Designing Programs
to meet the needs of
Long Term English Learners
Laurie Olsen, Ph.D.
Californians Together
Review: LTEL characteristics
• Weak language in both L1 and L2
• Accumulated academic gaps
• Non-engagement, passivity in classes and
school learning
• Years of struggling academically
• Often unsure of how they are doing and
implications for their future
Basic Principles!
• Focus upon distinct needs
• Language development is more than
literacy development – LTELs need both
• Language development + Academic gaps
• Crucial role of home language
• Invite, support, insist that LTELs become
active participants in their own education
• Maximum integration without
sacrificing access
• Rigor, relevance, active engagement
and empowering pedagogy
• Relationships matter
• An affirming, inclusive environment
• Urgency!
A secondary school recommendation
• Specialized ELD – separate from other ELs
• Clustered in heterogeneous classes for
content
• Explicit language/literacy development across
the curriculum – and SDAIE strategies for
access
• Focus on study skills, critical thinking
• Data chats, preparation, accommodations
• Programs, activities, student leadership to
create an affirming school climate
• Native speakers classes (through AP)
Comparison between EL groups over time
Seems to be power in SNS that is both Spanish
literacy AND enhances English skills
• Explicitly links transferability of cognitive skills,
cognitive and vocabulary development, academic
language, writing structures, rigorous writing
assessment
• Is aligned to state English language arts standards
• Solid preparation for AP language and AP literature
• Focused on high level of oral, reading and writing
skills - while enhancing English skills
• Includes cultural focus and empowering pedagogy
Instruction matters…..
•
•
•
•
•
Differentiation
Checks for understanding
Accountability/engagement
Standards-based
Maximum language development structures
and practices
Two Secondary School
Case Examples
Ventura Unified School District
Modesto City Schools
Ventura Unified School District
• Serves 17,331 students, K-12
• Close to 20% English Learners
• 90% of English Learners speak Spanish at
home
• 87% of secondary ELs are LTEL; 79% been
enrolled since K/1
Fact finding…..
Focus groups and behavioral survey
• Start early to be sure on track for graduation
• Very low frequency of reading outside of
school
• Not sure what means to be an EL or to exit
• Insufficient ELD curriculum
• Problems with student placement
• Teachers lacked resources and training
VUSD: Key elements of the action plan…
English Learner courses revised based on student
needs
ELD course sequence rewritten
ELD 4 and SDAIE courses are “UC/CSU accepted”
Specific placement criteria for all courses based on
multiple criteria
Two period block of instruction for ELD courses
Appropriate curriculum (Hampton Brown’s Edge for
ELD) and technology
Pacing guides and assessment routines
Professional Development
• Teambuilding and ongoing support for EL teachers from
all content areas using Teaching English Language
Learners – A Differentiated Approach by Doug Fisher and
Nancy Frey 2007
• Stipends, catered by culinary arts program
• Technology as “hook” and support
• “Fishbowl” approach
• Coaching support for teachers and Asst. Principals – “the
secret weapon”
• Year Two WRITE training for ELD and English teachers
• WRITE support for content area teachers
• SB472 Training for Edge
Multilingual Recognition Seal on
VUSD High School Diplomas
beginning in June, 2009
awarded over 150
seals
Student “Pep” Talks
This action step brings students into the conversation regarding
their progress as English Learners.
* About the ELD program;
* About new courses and materials;
* UC approval for courses;
* Reclassification criteria;
* Multilingual SEAL criteria;
* CELDT, CST and CAHSEE target scores and
strategies for success
Working Across Campus to
Build Students’ Assets
Bilingual Opportunities Pathway Program
Two New Courses:
Spanish for Careers in the Community and
Spanish for International Careers
Title III Improvement Plan Addendum
“Operation Prevent LTELs”
• Middle School – Articulation, program revision,
Inside curriculum, PLC meetings, coaching,
observations, technology, Pep Talks
• 4th and 5th Grade - Pep Talks and book clubs
• PIQE series for families at Program Improvement
schools
• VUSD K-12 assessment plan + RtI model
• “Common Sequence of Language Functions” for K5 ELD
Results so far….
• Substantial increase in reclassification rates at
pilot high schools (from 14% to 20.9% compared to district average 9.1% - 9.5%)
• Improved growth on CELDT (from 44.9%
moving 1 level to 60.9%; from 22.2% achieving
proficiency to 26.8%)
Increase in LTEL scoring “Proficient”
2007
2008
2008
-
2009
Language Arts
Math
Language Arts
Math
8.7%
17.4%
25%
32.7%
Pilot
11.3%
School B
33.3%
17.5%
33.3%
Pilot
School A
Routines and Structures Support Success
• Monthly Updates at K-12 Principals’ Meetings
• Monthly VUSD English Learner Coordinating
Council Meetings lead by Superintendent
• Principals’ Checklists
• Compliance Readiness Review Cycle
• Catch-Up Plans
More to do…….
