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English Learner PLC Workshop. Grossmont union high school district English Learner Programs September 23, 2009. Impact of ELL Students. 1990 = 1 in 20 in k12 classified as EL (US) 2008 = 1 in 9 (US) Estimation for 2028 = 1 in 4 (US) - PowerPoint PPT Presentation
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English Learner PLC Workshop
Grossmont union high school district
English Learner ProgramsSeptember 23, 2009
Impact of ELL Students 1990 = 1 in 20 in k12 classified as EL (US)
2008 = 1 in 9 (US)
Estimation for 2028 = 1 in 4 (US)
California—largest EL population of any state, with 33% of the nation’s total
More than 18% of California secondary students are EL, number is on the rise
465 Newcomer students enrolled in 2008-09 47% were Chaldean or Arabic speaking 20% were Spanish speaking
Systemic work requires
Data driven policies and initiatives
Site support teams
Direct support around the achievement gap
Collaborative interdisciplinary academic support teams
Use of resources
Leadership development
Grossmont union high school districtEnglish Learner Educational Goals
Purpose of the English Learner PLC Professional development and capacity building for
teachers of English Learners
Set ambitious, reasonable targets for EL accountability as a school site.
Allow for collaboration opportunities (district-wide) regarding EL courses in subject matter teams.
Opportunity to work together in small groups, solve problems together, share struggles, and participate in the solution for closing the achievement gap.
Our Work:Closing the Achievement Gap
592
681
598
697
586
704
600
713
645
731
0 200 400 600 800
API Score
2005
2006
2007
2008
2009
Yea
r
Grossmont District
English Learners
District growth 18 points
EL growth 45 points!!
2008-2009 Annual Measurable Achievement Objectives (AMAOs)
1. Percent of students making annual progress in learning English
2. Percent of students attaining English proficiency on CELDT
3. Adequate yearly progress for English Learner Subgroup
10%
11.2%
Today’s Outcomes
Reflect on progress Review data (CST, CAHSEE, CELDT)
Evaluate effectiveness Present results Implement additional changes Determine goals for 2009-2010
Set a benchmark for November meeting
Plan
Act
Observe
Reflect
“Best Practices for Adolescent ELLs”
Divide the reading of text with your group Read your section
Select two quotes from your section that “resonated” with you
Reflect on why they “resonated” with you When the group is finished, give a brief
summary of your section and share your quotes (refer back to the text)
After all members in the group share their sections, discuss:
What “key questions” are being addressed at your school site? What “key questions” are not?
Data Analysis
What does this data suggest about our ELs’ academic progress?
What does this data suggest about our ELs’ proficiency?
What are our strengths and challenges with ELs?
So what?
Content Area Data Analysis: ACCESS
The extent to which all students have equitable
access to basic teaching conditions, such as
qualified, effective teachers; rigorous curriculum
based on the state academic content standards;
“safety nets” and accelerated interventions.Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE Press,
January 2008.
What courses are your ELs taking?
How are your EL students performing (CSTs, CAHSEE)?
Do your EL students have access to rigorous curriculum and instruction, highly effective teachers, counselors?
Describe the extra learning options available for EL students that supplement the education provided during the school day?
Content Area Data Analysis: EXPECTATIONS
The extent to which a culture of excellence exists for all students and adults alike, so that a common, high standard is the norm
for all students, and getting all of them to meet those high standards is a responsibility embraced by the school
community.Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE
Press, January 2008.
Describe the expectations held for EL students and teachers?
How are high expectations for EL students evident in the curriculum, instructional practices, student assignments, and the school’s communication to students, parents, and school staff?
How is EL student progress measured using data and effective assessment strategies?
California English Language Development Test (CELDT)
Has three purposes:
1. To identify students who are limited English proficient
2. To determine the level of English language proficiency of students who are limited English proficient
3. To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking and writing in English
Who takes the CELDT?
All students whose primary language is not English, based on the Home Language Survey
Newcomer students must be tested within 30 days of enrollment
Identified English Learners must be tested once each year until they are reclassified as fluent English proficient (RFEP)
CELDT—Components Listening
Following oral directions Listening comprehension (extended passage & short, situational) Rhyming
Speaking Oral vocabulary Speech functions Choosing and giving responses
Reading Word analysis Fluency and systematic vocabulary development Reading comprehension Literary response and analysis
Writing Grammar and structure Writing sentences Writing a short composition
School Site Data Analysis: CULTURE/CLIMATEThe extent to which the learning environment is safe, promotes a
sense of belonging, and fosters strong, positive relationships among students, among school staff and between the school
and home/community. Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE
Press, January 2008.
How does your school offer the best learning environment for EL students?
How does your school promote an environment that focuses on learning and a sense of belonging for students and school staff?
Describe how your school offers culturally relevant and responsive instruction?
School Site Data Analysis: STRATEGIES
The extent to which evidence-based or promising teaching, leadership, and organizational practices are employed by
practitioners at all levels in areas such as delivery of standards-aligned instructional program, standards of
professional practice, needs-based allocation of resources, collegial accountability and collaboration, articulation across
grade spans, and leadership development.Source: Closing the Achievement Gap, Report of Superintendent Jack O’Connell’s California P-16 Council, CDE
Press, January 2008.
What practices have proven effective (or are promising) for closing the achievement gap for EL students? Ineffective?
What strategies should be implemented to address improving the quality of instruction; differentiating instruction; increasing instructional time; teacher collaboration time, etc.?
Action Plan Goals
Goal Time Line Action Steps
Person(s) Responsible
Resources Evidence of
Success
Coherent and systematic placement tools.
Spring 2010
Benchmark November 2009
• Provide training for testers•Determine protocols for placement with counseling
Admin
Counseling
Dept. Chr.
Counselors
EL Coordinator
Resource days
Categorical funds
Minutes of planning meetings
Written
Placement
Protocol
Evaluations
EXAMPLE:
Closing
Next Steps
Evaluation
See you Wednesday, November 4th
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