The High Schools English Learners Need Norm Gold Oxnard Union HSD Oxnard, California June 7, 2006

0
0
1745 days ago, 571 views
PowerPoint PPT Presentation
Objective:. Support upgrade of secondary schools to guarantee accomplishment for all English Learners2 . Points of view. We know an extraordinary arrangement about how to enhance HS for ELs.High schools don't function admirably for most ELs.The issues in EL training are escalating.We must have a firm responsibility to instructive value..

Presentation Transcript

Slide 1

The High Schools English Learners Need Norm Gold Oxnard Union HSD Oxnard, California June 7, 2006

Slide 2

GOAL: Encourage update of secondary schools to guarantee accomplishment for every English Learner 2

Slide 3

Perspectives We know an extraordinary arrangement about how to enhance HS for ELs. Secondary schools don't function admirably for generally ELs. The issues in EL instruction are heightening. We should have a firm responsibility to instructive value.

Slide 4

Definitions of Success Current State and Federal Expectations Individual and Societal Needs Handout/OH

Slide 5

Two Students

Slide 6

Exercise Think – Write – Pair - Share Choose one of these understudies. Consider comparable understudies of these qualities. Record the keys to secondary school accomplishment for this understudy. Match up, and SHARE your keys with each other. Be set up to report back. freebee

Slide 7

HS does not work for most ELs Action is required at this point! This is critical! I trust that our reactions must be: Definitive Comprehensive Fundamental Long-term

Slide 8

Diverse Students Long-Term EL Making some advance. Near review level, yet not ideal accomplishment. Not gaining ground. At least three years behind. Newcomer Strong earlier tutoring Interrupted tutoring; negligible education

Slide 9

Current H.S. An outline for practically certain disappointment for most ELs Goals seem impossible to numerous understudies and their families. Character of detach and disappointment for long haul ELs A new framework for newcomers < 15% Only four years to ace English and gain adequate credits to graduate. School planning is the main high status outcome.

Slide 10

Remediation is conceivable, however regarded as disappointment of understudy. A few Hurdles: HS leave exam, most guideline just in English, appraisals in English without housing, constrained advising and data Schedules are inconsistent with need to work.

Slide 11

English Learners in California An aggregate of 1,591,525 K-12 in 2005* 25.2% of all enlistment California Increased 328,543 (+ 26 percent ) since 1995 Mostly Spanish-speakers (85%) Also: Vietnamese (2.2%); Hmong (1.4%); Cantonese (1.4%); Tagalog (1.3%); and Korean (1.0%) and numerous different dialects.

Slide 12

300,000 English Learners in California secondary schools We have more in ELs in 9 th grade alone (103,952) than the whole K-12 EL enlistments of any state aside from Arizona, Florida, Illinois, New York or Texas. Just NY and TX have a bigger number of ELs than our HS EL enlistment.

Slide 13

Current H.S.

Slide 14

Previous Recommendations for ELs Language, culture and school responsiveness Empowering understudies Specific instructional systems Organizational structures Teacher preparing

Slide 15

Evidence that most ELs are probably going to fall flat HS Standardized NRTs and Assessments of Standards Current evaluations HS Exit Exam Other information There are, obviously, numerous individual examples of overcoming adversity to report… But awfully few.

Slide 16

2004 Performance of Grade 10 ELs on State Tests

Slide 17

Grades at one Orange Co. H.S. Percent Ds & Fs - All Academic Courses (2003-04)

Slide 18

Grades at one Ventura County H.S. Percent Ds & Fs in English 9, 10, 11, 12 (2004-05)

Slide 19

ELs Do Not Complete H.S. Just 27 % of ELs graduate four years in the wake of enlisting in 9 th grade. LA USD, 2004-05

Slide 20

National information on secondary school culmination by ethnicity CAUTION: ethnicity is particular from dialect status All understudies: 70% graduate 32% leave secondary school met all requirements to go to four-year universities. Dark and Hispanic/Latino understudies: 51% of every single dark understudy and 52% of every Hispanic understudy graduate 20% of every dark understudy and 16% of every single Hispanic understudy WHO GRADUATE (!) leave secondary school prepared.