• VUSD grading committee to revise policy and
promote best practices
• Master Schedule Issues - Consideration of 7-period
day
• Expansion of Two-Way Immersion Program
• Focus on AYP proficiency for 10th grade English
Learners and RFEP students
Case Example:
Modesto
MCS Title I and Title III STATUS
2008 - 2009
• K-8 and 9-12 Districts
Title I Program Improvement Status Year 3
• K-8 District
Title III Year 5 of not meeting all AMAO goals
• 9-12 District
Title III Year 4 of not meeting all AMAO goals
23
Who are our English Learners?
# Years in
US School
2008 - 2009
Grades 7-12
Language Institute
Tier I
Tier II
1
2
(92)
3%
Tier III
Tier IV
3
4
(178)
7%
5+ Program
5
Or more
(2,344) 90%
24
Language Institute Tier I - IV
• High School hosted at one site
• Jr. High hosted at one site
• As determined by an Individual Learning Plan
may need:
a. 5th year option (for HS graduation)
b. longer day
c. summer school
• Grade levels would be mixed
Course Terminology
• ELD
Strategic English Language Development to
increase the student’s English proficiency
• ALD
Academic Language Development
strategically focused on developing
academic language through intensive
writing instruction
26
Terminology cont.
 Spanish for Spanish Speakers
Correlated with the Spanish Language Arts
Standards and English Language Arts
Standards in order to promote literacy in
both primary language and English through
National Literacy Panel
explicit transference
www.cal.org/natl-panel/reports/executive_summary.pdf
If student is not Spanish speaking, then elective that is
language based, such as, drama, speech, choir,
computer based primary language program, or
other foreign language.
27
5+ Program (LTEL)
7th & 8th Grade
Period
1
2
3
4
5
6
7
Course
ELA
READ 180
ALD
READ 180
Spanish for Spanish Speakers
Math
Science
SS
PE
28
5+ Program
9th Grade
Period
1
2
3
4
5
6
7
Course
ELA
READ 180
OR READ 180
ALD
Spanish for Spanish Speakers
Math
Earth Science
PE
Elective (A-G) : Visual
Performing Arts, Support, or
AVID
NOTE:
World Religions/Health
classes in summer
school or senior year.
Computers in any four
years, summer school,
or test out
29
Differentiated placement in 9th gr.
• 2 period block of Read 180, using L book by
Kate Kinsella (accepted as ELD) with a bilingual
paraprofessional (for students who are really
intensive and struggling at all levels
academically) – for Freshman year only
• High end of Below Basic/low Basic 
ELA + ALD
• Advanced or Proficient on ELA-CST 
opt out of ALD and are monitored
Other Districts journeys…..
• Escondido Union High School District (ELD
Monitoring, Spanish for Native Speakers,
Bridging Multiple Worlds, Saturday school,
WRITE Institute units)
• San Francisco Unified School District (New
Lau Action Plan)
Action Steps

• District EL Master Plan describes researchbased program models for different typologies
of EL students (or site)
• Specify a LTEL program and appropriate
placements
• Support development of new courses where
necessary
• Provide materials and professional
development – as high priority for use of
resources
• System of monitoring placements
Reflection/Dialogue
• How does this compare to what LTELs are
getting in your school(s)?
• What seems most interesting/promising to
you about what you have heard?
• Which of these ideas seem do-able to you?
• Which of these ideas seem promising but you
feel would be very difficult to make happen in
your school(s)? Why?
Programs to
Prevent the creation of LTELs
Quick review:
•
•
•
•
•
Need for program consistency in placement
Need for well-articulated programs
Need for English Learner services (incl. ELD)
Importance of developing L1 along with English
Need to assure access to academic content
while learning English so no gaps develop
• Need a full curriculum
• Need to monitor and identify students lagging
behind – triggering support
Children who start behind, stay
behind….
• Skills in kindergarten predict academic
achievement in later years
• Initial gaps in “readiness skills” between EL
and English proficient children do not
narrow by 3rd grade - and often grow
• Initial readiness gaps between ethnic
groups widen by 3rd grade
• High quality preK contributes to meaningfully
higher levels of school achievement among low
SES children, including low SES Hispanics -However, there is limited impact in the area of
language development!
• Substantial short-term positive outcomes. But a
Fade out effect of PreK and Full day Kinder (6080% of cognitive gains dissipate by Spring of first
grade - by 3rd grade mostly gone)
• For English Learners, the gap narrows but does not
close as a result of preschool
• What is missing????
