Prevent the Creation of Long Term English Learners

Laurie Olsen, Ph.D.

December 2012CDE Accountability Institute

lolaurieo@gmail.c

English Learners

“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”

Lau v. Nichols, Supreme Court

GAP has increased 2002-2012 Calif. Standards Test ELA % Proficient and above

English Only: English Learners

Series10

10

20

30

40

50

60

Eng.Proficient

English Learner

33.4% gap ----------------------------------------------------------39% gap

State & FederalAccountability

Reforms

Research on EL

Civil Rights

CapacityProf. development, teacher placement,

credentialling,

Politics

Families, Community

from an era of multiple forces impacting EL

education, little coherence and

disappointing impact

District Initiatives

To converging forces

Long Term English Learner Research

The Common Core Standards

English Learner Research

Long Term English Learner Research

The elementary school years

Building Block#1:Know who your English

Learners are – Monitor their progress – Identify those at

risk of becoming a LTEL

Across all districts59% of secondary school ELs are long term

(103,635 in sample)

ELs 6+

Differs significantly from district to district (21% - 96%)

How long? Academic and Language?

“English learners cannot be permitted to incur irreparable academic deficits during the time in which they are mastering English”“School districts are obligated to address deficits as soon as possible, and to ensure that their schooling does not become a permanent deadend.”

Definition:An English Learner who…..

Has been continuously or cumulatively enrolled in U.S. schools for 6+ years

Has not met reclassification criteria

Evidence of inadequate progress in English language development (CELDT III or below, has remained at CELDT level for 2+ years, or has lost ground on CELDT)

Evidence of academic struggle (e.g. GPA 2.0 or lower)

Annual Expectations for English Learners

Years in US

1 year

2 years

3 years

4 years

5 years

6 years

CELDT BEG EI INT INT EA ADV

CST ELA

FBB FBB BB BB+ Basic+ Prof+

CSTMath

FBB FBB BB Basic+ Prof+ Prof+

Recent survey

• Data from 35 school districts (mix of suburban, rural and urban; geographic diversity; small to very large; vary in concentration of English Learners)

• Data on 108,609 ELLs in grades 3 - 5

Indicators of Risk

• After 5 years – haven’t reached CELDT proficiency

• After 5 years – stalled at Intermediate Level III on CELDT for more than two years

• After 5 years – scoring at FBB or BB on CST-ELA

By fifth grade

• Almost half of students who enrolled in Kindergarten as English Learners are redesignated

• 52% of those who enrolled as an ELL in Kindergarten are still English Learners

• Half of those have not yet reached CELDT proficiency

• 1/3 have been stalled at Intermediate level for MORE than two years

• ½ are scoring at FBB or BB on CST-ELA

State definition: “Students at risk of becoming a LTEL”

• Fifth grade English Learner • Continuously or cumulatively enrolled for

more than four years• At Intermediate level or below on CELDT• 4th grade CST scores are at a Below Basic or Far

Below Basic level

Keeping an eye out for the development of LTELs

• Information for teachers, parents, leadership planning

• To build awareness• To assist in planning• To identify students in need of support• To help inform instruction• To engage students and parents in monitoring,

goal setting and planning

Action Items

• Adopt a clear definition• Develop expectations for progress based on

number of years of enrollment• Use those expectations to identify students at

risk of becoming Long Term English Learners• Disaggregate achievement data by number of

years in US schools

BUILDING BLOCK #2:KNOW WHAT TO WATCH FOR!

High school: typical behavioral profile

• Learned passivity, non-engagement, underlying discomfort in classes

• Don’t ask questions or ask for help• Tend not to complete homework or understand

the steps needed to complete assignments• Not readers• Typically desire to go to college – high hopes and

dreams but unaware of pathway to those dreams• Do not know they are doing poorly academically

– think they are English fluent

By 6th grade, they have distinct language issues

• High functioning in social situations in both languages – but limited vocabulary in both

• Prefer English – are increasingly weak in their home language

• Weak academic language – with gaps in reading and writing skills

• Are stuck in progressing towards English proficiency

The continuum: learning English as a second language

_______________________________________________________________________

No EnglishOral, social English

CELDT Proficient

CST Basic

Proficient for Academic work

1 – 3 years 7 – 10 years

I II III IV V

What is an AMAO?Annual Measurable Achievement Objective

• AMAO #1 – progress towards English proficiency measured by CELDT levels (target 54.6%)

• AMAO #2 – attainment of English proficiency which is defined as “CELDT proficient” (overall Early Advanced, no domain less than Intermediate) - (target: 43.2% those <5yrs)

• AMAO #3 – academic performance in English measured by scoring proficient on CST in ELA and Math (target: 67%)

Which levels on CELDT are meeting growth targets?

