CHECKLIST, NOTE-TAKER, PLANNING TEMPLATE Prevent Long Term English Learners by Building a Strong Foundation PreK-6 for Academic Language and the Common Core Laurie Olsen, Ph.D. lolaurieo@gmail.com BUILDING BLOCK #1: KNOW YOUR ENGLISH LEARNER PROFILE We have a formal definition for Long Term English Learners We have designated annual benchmark expectations for English Learners by number of years in United States schools and by progress towards English proficiency. Our data system enables us to analyze EL achievement data by length of time in U.S. schools and by English proficiency levels. Achievement data at the site and district level is analyzed by English Learner proficiency levels and number of years since enrollment – and we use that data for planning purposes and to identify students in need of support. We identify students at risk of becoming a “Long Term English Learner” and develop a catch up and program consistency plan for those students. Site and district leadership are knowledgeable about the diversity of the English learner enrollment in our district, including the different needs of newcomer students, normatively progressing English Learners, and Long Term English Learners 1 INDICATIONS OF RISK: Worksheet for Students at Risk of Becoming LTELs: th Snapshot: For your 5 grade English Learners only - How are EL students performing on CELDT based on the length of time (years) they have been in U.S. schools? Length of time in U.S. schools Early Advanced IV or Advanced V (CELDT Proficient) Early Advanced (IV) or Advanced V (NOT CELDT Proficient) Intermediate Level III Early Intermediate Level II Beginning Level I Total 6 or more years 5 years 4 years 3 years or less Total (by CELDT level) II. Of your current English Learners at the following grade levels, how many are at risk of becoming a Long Term English Learner? FOURTH GRADE Total English Learners who English have been in U.S. schools Learners for 4 or more years and who are at CELDT Level III (Intermediate) or below FIFTH GRADE Total English Learners English who have been in Learners U.S. schools for 5 or more years and are not yet Early Advanced/Advanced CELDT Proficient English Learners who have been in U.S. schools for 4 or more years and who have been stuck at the Intermediate Level (III) for more than two years English Learners who have been in U.S. schools for 4 or more years and who are at CELDT Level III (Intermediate) or below English Learners who have been in U.S. schools for 4 or more years and are scoring at FBB or BB on CST/ELA English Learners who have been in U.S. schools for 4 or more years and who have been stuck at the Intermediate Level (III) for more than two years English Learners who have been in U.S. schools for 4 or more years and are scoring at FBB or BB on CST/ELA 2 BUILDING BLOCK #II: Understand the Characteristics of LTELs Behavioral Profile Reflect on your upper grade classrooms (grades 3-6). Do you see evidence that these typical LTEL behaviors are emerging among your English Learners? Familiar, see it emerging Some indication this may be developing Don’t Don’t see it know Function socially in English, but with limited vocabulary and grasp of English Not well developed home language, and/or indications of losing home language Non-engagement, little participation, passivity in class Doesn’t ask for help, seldom asks questions Doesn’t like to be called upon Tends not to complete homework, or shows evidence of not understanding what the homework called for Struggles academically Struggling reader Monitoring Progress towards English Proficiency We examine our AMAOs to monitor for adequate growth on CELDT, and to examine patterns of which English proficiency levels are moving. Faculty discussions and leadership planning meetings focus on the implications of this data for our program, curriculum and instruction. We have conducted our own inquiry (including analysis of data, review of cum file histories, student interviews and focus groups, and classroom observations) to develop a deeper understanding of our own Long Term English Learners population We conduct walkthroughs and observations and shadow students to monitor the degree to which English Learners are actively participating and engaged in classes 3 We have a shared understanding of the benchmark of English proficiency needed by our English Learners in order for them to access and participate fully in an English-taught curriculum without special support services. The full staff understands the CELDT, ELD assessments, AMAOs and how to interpret data on how English Learners are doing academically and progressing towards English proficiency. The full staff examines this data. Staff understands the expectations for normative progress towards English proficiency and the implications of where an English Learner is along the continuum towards English proficiency. The school provides recognition and celebration for students who meet criteria for reclassification as Fluent English Proficient. 4 BUILDING BLOCK #III: CONTRIBUTING FACTORS TO HOW AN ENGLISH LEARNER BECOMES A LONG TERM ENGLISH LEARNER Do any of the following conditions occur for the English Learners in your school (or district)? Happens for many ELs Happens for some Doesn’t happen Don’t know Transnational movement (back and forth resulting in movement in and out of US schools) EL program models provided at our school are weak models or poorly defined Inconsistent program placement from year to year Weak or inconsistent ELD instruction Periods of receiving no English Learner services (e.g., no ELD, just mainstream placement, etc.) Little or no development of primary language in school Linguistic isolation (in school and in community – little interaction with English speakers) Narrowed curriculum (e.g., science and social studies and arts no longer happening or being squeezed into fewer minutes of the day) Inconsistent approaches to supporting ELs and to language development from classroom to classroom – from teacher to teacher Placement into interventions/supports designed for struggling native English readers While the program may call for SDAIE strategies to be used, there is actually weak, inconsistent or nonexistent use of these strategies Little to no differentiation of instruction by English proficiency level for ELs HIGHLIGHT ITEMS THAT SEEM HIGH PRIORITY TO YOU TO GET ADDRESSED IN YOUR SCHOOL/DISTRICT! 