign to them. Besides language barriers, many EL students must

overcome additional hurdles—academic, economic, and social and emotional—along their journey to proficiency

and college and career readiness.

• In 2017, 85% of EL students and 79% of former EL students were economically disadvantaged.7

• Homeless, Title I, and migrant students are more likely to be classified as EL than the overall student population.8

• 14% of all EL students were students with disabilities, and EL students with disabilities are more likely to be classified as having a specific learning disability or speech or language impairment.9

• As of 2014, approximately 12% of California’s K–12 students had at least one undocumented parent.10

EL students often trail behind their English-speaking peers among several academic indicators, including

graduation rates and performance on standardized tests. This is especially true among long-term English learners

(LTEL) who have been classified as EL for five or more years, and California is home to a large population of these

students. Student achievement, including the achievement of EL students, has an impact on school and district

performance as well as funding.

Overcoming challenges to serve EL students California has made it a priority to help EL students overcome these obstacles and close the achievement gap.

The California DOE challenges districts and schools to meet two goals in particular:

1. Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain academic parity with native speakers of English.

2. Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic

standards that are expected of all students.

California districts have a long history of supporting EL students. As a result, educators have extensive experience

working with this subgroup. Over time, they have refined their strategies, determining tactics that work and

tactics that do not, and why. Yet, even with this knowledge, educators face barriers to closing the achievement

gap just as EL students face barriers to learning. Among them: inadequate funding, lack of teacher training, and

limited access to quality instructional materials.

However, recent policy advancements are making strides to address these challenges. In 2012, California adopted

new English Language Development Standards. A new Local Control Funding Formula enacted in 2013–2014

reserves more funding per pupil to districts for EL and other high-needs students. Following that came a new

curriculum framework for teaching EL students (2014), the adoption of the English Learner Roadmap (2017), and

the transition to the more rigorous English Language Proficiency Assessment for California (ELPAC) in 2018.

For several years, many California districts have been reporting on their English learners per their LCAPs, and

now ESSA requirements mandate this focus on EL students for all districts. Under ESSA, EL students cannot be

exempt from accountability. Districts must create benchmarks for EL development and track and record specific



academic benchmarks for this subgroup of students. EL progress is now considered one of California’s key

academic performance indicators, and districts are required to track EL performance within each of the state’s

performance indicator categories.

Reception toward these new policies, particularly those enacted at the state level, is mixed. Some applaud

the new developments, believing they bring a much-needed, renewed focus on providing the right support to

EL students. Others are wary of the changes and say that how the state evaluates performance and allocates

funding within its new accountability system requires additional refinement. For example, Californians Together,

an organization dedicated to advocating for EL students, points out that “by combining data from two EL

subgroups (current and reclassified), the system fails to recognize the distinct needs of each subgroup and

diminishes the urgency to address the educational needs of current English Learners, and thus undermines the

central equity intent of the Local Control Funding Formula.”¹²

No matter your stance, it is difficult to deny that an increased visibility and urgency around EL students has the

state, districts, and schools focusing more than ever on providing stronger supports to EL students to move them

out of EL programming. Educators are taking a good look at how EL students in their district are progressing, and

they are introducing innovative ways to meet these students’ diverse learning needs, particularly through the use

of digital curriculum. As a result, students in districts that have made a commitment to supporting EL students

are reaping the benefits of access to alternative, personalized options for learning that simultaneously build

academic knowledge and English proficiency.

Embedding EL supports into instructional design There are several competing schools of thought around the best models for teaching EL students (immersive

versus dual-language instruction, for example). However, it is generally agreed that this group requires the

following to succeed:

• Rigorous curriculum • Rich embedded visual cues

• Scaffolded instruction • Non-linguistic representation

• Individualized support • Advanced graphic organizers

• Access to personalized learning materials • Ability to work at their own pace

The urgency to provide these things is even greater today. Districts cannot wait for students to reach English

proficiency before introducing them to grade-level courses. Using digital curriculum, districts can provide

extensive supports that help students develop language skills while simultaneously accessing quality academic

instruction.

The most effective digital curriculum are those that can be integrated into a variety of instructional settings,

including mainstream classrooms, and facilitated by trained teachers—not only those who are bilingual or

ELcertified. For digital curriculum to successfully integrate into classrooms, it must do two things:

1. Maintain a high level of rigor that challenges all students, including accelerated EL students who can master advanced concepts but require literacy or language supports to do so, as well as reclassified EL students who no longer receive

language support but may benefit from it in core content instruction.

2. Enable struggling students to access grade-level content.



To keep rigor high enough to challenge all students but make

content accessible to English learners, digital curriculum must

have extensive scaffolding embedded in the instructional design.