State % meeting growth target of l level

Beginning (I) 64%

Early Intermediate (II) 60%

Intermediate (III) 37%

Early Advanced (IV) 50%

Advanced (V) 72%

Look at your AMAO data• Met the target?• Getting better, staying same or declining % of

students meeting target?• Is the target a sufficient goal for your school or

district?• Which CELDT levels appear to be progressing

and which are not progressing as well?• Which students are “stuck” or falling behind?

Understand what practices contribute towards the creation of LTELs – and what

may need to change

Building Block #3:

No services - mainstream

• Three out of four spent at least two years in “no services” or mainstream

• This trend has increased in California schools in past decade

Trend: Towards the weakest EL Program Models

Grade 1 Grade 3 Grade 5 Grade 7 Grade 9 Grade 11

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20

30

40

50

60

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Collier and Thomas: Student Achievement On Standardized Tests in English Reading Compared Across Six Program Models

Two-way BE

Late-Exit BE + Content ESL

Early-Exit BE + Content ESL

Early-Exit BE & Traditional ESL

ESL taught through academic content

ESL Pullout - taught traditionally

Other contributing factors

• Inconsistent program placements• Inconsistent implementation within programs• Social segregation and linguistic isolation• Transnational moves – transnational schooling

Unintended consequences

• Narrowed curriculum academic gaps & lack of academic language

• Professional development and monitoring are tied to fidelity in implementation of core curriculum packages that aren’t adequate for the language development strategies English Learners need

• Interventions as solution schedule filled with inadequate and inappropriate support classes, interventions that aren’t designed for English Learners

CONFUSION

English Language Arts• Universal Access• Preview/Review

English Language Development (ELD)

Reading Support, English Intervention Classes

???

The National Literacy Panel

“Instructional strategies effective with native English speakers do not have as positive a learning impact on language minority students….. Instruction in the key components of reading is necessary but not sufficient for teaching language minority students to read and write proficiently in English.”

So far…to prevent the creation of LTELs

• Clearly defined EL program models (ELD plus access), consistently implemented

• Consistency in placement and EL language approach (no ping-pong)

• Importance of full curriculum• Strategies that promote student engagement as active

learners• Importance of scaffolding instruction• No more “Interventions = EL Program” – especially

interventions designed for native English speakers• No more “Mainstream = EL Program”

Building Block #4:

Know the research on effective English Learner

practices

New generation of research

• National Literacy Panel on Language Minority Children and Youth

• California Department of Education: Research-based Practices for English Language Learners (commissioned papers)

#1: Early childhood education makes a difference

Begin with preschool programsActive outreach/recruitment to English Learner communitiesAttention to supporting the transition from preschool into kindergartenArticulation, alignment between the two systems (preschool and K-12)

2. Importance of rich oral language development

• Producing language encourages learners to process language more deeply than when just listening or receptive.

• Verbal interaction is essential in the construction of knowledge

• Oral language is the bridge to academic language associated with school and the development of literacy --

National Literacy Panel finding

• Oral language development and proficiency is critical to literacy… and is often (and increasingly) overlooked in instruction

• It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction

So……• Multiple and frequent structured

opportunities for students to be engaged in producing oral language should be features of classroom instruction

• The amount, type and quality of student talk that is generated is a mark of good instruction

• Emphasize complex vocabulary development• Model rich, expressive, amplified oral

language

#3: Academic Language is essential

• “Academic language” is different from social language, is discipline specific and takes longer to develop

• Academic language and literacy for ELs develops most powerfully where background knowledge is also being built

• Learning a second language for academic success requires explicit language development across the curriculum (ELD alone is not sufficient)

SOCIAL CONTEXTS

ACADEMIC CONTEXTS

SIMPLE, BASIC, FUNCTIONAL LANGUAGE

RICH, COMPLEX, PRECISE LANGUAGE

X X

So…….

