Focus on fluency for EL students
New state law defines long-term English learners
Published: November 15, 2012
California schools, working to help non-native English speakers progress more rapidly toward proficiency, will find help at several of CSBA’s Annual Education Conference and Trade Show presentations in San Francisco Nov. 29-Dec. 1.
School districts also find their work supported by the recent enactment of a bill that CSBA supported. Assembly Bill 2193, by Ricardo Lara, D-South Gate, introduces a standard definition of “long-term English learner” and “English learner at risk of becoming a long-term English learner,” and requires school districts to report those numbers to the California Department of Education. The law does not specify any specific programs or strategies for teaching long-term English learners, although it is a first step toward helping districts become more data-driven in that regard.
With nearly a quarter of California’s K-12 students coming from families where English is not the home language, AB 2193 responds to longstanding concerns about helping English learners attain fluency. A 2010 national study, for example, showed that 59 percent of English learner students still need academic support after more than six years. “Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long-Term English Learners,” was released in 2010 by Californians Together, a coalition of education stakeholders and civil rights advocates whose director is among the speakers slated to speak at AEC.
AB 2193 reflects the primary recommendation of the study: “Create a standard state definition of long-term English learners and collect data needed for their identification, monitoring and assistance.” The 68-page report goes on to offer several other recommendations for improving outcomes for English learners, ranging from instructional materials, curriculum and professional development to parent engagement, and to further research.
CSBA’s policy efforts
CSBA is already undertaking several efforts to assist English learners. Policy and Programs Senior Director Teri Burns participated in meetings to prepare the draft English Language Development Standards that the State Board of Education adopted earlier this month. In preparing the draft standards, Burns advocated for a consistent, comprehensive structure that incorporates a blend of ELD and English-language arts standards.
“We are particularly pleased with the proficiency groupings that clearly outline the needs of individual students and set very clear expectations for student performance,” Burns said, noting that the new standards are fully aligned with the Common Core State Standards.
“Considerable professional development for teachers and administrators will be needed to fully implement these standards within the Common Core model, so we encouraged the State Board to join us in aggressively advocating for the resources necessary for that training,” she added.
In addition, Susan Heredia, the director-at-large, Hispanic, on CSBA’s Board of Directors, is on a committee convened by state Superintendent of Public Instruction Tom Torlakson to propose revised curriculum frameworks and evaluation criteria for English learners aligned to the Common Core.
At the Commission on Teacher Credentialing, CSBA is advocating for new administrator candidates to receive training in analyzing data to identify and intervene in achievement gaps in their schools. CSBA is also participating in CDE meetings to develop a best-practices chapter for young dual-language learners which would be included in an updated “California Preschool Program Guidelines” manual.
“Research is clear that providing services for our youngest children will make them best able to avoid the long-term English learner label,” said Leslie O’Neil, CSBA policy and programs officer. ”We are encouraged by CDE’s efforts to identify and disseminate best practices in the child care arena so that children come to school already on track to be qualified as English fluent.”
Pilot programs for ELs
Several California school districts have created pilot programs to help long-term English learners get their academic language skills up to speed. See Californians Together’s “Reparable Harm” report at the Easy Link below about innovative programs in the Escondido Union High School District, Ventura Unified School District and Modesto City Schools.
AEC has more
CSBA’s Annual Education Conference and Trade Show, coming to San Francisco Nov. 29-Dec. 1, has several workshops concerning English learners:
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Raising Reclassification Rates: A School-Family-Community Approach: On Thursday, Nov. 29, at 8:30 a.m., one Riverside County school district will explain how it’s engaging families and communities as they address systemic barriers to academic achievement that confront its English learners.
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Leadership in Advocating for English Learners: At 8:30 the following Friday morning, CSBA Sub-region 23-C Delegate Xilonin Cruz-Gonzalez and other speakers will discuss assessments, accountability, curriculum, instructional materials, biliteracy, Common Core standards, teacher preparation, budget and legislative proposals and their impact on English learners.
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Preparing Academic English Learners for the Common Core State Standards: On Friday at 4 p.m., Los Angeles Unified School District staff will share results of their study of “Academic English Learners” that support proficiency goals for all LAUSD’s English learners.
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The California Seal of Biliteracy: At 10 a.m. on Friday, Californians Together Director Laurie Olsen and others will share their success in developing the nation’s first Seal of Biliteracy to recognize graduating seniors who are proficient in a language besides English. The program is awarded by the state and a school, school district or county office of education.
Easy links: