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English Language Learners and High School Reform Conference Proceedings

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ENGLISH LANGUAGE LEARNERS AND HIGH SCHOOL REFORM CONFERENCE PROCEEDINGS Council Of Chief State School Officers The Council of Chief State School Officers (CCSSO) is a bipartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Ted Stilwill (Iowa), President David P. Driscoll (Massachusetts), President-Elect Michael E. Ward (North Carolina), Vice President G. Thomas Houlihan, Executive Director Division Of State Services And Technical Assistance The Division of State Services and Technical Assistance supports state education agencies in developing standards-based systems that enable all children to succeed. Initiatives of the division support improved methods for collecting, analyzing, and using information for decision-making; development of assessment resources; creation of high-quality professional preparation and development programs; emphasis on instruction suited for diverse learners; and the removal of barriers to academic success. The division combines existing activities in the former Resource Center on Educational Equity, State Education Assessment Center, and State Leadership Center. Julia Lara, Deputy Executive Director, Division of State Services and Technical Assistance Council of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 (202) 336-7000 Fax (202) 408-8072 www.ccsso.org ISBN# 1-884037-88-7 Copyright © 2004 by the Council of Chief State School Officers, Washington, D.C. All rights reserved with the exception of reproduction for educational purposes. ENGLISH LANGUAGE LEARNERS AND HIGH SCHOOL REFORM CONFERENCE PROCEEDINGS WRITTEN BY: Tracy Runfola Barbara Carolino Julia Lara Gitanjali Pande Shelley Spaulding EDITED BY: Rebecca Olson Council Of Chief State School Officers— Washington, DC State Services and Technical Assistance Division JANUARY 2004 Acknowledgements This publication was made possible by a grant from the Carnegie Corporation of New York to the Council of Chief State School Officers for the Immigrant Students and Secondary School Reform Project October 2001–December 2003. The Council is grateful for the foundation’s support. We acknowledge the support of Sharon Saez of the Educational Policy Leadership Institute of Educational Testing Service, Anthony Colon of the National Council of La Raza, and Naomi Housman of the National High School Alliance for their help in the development and implementation of the national conference, Integrating English Language Learners in High School Reform, October 20–22, 2003, in Miami, Florida. We give special thanks to the conference presenters and facilitators for sharing their expertise. Please note that a few of the presenters listed on the agenda were unable to attend the meeting due to illness or unforeseen circumstances, and therefore, their remarks are not captured within this proceedings document. We also give thanks to the conference participants for their attendance, thoughtful questions, and eagerness, even after our conference, to continue the exploration and discussions that are necessary to build education systems that meet the needs of secondary English language learners. Over the two-year span of the project, the following people made significant contributions as advisory committee members and participants in conference planning sessions: Armando Alaniz Michelle Pola Craig Shapiro Houston Independent School District Houston A+ Challenge Bronx High Schools Erlinda Paiz-Archuleta Barbara Carolino Shelley Spaulding Colorado Department of Education Council of Chief State School Officers Council of Chief State School Officers Glenda Partee Mary Ramirez Peter Martin American Youth Policy Forum Pennsylvania Department of Education George Washington University Raj Balu Michelle Feist Jacqueline Vialpando Chicago Public Schools Academy for Educational Development National Council of La Raza Carmen Perez-Hogan Sanjiv Rao Basha Millhollen New York State Department of Annenberg Institute for School Reform Formerly with WestEd Education Sonia Hernandez Marlene Wall Cindy Cardenas-Kolak Education Associates of America Wichita Public Schools Houston Independent School District Maria Seidner Nydia Mendez Catherine Pino MS Associates Boston Public Schools Carnegie Corporation of New York Bobbi Ciriza Houtchens Constancia Warren 3 Anna Uhl Chamot Arroyo Valley High School Carnegie Corporation of New York George Washington University ENGLISH LANGUAGE LEARNERS AND HIGH SCHOOL REFORM CONFERENCE PROCEEDINGS 41 Parent and Community Involvement: Table