• Identify key academic vocabulary and discourse patterns – and explicitly teach them

• Monitor the rigor and complexity of the language used in text and instruction

• Set a high bar for sophisticated, complex, precise language in both social and academic domains

#4. Language develops in context

• Young children develop language through play, interaction, listening, experimenting - facilitated in an enriched and interactive environment

• Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week.

• An enriched environment is important for stimulating language development and making language comprehensible for all English Learners

Academic language develops in context

• Hands-on activities, realia, visuals provide context for learning language.

• Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.

• Thematic curriculum units provide context for rich language development for ELs

So……

• Dramatic play and exploratory play opportunities in the preschool and kindergarten classrooms – tied to content

• Attention to the classroom environment • Intentional language development across the

curriculum• Full curriculum – including rich science and

social studies

5. To access the curriculum, English Learners need specially designed

instruction• Along the continuum, as they are developing

English, an English Learner cannot access grade-level academic content without specially designed instruction and support.

• The support that is needed differs depending on where along the continuum – pacing, questioning, activities, forms of participation, etc. need to be differentiated

So……• Language objectives for content lessons based on

analyzing the linguistic demands of the content• Identify key academic vocabulary and discourse

patterns and explicitly teach them• Professional development related to making

content accessible to English Learners• Home language support• Home language instruction when possible• “Generic” approaches must be differentiated (e.g.,

Balanced Literacy)

#6: ELD instruction can advance knowledge and use of English

• Sequential, predictable steps along continuum from no English to English proficiency

• Carefully planned, dedicated ELD instruction facilitates and accelerates movement towards proficiency

• ELD instruction should emphasize listening and speaking, explicitly teach foundational elements of English

• ELD instruction should continue at least through Early Advanced levels of proficiency

These are related – but not the same – they need all three

ELD instruction

English Language

Arts (scaffolded)

Academic language across

curriculum

#7: Development of the home language is powerful – but neglected

• A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy

• Language of the home is vehicle for making and establishing meaningful communication and relationships

• The best foundation for literacy is a rich foundation in language - not necessarily in English, but in the language strongest for the child and his or her family.

• Link between L1 reading ability and L2 reading ability is the most direct cross-linguistic relationship

• Effects of L2 literacy are long-lasting and extend to performance on 8th grade assessments

• Students have more extended and complex vocabulary and language skills if their home language is developed

• 1st and 2nd language are interdependent - and they transfer; instruction in the first language facilitates proficiency in English.

• English Learners make more academic progress when they have the opportunity to learn in both their home language and English

• Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages by end of 3rd grade and beyond.

“The research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English only instruction demonstrate that language minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English.”

National Literacy Panel on Language Minority Children and Youth

So……

• Home language instruction and development whenever possible to high levels of proficiency

• Transfer focus and contrastive analysis• Parent education about the crucial role of

developing the home language and what can be done at home to support that

• Two-way/dual language programs if you can

Action Steps • Know the research• Determine which aspects of the research are

most important to make known at this point in to order to clarify myths/misconceptions that may be in the way of delivering a strong EL research-based program

• Begin with preschool• Program consistency from PreK up through grades• Well-defined EL program research-based models• Intentional language development approaches, programs,

curriculum• English PLUS – home language developed along with English• Exposure to high level, rich, expressive, precise and academic

language• Full curriculum• Monitor and identify students lagging behind – triggering

appropriate support• Oral production, oral production, oral production!• Structured and supported engagement with English users and

models• An inclusive environment and climate matters• Engagement and participation!• HIGH EXPECTATIONS!

Building Block #5: Understand the implications of

the Common Core Standards

The task: To get them to English proficiency

To ensure access to curriculum while learning English

_______________________________________________________________________

No English

Proficient for Academic work

A moving target under the Common Core Standards

Old Paradigms

OR

Learn EnglishAcademic content

then

Language Academic Content

Academic vocabulary

New CCS Paradigm

MATH SCIENCE

LANGUAGE ARTS

language

• instructional discourse• express and understand reasoning

Language focus across the curriculum

• The CCSs call upon all academic content teachers to focus on academic vocabulary, oral language and discourse patterns that are essential for participation in academic work within their disciplines

(Anchor standards: Language #1-5, Reading #4, Speaking and Listening

#1, 4 & 6)

Active engagement in collaboration

• The CCSs recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration.

