Supporting ELs Pathways to High School Graduation WIDA Conference | - - PowerPoint PPT Presentation

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Supporting ELs Pathways to High School Graduation WIDA Conference | - - PowerPoint PPT Presentation

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v Supporting ELs Pathways to High School Graduation WIDA Conference | October 16, 2019 Diane Staehr Fenner, Ph.D. & Marley Zeno, M.A. @DStaehrFenner www.GetSupportEd.net @GetSupportEd.net Objectives www.GetSupportEd.net 2 EL

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v @DStaehrFenner www.GetSupportEd.net @GetSupportEd.net

Supporting ELs’ Pathways to High School Graduation

WIDA Conference | October 16, 2019 Diane Staehr Fenner, Ph.D. & Marley Zeno, M.A.

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www.GetSupportEd.net

Objectives

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  • To your shoulder

partner: What is your top concern about EL graduation in your school or district?

  • Share out with the

large group.

EL Graduation Concerns

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www.GetSupportEd.net 4

bit.ly/Graduation4ELs (Case Sensitive)

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EL Graduation Obstacles

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Comparison of National Graduation Rates

84% 16%

All Students

Graduated Did not graduate

67% 33%

ELs

Graduated Did Not Graduate

Source: U.S. Department of Education, ED Data Express, 2015-16 national-level data for Regulatory Adjusted Cohort Graduation Rate.. https://eddataexpress.ed.gov/data-elements.cfm.

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U.S. Department of Education, 2018 https://www2.ed.gov/datastory/el-outcomes/index.html#datanotes

Graduation Rates in Your State

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EDFacts/Consolidated State Performance Report, SY 2015-16. Retrieved from http://www2.ed.gov/admins/lead/account/consolidated/index.html

Change in Graduation Rates

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  • EL dropout likelihood
  • Dropout consequences
  • Data systems
  • Goal setting and college

and career planning

  • Access to courses

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Callahan, 2013; Duffy, Poland, Blum, & Sublett, 2015; Kanno & Cromley, 2015

What the Research Tells Us

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Kanno & Cromley, 2015

Challenge Expectations

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Framework for Increasing EL Graduation Rates

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Callahan, 2013; Duffy, Poland, Blum, & Sublett, 2015; Kanno & Kangas, 2014; Staehr Fenner, 2014; Varga, Margolius, Yan, Cole, & Zaff, 2017

Framework to Strengthen ELs’ Pathways to Graduation

  • 1. Program

2. Instruction

  • 3. Socio-

emotional support and mentoring

  • 4. Unique EL

populations 5. Collaboration

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  • Credit-bearing courses
  • Home language credit
  • School and credit recovery
  • ptions
  • Intervention programs
  • Professional development

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Callahan, 2013; Kanno & Kangas, 2014; Staehr Fenner, 2014; Varga, Margolius, Yan, Cole, & Zaff, 2017

  • 1. Program Considerations
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Fairfax County Public Schools, VA

Sample Pathways to Graduation for 9th Grade Newcomers

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Staehr Fenner, 2014, p. 209

EL Coursework Checklist

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  • Access to grade-level

curriculum with scaffolded support

  • Validation & inclusion
  • f ELs’ cultural &

linguistic backgrounds

  • Focused instruction on

academic language

Callahan, 2013; Kanno & Kangas, 2014; Staehr Fenner, 2014

  • 2. Instruction Considerations
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Staehr Fenner & Snyder, 2017, p.72

Suggested Scaffolds By Proficiency Level

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Adapted from Staehr Fenner & Snyder, 2017

Culturally Responsive School Checklist

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  • Possible socio-emotional needs
  • Opportunities for connection
  • Mentors of similar backgrounds

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Varga, Margolius, Yan, Cole, & Zaff, 2017

  • 3. Socio-Emotional Support and

Mentoring Considerations

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Fairfax County Public Schools, 2016; adapted from WIDA, 2013

Seven Integral Factors Tool Used in Fairfax County Public Schools

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  • Dually-identified ELs
  • Long-term ELs
  • Secondary newcomers
  • Students with limited or

interrupted/inconsistent formal education (SLIFE)

  • Undocumented ELs

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  • 4. Support for Unique EL

Populations

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SLIFE Program Review Planning Tool

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bit.ly/Graduation4ELs

Padlet Resources: bit.ly/Graduation4ELs

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  • Educators
  • ELs & families
  • Community

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Callahan, 2013; Duffy, Poland, Blum, & Sublett, 2015 Kanno & Kangas, 2014; Staehr Fenner, 2014; Varga, Margolius, Yan, Cole, & Zaff, 2017

  • 5. Collaboration Opportunities
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www.GetSupportEd.net 25 Adapted from: Staehr Fenner, 2014; p. 217; Allen, DiBona, & Reilly, 1998

Collaborative Strategies to Support ELs’ Participation in School-to-Career Programs

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Rank which component of the EL graduation framework is most important to you.

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Ranking the Components

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Applying Advocacy Strategies for Increasing ELs’ Graduation Rates

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Staehr Fenner, 2014

Exploring EL Advocacy

Working for ELs’ equitable and excellent education by taking appropriate actions on their behalf Having a deep understanding about each EL and family’s background to be able to know which appropriate action to take Stepping in and providing a voice for those students— and their families—who have not yet developed their own strong voice in their education

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Staehr Fenner, 2014

Scaffolded Advocacy for ELs and Their Families

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Gorski, P., as cited in Staehr Fenner, 2014, p. 56

Prioritizing Graduation Advocacy Issues: Your Sphere of Influence

  • 1. What do I have control over in my environment?
  • 2. What do I not have control over in my

environment?

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  • What?
  • Why?
  • How?

Staehr Fenner, 2019

Use Talking Points to Strengthen Your Role

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1. Identify your key, succinct message

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Adapted from Staehr Fenner & Snyder, 2017

Steps for Writing Talking Points

2. Anticipate pushback

– “We can’t reassign everyone’s caseloads. It will take too much time.” – “Our new bilingual guidance counselor is starting this year and would like to work with ELs. How about if we assign her all the ELs and lighten all the other counselors’ caseloads?”

3. Add talking point(s) to address pushback

– “I think we should have one guidance counselor who only works with ELs to ensure our students are on the right track to graduate.”

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www.GetSupportEd.net

  • Choose one case study (ES, MS, or HS).
  • Discuss the reflection questions.
  • Role play a solution to your case study.

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Case Studies

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Setting Goals for Strengthening Graduation Rates of ELs

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  • Complete one component of the Pathways to Graduation

Needs Assessment (e.g., Program, Instruction).

  • Write a clear description of your target outcome for

strengthening EL graduation rates.

  • Brainstorm up to three actions you will take to work towards

the goal in your context and when you will take each one. Create talking points for each of those actions.

  • Consider possible pushback for each action. Respond to the

pushback by developing talking points to support your ideas and actions. Share out with the group.

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Strengthening ELs’ Pathways to Graduation Goal Setting & Planning

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Wrap Up

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Objectives

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v @SupportEduc @GetSupportEd.net www.GetSupportEd.net

Diane Staehr Fenner Diane@GetSupportEd.net Marley Zeno Marley@GetSupportEd.net

Thank you!