Slide 21

Controlling Myths and Responses: ELs and High School The accompanying myths seem to control state and nearby arrangement and practice in secondary schools. There is tremendous desperation to make upgrades These changes must be made on the off chance that we take control of people in general civil argument about secondary school for English learners

Slide 22

Myth 1: ELs bring just NEED Inventory all earlier instruction; recognize qualities Assess fitness in essential dialect Establish early school-to-home associations Conduct continuous resource stock Provide programs that esteem abilities created out-of-school: versatility, administration.

Slide 23

Myth 2: ELD is all they require Provide COMPLETE program for ELs, including essential dialect content, and multicultural competency. Arrange full reconciliation of ELs with others. Enhance ELD guideline. Proficient advancement for ALL work force. Procure instructors, advisors with dialect and social skills and particular EL readiness. Advance vast concentrate on dialects.

Slide 24

2: proceeded with… Provide direction in essential dialect, at whatever point conceivable and suitable. Challenge understudies and place in classes where they can succeed Recognize that > 70% are long haul ELs Create accomplices of understudies with complete support.

Slide 25

Myth 3: Current Calendar and Clock are Sacred Expand time to at least five years for the individuals who need and need it. Extend school day. Support any understudy gaining ground to stay in school. Conform schedule to requirements of group Change state arrangements on testing. Perceive L1 competency and ELD as second dialect (FL).

Slide 26

Myth 4: HS happens just in a building called "Secondary School" Consider focal points of a few elements of auxiliary tutoring utilized somewhere else: apprenticeships, temporary jobs. Offer more prominent access to night and low maintenance classes, on the web and separation learning choices. Investigate how to take more prominent favorable position of Community Colleges. Urge understudies to test passage into courses.

Slide 27

Myth 5: Only one beneficial objective and a solitary "best" way Individualize secondary school for all understudies however guarantee a typical center for all Ensure open door for school for all. Put more prominent consideration on supporting moves from HS to junior college, to college AND to vocations . Advance courses of study that are courses to lucrative, high status occupations… some of which don't require 4-year school.

Slide 28

California Labor Market in 2010 College Level (BA+) Jobs 23.2 % Non College Level Jobs 76.8 % There will be seven million openings (new employments in addition to substitutions) in the vicinity of 2000 and 2010. 68.5% require no school, 23 % require BA+, and 8.5% an AA or some school.

Slide 29

Myth 5… . Little schools may not be the best choice for EL understudies. Endeavor to make the conditions looked for in little schools and little learning groups: normal concentration, elevated requirements, personalization, atmosphere of regard and duty, time to work together, and so forth. Effectively advertise key components of the updated secondary school to understudies, guardians, more extensive group.

Slide 30

The Five Myths to Bust 1. ELs bring nothing aside from need. 2. ELD is all they require. 3. Current logbook and clock are consecrated. 4. HS must occur in a building called "Secondary School". 5. Just a single objective of optional instruction and a solitary best way to its culmination.

Slide 31

Some Likely Barriers Frosh to Senior "class" qualifications Clock and timetable, CAHSEE plan NCLB and State Accountability Timelines/Testing Transportation framework Teacher work guidelines and contracts Cost of educators, classrooms and instructional materials Traditions

Slide 32

What Can We Do? School Boards? CDE? Representative? Assembly? What would You be able to do?

Slide 33

Two Students Vianeli Efraín

Slide 34

If we neglect to make a move, Vianeli and Efraín, and countless English Learners will take after pathways to likely disappointment.

Slide 35

If we act insightfully now, English Learners will have numerous pathways to likely achievement.

Slide 36

much gratitude to: Julie Maxwell-Jolly and Patricia Gándara Also to: Sheila Budman, Lauri Burnham-Massey, Rebecca Callahan, Jesús Contreras, Ted Hamann, Karen Kendall, Toni Marsnik, Laurie Olsen, Peter Schilla, and Fred Tempes. Educators and chairmen in: Desert Sands USD, Hayward USD, Newport-Mesa USD, Parlier USD, Sacramento City USD, Santa Ana USD, Ventura USD, West Contra Costa USD. College of California, Linguistic Minority Research Institute http://lmri.ucsb.edu/Download finish paper: http://www.lmri.ucsb.edu/distributions/06_gold.pdf ___________________________________________________________ Norm Gold • www.normgoldassociates.com norm@normgoldassociates.com • (916) 731-4734

SPONSORS