(Anchor standard: Speaking and Listening #1)

High leverage strategies

Long Term English Learner Research

The Common Core Standards

English Learner Research

• Oral• Writing• Language in/through academics• Collaboration• Academic

language

Building Block #6: Put it all together

to prevent the creation of LTELs

The Sobrato Early Academic Language (SEAL) model is……• A PreK-3 model – piloted for Spanish-speaking

English Learner children• Research-based • Age-appropriate, coherent and articulated preschool

through third grade approach that prepares children for academic success in elementary school and beyond.

• The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners

FOUR PILLARS

Alignment of PreK and K-3 systems

Focus on Academic Language & Discourse

• Oral language• Biliteracy• Language development through enriched thematic curriculum• Text Engagement

Parents and Teachers Working Together: Parent Engagement

Affirming Environment

FIRST PILLAR

Alignment of PreK and K-3 systems

• Summer Bridge programs• Joint professional development• Articulation of instructional strategies• Observation and classroom visits• Transition activities for students and families• Outreach from elementary campus to preschool families• Pre LAS/LAS assessments

SECOND PILLAR

Focus on academic language and discourse

• Development of rich and complex oral language• Simultaneous development of English and home language whenever possible• Text-rich curriculum and environments• Academic language developed through an enriched and full thematic curriculum

Language development throughout an integrated curriculum

High leverage strategies

Academic vocabulary

Core ELA Math ELD Sci & SS Arts

Thematic Connection

High Leverage Instructional Strategies

• Complex, precise, academic vocabulary development• Structured oral interactions (e.g., Think Pair Share)• Read Alouds• Narrative/Story Retell• Children as Readers• Checks for Comprehension – Adapting Instruction• Graphic Organizers and visuals• Dramatic Play• Children as Writers/Authors• Collaborative practice/ skills of teamwork• Language through Arts Infusion

THIRD PILLAR

Parents and Teachers working together

• Environment bridges home and school• Home-school connection in the curriculum• Family Science and Literacy Nights• Parent education• Book bag/book loan program• Cadre of parent volunteers focused on language and literacy

FOURTH PILLAR

Affirming Environment

• Environment reflects children and families• Parents in the classroom• Bilingual authors/illustrators• Focus on building community within classroom – and the language to talk about feelings and experience• Climate supportive of bilingualism and cultural diversity

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SEAL has had a significant impact on parents and on literacy activities in the home

• Majority of SEAL parents participate in literacy-related activities at least a couple of times a week – and read books with their child on a daily basis.

• SEAL parents as or more likely to engage in literacy-related activities than a national study of parents (including Hispanic parents and college-educated parents).

• SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences

• SEAL parent involvement was highly correlated with various measures of children’s language development.

• SEAL has had a significant impact on parents and on literacy activities in the home

STUDENT IMPACTS• Statistically significant achievement gains for

students in all academic, cognitive and social areas – particularly high gains in language and literacy

• Significant rate of progress towards English proficiency (34% moved two levels; 79% one)

• Significantly greater growth than comparison groups of demographically similar in district and state

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English (CELDT) correlated to proficiency in Spanish

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Spanish PreLAS First Grade Entry

Level 1Not

fluent

Level 2-3limited

Level 4-5fluent

Bilingual 2% 33% 65%

English/SEI

18% 82% 0%

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L1 language loss/gap significant by end of kindergarten

The Common Core and SEAL – the match

• Language addressed across the curriculum• Emphasis on building rigorous, complex

academic language• Oral language skills are important• Active engagement in discourse, and

collaborative/team academic tasks• Career ready emphasis• Standards based planning

• Look for these high leverage approaches in your classrooms

• Emphasize high leverage strategies that address all three imperatives (preventing LTELs, enacting EL research, implementing CCCS)

• Ensure EL program coherence• Invest in professional development• Monitor progress

• What changes do you think should be highest priority for your school in order to better meet the needs of LTELs, to prevent the creation of LTELs AND to prepare for your ELs to participate in the Common Core?