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Strategic Interventions for English Learners

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					Strategic Interventions
     for English Learners




           Chris Dominguez, Deputy Superintendent
           Pamela Seki, Director, Program Assistance for Language Minority Students

    Long Beach Unified School District
Strategic Interventions
     for English Learners

Goals:

 Accelerate English language acquisition

 Meet academic achievement standards




      Long Beach Unified School District
Strategic Interventions
     for English Learners

Guiding Approaches:
 Data-based Decision-making / Problem Solving

 Response to Intervention


Adapted from:
Response to Intervention: Policy Considerations and Implementation
Council of Administrators of Special Education


           Long Beach Unified School District
 Strategic Interventions
      for English Learners

Problem Solving Model:

                                               DEFINE
                                  EVALUATE
                                              PROBLEM




                               DEVELOP PLAN   ANALYZE




      Long Beach Unified School District
    Strategic Interventions
         for English Learners

Define the problem . . .
Is there a problem? What is it?

    Non-strategic / random interventions

     Learning gaps not diagnosed

    Instruction not differentiated (time and intensity)

    Under-utilized supplemental resources




           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Analyze . . .
Why is it happening?

    Lack of intervention curricula

    Site teachers unable / unwilling to work additional hours

    Site administrators need technical guidance, assistance to organize
     comprehensive program




           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Consider multi-tier model – Response to Intervention (RtI)

    Tier 1 - Core instructional interventions: all students, all settings,
     preventative & proactive

    Tier 2 - Targeted Group Interventions: some students, high efficiency,
     rapid response

    Tier 3 - Intensive, individual interventions: individual students, intense,
     durable procedures


           Long Beach Unified School District
Strategic Interventions
     for English Learners

Develop a plan . . .
What shall we do about it?

Supplemental instruction (tier2) for students with poor response to core instructional
    interventions (tier 1)

    Problem-solving interventions
         Traditional
         Site team uses functional academic and behavioral assessments
         Individualized program is designed to address student needs

    Standard treatment protocol interventions
         Evidence-based / standard practices for predictable difficulties
         Systematic, structured, scripted - fidelity
         Small group delivery



           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Select focus group: English learners in grades 6 - 8

    Preponderance of Program Improvement schools

    English learners not responding to 4+ years of instruction

    Accumulated ELAP resources




           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Lack of intervention curricula

    Analyze achievement gaps / data trends using multiple indicators

    Task-analyze specific skills contained in state standards

    Identify target populations / student profiles using data




           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Lack of intervention curricula

    Create curricula for extended-day program that facilitate language / literacy
     development at varying proficiency levels (academic vocabulary and structures)
    Frontload / reinforce content area concepts and language

    Design placement, formative, and summative assessment tools

    Identify supplemental materials to support curricula




             Long Beach Unified School District
 Strategic Interventions
      for English Learners
Develop a plan . . .
What shall we do about it?

Year One Intervention Curricula:
all courses include Step Up to Writing strategies

    Language Development through Science

    Language Development through U.S. History

English language development with a focus on the academic vocabulary and
     grammatical structures needed to access the regular-day core course

Student Profile:      CELDT = INT – ADV
                      CST/ELA = BB (high) – B
                      Grade 8



            Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Year One Intervention Curricula:
all courses include Step Up to Writing strategies

    Language Development through Math I

English language development with a focus on the academic vocabulary and prerequisite
     math skills needed to access Algebra core course

Student Profile:      CELDT = EADV – ADV
                      CST/ELA = B – ADV P
                      CST/Math = FBB - B
                      Grades 6 - 8



             Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?
Year One Intervention Curricula:
all courses include Step Up to Writing strategies

    Language Development / Foundations I

English language development for students who have not yet developed oral
     proficiency and need intensive instruction in word study and phonics, reading
     comprehension and fluency
Student Profile:      ≤ 3 years in U.S. school
                      Low oral, low literacy skills
                      CELDT = BEG - INT
                      CST/ELA = FBB - B
                      Grades 6 - 8

               Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Year One Intervention Curricula:
all courses include Step Up to Writing strategies

    Language Development / Foundations II

English language development for students who have oral proficiency and need
     extensive instruction in reading comprehension strategies and writing skills

Student Profile:      > 3 years in U.S. school
                      High oral, low l literacy skills
                      CELDT = BEG - INT
                      CST/ELA = FBB - B
                      Grades 6 - 8


             Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Year One Intervention Curricula:

    Language Development / Foundations III

English language development which integrates the teaching of grammar and
     vocabulary with lessons on literature, reading, and writing

Student Profile:      Close to reclassifying
                      CELDT = INT - ADV
                      CST/ELA = B
                      Grades 6 - 8




             Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Develop cadre of intervention teachers, district-wide

    Recruit via Superintendent’s Bulletin, former supplemental program
     participants, coaches, trainers
    Create training modules for each intervention course, Step Up to
     Writing strategies
    Match teachers’ credentials, preferences to available assignments
    Maintain substitute list


           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Meet with individual site administrative / support staff:

    Review site-level student achievement data

    Match treatment to identified need

    Identify funding resources

    Select from menu of treatment protocols



          Long Beach Unified School District
    Strategic Interventions
         for English Learners

Develop a plan . . .
What shall we do about it?

Saturday School Implementation – Year One (Spring 2007)

    Nine schools “signed on”; approximately 700 student participants
    Facilitation by central office:
        Student placement
        Teacher placement
        Course outlines & pacing charts
        Professional development
        Supplemental materials procurement
        Parent/guardian contact



           Long Beach Unified School District
    Strategic Interventions
         for English Learners

Evaluate . . .
Did our plan work?

Summer 2007
Based on administrative, teacher and student participants’ feedback:
    Summative assessments re-written to more closely reflect standards
     and instruction
    Additional course outlines created:
        Language Development through Science 6 & 7
        Language Development through Math II
        Language Development through Ancient World History




            Long Beach Unified School District
    Strategic Interventions
          for English Learners

Evaluate . . .
Did our plan work?

Fall 2007
Based on administrative, teacher and student participants’ feedback:

    Aspiring Administrators selected, trained, and assigned to each site
    Additional training for returning teachers
    Extended training for new teachers
    Intervention Specialist to provide counseling as needed at sites

    Reminder postcards sent at vacation intervals



              Long Beach Unified School District
 Strategic Interventions
       for English Learners

Contact Information
  Chris Dominguez, Deputy Superintendent
  cdominguez@lbschools.net
  (562) 997-8025

  Pamela Seki, Director, PALMS
  pseki@lbschools.net
  (562) 997-8031

       Long Beach Unified School District

				
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posted:5/1/2010
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