Building a Systemic District approach to English Learner Success

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Building a Systemic District approach to English
Learner Success

• Accountability Leadership Institute
• December 8, 2009
• Laurie Olsen, Ph.D.

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The landscape

• NCLB laser-like beam on underachievement of
  English Learners
• While improvement across board for students, the
  GAP for English Learners has increased over past
  ten years
• School improvement and reform efforts largely
  missed mark with English Learners
• While focus on classroom practices (the teacher),
  curriculum, site leadership is needed, systemic
  improvement requires a focus on the district as
  well

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This workshop draws upon.

• The six-county PROMISE Initiative
• The Secondary School Leadership for English
  Learner Success model and tools developed for
  LACOE (now through 7 county offices - 642 school
  teams statewide) -
• The Creating Coherence for English Lerner
  Success Comprehensive District Approaches model
  (SDCOE)
• Work with 6 districts (and all secondary sites)
• An accumulated set of tools, frameworks, models

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Responses shaped by..
Research on EL
Civil Rights
State Federal Accountability Reforms
Politics
Capacity
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Reflect/ShareWhich of these are strongest in
shaping the reality of English Learner programs,
services and experience in your district?Where,
if at all, are there conflicts or dissonance
between these forces?What are the implications?
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The task.

• To help district leaders understand each of these
  forces and what they call for
• To support district leaders in bringing them into
  alignment as best they can
• To strategize about how to focus on the
  research-based practices - and design and
  implement the structures, supports, programs and
  policies that meet the needs of each districts
  English Learners and community

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There is no one size fits all district leaders
need

• To know their EL population
• Have good data on how they are doing - and to
  know how to use that data to support improvement
• To understand second language acquisition and how
  to support effective instruction
• To be clear on goals and how to build a
  comprehensive program
• To develop strong leadership skills and know how
  to build an infrastructure for EL success
• Know how all this fits together in the local
  context of policies, politics and reform

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• No school district has all of the pieces in place
  in a coherent and comprehensive system
• BUT
• There is a research-base to draw upon
• We have models and examples of effective district
  approaches and responses

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The workshop outline

• Knowing your English Learner population - and the
  implications for programs, instruction and
  services
• Research-based understandings
• Data issues - what to look for and implications
• Infrastructure, leadership, organization and
  coordination issues
• A case study Modesto City Schools
• Discussion

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KNOW YOUR ENGLISH LEARNERS
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MYTHAn English Learner is an English Learner is
an English LearnerTremendous diversity of
needUseful typologies
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Academic Background typologies (pg. 2)

• Newcomers
• Highly literate and well- educated in L1,
  high achieving
• Underschooled students
• Normally progressing English Learners
• Long term English Learners
• Who are your students?

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Background factors in students lives that impact
participation and achievement in school (pg.
13-14)

• Culture shock
• War trauma and migration experience
• Unaccompanied minors
• Legal status
• Arriving as adolescent
• Family division and reunification
• Economic situation
• Transnationalism
• Are these issues for your students?

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Capacity to mount responses to these diverse
needs is shaped by

• Numbers of students of each type and need
• Concentration of English Learners
• Enrollment across a district
• Changes from year to year

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Responsive Districts

• KNOW your English Learner profile
• Comprehensive initial assessments
• Data system that notes typologies, disaggregates
  by typologies, and provides info to the sites
• Process of review and monitoring changes
• Always ask Which English Learners? prior to
  acting
• Tailor your programs and instruction to your EL
  profile
• District level planning for program placement

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Reflection Demographic Factors(pg. 3-4)

• Stable or mobile population?
• Large concentration or small?
• Large numbers or small?
• Multi-language or primarily/predominantly one or
  two languages?
• Growth in EL population - Decline in EL
  population?
• Concentrated in a few schools or spread
  throughout district?
• Do you know??????

