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TCSII and English learners

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Taking Center Stage Act II (TCSII) Ensuring Success and Closing the Achievement Gap for All of California s Middle Grades Students Building Effective Programs ... – PowerPoint PPT presentation

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Title: TCSII and English learners


1
Taking Center Stage Act II (TCSII)
Ensuring Success and Closing the Achievement Gap
for All of Californias Middle Grades Students
Building Effective Programs for English Learners
in the Middle Grades
2
Taking Center StageAct II
  • Presenters today are
  • Carol Abbott, Author of Taking Center StageAct
    II, and consultant with the Middle and High
    School Improvement Office of the California
    Department of Education
  • cabbott_at_cde.ca.gov
  • Jeanette Ganahl, Administrator, English Learner
    Accountability Unit, California Department of
    Education
  • JGanahl_at_cde.ca.gov

3
Welcome
  • Back to SchoolsMovingUp Webinar Series on
  • Promoting English Learners' Success

4
Housekeeping
  • Discussion/Interactive Format
  • Quick Polling
  • Open Responses
  • Going Live for Web Tour
  • Breaks for responding to chat
  • questions/comments
  • Those on just the teleconference can email
    questions to eventquestion_at_wested.org
  • FAQ posted after the webinar

5
Taking Center StageAct II
  • Who are you?
  • Site administrator
  • District administrator
  • Teacher (classroom or resource?)
  • EL coordinator
  • Community member
  • Higher education staff
  • SEA staff
  • Other

6
Taking Center StageAct II
  • POLL
  • TCSII is a California resource, but it has been
    viewed by nearly 200,000 people from 47 states
    and 46 countries.
  • Please let us know the state you are calling from.

7
Taking Center StageAct II
  • We will have several question and answer breaks
    during the presentation. If we dont have time to
    answer all the questions, well post FAQs with
    the archived presentation.

8
Taking Center StageAct II
  • TCSII represents research and best practices of
    successful California educators who, like you,
    are concerned about what engages English learners
    and what helps them achieve.

9
Taking Center StageAct II
  • TCSII is
  • Built by educators and for educators
  • Based on 12 interrelated recommendations for
    middle grades success.

10
Taking Center StageAct II
  • The 12 recommendations reflect four focus areas
  • Academic Excellence
  • Developmental Responsiveness
  • Social Equity
  • Organizational Structures and
    Processes

11
Taking Center StageAct II
  • Today we will show you the TCSII Web portal and
    resources for middle grades English learners in
    the second half of this presentation.
  • Following the tour, we will review what the
    research says about practices that help educators
    achieve the major goals of the California English
    learner program .
  • First, though, we need to know what you need to
    know!

12
English Learner (EL) Needs
  • POLL
  • What are your burning issues around supporting
    adolescent English Learners?
  • Developing English proficiency?
  • Engaging them in the broader school culture?
  • Building academic proficiency in grade-level
    subject matter
  • Preparing them for high school, college, and
    career?
  • Understanding young adolescents in general?
  • Engaging their families?
  • Other

13
Taking Center StageAct II
  • Thank you. We will attempt to address your
    burning questions by viewing the research and
    resources on the TCSII Web portal and then
    through an in-depth discussion of the research
    about best practices.

14
Taking Center StageAct II
  • Going live to
  • http//pubs.cde.ca.gov/tcsii

15
Taking Center StageAct II
  • Back to
  • Presentation

16
Taking Center StageAct II
  • Coming Soon to TCSII
  • GIS features
  • A TCSII School Self-Study Rubric
  • A video submission project
  • New professional development tools including
    presentations by
  • Kate Kinsella, Janet Zadina, and
  • Doug Reeves

17
Taking Center StageAct II
  • POLL
  • How would you use the TCSII Web portal as a
    resource?
  • Do a staff treasure hunt based on key site
    issues?
  • Identify 3 key EL issues for our school and
    assign teams to find the answers from TCSII and
    report back to the larger group?
  • Use the TCSII Rubric as a schoolwide staff?
  • Have a faculty-wide video session to view Kate
    Kinsellas presentations about English learners?
  • Use the TCSII Professional development modules as
    they appear?
  • Other

18
Program Goals
  • There are two major goals for English learners in
    California
  • English Language Development (ELD) develop
    English proficiency as rapidly as possible
  • Access to the Core help them to meet
    grade-level standards.

