English Learners in California


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Californians Together brief overview of English Language Learners in California: ELLs & Common Core, Long Term English Learners, California Seal of Biliteracy, and Local Control Funding Forumula. Presented at Families in Schools' Alliance 2013, April 12, 2013 at the Sacramento Sheraton

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  • CCCS calls for ramped up rigor.CCCS implementation without attention to a basic foundation of English Learner support will fail.ELLs will need background knowledge to comprehend and critically engage with academic text and at the levels of CCCS.Practices of a narrowed curriculum and years spent in English and math interventions, support classes and instruction (little or no science, social studies, arts) have resulted in gaps in ELL students’ essential academic background knowledge.
  • Be the voice needed to make Common Core serve the language, literacy and numeracy needs of English LearnersMake this reform a reform FOR English Learners – putting in place high quality language, content and program implementation
  • Good morningBeen preparing for years for this day without recognizing this is where I was heading…. For forty years in education a deepening understanding of how it happens that some groups, some communities are excluded from educational opportunity… for the past twenty years, focusing on English Learners and immigrants specifically – documenting school responses to new waves of immigrants, designing and piloting demontration projects to try to show that things can be different, that schools can be designed in ways that provide access… and in all my work with secondary schools throughout California the deepening realization that we are witnessing not just students who came with gaps that aren’t be closed, but that we we are witnessing children to whom harm has been done. And now, working in the past months of this new report on Long Term English Learners has been taking place side by side with my efforts in a preK-3 pilot for Spanish speaking immigrant children, and I have to say that there has been something in that combination that has broken my heart.Everyday now in our projects’ preschools and kindergarten classrooms I see children……
  • Volunteer SurveyData from 40 school districtsData on 175,734 English Learners in grades 6 - 12This is 31% of California’s English Learners in grades 6 - 12
  • Ask if your district offers the sealAre ELL’s getting the opportunity or is it the English only kids who are getting it?
  • English Learners in California

    1. 1. Xilonin Cruz-GonzalezCalifornia Latino School Boards Association presenting on behalf of Californians Together
    2. 2.  Common Core Long Term English Learners State Seal of Biliteracy School Finance Proposal (if time)
    3. 3.  Language development across the curriculum Use of more informational, rigorous and complex texts Increased focus on oral language and multiple opportunities for developing speaking and listening skills Emphasis on collaboration, inquiry and teamwork
    4. 4. Weak or non-existent ELD programsLack of use of research-based and consistentprogramsInadequate curriculum materials to scaffoldaccess to contentMany ELLs fail to reach CELDT proficiency, alow-bar for academic access and participation
    5. 5.  Narrowed curriculum and years spent in English and math interventions, support classes and instruction (little or no science, social studies, arts) have resulted in gaps in ELL students’essential academic background knowledge. CCCS calls for ramped up rigor. ELLs will need background knowledge to comprehend and critically engage with academic text and at the levels of CCCS. CCCS implementation without attention to a basic foundation of English Learner support will fail.
    6. 6.  Manyaspects of the CCSS align with research- based best practices for English Learners • Focus on oral language • Active engagement • Collaborative practices • Academic language
    7. 7.  “Raise your Voices for English Learners and the Common Core” Advocacy Toolkit Download online at www.californianstogether.org
    8. 8.  Articles and all materials in the toolkit on the CD Palm Card for support speaking up for ELLs Advocacy talking points Power Point presentation for use at your school or district Parent-focused translation forthcoming
    9. 9. Fulfilling the unkept promise ofeducational opportunity for California’s Long Term English Learners Laurie Olsen, Ph.D. Californians Together
    10. 10. “There is no equality of treatment merelyby providing students with the samefacilities, textbooks, teachers andcurriculum…for students who do notunderstand English are effectivelyforeclosed from any meaningfuleducation…” Lau v. Nichols, Supreme Court
    11. 11. # of years since date of entry Secondary ELs who enrolled in K/1 6+ by CELDT level 6+ by academic failure (Ds, Fs) District Definition Placement
    12. 12. ELs < 6yrsELs 6+
    13. 13. •An English Learner in secondary schools who….. •Has been enrolled in US schools for more than 6 years •Is making inadequate progress in English language development •Is struggling academically•AB 2193 – developed formal definitions forLTELs and students at risk of becoming LTEL
    14. 14. A definition and system for monitoring Disaggregate data Designatedannual benchmark expectations by number of years and English proficiency Researchbased programs –including specific responses for LTELs (e.g. specific courses) Target professional development for teachers Student and parent information
    15. 15. A standard state definition State collection of data to identify, monitor and plan Research-based, consistent messages as the foundation for accountability Professional development priority Provide parents with information Invest in research and innovation Real ELD materials! Ensure full access
    16. 16.  Createsstatewide definition for LTELs and students at risk of becoming LTELs. Required CDE to report the numbers for each of the groups to each school site and school district.
    17. 17.  *A Seal granted by the State Department of Education to a graduating senior who has met the criteria in English and another world language *The Seal is placed upon the diploma or student’s transcript
    18. 18. State Seals of Biliteracy Issued – Total 10,062 Former English Learners - 4,305 93 School Districts, 2 County Offices, 16 Charter Schools 29 Languages and American Sign Language
    19. 19. Contact Information: Xilonin Cruz-Gonzalez California Latino School Boards Association xilonin@gmail.com | 626-203-8731 clsba.org Shelly Spiegel-Coleman Californians Together shelly@californianstogether.org
    20. 20.  Carry over of the “Weighted Student Formula” Based on the concept of “Subsidiarity” Replaces existing school finance system Theproposed 2013-14 state budget provides $1.6 billion for the LCFF
    21. 21.  Removes most fund requirements and replaces revenue limits and most categorical programs with the LCFF Allcategorical program funding (with several exceptions) are collapsed under the LCFF. Federally funded grants ARE NOT included in the LCFF Tobe administered over a 7 years starting in 2013-14.
    22. 22.  Formula Components: - Base Grant (per ADA) per grade spans - K-3 ($6342), 4-6 ($6437), 7-8 ($6628), 9-12 ($7680) - Supplemental funding for English Learners (ELs), Low Income (LI) or Foster Youth (35% of base grant) - Only 5 years of supplemental funding for ELs
    23. 23.  Formula Components (contd) - Concentration Grant: Each EL/LI student above 50% of enrollment generates an additional 35% of base grant - Supplemental funding for K-3 and high school students (per ADA):K-3-11.2% of base grant, High School: 2.8% of base grant - Requires supplemental & concentration funds be spent “for a purpose that BENEFITS ELs/LI pupils” - Targeted Instructional Improvement Block Grant and Home-to- School Transportation are maintained as permanent “Add Ons” to Formula.
    24. 24.  Maximum 5 years funding for ELLs Supplemental funding not required to be spent on Els No requirement that Supplemental funding should not be supplanted for other purposes Little to no monitoring of this funding