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Guidance on the relationship to various EL plans

• LEA Plan Addendum 6
• Title III Plan, 1 and 5
• District Master Plan for student placement and
  pathways

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When the music changes, so should the
dance. a Hausa proverb
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KNOW THE RESEARCH
Research on English Learners
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Key Understandings (pg. 8-11)

• There IS a research base
• Continuum along path to English proficiency -
  predictable and sequential stages (ELD standards
  and CELDT levels)
• Can define normative progress
• CELDT proficiency is low-bar
• Social, oral fluency takes less time to develop
  than academic proficiency
• Oral language is the foundation for literacy

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• Learning a second language for academic success
  requires explicit language development across the
  curriculum - ELD alone is not sufficient
• Not a direct correlation between time on task in
  English and outcomes in English development of
  primary language facilitates and strengthens
  English proficiency
• Can reach proficiency at one grade level and
  lose ground as move up in the grades
• Interventions for English fluent students are not
  as effective for English Learners

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• A new language is learned, in part, through
  interaction with native speakers of that language
• Home language loss is pervasive and occurs early
  - with detrimental impacts on literacy, identity,
  family connection and opportunity
• Development of mastery in two or more languages
  has many benefits (academically, cognitively,
  economically, socially, family connection)

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Common counter-research practices

• More time in English, removing or diluting L1
• Stand alone ELD
• Inappropriate uses of SDAIE Classes
• Isolation of English Learners with minimal and
  ineffective interaction with English fluent
  students
• Mixing of English Learners with English fluent
  students without support
• Mainstream once oral fluency is achieved
• Inadequate oral language development
• Placing struggling English Learners into reading
  interventions designed for English fluent students

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References

• August Shanahan (2006) Report of the National
  Literacy Panel on Language Minority Children and
  Youth
• Genesse, Lindholm-leary, Saunders Christian.
  (2006) Educating English Language Learners a
  synthesis of research evidence.
• Goldenberg (2008) Teaching English Language
  Learners what the research does and does not
  say, American Educator
• Thomas Collier (2002) A National Study of
  School Effectiveness for Language Minority
  Students Long Term Academic Achievement.
• Forthcoming publication from CDE

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Plan for and create structures for learning and
dialogue in the district

• Recognize the dissonance that a focus on the
  research will evoke
• Working groups, inquiry groups
• Professional learning communities focusing on
  English Learner issues
• Disseminate research with forums for discussion
• Know the research yourself and become articulate
  in sharing it

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• Ensure that professional development and
  leadership development is informed by the
  research on English Learners

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Reflection/Share Any surprises? Ahas?
Doubts?To what degree are English Learner
programs, services and policies aligned with the
research?Who do you think most needs to learn
about this research in order to move forward an
EL agenda now in your district?
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Understand and Utilize good data on English
Learners
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The dilemma, challenge pitfalls

• Data based planning and decision-making is
  essential - yet the data on English Learner
  achievement is inadequate and sometimes invalid
• An English-only testing system can trigger
  inappropriate conclusions and actions for schools
  with large numbers of English Learner newcomers
• Many educators do not understand how to interpret
  and use EL data

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Important district strategies

• Disaggregate by typology and program
• Recognize the pitfalls in using scores from tests
  administered in English to make decisions about
  English Learner programs
• Implement allowed accommodations, variations and
  supports in administration of tests
• Recognize the important information in CELDT
  progress for program design and implementation

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External Accountability (NCLB) AMAO 1

• Annual increases in the percentage of all English
  Learners making progress at least one CELDT level
  per year in learning English
• All English Learners are expected to gain one
  overall proficiency level annually on the CELDT
  until they reach the English Proficient level,
  and then maintain that Proficient level until
  they are re-designated

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AMAO 1 Annual Growth ObjectiveProgress in
English Language Development
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A district look by CELDT level Which levels are
moving? Which are not?
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CELDT gains/stagnancy/losses(AMAO1)
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• Utilize longitudinal analyses
• Support student voice
• Measure what is important

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Utilize longitudinal analysesComparison between
EL programs over timeThomas and Collier, 2002
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Leadership, infrastructure, coordination and
organization
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District role