5 BUILDING BLOCK IV: The Research HOW WELL IS THE RESEARCH KNOWN AND ACTED UPON IN OUR SCHOOL? Don’t Know Not at all Somewhat Understood, though not acted upon Understood & evident ELs continue to need ELD and support until they reach proficiency (normatively 5-7 years) A strong foundation in L1 is a foundation for L2. Skills transfer. The development of a students home language along with English benefits overall language, literacy and academic success Second language development is different from first language development. English Learners need instruction in English Language Development. This is NOT the same as English Language Arts designed for native English speakers. Rich oral language development is a crucial part of a strong language program. They need to be TALKING. To access the curriculum, English Learners need specially designed instructional strategies and materials. The language needed for academic participation and success is different from social language – and it takes longer to develop . All teachers need to focus on academic language. Language development needs to occur throughout the curriculum. English Learners need a full curriculum, and pay a price if academic study is postponed “until they know English”. There are social, economic and cognitive benefits to mastery or two or more languages – particularly in this 21st century. 6 BUILDING BLOCK #V and VI: Putting it all together (Preventing LTELs, Effective EL Practices, Common Core Standards) IN OUR SCHOOL Consistently & well implemented Uneven, but mostly in place Exists somewhat Not really evident or Don’t Know Complex, precise academic vocabulary development Multiple opportunities for structured oral interactions Interactive read-alouds Opportunities, activities and materials to support narrative retell Books available in area of room where children select and voluntarily read books Multiple forms of and frequent checks for understanding that guide instruction Use of graphic organizers and visuals to build understanding and schema Dramatic play in PreK and K linked to themes Thematic curriculum units built around science and social studies standards Children as writers and authors Emphasis on collaborative team work and groupwork Language through arts infusion Climate supportive of bilingualism 7 Building Blocks #3, #4, #5: Research based practices in the era of the Common Core Standards Programs and Placement We have an English Learner Master Plan that includes clearly defined descriptions of research-based program models for different typologies of English Learners, including a designated program and placements for students at risk of becoming Long Term English Learners The district monitors and ensures that the English Learner program models in place in the district are well-implemented with consistency. We can (and do) analyze data longitudinally to assess issues of program consistency and long term program impact on our English Learners Our English Learners receive EL designated curriculum, instruction and services (they are NOT placed into mainstream, sink-orswim classrooms or curriculum) English Language Development: All English Learners in elementary grades receive ELD instruction. We have ELD assessments that regularly, validly and effectively inform instruction. Standards-based ELD instruction is delivered on a daily basis during a dedicated ELD time, using ELD materials and curriculum aligned to the ELD standards. This instruction focuses primarily on oral and listening skills – but also includes reading and writing as appropriate. Teachers have received professional development in the use of the ELD curriculum and materials, and feel it is an effective program. English language development occurs across the curriculum (explicit language objectives, focus on academic language and vocabulary, multiple opportunities to produce language through oral and written forms). 8 Curriculum and Instruction: English Learners are receiving a full curriculum (e.g., daily schedule includes dedicated instructional minutes for social studies, science and the arts in addition to language arts and math) Our teachers use SDAIE strategies and modify lessons/ curriculum as needed to support English Learners to access the curriculum. A hallmark of instruction in the school is structured activities that elicit high levels of student talk and interaction focusing on academic content and tasks. The language students are exposed to, taught and use is high level, complex and precise academic language. Classroom and school activities promote children as readers – providing access to literature and text of multiple genres, and opportunities for students to select text and read on their own. Classroom pedagogy emphasizes collaborative inquiry, active engagement in groupwork, and teamwork. All teachers have received professional development in understanding the needs of English Learners, instructional strategies for scaffolding access to the curriculum for English learners, approaches for developing academic language and promoting student engagement. Instructional coaching is available and is used by teachers for support in implementing instructional strategies effective with English Learners. Across the school and grade-levels, teachers focus together on a set of key high-leverage instructional strategies that promote language development and access for English Learners to the academic content. School has regular collaborative structures for teachers to focus on curriculum planning, lesson study, instructional planning, and professional dialogue about English Learner issues. Books, glossaries and materials tied to academic content are available in the home language to enable students to receive primary language support. 9 Home Language: School policy and practices affirm the value of bilingualism – and, whenever possible provides support for the development of bilingualism. Our programs at the elementary level include bilingual programs, Dual immersion programs, Spanish for Native Speakers or other opportunities for students to develop their home language to threshold levels of rich oral language and literacy The bilingual program (if provided) pairs high quality ELD with sustained home language development through to high levels of biliteracy competence. Interventions and Support: Interventions and support services/support classes are available that are designed for and meet the specific needs of English Learners, including a focus on their language development needs, rich oral language, functions and forms of English, academic language, and writing. Parent Information, Education, Engagement: The school provides information to parents upon enrollment in the school about the goals and outcomes of the specific English Learner programs provided at the site, and the research behind those models. The school administration ensures that English Learner parents know about the waiver process and their rights to apply for a waiver for an Alternative bilingual program. We hold meetings, publish materials, and fully expect that all administrators, teachers, English Learner students and their parents know about and understand the reclassification criteria. We report annually to English Learner parents on their child’s status compared to the number of years that research indicates English Learners need to achieve English proficiency and compared to district expectations. These reports include longitudinal data for their child indicating growth. Parent education is provided regarding strategies parents can use to support their child’s academic development, English development, the role and importance of developing the child’s home language. 10