New English Language Development and Common

Core State Standards Institute

Two District’s Best-Practices in Supporting Secondary LTELs

June 28th, 2013

2

Introductions

Rachel MackAcademic Support

Counselor

Irma MuñozAssistant Principal

Mills High SchoolSan Mateo Union High School

District

3

Goal

Prepare every English learner for college and career success!

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Objectives

Workshop participants will:• Attain new ideas for programs that raise

achievement for secondary LTEL students• Evaluate current LTEL programs at school

sites• Develop ideas for next steps at school

sites

5

Demographics at MillsAfrican American 1%

Asian 55%Filipino 8%

Latino 15%

Pacific Islander 2%

White 19%

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Demographics at Mills

Number PercentageEnglish Learners 101 8%Free/Reduced Lunch 204 16%Special Education 112 9%

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32% Reclassified Fluent

1% Intermediate ELD

7% Mainstreamed EL

60% Fluent

Percentage of EL’s at Mills

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Intermediate English Learners

15%

Long-Term Eng-lish Learners

40%

Mainstreamed Non-LTEL

46%

EL Categories

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Achievement DataCST English Language Arts 2012Percent Proficient or AboveSchoolwide 75%English Learners 23%

CAHSEE English Language Arts 2012Pass Proficient

Schoolwide 95% 77%English Learners 78% 28%

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Academic Performance Index (API)

2010 2011 2012780

800

820

840

860

880

852865 870

Schoolwide

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Academic Performance Index (API)

2010 2011 2012780

800

820

840

860

880

852865 870

837

787 790

Schoolwide English Learners

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Sample Student“Santiago”

SPED

Low Grades & Test Scores

Latino Male

Low-Income

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Low Skills

Low Motivation

Social-Emotional

Issues

Root Challenges

AllStudents

Drop-In After-School TutoringSubject-Based Tutoring

Parent Outreach for Long-Term English Learners

Drop-In Tutoring for English LearnersMandated After-School TutoringEnglish & Math Support Classes

Guided Study ClassesEL Intensive Tutoring

Group Counseling

Individual CounselingSST’s

504 PlansSPED

Some Students

Individual Students

Less Intensive

More Intensive

Pyramid of Interventions

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Identification of LTEL’s• LTEL students tracked

in Student Information System

• Teachers given lists of LTEL students in August

• D/F lists for counselors indicate LTEL status

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Support Classes• Strategic English

Support• Strategic Algebra

Support• Guided Studies

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After-School Tutoring• Drop-In Tutoring

for EL Students• EL Intensive

Tutoring (1 tutor per 2 students)

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Academic Counseling

• EL Specialist• Academic

Support Counselor

• Guidance Counselors

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Academic Support Groups

• Study Skills Groups

• Brainology®: Growth Mindset Program

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Parent Outreach• LTEL Parent

Workshops• Latino Parent

Night

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Additional Support Programs

• Latina Mentor Program

• Individual Counseling with Interns

• English Learner Advisory Committee

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Other School District Programs• Intensive English Support Courses• Spanish Courses for Native Speakers• PIQE Parent Education Program• Freshman Buddy System• Family Literacy Night• CELDT Assembly

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88% of studentsincreased

GPA

Before

Inten

sive T

utor

ing

After I

nten

sive T

utori

ng0

1

2

3

4

1.52 1.96

GPA Data

Aver

age

GPA 29%

GPA increase

EL Intensive Tutoring Outcomes

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LTEL Parent Workshops• Average attendance of 7 to 12 families per

workshop• 100% of parents surveyed reported that the

workshops were valuable and informative• 100% of parents reported that the

workshops would increase their ability better support their students’ success in school

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Outcome Data

2012

2011

35%

25%

Percentage of LTEL’s who qualify for reclassification to

Fluent

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Requirements for Reclassification

• Score Early Advanced or Advanced on each section of the CELDT

• Score 325 or higher on the English portion of the CST or pass the English portion of the CAHSEE

• Have a GPA of 2.0 or higher • Be on track for graduation• Receive a teacher recommendation

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Next Steps• EL Professional Development for

faculty• Classroom Interventions

– Link common core with EL student needs– Targeted language instruction– EL Curriculum

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Stage 1: Planning

Stage 2: Identificati

on & Ancillary Support

Stage 3: Targeted

LTEL Interventio

ns

Stage 4: School-Wide

Strategies

LTEL Intervention Program Stages

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Small Group DiscussionSplit into groups of 4 to 6 and discuss the following:

1. Where is your school currently on the LTEL Intervention Program Stages chart? What programs does your school currently offer that support LTEL (or EL) students?

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Small Group Discussion2. How might your school progress to the

next stage of supporting LTEL’s? What are some growth areas? What are some ideas you could envision your school implementing?

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Think-Pair-Share3. What are TWO action steps that you as

an individual can take next year to help further your school’s growth in supporting LTEL’s?

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Questions? Comments?Thanks for coming!