From the research:
– Learning to speak and use language is a major task
of the early years - development of language is
wired into the human brain
– There is a developmental continuum of
language/literacy development in young children
(birth to 8)
– Young children engaged in two language worlds
have unique needs
Attention to PreK - K school
“transition” and beyond
• Two different systems - little connection
• Preparation for academic success - kindergarten
“readiness” is too low for academic success
• The transition itself is a vulnerable time - need
strategies and policies to support transition
• Period from ages 3 to eight is critical for language
development
The PreK-3 movement
• Public schools nationwide are increasingly serving
more 4 year olds and even 3 year olds
• Instead of how to prepare children in ECE for K- view
it as an articulated and connected schooling
experience
• Systems based integrated approach
• Move away from separate notions of ECE and K-12 focus on alignment (horizontal, vertical, temporal)
• Start with an early foundation of rich language
development (PreK-3) in both English and the
home language (where possible)
• Attention to the alignment, articulation and
transition between preschool and elementary
grades
• Make room for and provide professional
development related to building a powerful
ORAL language foundation for literacy
• Full curriculum – with language development
across all content areas
A PreK-3 Case Example
The SEAL Model:
A solid foundation of early
academic literacy for English
Learner success
Redwood City
San Jose
Six foundational components of SEAL
• Academic language and literacy in English and
Spanish
• Rich oral language development
• Text-rich environment and curriculum
• Language developed through enriched curriculum
• Affirming learning environment
• Teachers and Parents working
together
Preschool through third grade!
TWBI-ABE-SEI:
Basic educational principles apply across early
education settings….
•
•
•
•
•
•
•
Language development should occur in context
Developmental/play based preschool
Emphasis on rich and “academic” oral language
L1 developed to extent can be done - and always honored
Resources for enriched environment and books/text
Parent/home/school connection
More TIME - full day programs, multi-year summer bridge
programs
• Small ratios
• Home visits (Parents as Teachers)
Use and work with local resources – but
have to develop their understanding of
language development
• Schmahl Science Workshops
• Bilingual Authors
• Early Childhood Language Development
Institute (SMCOE) for preschool providers
and parents
• Young Audiences of Northern California
• Triton Art Museum
Build connections across the PreK
and K-3 systems
• Articulation meetings and visits PreK-K
• Support families and children in transitioning
between and across the systems
• Summer Bridge programs engage both grade-levels
working together in the NEW setting
• Seek professional development, assessments and
strategies that can build similar learning conditions
across the grades
• Through data, research & dialogue, build a SHARED
VISION PreK - 3
The Evaluation/Research
• Dr. Kathryn Lindholm-Leary
• Longitudinal design following cohorts of
students from entering preschool through
third grade
• Data points/analysis - PreK entry, K entry,
First grade entry, end of third grade
Data
• Pre LAS (language assessment scale) in both
English and Spanish at start and end of
preschool
• Desired Results Developmental Profile (DRDPR) – CDE accountability measure for CDCs – in
Fall 09 and Spring 10
• Initial CELDT at kindergarten enrollment
• Evaluation focuses on Spanish speakers
The Population
• Schools are more heavily Hispanic, English
Learner and Free/Reduced lunch than
district, county and state
• SEAL Cohort has far lower level of parent
education than average student in the
state and Cohort 0 (baseline)
• SEAL students come from homes with
very low income ($27,384/family of 4)
Major questions
• To what degree did the performance of SEAL
preschool students improve during the 09/10
year?
• How do the SEAL Cohort I students compare
to other students who are demographically
similar to them?
• Is there a difference between students
receiving English/SEI vs. bilingual instruction?
CONCLUSIONS
• Began with very low levels of development and
language proficiency
• Variation across SEAL sites.
• Regardless of starting point, all children made
significant gains at each school in all areas of
development
• Excellent progress in Spanish language
development, while continuing to make
significant gains in English language development
• SEAL children far outscored Head Start
comparison group in spring DRDP-R post-test
• SEAL children scored comparable or higher
than all comparison groups –including a first
grade dual language comparison group in
both English and Spanish language
development
• Children in both SEI/English and Bilingual
programs made significant growth overall.
• Children in bilingual programs made greater
growth, and scored equal to or higher than
peers instructed through English (including
on measures of reading and writing in
English)
Now working in Kinder….
• Infusing intensive language-rich strategies into
the core program
• Creating coherence – core program, direct
instruction, GLAD, Anti-bias, SEAL strategies
• Introducing the arts (music, theater, art) as
context for language development
• The huge problem of TIME in the day
• The huge problem of TIME with teachers
Reflection/Dialogue
• How does this compare to what English
Learners are getting in your school(s)?
• What seems most interesting/promising to
you about what you have heard?
• Which of these ideas seem do-able to you?
• Which of these ideas seem promising but you
feel would be very difficult to make happen in
your school(s)? Why?
For all of these…..
•
•
•
•
•
Professional development
Appropriate materials
Clarity about placement criteria
Clarity about program model
Adapting of daily schedule and master
schedule
• Monitoring
We are all learning…..
• Collect data, conduct evaluations
• Document what you are doing that works
• Share what you are learning – at conferences,
through Californians Together
Thank you!
For more information, contact:
Laurie Olsen, Director
Sobrato Early Academic Literacy Program
Lolsen@sobrato.org