Educators are all familiar with non-linguistic representations

as an effective way to convey information in multiple ways;

however, it can take a lot of time for teachers to construct

these. For many, digital curriculum is a welcomed solution

that provides EL students with the non-linguistic support that

they need, without consuming teachers’ limited time. Look

for digital curriculum with multiple embedded non-linguistic

representations, including graphic organizers, that give EL

students the opportunity to learn in different ways. In addition,

the following best practices help students build English

language proficiency while simultaneously reaching grade-level

mastery across each subject:

Context-rich instruction

EL students learn a majority of new words—approximately 90%—from context.¹³ Your digital curriculum should

actively engage students in material and ground concepts in familiar examples, offering multiple points of

access. These include learning activities, images, video, audio text, and on-demand supports that are available

in real-time.

Direct instruction for academic vocabulary

Direct instruction is critical to learning academic vocabulary since definitions are often too technical or

abstract to learn through context alone.¹⁴ Your digital curriculum must combine precise, comprehensible

definitions with ongoing opportunities for students to apply words in context.

Comprehensible input

EL students develop language and subject-area mastery when they understand what they are seeing,

hearing, or reading.¹⁵ Context-rich instruction and direct instruction for academic vocabulary can maximize

comprehensibility. Also important are literacy scaffolds such as structured reading activities, guided notes,

text-to-speech capabilities, dictionaries, native language translations for all curriculum components, and

active reading strategies.

Regular, varied output

Practice is essential to language development. The most effective digital curriculum will provide opportunities

for practice through a variety of application activities that guide feedback and solidify understanding. Choose

a digital curriculum that progresses students through a series of controlled and free production activities that

increase in rigor to match students’ level of mastery. Students should have the opportunity to interact with

instruction, check their own understanding as they progress through content, and refine their knowledge.



Supporting EL students: Gold-star examples from the Golden StateMany California school districts are implementing digital curriculum with embedded literacy and language

supports that benefit EL students. Orange, Brea Olinda, and San Leandro Unified School Districts (USD) are

three examples.

Orange USD

This large district in suburban Orange County serves almost 30,000 students living in multiple cities, from

Santa Ana to Anaheim Hills. During the 2017–2018 school year, 23.7% of those students were EL. A majority

of Orange USD’s EL population is Spanish-speaking; however, many other languages are represented

including Vietnamese, Arabic, Mandarin, and Farsi.

“A diverse student population means diverse learning needs,” points out Nicole Van Wilgen Moore,

Coordinator for 21st Century Virtual Teaching and Learning at Orange USD. “We strive to meet each and

every one.” The district shows its commitment in a number of ways. First, Orange USD has created an

English Learner Master Plan meant to “create a coherent and consistent system” for educating EL students.

This explains in detail the various educational pathways or programs the district offers its EL students.

The district also has introduced Apex Learning digital curriculum, which it utilizes primarily for credit

recovery but also to fulfill an original credit health course in its high schools. Van Wilgen Moore says one of

the digital curriculum’s key differentiators is its ability to provide a level of rigor that challenges all students

while offering built-in scaffolds and supports to help any student achieve content mastery. These features

are critical to the EL students using digital curriculum for both credit recovery and original credit.

“What’s unique are the features the curriculum has built in to support EL students,” she explains.

“Sometimes EL students struggle with academic vocabulary, particularly within our health course,

because it is specific. Apex Learning has the supports in place to make this content accessible.”

Van Wilgen Moore says there are several supports embedded in the digital curriculum’s instructional

design that are particularly useful to EL students. These include:

• Translation tools

• Read-aloud text

• Definitions for key terms and academic language

• Curriculum study guides

• Content-specific visual cues

By utilizing digital curriculum, Orange USD is helping EL students not only pass courses and earn the

credits required to graduate, but do so while achieving the deep content knowledge necessary for post-

high-school success.



Lessons from Orange USD

• Create a comprehensive plan for supporting EL students that sets standards and expectations district-wide.

• Use digital curriculum to help make required course content accessible to struggling students, including EL students.

• Select digital curriculum with built-in literacy and language supports, including translation tools, read-aloud text, definitions for key terms and academic language, and study guides.

Brea Olinda USD

Kerrie Torres, Assistant Superintendent of Education Services at Brea Olinda USD, has extensive experience with

digital curriculum. Prior to joining Brea Olinda, Torres helped implement Apex Learning digital curriculum in

high schools in Orange USD. And in 2008–2009, Torres introduced Apex Learning into Downey USD, making it

one of the first districts in the greater Los Angeles area to adopt digital curriculum.

Brea Olinda is a relatively small district serving approximately 6,000 students, and its EL population reflects

that During the 2017–2018 school year, around 9% of the student body, or 573 students, was classified as EL.

While a majority of those students are Hispanic, a large percentage also are Asian-speaking, specifically Korean,

Mandarin, and Cantonese.

Torres says EL students in Brea Olinda typically fall into two groups: those who acquire language and reclassify

quickly, and those who take much longer to reach proficiency, becoming LTEL students. As Torres has introduced

digital curriculum into various districts over the years, she has learned how to identify the best fit for it. In Brea

Olinda, Torres saw an opportunity to use digital curriculum to support these older LTEL students.

Brea Olinda has only one high school, making it difficult to diversify programming and education tracks.