19
Goal 1 ELD
  • 1. English Language Development (ELD) ELD is
    English language instruction appropriate for the
    student's identified level of language
    proficiency. It is designed to promote second
    language acquisition of listening, speaking,
    reading, and writing.

20
Goal 1 ELD
  • Research-based Instructional Principles for ELD
  • Explicitly teach the components and processes of
    reading and writing
  • Teach and model comprehension skills and
    strategies
  • Build and activate prior knowledge
  • Deborah Short presentation on SchoolsMovingUp
    (4/5/07)
  • http//www.schoolsmovingup.net/events/doublework
  • Center for Applied Linguistics http//www.cal.org

21
Goal 2 Access to the Core
  • 2. Access to the core curriculum
  • This means that students receive grade-level
    instruction in a manner that allows them to meet
    grade-level standards in a reasonable period of
    time, and that the district has a PLAN for
    monitoring and overcoming any academic deficits.
  • EL Instrument Item 7-12.1
  • http//www.cde.ca.gov/ta/cr/cc/documents/elins07.d
    oc

22
The Pathway
Taking Center StageAct II
Core
Goal 2
content area standards
content objectives/concepts
scaffolded instructional strategies
content area academic language
current English proficiency level
on-going ELD assessments
Goal 1
ELD standards-based instruction
ELD
CDE presentation on EL pedagogy, 1999
23
Taking Center StageAct II
  • Q and A
  • Do you have any questions about the presentation
    up to this point?

24
HOW?
  • What do we know about best practices that
    accomplish the two goals for English learners in
    the middle grades?

25
Taking Center StageAct II
  • (TCSII Recommendation 1)
  • Rigorous, research-based principles on teaching
    English language development highlight the need
    to
  • Integrate listening, speaking, reading and
    writing skills from the start
  • Develop vocabulary and academic language
  • Deborah Short presentation on SchoolsMovingUp
    (4/5/07)
  • http//www.schoolsmovingup.net/events/doublework
  • Center for Applied Linguistics http//www.cal.org

26
http//www.nwp.org/cs/public/download/nwp_file/905
0/Double_the_Work.pdf?x-rpcfile_d
27
Goal 2 Access to the Core
  • The issue of access is particularly important for
    ensuring that all EL students not only have
    access to ELD, but also access to the strategies
    and supports that they need such as
    differentiation.

28
2. Accessing the Core
  • Differentiation in teaching ELs involves
    systematic instruction and ongoing assessment
    targeted to each individuals language level.
  • Scaffolding strategies help students access the
    core curriculum.

29
Goal 2 Access to the Core
  • How can we help students access the core
    curriculum?
  • Specially Designed Academic Instruction in
    English (SDAIE)
  • Primary Language (L1) Instruction
  • Primary Language Support (PLS)

30
Instructional Strategies for ELs
  • 1. Specially Designed Academic
  • Instruction in English (SDAIE)
  • SDAIE is an approach used to teach academic
    content to EL students in English. It is designed
    for non-native speakers of English and should
    focus on increasing the comprehensibility of the
    academic content normally provided to FEP and
    English-only students in the district.

31
Know your students!
  • USE RESULTS FROM PRIMARY LANGUAGE ASSESSMENTS as
    well as ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS
    (CELDT)
  • It is as important for teachers to access the
    data about each students primary language
    proficiency as it is to use assessments about
    their English proficiency level to inform
    instruction.

