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written by Laurie Olsen, Ph.D. a new Californians Together publication

Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners. written by Laurie Olsen, Ph.D. a new Californians Together publication. Background. Emerging awareness of LTELs 1995-2010

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written by Laurie Olsen, Ph.D. a new Californians Together publication

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  1. Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners written by Laurie Olsen, Ph.D. a new Californians Together publication

  2. Background • Emerging awareness of LTELs 1995-2010 • Reparable Harm report released 2010 (59% of secondary school ELs were LTEL) • LTEL needs: struggle academically (accumulated gaps), distinct language needs, stuck in progressing towards English proficiency, habits of non-engagement – needs unrecognized, unaddressed in mainstream or interventions

  3. Reparable Harm program recommendations: placement in clusters in regular mainstream academic classes, plus a specialized, targeted ELD course for LTELs • Urgency and action throughout the state: inquiries, working groups, creating array of supports, designing and piloting courses

  4. Working in isolation to figure it out • Facing challenges • Revising, refining, learning lessons – but no mechanism to share that emerging knowledge • Professional development providers, publishers, conferences, materials, etc. targeting this need – but often repackaging

  5. What is being learned? • 38 districts have created/adopted some kind course for LTELs in middle school and/or high school • June 22nd: “Culling the Knowledge” Forum - co-sponsored by West Ed/Comprehensive Assistance Center West and Californians Together • Interviews, focus groups and survey

  6. Table of Contents • Development of the courses (including four case studies) • Essential components of the courses • Materials/Curriculum being used • Structural considerations • Impacts • Challenges and Lessons Learned • Recommendations • A Planning Checklist

  7. Development of the Courses • Starts with looking at data and establishing a working group • Variety of “buckets” and intentions: ELD for LTELs; English support classes; academic language; academic intervention/support; SDAIE English for LTELs • Range of materials, programs, approaches drawn upon – and diverse combinations of components

  8. Four case studies • Tracy Unified School District: “ALAS” class paired with regular English class • Arroyo Valley High School (San Bernardino): schoolwide approach • Anaheim Union High School District: High school special ELD IV class; middle school support class • Ventura Unified School District: Multiple placement options

  9. Essential components • Oral language • Student Engagement • Academic Language • Expository text (reading and writing) plus other genres • Consistent routines • Goal Setting • Empowering pedagogy • Rigor • Community and Relationships • Study Skills

  10. Materials/Curriculum • Major challenge • Drawn from existing materials, added supplementary and created additional materials • Needs to be relevant, high interest, age appropriate • Needs to incorporate whole books • Curriculum explicitly provides opportunities for active engagement • Curriculum should touch on all essential components • Materials should align and connect to core academic courses

  11. Structural Considerations • Smaller class size • More fluid pacing guide • Dedicated LTEL class just for LTELs • Attention to maximizing graduation credits and fulfillment of the A-G • Same teacher for dedicated LTEL class as for core English class (?) • Careful teacher selection/assignment

  12. Impacts • No consistent data across sites or across years • Intended outcomes: success in ELA curriculum, active participation and success in academic classes, redesignation, scoring Proficient or above on CST, preparation for college • In general, reports are positive • Piloting districts are proceeding with refinements and course offerings, and expanding to other sites

  13. Challenges and Lessons Learned • It’s complex, requires time, collaborative effort and resources • MUST address motivation and re-engaging • Everyone has to understand purpose of class • Begin with and keep data in forefront • Provide professional development and support for teachers • Build leadership and infrastructure at the site and district

  14. Recommendations • Adopt state definition and mechanism to identify students at risk of becoming LTEL • Articulate clear expectations of progress by number of years • All district college, analyze and report data – and Corrective Action/PI Plans address this data • Convene, disseminate info on best practices, create PLCs • State professional development initiative • New ELD/ELA curriculum framework should address needs of LTEL as one typology of EL

  15. The Planning Checklist • Laying the groundwork – getting started • Designing and planning the curriculum • Structuring the course • Professional development and support • Measuring Impacts

  16. For you to do….. • Identify who is piloting courses, who is interested and planning to pilot courses • Let them know of publication (www.californianstogether.org) • Convene or sponsor working groups across sites planning and piloting LTEL courses • Consider offering professional development/technical assistance supports

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