Fulfilling the Promise for Secondary English Language Learners

Contact Information: Bethany Barrett

Bethany.barrett@ bellinghamschools.orgLindsay MacDonald

[email protected] Brown

[email protected] www.mycoachkatie.com

Bellingham Public Schools

FULFILLING THE PROMISE FOR SECONDARY ENGLISH LANGUAGE LEARNERS

IntroductionsObjectives Secondary ELL

Program ReviewRecommendations &

possible next stepsQ & A


April 11, 2014

Agenda

Understand the components of the Bellingham School District’s Secondary ELL Program Review.

Explore how a program review can create necessary change for ELLs in a secondary setting.

Identify recommendations and possible next steps for your ELL program.

OBJECTIVES

Student data collection (How are our ELLs doing?)

Student interviews (How do THEY think they are doing?)

Teacher interviews (What are teacher identified barriers for ELL success?)

Administrator interviews (What programs are already in place for struggling ELLs?)

Family interviews (What are family identified barriers for ELL success?)

Research on best practices in serving ELLs (What is working?)

PROGRAM REVIEW COMPONENTS

School A 6% current

ELL’s 10% former

ELL’s

School B1.5% current

ELL’s 4% former ELL’s

School C1% current


School A 6% current

ELL’s 10% former

ELL’s

School B1.5% current


School C1% current


Students earning D’s and F’sIn-coming 9th grade students not yet at standard on the MSP

11th graders not at standard on the HSPE

12th graders not on track to graduateWhich classes are students earning the most D’s and F’s

Attendance

OTHER RELEVANT DATA

English, Math, and Science = hardest subjects

Homework is a huge struggle

ELL teacher is seen as the adult to go to for help

Many don’t know if they are on track to graduate

STUDENT REFLECTIONS

Academic background and determination are leading factors for success in high school.

Our current system does not meet the needs of ELLs or students with low skills.

Concern over inconsistent grading policiesNeed consistency & innovation“At the moment, teachers are islands left

to their own devices and whims; how each student negotiates six different classes is up to each student to work out.”

TEACHER REFLECTIONS

District and state data is used to identify at-risk students.

Supports are not targeted for unique needs of ELLs .

Some supports are working, others are not and there is no clarity about why.

There is a great need to address success attributes and social-emotional stresses.

ADMINISTRATOR REFLECTIONS

Community and relationships- inclusive, affirming school culture

Specialized courses focused on language development and specific needs of ELLs and LTELs

Focus on study skills, metacognition, and learning strategies (“AVID-like”)

ELL BEST PRACTICES: WHAT WORKS?

ELD Support classes – Academic language and core content instruction

Newcomer Center – geared toward 9-12 th grade, centrally located

Instructional Coaching – intentional focus on SIOP implementation and on-going whole staff and individual PD

SIOP Teacher Cadre - clustering ELLs in ‘gatekeeper’ classes with a handpicked group of teachers who are dedicated to on-going instructional coaching in SIOP

PROGRAM REVIEW OUTCOMES

Grading practices at the high school level

Building culturally responsive and empowering school climates

FTE (allocating existing and adding more)

RTI systems at the high school level

Providing appropriate support for LTELS

ONGOING QUESTIONS

Contact Information: Bethany Barrett

Bethany.barrett@ bellinghamschools.orgLindsay MacDonald

[email protected] Brown

[email protected] www.mycoachkatie.com

Bellingham Public Schools


Documents

Fulfilling the Promise for Secondary English Language Learners