32
Instructional Strategies for ELs
  • 2. Primary Language (L1) Instruction L1 provides
    academic content instruction in the students
    primary language and may also include language
    development in the student's primary language.
    For example, a student may be ready for advanced
    content such as Algebra, but may lack the English
    skills needed for the course. These students may
    also be receiving SDAIE.
  • From Similar English Learner Students, Different
    Results
  • Why Do Some Schools Do Better?
  • http//www.edsource.org/pdf/SimELreportcomplete.pd
    f

33
Instructional Strategies for ELs
  • 3. Primary Language Support (PLS) In addition to
    ELD and SDAIE, students may need Primary Language
    Support (L1.) PLS may be used to clarify meaning
    and facilitate student comprehension of academic
    content area concepts taught mainly through
    English.

34
How to access the core
  • Research shows that ELs typically need 4-7 years
    of instruction in English language development
    before they reach grade-level academic
    performance levels.
  • Deborah Short presentation on SchoolsMovingUp
    (4/5/07)
  • http//www.schoolsmovingup.net/events/doublework
  • Center for Applied Linguistics http//www.cal.org

35
How to access the core
  • Time (TCSII Chapter 3)
  • English learners typically need additional time
    to master grade-level standards as delineated in
    district pacing guides. Flexible middle grade
    schedules can provide extra time for students to
    receive instructional support in effective
    intensive intervention programs targeted to their
    needs..

36
Reaching the Goals
  • What else does the research say?
  • Effective districts, schools, and classrooms that
    promote successful English learner achievement
    provide
  • Systematic, explicit, intensive, differentiated
    reading skill instruction
  • Development of L1 literacy skills along with
    English oracy and literacy
  • Instructional scaffolding for comprehensibility
    of content
  • Systematic assessment of students strengths and
    needs.
  • What Does the Research Say Research-Based
    Characteristics of Effective Districts, Schools,
    and Classrooms that Promote English Learner
    Achievement. WestEd, 2007.

37
A third goal
  • In addition to attaining English language
    proficiency and meeting grade-level academic
    standards, there is another over-arching goal
  • Every English learner should be prepared to be
    successful in secondary and post-secondary
    education, career, and community.

38
Taking Center StageAct II
  • POLL
  • Check for understanding
  • DO YOU HAVE ANY QUESTIONS ABOUT THE PRESENTATION
    UP TO THIS POINT?

39
Taking Center StageAct II
  • Meeting the three goals for adolescent learners
    requires knowledge about the adolescent brain
    (remember the Adolescent Development tab on each
    Chapter page in TCSII)!
  • For example, brain research confirms that young
    adolescents need
  • Access to prior knowledge (Chapter 2)
  • Engagement (Chapter 4)
  • Meaningful participation (Chapter 4)
  • Caring Relationships (Chapter 5)

40
4. Relevance and English Learners
  • Research related to Chapter 4
  • Effective districts, schools, and classrooms that
    promote English learner achievement provide
  • Engagement in structured, academic talk
  • Enrollment in academically challenging
    coursework.
  • What Does the Research Say Research-Based
    Characteristics of Effective Districts, Schools,
    and Classrooms that Promote English Learner
    Achievement. WestEd, 2007.

41
4. Relevance and English Learners
  • Research-based Instructional Principles
  • Develop language acquisition skills through
    content and themes
  • Use native language strategically
  • Pair technology with existing interventions
  • Motivate ELs through choice in topics of
    interest to young adolescents.
  • Deborah Short presentation on SchoolsMovingUp
    (4/5/07)
  • http//www.schoolsmovingup.net/events/doublework
  • Center for Applied Linguistics http//www.cal.org

