Strategic Interventions for English Learners Long Beach Unified School District Chris Dominguez, Deputy Superintendent Pamela Seki, Director, Program Assistance

Strategic Interventions for English Learners

Long Beach Unified School District

Chris Dominguez, Deputy Superintendent

Pamela Seki, Director, Program Assistance for Language Minority Students



Goals:

Accelerate English language acquisition

Meet academic achievement standards



Guiding Approaches:

Data-based Decision-making / Problem Solving

Response to Intervention

Adapted from:Response to Intervention: Policy Considerations and ImplementationCouncil of Administrators of Special Education


Problem Solving Model:


DEFINEPROBLEM

DEVELOP PLAN

EVALUATE

ANALYZE


Define the problem . . .Is there a problem? What is it?

Non-strategic / random interventions

Learning gaps not diagnosed

Instruction not differentiated (time and intensity)

Under-utilized supplemental resources



Analyze . . .Why is it happening?

Lack of intervention curricula

Site teachers unable / unwilling to work additional hours

Site administrators need technical guidance, assistance to organize comprehensive program



Develop a plan . . .What shall we do about it?

Consider multi-tier model – Response to Intervention (RtI)

Tier 1 - Core instructional interventions: all students, all settings, preventative & proactive

Tier 2 - Targeted Group Interventions: some students, high efficiency, rapid response

Tier 3 - Intensive, individual interventions: individual students, intense, durable procedures




Supplemental instruction (tier2) for students with poor response to core instructional interventions (tier 1)

Problem-solving interventions Traditional Site team uses functional academic and behavioral assessments Individualized program is designed to address student needs

Standard treatment protocol interventions Evidence-based / standard practices for predictable difficulties Systematic, structured, scripted - fidelity Small group delivery




Select focus group: English learners in grades 6 - 8

Preponderance of Program Improvement schools

English learners not responding to 4+ years of instruction

Accumulated ELAP resources





Analyze achievement gaps / data trends using multiple indicators

Task-analyze specific skills contained in state standards

Identify target populations / student profiles using data





Create curricula for extended-day program that facilitate language / literacy development at varying proficiency levels (academic vocabulary and structures)

Frontload / reinforce content area concepts and language

Design placement, formative, and summative assessment tools

Identify supplemental materials to support curricula




Year One Intervention Curricula:all courses include Step Up to Writing strategies

Language Development through Science

Language Development through U.S. History

English language development with a focus on the academic vocabulary and grammatical structures needed to access the regular-day core course

Student Profile: CELDT = INT – ADVCST/ELA = BB (high) – BGrade 8





Language Development through Math I

English language development with a focus on the academic vocabulary and prerequisite math skills needed to access Algebra core course

Student Profile: CELDT = EADV – ADVCST/ELA = B – ADV PCST/Math = FBB - BGrades 6 - 8





Language Development / Foundations I

English language development for students who have not yet developed oral proficiency and need intensive instruction in word study and phonics, reading comprehension and fluency

Student Profile: ≤ 3 years in U.S. schoolLow oral, low literacy skillsCELDT = BEG - INTCST/ELA = FBB - BGrades 6 - 8





Language Development / Foundations II

English language development for students who have oral proficiency and need extensive instruction in reading comprehension strategies and writing skills

Student Profile: > 3 years in U.S. schoolHigh oral, low l literacy skillsCELDT = BEG - INTCST/ELA = FBB - BGrades 6 - 8




Year One Intervention Curricula:

Language Development / Foundations III

English language development which integrates the teaching of grammar and vocabulary with lessons on literature, reading, and writing

Student Profile: Close to reclassifyingCELDT = INT - ADVCST/ELA = BGrades 6 - 8




Develop cadre of intervention teachers, district-wide

Recruit via Superintendent’s Bulletin, former supplemental program participants, coaches, trainers

Create training modules for each intervention course, Step Up to Writing strategies

Match teachers’ credentials, preferences to available assignments

Maintain substitute list




Meet with individual site administrative / support staff:

Review site-level student achievement data

Match treatment to identified need

Identify funding resources

Select from menu of treatment protocols




Saturday School Implementation – Year One (Spring 2007)

Nine schools “signed on”; approximately 700 student participants

Facilitation by central office: Student placement Teacher placement Course outlines & pacing charts Professional development Supplemental materials procurement Parent/guardian contact



Evaluate . . .Did our plan work?

Summer 2007Based on administrative, teacher and student participants’ feedback:

Summative assessments re-written to more closely reflect standards and instruction

Additional course outlines created: Language Development through Science 6 & 7 Language Development through Math II Language Development through Ancient World History



Evaluate . . .

Did our plan work?

Fall 2007Based on administrative, teacher and student participants’ feedback:

Aspiring Administrators selected, trained, and assigned to each site

Additional training for returning teachers

Extended training for new teachers

Intervention Specialist to provide counseling as needed at sites

Reminder postcards sent at vacation intervals



Contact Information

Chris Dominguez, Deputy [email protected](562) 997-8025

Pamela Seki, Director, [email protected](562) 997-8031


Documents

Strategic Interventions for English Learners Long Beach Unified School District Chris Dominguez, Deputy Superintendent Pamela Seki, Director, Program Assistance