Transcript Systems for Success for English Learners

Long Term
English Learners
aka “Lifers” or “Generation 1.5”
Manuel Zapata (EL Director), Staci Ortiz-Davis (ToSA), & Joanne Serrano (EL Lead Teacher)
https://www.wevideo.com/hub/#media/ci/229638099
SDUHSD LTELs
● Who are they?
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https://www.wevideo.com/hub/#media/ci/229638099
● How many?
● Collaboration with our Feeder Elementary
Schools
● Monitoring System for all ELs
● Academic Support Classes for LTELs at
SDUHSD
LTEL Definition According to
AB 2193
● EL who is enrolled in any of grades 6-12
● has been enrolled in schools in the US for more than six
years
● has remained at the same English language proficiency
level for two or more consecutive years as determined
by the CELDT
● Scores far below basic or below basic on the ELA
standards-based test
SDUHSD EL Population
● 2014-15
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539 Students
21 different languages
● Who are our EL students: largest language
breakdowns
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Spanish 59%
Mandarin 10%
Korean 9%
Japanese and Farsi 3%
SDUHSD LTEL Population
● 56% of ELs are LTELs
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About 300 students
● 45% of LTELs are also SPED
● The majority of LTELs (85%) are Spanish
speaking
Collaboration with Feeder Elementary
Districts
● Great Relationship
● Assistant Superintendents meet 4-5 times
per year to discuss EL related issues
● SDUHSD has provided LTEL data to feeder
elementary districts with breakdown of
LTELs attending SDUHSD by elementary
school
Monitoring Document
Monitoring Document-Page 2
TPHS EL population (Newcomers and
LTELs)
● 2014-15 about 150 EL students
● 18 different languages
● Who Are Our Students? largest language breakdowns
32% Spanish (Mexico, Spain, Chile)
19% Mandarin
15% Korean
6% Japanese
6% Farsi
TPHS EL Population Trends
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
141 EL students
139 EL students
141 EL students
114 EL students
150 EL students
151 EL students
What is a long term English learner?
“These long‐term ELs have been schooled in the U.S. for
six or more years but have not made sufficient linguistic
and academic progress to meet redesignation criteria and
exit English learner status. Fluent in social/conversational
English but challenged by literacy tasks, and particularly
disciplinary literacy tasks, these students find it difficult to
engage meaningfully in increasingly rigorous coursework.”
(California Department of Education)
TPHS Long Term English Learners
44 LTELs (30% of total EL population)
(In California, about 59% of ELLs are LTELs.
Among TP LTELs…..
26 are also Special Education
students
(59%)
Language Breakdown of TP LTELs
30 Spanish speakers (68%)
4 Korean speakers (9%)
3 Japanese speakers (6%)
2 Farsi speakers (4%)
1 Russian (2%)
1 Turkish (2%)
1 Filipino (2%)
1 Mandarin (2%)
1 Khmer (2%)
Characteristics of Long Term
English Learners (LTELs)
Struggle Academically
Unique to LTELs
● Academic achievement in language,
communication, and math that is 2-3 years
below grade level
● Limited attainment of all subject matter that
depends on English literacy skills
● Gaps in academic knowledge as a result of
weak English language skills
Evidence: Final 2nd Semester
Grades of TP LTELs (2014)
LTELs with Ds: 25 (55%)
LTELs with Fs: 17 (38%)
LTELs with multiple Ds and Fs: 16 (36%)
LTELs with more than 1 F: 7 (15%)
Language Issues
Unique to LTELs
● High functioning oral skills in social situations
both in English and home language
● Weak academic language
● Gaps in reading and writing skills
Evidence: Low reading skills
Among 8 LTELs who were in the Academic
Literacy class, only 3 were reading at grade
level. The others are reading 4-5 grade levels
below grade level.
Non-Engagement
Unique to LTELs
● Habits of non-engagement, learned
passivity, and invisibility at school
Academic Future
Unique to LTELs
● Want to go to college but are not being
prepared or know what the expectations are
● Have become discouraged learners, tuned
out, and ready to drop out
LTELs do not meet redesignation criteria
SDUHSD Reclassification Criteria:
1. Overall CELDT score of Early Advanced or Advanced (4 or
5) and sub scores no lower than Early Advanced on all
subtests.
2. Score of 340 (High-Basic) or higher on the California
Standards Test in English Language Arts
3. Grades of C or better in all academic classes. CAHSEE
scores for seniors and on track for graduation.
4. Teacher and counselor recommendation
2013-14 TP redesignation data
How do English Learner
students become LTELs?
How do ELs become LTELs
● History of inconsistent programs
● Elementary school curricula and
materials were not designed to meet
ELL needs
● No language development program
How do ELs become LTELs
● Partial access to curriculum
● Weak language development
program
● Socially segregated and linguistically
isolated
Recommendations to support LTELs in
your classes (District-offered Advanced SDAIE trainings can
help)
Activating Prior Knowledge
Increasing student interest
Oral Language
Development!!!
Explicit academic oral language instruction supports reading
and writing learning
(August & Shanahan, 2006;Calkins,2001)
Attention to
Vocabulary!!!
LTELs rely on basic, non-academic words in their language
usage
Active Read Alouds
Allows teachers to model reading approaches and scaffold for
comprehension
Teacher Collaboration
Collaborative planning aligns curricula and fosters
metalinguistic awareness and skills transfer across languages
How is TPHS using the research to support
our LTELs?..
● “LTEL” English 9 class taught by English 9/ELD
teacher
● Academic Literacy class: students are
concurrently enrolled in Academic Literacy with
Joanne Serrano
● Placement in Academic Literacy: previous
English grades, teacher recommendation and
Lexile (reading) levels, CELDT scores
How is TPHS using the research to support
our LTELs?
period 4: READ 180 (curriculum designed to bring students
reading levels closer to grade level)
OR
period 6: English 3D (curriculum designed for LTELs to
develop academic reading, writing, and oral language
skills)
● study skills and homework help with university tutors is
built into the Academic Literacy class
CLOZE ACTIVITY
12
1.Research has shown that students need to use a word at least ___
times before we can say they have mastered it. (Stahl, 2005)
2.Unless students know ____%
of the words they are reading,
95
comprehension will be stifled.” (Samuels, 2002 as quoted in L.
Calderon, Teaching Reading to English Language Learners, Grades 612, 2007.)
3.Pre-schoolers from families living in poverty are exposed to _____
600
different words an hour. (Hart and Risley, 1995)
4.Pre-schoolers from professional families are typically exposed to
_____different
words an hour. (Hart and Risley, 1995)
2150
A) 600 B) 95
C) 2150
D) 12
If you can only take
away TWO things from
our presentation,
PLEASE remember:
● ALL ELLs, but especially LTELs, will excel when you provide
opportunities for them to develop ORAL LANGUAGE
SKILLS! Get them talking!
● CCSS assume that ALL students can meet the expectations,
but ELLs rely on dedicated, knowledgeable, SDAIE trained
teachers to SCAFFOLD the curriculum and ENGAGE them
in learning.
For More Information:
Olsen, Laurie. “Reparable Harm: Achieving
Success for Long Term ELLs.” Californians
Together. 2009
Olsen, Laurie. “Secondary School Courses
Designed to Address the Language Needs and
Academic Gaps of Long Term English
Learners.” Californians Together. 2012