of Contents Building Leadership and Capacity 41 Parent Empowerment Practices that Work 7 Introduction 47 District-Wide Approaches to High School Reform 11 Keynote Address 53 Learning Environments Focused 15 Setting the Context on Fostering ELL Achievement: School-Wide Approaches 15 The Nation’s School Age Population: Language Characteristics and Future 53 Project New Beginning: A Newcomer Growth Program for Newly-Arrived Adolescents at 16 Leveraging High School Reform Through the Crossroads of Literacy and Academia No Child Left Behind (NCLB) 59 The International Partnership Model and High School Reform for ELLs 19 Rigorous Literacy Development with English Language Learners in High 65 Digital Classroom Model: Integrating School: What Are the Prerequisites? Educational Technology and Instruction 69 Successful Miami Comprehensive Schools 25 Developing the Capacity of Teachers to Work with Secondary ELL Students 69 First Things First and English Language Learners 25 Secondary Teachers of English Language Learners: Achieving Results (STELLAR) 80 Rigorous Literacy Development with 28 English Language Learners in High Miami-Dade County Summer Institute for School: What Are the Prerequisites? Secondary ESOL Teachers Continued... 32 Academic Language Development: SIOP Model 85 Data-Based Decision Making Tools and Processes for Secondary ELL Success 36 Reading Apprenticeship: Disciplinary Literacies for English Language Learners 85 Lost in Translation: Assessment and the Opportunity to Learn Through the Grow 4 Network T able of Contents 86 eScholar: Using a Data Warehouse in High School Reform 87 The Bay Area Coalition for Equitable Schools (BayCES) 88 Job-alike Planning Sessions 91 State Approaches to High School Reform 99 The Successes and Challenges of Using High School Reform Models to Build ELL-Responsive Learning Environments 115 Conclusion 121 Appendix A 131 Appendix B 5 INTRODUCTION This report documents the work of the Immigrant Students and Secondary School Reform Project housed within the Council of Chief State School Officers’ High-Poverty Schools Initiative. In addition, the report identifies outcomes of the first national meeting, Integrating English Language Learners in High School Reform, and provides recommendations for action by state education agencies to enhance school and district efforts in implementing school improvement. Project Background In 1995, the Council of Chief State School Officers (CCSSO) launched the High-Poverty Schools Initiative. It focuses on building the capacity of state education agency officials and their local partners to implement various federal education programs aimed at improving outcomes for students in high-poverty schools. The overall initiative goal is to strengthen state leadership by ensuring that students in high-poverty schools gain the knowledge and skills necessary for sustained success through the effective implementation of the No Child Left Behind Act and other federal and state programs. State education agencies are responsible for helping build local capacity to implement the requirements of these laws. To meet these requirements, state agency officials need to be equipped with essential knowledge and skills to work with high-poverty districts and schools. The High- Poverty Schools Initiative has several program activities that are sustained through national meetings, issues-specific networks, brokering technical assistance, and publications, all of which are designed to assist state and local educators working on a range of school reform efforts. The High-Poverty Schools Initiative consists of several projects: Extended Learning and Development Opportunities, English Language Learners, Secondary/Middle School Reform, Special Education, and the State Support Team Network. The Immigrant Students and Secondary Schools Reform Project, funded by the Carnegie Corporation of New York, is one of the English Language Learners and Secondary/Middle School Reform projects. Its objective is to strengthen the capacity of state education agencies and districts to improve delivery of educational services to English language learners (ELLs) enrolled in high schools undergoing reform. To achieve this objective, CCSSO has undertaken the following tasks: • Developed and administered a survey of states and school districts that are supported by the Carnegie Corporation’s Schools for a New Society (SNS) Initiative. The survey elicited information regarding state policies and practices focused on general high school reform and services provided to high school Limited English Proficient (LEP)
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