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
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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
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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
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 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.
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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!
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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.
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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
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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).
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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.
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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.
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