New English Language Development
and Common Core State Standards
Institute
Two District’s Best-Practices in
Supporting Secondary LTELs
June 28th, 2013
Introductions
Mills High School
San Mateo Union High School District
Rachel Mack
Irma Muñoz
Academic Support
Counselor
Assistant Principal
2
Goal
Prepare every English learner for
college and career success!
3
Objectives
Workshop participants will:
• Attain new ideas for programs that raise
achievement for secondary LTEL students
• Evaluate current LTEL programs at school
sites
• Develop ideas for next steps at school sites
4
Demographics at Mills
White 19%
African
American 1%
Pacific Islander
2%
Latino 15%
Asian 55%
Filipino 8%
5
Demographics at Mills
Number
Percentage
English Learners
101
8%
Free/Reduced Lunch
204
16%
Special Education
112
9%
6
Percentage of EL’s at Mills
32%
Reclassified
Fluent
60% Fluent
1% Intermediate ELD
7%
Mainstreamed
EL
7
EL Categories
Mainstreamed
Non-LTEL
45%
Intermediate
English
Learners
15%
Long-Term
English
Learners
40%
8
Achievement Data
CST English Language Arts 2012
Percent Proficient or Above
Schoolwide
75%
English Learners
23%
CAHSEE English Language Arts 2012
Pass
Proficient
Schoolwide
95%
77%
English Learners
78%
28%
9
Academic Performance Index (API)
880
860
865
870
852
840
820
800
780
2010
2011
2012
Schoolwide
10
Academic Performance Index (API)
880
860
840
865
870
852
837
820
800
787
790
780
2010
2011
Schoolwide
2012
English Learners
11
Sample Student
“Santiago”
Latino Male
Low-Income
SPED
Low Grades
& Test Scores
12
Root Challenges
SocialEmotional
Issues
Low Skills
Low
Motivation
13
Pyramid of Interventions
All
Students
Some
Students
Drop-In After-School Tutoring
Subject-Based Tutoring
Parent Outreach for Long-Term English Learners
Drop-In Tutoring for English Learners
Mandated After-School Tutoring
English & Math Support Classes
Guided Study Classes
EL Intensive Tutoring
Group Counseling
Individual Counseling
SST’s
Individual
504 Plans
Students
SPED
More
Intensive
Less
Intensive
Identification of LTEL’s
• LTEL students tracked
in Student Information
System
• Teachers given lists of
LTEL students in August
• D/F lists for counselors
indicate LTEL status
15
Support Classes
• Strategic English
Support
• Strategic Algebra
Support
• Guided Studies
16
After-School Tutoring
• Drop-In Tutoring
for EL Students
• EL Intensive
Tutoring (1 tutor
per 2 students)
17
Academic Counseling
• EL Specialist
• Academic
Support
Counselor
• Guidance
Counselors
18
Academic Support Groups
• Study Skills
Groups
• Brainology®:
Growth
Mindset
Program
19
Parent Outreach
• LTEL Parent
Workshops
• Latino Parent
Night
20
Additional Support Programs
• Latina Mentor
Program
• Individual
Counseling with
Interns
• English Learner
Advisory
Committee
21
Other School District Programs
•
•
•
•
•
•
Intensive English Support Courses
Spanish Courses for Native Speakers
PIQE Parent Education Program
Freshman Buddy System
Family Literacy Night
CELDT Assembly
22
EL Intensive Tutoring Outcomes
GPA Data
4
3.5
88% of
students
increased
GPA
Average GPA
3
2.5
29% GPA
increase
2
1.5
1
1.96
1.52
0.5
0
Before Intensive
Tutoring
After Intensive
Tutoring
23
LTEL Parent Workshops
• Average attendance of 7 to 12 families per
workshop
• 100% of parents surveyed reported that the
workshops were valuable and informative
• 100% of parents reported that the workshops
would increase their ability better support
their students’ success in school
24
Outcome Data
Percentage of LTEL’s who
qualify for reclassification to Fluent
2011
2012
25%
35%
25
Requirements for Reclassification
• Score Early Advanced or Advanced on each
section of the CELDT
• Score 325 or higher on the English portion of
the CST or pass the English portion of the
CAHSEE
• Have a GPA of 2.0 or higher
• Be on track for graduation
• Receive a teacher recommendation
26
Next Steps
• EL Professional Development for faculty
• Classroom Interventions
– Link common core with EL student needs
– Targeted language instruction
– EL Curriculum
27
LTEL Intervention Program Stages
Stage 1:
Planning
Stage 2:
Identification
& Ancillary
Support
Stage 3:
Targeted LTEL
Interventions
Stage 4:
School-Wide
Strategies
28
Small Group Discussion
Split into groups of 4 to 6 and discuss the
following:
1. Where is your school currently on the LTEL
Intervention Program Stages chart? What
programs does your school currently offer
that support LTEL (or EL) students?
29
Small Group Discussion
2. How might your school progress to the
next stage of supporting LTEL’s? What are
some growth areas? What are some
ideas you could envision your school
implementing?
30
Think-Pair-Share
3. What are TWO action steps that you as
an individual can take next year to help
further your school’s growth in supporting
LTEL’s?
31
Questions? Comments?
Thanks for coming!
32