• Recognize the work that goes into implementing a
  strong English Learner program - and staff
  appropriately
• Leadership matters!!!!!!!
• Vision matters!!!
• Establish specific English Learner structures AND
  an infused expectation and set of structures
• Use English Learner funding appropriately and
  strategically

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A comprehensive and systemic view

• Aligned around a shared vision of English Learner
  success
• Articulated across levels and aspects of the
  system
• Connected through structures supporting good
  communication and organization
• Accountable
• Engaged in continuous reflection and improvement

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Parent Community Engagement
Preschool
Affirming Environment
Advocacy- oriented Leadership
Instructional Materials
Challenging rigorous curriculum
Assessment Systems
Support services
Comprehensible Instruction
Strong program design
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A Case ExampleModesto City Schools

• Lynn Lysko, Director
• Academic Learning Community
• Modesto City School District

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About Modesto City Schools

• City of 205,000
• 31,000 students
• 7,634 English Learners (the vast majority are
  Spanish speakers)
• 23 elementary sites 10 secondary schools, 1
  alternative education site

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Modesto City Schools goals.

• A diploma in every hand
• A rewarding career in every future
• A contributing member of our global society

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MCS Strategic Plan

• Essential 1 A rigorous and relevant
  instructional system with high expectations,
  standards-aligned curriculum, and effective
  evidence-based teaching practice
• Essential2 A culture of continuous learning,
  with results-focused professional development

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The Problem

• Both the K-8 and the 9-12 districts are in Title
  I Program Improvement status Year 3
• K-8 district in Year 5 title III Sanctions
• 9-12 districts in Year 4 Title III Sanctions
• Outdated and federally non-compliant policies and
  practices

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Response

• Established an English Learner Working Committee
  cross-sites
• Purpose to understand the English Learner
  accountability system and data, and based upon
  research to develop an effective instructional
  program for English Learners in order to increase
  performance and achievement in all content areas,
  to close the achievement gap and increase
  graduation rates

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Research path

• Hayward Unified School District
• San Francisco Unified School District
• Ventura Unified School District
• Escondido Union School District
• Dr. Laurie Olsen consultation and the Creating
  Coherence for English Learner Success training
• Literature, visits, conferences, consulting
  services

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The Change

• New instructional program for English Learners in
  7 - 12
• Programs targeted towards specific types of
  English Learners newcomers, long term English
  Learners, etc.
• Instructional strategies specifically targeted
  for variety of levels of English acquisition
• Clear mission to support these programs through
  professional development

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Long Term English Learners

• ELD - strategic English Language Development to
  increase English proficiency
• ALD - development of academic language through
  intensive writing strategies
• Spanish for Spanish Speakers - correlated to the
  Spanish Language Arts standards and the English
  Language Arts standards to promote literacy in
  both languages through explicit transference
• For non-Spanish speaking English Learners,
  placement in a language-based elective (drama,
  speech, choir, computerized L1 language program
  or other foreign language class

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English Immersion Program Tier I-IV

• Junior high hosted program at one site
• High school program hosted at one site
• Includes a 5th year option, longer day, summer
  school
• Grade levels are mixed to create groupings by
  English language proficiency level

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Recommendations from MCS

• Use research and evidence to underscore decisions
• Use teaching/learning meetings to focus not only
  on WHAT the change is, but how to implement it
  and WHY
• Stop doing everything that doesnt directly
  support the implementation of the strategic plan
  and change process
• Provide clear, consistent, direct communication
  to the community
• Plan to sustain the focus over a period of years
• Continue learning at every opportunity

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Resources

• SFUSD Lau Action Plan
• Ventura School District secondary school revised
  programs
• Escondido Union High School District - ELD
  monitoring, EL placement and program
  differentiation, alignment of SNS and ELA
• Newport-Mesa - district organization and
  accountability systems
• Creating District Coherence (PreK-12) or
  Secondary School Leadership for English Learner
  Success series

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Please contact Laurie Olsen, Ph.D. For
English Learner Success lolaurieo_at_gmail.com