42
Relationships and English Learners
  • TCSII 5 Know your students!
  • Not all English learners are the same
  • Some are under-schooled, newly-arrived
    immigrants
  • Some are highly educated, academically competent
    new arrivals
  • Some are long term English learners (have been
    in the program longer than expected).
  • Consider time-in-program to determine
    instructional approach.
  • Consider cultural contexts and family education
  • Laurie Olsen, Ensuring Academic Success for
    English Learners,
  • LMRI Newsletter, Summer 2006
  • http//lmri.ucsb.edu/publications/download.php?fil
    enewsletters/v15n4.pdf

43
5. Relationships and English Learners
  • One way to develop caring relationships is
    through SMALL LEARNING COMMUNITIES (SLCs).
    Research found that student affiliation with the
    school community increases when students
    participate in small learning communities.
  • -K. Cotton, New Small Learning Communities
    Findings from Recent Literature

44
What kinds of schools work?
  • TCSII 8. Safety, Resilience, and Health
  • Create and sustain a fair, safe, and healthy
    school environment
  • Fair and positive discipline
  • Safe, clean, and engaging inviting facilities
  • Access to counseling and health supports

45
9. Leadership and English learners
  • TCSII 9 A systems approach helps English
    learners succeed
  • Comprehensive LEA plan for English learners
  • Site implementation of the plan
  • District support (hiring coaches, providing
    professional development conducting data
    analysis)
  • Ongoing professional development opportunities
  • Teaming to support implementation of plan based
    on best practices

46
What else ensures access?
  • TCSII 10. Professional Learning
  • Teacher effectiveness preparedness is the most
    critical element for student success. . . .
    students assigned to the most effective teachers
    for three years in a row performed 50 percentile
    points higher on a 100-point scale than
    comparable students assigned to the least
    effective teachers for three years in a row.2
  • Kevin Carey, The Real Value of Teachers Using
    New Information about Teacher Effectiveness to
    Close the Achievement Gap (PDF Outside Source),
    Thinking K-16, Vol. 8, Issue 1 (Winter 2004), 4.

47
10. Professional learning and English learners
  • Provide ongoing coaching and professional
    learning about instruction for English learners
    beyond required authorization to teach English
    Learners

48
Resources for Professional Learning
  • Quality Teaching for English Learners (QTEL) is a
    unique project created by the Teacher
    Professional Development Program at WestEd under
    the direction of Aida Walqui. It is devoted to
    improving the capacity of teachers to support the
    linguistic, conceptual, and academic development
    of adolescent English language learners, both
    immigrant and U.S.-born. http//www.wested.org/cs
    /we/view/pj/380

49
Accountability Questions
  • TCSII 11 Accountability
  • In writing and reviewing the implementation of
    your district and site English learner plans,
    what accountability questions should you ask
    yourself/your staff?
  • Consider

50
11. Accountability and English learners
  • Did we base the district/site EL plan on a needs
    assessment?
  • Were the findings verified?
  • Was the EL program developed based on the needs
    assessment findings?
  • Is the program being implemented as planned?
  • Do teachers have the training, coaching, and
    resources to implement the plan?
  • Do they receive timely results from key
    assessments?

51
11. Accountability and English learners
  • How well are English learners
  • acquiring English and progressing in the core
    curriculum over time?
  • If they are not progressing, what interventions
    are being used?
  • Are the interventions effective?
  • If not, how will they be modified?
  • Has the program been modified based on the
    answers to these questions?

52
12. Partnerships and English learners
  • TCSII 12
  • Schools in which English learners achieve to
    high standards are typically characterized by
    active parent and community engagement, supported
    with programs that build leadership capacity
  • Laurie Olsen, Ensuring Academic Success for
    English Learners,
  • LMRI Newsletter, Summer 2006
  • http//lmri.ucsb.edu/publications/download.php?fil
    enewsletters/v15n4.pdf

53
12. Partnerships and English learners
  • Parents can have a positive effect on literacy
    outcomes. However, schools typically do not take
    advantage of this.
  • Diane August A National Literacy Panel to
    Conduct a Comprehensive Evidence-Based Review of
    the Research Literature on the Development of
    Literacy Among Language Minority Children and
    Youth (CAL 2006)
  • http//www.ccsso.org/content/PDFs/5-19-06chiefs20
    (2).ppt

