English Language Learners in OUSD Jennifer Kaufman EL bilingual - - PowerPoint PPT Presentation

1

English Language Learners in OUSD

Jennifer Kaufman EL bilingual specialist March 2014 1

2

2

English Learners

3

3

Reading at Grade Level

4

4

Cohort Graduation

5

5

OUSD Grades 6-8 Enrollment 2013-14

Long Term English Learners (LTELs) are students who have been in the U.S. school system as English Learners for more than 6 years.

6

6

Reclassification

1184 907 664 595 517 471 525 468 155 227 56 76 46 17

28% 15% 25% 9% 13% 9% 3%

200 400 600 800 1000 1200 1400 1600 1800 2 3 4 5 6 7 8

Number of Students Grade in 2011-12

Number and Percent of 2011-12 English Learners in Grades 2-8 Who Were Reclassified in 2012-13

# reclassified # not reclassified % reclassified

7

7

Reclassification Rates over 16.5%

30.6% 23.9% 23.3% 17.9% 16.5%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% Urban Promise Academy n=124 ACORN Woodland Elementary n=142 Lincoln Elementary n=369 Think College Now n=162 Bella Vista Elementary n=266

Schools with over 100 English Learners and Reclassification Rate* of 16.5% or Higher in 2012-13

% Reclassified among English Learners in 2011-12 who were still active in 2012-13

Our expectation is that all English Language Learners reach academic English fluency (in speaking, listening, reading, and writing) within 6 years of entering U.S. schools. The overall district Reclassification Rate should be at least 16.5% (or one-sixth per year).

8

Examples of Promising Practices

Dual Language Pathways Fostering Quality Academic Discussions Goal Setting with English Language Learners and their Families

9

Dual Language Pathways

Esperanza Elementary

10

Dual Language Pathways

Our aspiration: All bilingual students have the opportunity to earn the Seal of Biliteracy

11

Dual Language Pathways

What are ways that your school community can value, build on, and develop students’ home language skills?

Heritage language classes – Spanish for Spanish speakers Internships that require the home language or translation Recognition and awards for community service using home language Promotion of the Seal of Biliteracy

12 12

Fostering Academic Discussion

Purposeful conversations about content that require co-construction of ideas Key strategy to increase engagement & develop academic language, discussion skills, and reasoning needed for college and career

13

Goal Setting Students and their Families

ELLs need regular and explicit feedback on their academic and language progress

• CELDT level
• District and classroom

assessments

• A-G completion

Co-construct goals with students and families and regularly monitor progress toward these goals