long-term english language learners and strategies for engaging them with the common core

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Long-Term English Language Learners and Strategies for Engaging Them with the Common Core Kenji Hakuta Stanford University 2/8/2013 CCSSO ICCS SCASS / Atlanta

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Long-Term English Language Learners and Strategies for Engaging Them with the Common Core . Kenji Hakuta Stanford University. Purposes of this Session. Set some key points for understanding long-term EL issue Explore some data analyses on definitions and characteristics - PowerPoint PPT Presentation

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Page 1: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

Kenji HakutaStanford University

2/8/2013

Page 2: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

WestEd.org

Purposes of this Session

•Set some key points for understanding long-term EL issue•Explore some data analyses on definitions and characteristics•Discuss how state and district systems and practices can be more responsive to current LTELs: prevention, acceleration, caution

Page 3: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Educators Have a Dual Obligation to English Learners

1. Provide meaningful access to grade-level academic content via appropriate instruction

2. Develop students’ academic English language proficiency

(Lau v. Nichols; Castañeda v. Pickard; NCLB)

Interconnected, not separate! Simultaneous, not sequential!

2/8/2013

Page 4: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Common Core Standards: Major Shifts

2/8/2013

Page 5: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Content DiscourseComplex textsExplanation

ArgumentationText types

Sentence structuresΔVocabulary

practices

Language Arts

Language

The New Paradigm: Language Uses within Content Practices

2/8/2013

Page 6: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Definitions and Characteristics

2/8/2013

Page 7: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

CA ELs and former ELs (RFEP) by grade

Source: CDE DataQuest, 2010-11 CELDT & CST

K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

RFEPEL

Ever-EL K-5 6-12 Total

EL 86% 43% 1,435,734

RFEP 14% 57% 794,467

Courtesy: Robert Linquanti (WestEd)2/8/2013

Page 8: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

K 1 2 3 4 5 6 7 8 9 10 11 120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

RFEPL-T ELEL

District A ELs, Long-Term ELs and Former ELs (RFEP) by grade

LTEL:EL Ratio 2:1 3:1 3:1 3.5:1 3:1 2:1 2:1 3.5:1

Long-term EL: 6 or more years in LEA

Ever EL

45%

18%

37%

Current EL

33%

67%

Courtesy: Robert Linquanti (WestEd)2/8/2013

Page 9: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Longitudinal Attainment of Language and Content Criteria (Thompson, 2012)

2/8/2013

Page 10: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Initial L1 and English Proficiency as Strong Predictors of Reclassification (Thompson, 2012)

2/8/2013

Page 11: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Legislated Definition of “EL at Risk of Becoming LTEL” (AB 2193)

• “English learner at risk of becoming a long-term English learner” means an English learner who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores in the fourth year at the below basic or far below basic level on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.

(Cal. Ed. Code § 313.1, 2012)

2/8/2013

Page 12: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Students meeting various criteria for California’s Long-Term English Learner Definition (SY 2010-11)

Source: CEPA at Stanford University (Thompson et al., 2013)

2/8/2013

Page 13: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Strategizing: Prevention

• Know your students– Initial ELP and L1 level– Entry grade/time in the district

• Focus on time: Set clear expectations for linguistic and academic progress

• Monitor every student’s progress relative to expectations

2/8/2013

Page 14: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

(Olsen 2010)

2/8/2013

Page 15: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Some characteristics (Olsen 2010)

• High functioning in social situations in both their home language and in English

• Weak in academic uses of language, with gaps in literacy skills

• Progress stopped on key reclass criteria• Developed habits of non-engagement,

learned passivity and invisibility

2/8/2013

Page 16: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Some characteristics

• Unaware that academic skills, record and courses place them in academic jeopardy

• Significant gaps in academic background knowledge (Olsen 2010)

• More likely to be US-born• Much more likely to be classified Special Ed

– Speech or language impairment (SLI) – Specific learning disability (SLD)

2/8/2013

Page 17: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Long-Term Special Ed ELs: Peel Back the Layers….

• When identified for Special Ed?• Were early reading difficulties

misinterpreted as second-language features?

• Does later special ed referral reflect earlier lack of RTI and/or rigorous content instruction, ELD?

• Other hypotheses to investigate?

?2/8/2013

Page 18: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

• In classes with newcomer and normatively developing English Learners – by CELDT level

• Unprepared teachers• No electives – and limited access to the full

curriculum• Over-assigned and inadequately served in

intervention and reading support classes

Typical placement/services ….

(Olsen 2010)2/8/2013

Page 19: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Guiding principles

• Urgency, acceleration and focus• Address distinct needs

– Oral language and literacy development– Academic gaps

• Invitation and support• Integration into school community and

access to rigorous core curriculum(Olsen 2010)

2/8/2013

Page 20: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Some program elements

• Specialized English Language Development course (ALD)• Clustered placement in heterogeneous, rigorous grade-

level content classes mixed with English-proficient students, with differentiated instructional strategies

• Explicit language and literacy development across the curriculum (CCSS)

• Dynamic placement for accelerated progress and maximum rigor

• Formal systems for monitoring progress

(Olsen 2010)

2/8/2013

Page 21: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / AtlantaLAUSD 2012 EL Master Plan

Courtesy: Robert Linquanti (WestEd)2/8/2013

Page 22: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Don’t ignore needs of Reclassified Students:CA’s Former ELs (RFEPs) needing

academic support after exiting

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th0%

10%20%30%40%50%60%70%80%90%

100%

% S

tude

nts

in C

ST L

evel

s

RFEPs in CA: CST-ELA, 2010-11

79% of all former ELs tested are in grades 6-11

37% of former ELs score below grade level on CST-ELA exam Source: CDE 2011

Courtesy: Robert Linquanti (WestEd)2/8/2013

Page 23: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

WestEd.org

CAUTION: Consciously avoid cultivating

a “double stigma” in our language and thinking

• “The only thing worse than being an EL is being a long-term EL.”

“You’re a long-term

English learner.”

“You’re at risk of becoming LTEL.”They’re lifers.

Courtesy: Robert Linquanti (WestEd)

Page 24: Long-Term English Language Learners and Strategies for Engaging Them with the Common Core

CCSSO ICCS SCASS / Atlanta

Take-Away’s

• Leverage language shifts related to Common Core to engage all teachers and leaders with LTELs.

• Work on integrating policies and practices with early childhood and special education sectors.

• Cultivate a research base on program effectiveness.

• Be aware of unintended consequences of LTEL label.

2/8/2013