54
12. Partnerships and English learners
  • Schools with a high population of English
  • learners find that student achievement increases
    family involvement. Likewise, family involvement
    increases when schools provide
  • Personal relationships (between school personnel
    and family members)
  • Sense of belonging
  • Events that celebrate cultures with parents and
    families (student performances, holidays, meals)
  • Child care (during parent or guardian conferences
    and meetings)
  • Transportation

55
Parent involvement
  • Translations encourage parent involvement
  • Clearinghouse for Multilingual Documents
    (http//www.cde.ca.gov/ls/pf/cm/)
  • California Education Code Section 48985
  • The Clearinghouse for Multilingual Documents
    (CMD) is a secure database to assist local
    educational agency (LEA) staff in locating
    parental notification documents translated into
    non-English languages.

56
12. Partnerships and English Learners
  • More ways to support ELs and families
  • Fund a parent liaison
  • Establish a parent room
  • Keep library/media centers open after school
  • Educate parents or guardians about options for
    involvement.
  • Do family visits in their neighborhoods.

57
Taking Center StageAct II
  • In conclusion the following practices help
    schools meet the 2 goals of an effective EL
    program (slide 1 of 2)
  • EL programs are schoolwide (not isolated -- TCSII
    9-Leadership)
  • Teachers collaborate, particularly for ELD
    instruction (TCSII 10-Professional Learning)
  • Staff members demonstrate extensive language and
    cultural competence (TCSII 10 10-Professional
    Learning)
  • Staff members demonstrate a focus on individual
    students and differentiation of instruction
    (TCSII 2- Instruction, Assessment, and
    Intervention)

58
Taking Center StageAct II
  • The school culture emphasizes
  • consistent monitoring of students progress and
    teaching to rigorous academic standards (TCSII
    11-Accountability)
  • Staff members articulate rigorous expectations
    for ALL staff and students (TCSII 1-Rigor)
  • Consistent leadership supports and benefits
    programs and instruction (TCSII 9-Leadership)
  • Staff members focus on consistent, coherent
    program design (TCSII 9-Leadership)
  • Norm Gold, Successful Bilingual Schools. SDCOE,
    October, 2006, p. 50.
  • http//www.sdcoe.net/lret2/els/pdf/SBS_Report_FINA
    L.pdf

59
Taking Center StageAct II
  • POLL
  • Which topics would you like us to address by
    providing more resources?
  • Well try to add them to TCSII and/or our FAQs on
    the archive site.

60
  • Taking Center StageAct II

Thank you! Carol Abbott cabbott_at_cde.ca.gov and Je
anette Ganahl Jganahl _at_cde.ca.gov
61
Additional Resources
  • California Department of Education
    (http//www.cde.ca.gov/sp/el/) resources on
    English learners
  • WestEds Quality Teaching for English Learners
    (QTEL)
  • http//www.wested.org/cs/we/view/pj/380
  • Americas Choice (http//www.americaschoice.org/)
    provides research-based interventions based on
    California standards
  • Guided Language Acquisition Design (GLAD) focuses
    on professional development in the area of
    language acquisition and literacy (housed at the
    Orange County Department of Education)
    http//www.projectglad.com/
  • Colorin Colorado is a research-based Web site for
    EL teachers and parents http//www.ColorinColorado
    .org
  • TESOL (Teachers of English to Speakers of Other
    Languages) http//www.tesol.org/s_tesol/index.asp.
    TESOL, a professional association for English
    language educators, offers a variety of resources
    and networking opportunities for professionals
    involved in secondary school English language
    education.

62
Next Steps
  • Archive
  • http//www.schoolsmovingup.net/webinars/centerstag
    e
  • Feedback
  • http//www.schoolsmovingup.net/webinars/centerstag
    e/survey.htm
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