However, it does have an established EL program for high school students and offers English language

development courses to help students earn English language arts (ELA) credits. Educators in the district have

also found that digital curriculum can offer additional layers of support and intervention, particularly in core

curriculum areas. For example, if an EL student is struggling with specific units of study, instructors can pull

rigorous, high-quality content from Apex Learning to offer an alternative learning option the student can

complete at his or her own pace with the help of literacy and language supports.

If an EL student hasn’t reached proficiency by high school, that doesn’t mean they never will. Sometimes,

students simply require an alternative option that targets their specific deficiencies, allows them to work at

their own pace, keeps them engaged, and rebuilds their confidence in their own learning. When given that

opportunity, they often have the ability to reach proficiency and master the rigorous content they need to

graduate college- and career-ready.

Lessons from Brea Olinda USD

• Offer alternative learning options to EL students showing slow—or no—signs of progress toward proficiency.

• Look for options that allow teachers to target specific areas of deficiency, allow students to work at their own pace, and are age-appropriate to keep students engaged and confident in their learning.

• Consider digital curriculum as a supplement to core instruction to support EL students.



San Leandro USD

San Leandro USD, a suburban school district located in Alameda County has a diverse EL population, serving

a roughly 30 percent Asian, 30 percent Hispanic, and 30 percent Caucasian population. EL students enter

San Leandro USD at every grade level, including in the district’s adult school where Cathy Gample works as an

Academic Advisor, ASE Lead Teacher, and WASC Coordinator.

“At the adult school, we have a very strong English as a Second Language (ESL) program that serves upward of

1,000 students each year in levels that range from Literacy to ESL-ABE Bridge,” Cathy explains. ESL-ABE Bridge

is the adult school’s intermediate–advanced level, academic-focused ESL class designed to prepare students for

high school or a high school equivalency exam.

San Leandro Adult School’s high school diploma program is structured entirely around digital curriculum,

specifically Apex Learning, which stood out to educators for a variety of reasons:

1. Its design helps students acquire 21st century skills required for success.

2. Its content meets California’s Common Core Standards.

3. Its non-juvenile format is appropriate for adult learners.

4. Its curriculum includes an array of classes, including electives, that suits the school’s one-room schoolhouse model.

In addition, the quality and rigor of Apex Learning appealed to educators at the adult school, where the focus

is not just on helping students earn their diplomas or high school equivalency degrees but to realize their

educational, professional, and personal goals in a global society.

To prepare students for the rigor of Apex Learning courses, everyone who enters the high school diploma

program must meet a minimum eighth-grade level on their CASAS placement assessment. If any EL student

who enters through the ESL program scores below that, they are placed in the ESL-ABE Bridge program which

includes digital curriculum components. Gample says that these classes are an important opportunity for EL

students to improve their academic skills prior to enrolling in Apex Learning courses.

Training instructors, Gample says, is equally as important as preparing students for the rigorous course content

in its digital curriculum. She emphasizes that educators must know how to recognize EL student needs, answer

questions, provide tutoring, and demonstrate the supports available to them within the digital curriculum.

These supports are another important element of digital curriculum effective for EL students. While the San

Leandro Adult School selected Apex Learning to address a wide range of needs, they have found the contextrich

instruction and embedded literacy supports particularly helpful to their EL students. Within this instructional

design, adult English learners can gain language and academic proficiency as well as the critical thinking skills

and content knowledge necessary for college and career success.

Lessons from San Leandro USD

• Use digital curriculum to support nontraditional student groups, including adult EL students.

• Set qualifications for students entering a digital curriculum program to ensure they are prepared for the rigor of course content.

• Provide adequate training to instructors to ensure digital curriculum is used to fidelity.



ConclusionSupport for EL students can’t wait

New policies and more rigorous standards hold California educators accountable for moving students to English

proficiency faster while meeting academic performance indicators. Students must master gradelevel content

while simultaneously building language skills. Forward-thinking California schools and districts are overcoming

some of the hurdles to meeting these requirements, including limited resources and formal EL training, by taking

a comprehensive approach to their EL programxurriculum as a key component. They have proven that when EL

students have access to grade-level content and the right supports, they will rise to the challenge of reaching

both English language proficiency and subject mastery.

Where opportunity thrivesTM

An industry leader with deep expertise in digital curriculum, Apex Learning works closely with school

districts across the country to implement proven solutions that increase on-time graduation rates and create

opportunities for student success in school and beyond. The company is driven by the understanding that

supporting the needs of all students – from struggling to accelerated – strengthens schools and creates

stronger communities, brighter futures and a more equitable world. Apex Learning is accredited by AdvancED

and its courses are approved for National Collegiate Athletic Association eligibility. Apex Learning, where

opportunity thrives. For more information, visit http://www.apexlearning.com.

OD-WP-028-02

Contact

Apex Learning

1215 Fourth Ave., Suite 1500

Seattle, WA 98161

Phone: 1 (206) 381-5600

Fax: 1 (206) 381-5601

ApexLearning.com

Copyright © 2020 Apex Learning Inc. Apex Learning®, the Apex Learning logo, and Where Opportunity ThrivesTM are either registered trademarks or trademarks of Apex Learning Inc.

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