prevent the creation of long term english learners
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Prevent the Creation of Long Term English Learners. Laurie Olsen, Ph.D. December 2012 CDE Accountability Institute [email protected]. English Learners. - PowerPoint PPT PresentationTRANSCRIPT
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Prevent the Creation of Long Term English Learners
Laurie Olsen, Ph.D.
December 2012CDE Accountability Institute
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English Learners
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…”
Lau v. Nichols, Supreme Court
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GAP has increased 2002-2012 Calif. Standards Test ELA % Proficient and above
English Only: English Learners
Series10
10
20
30
40
50
60
Eng.Proficient
English Learner
33.4% gap ----------------------------------------------------------39% gap
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State & FederalAccountability
Reforms
Research on EL
Civil Rights
CapacityProf. development, teacher placement,
credentialling,
Politics
Families, Community
from an era of multiple forces impacting EL
education, little coherence and
disappointing impact
District Initiatives
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To converging forces
Long Term English Learner Research
The Common Core Standards
English Learner Research
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Long Term English Learner Research
The elementary school years
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Building Block#1:Know who your English
Learners are – Monitor their progress – Identify those at
risk of becoming a LTEL
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Across all districts59% of secondary school ELs are long term
(103,635 in sample)
ELs 6+
Differs significantly from district to district (21% - 96%)
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How long? Academic and Language?
“English learners cannot be permitted to incur irreparable academic deficits during the time in which they are mastering English”“School districts are obligated to address deficits as soon as possible, and to ensure that their schooling does not become a permanent deadend.”
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Definition:An English Learner who…..
Has been continuously or cumulatively enrolled in U.S. schools for 6+ years
Has not met reclassification criteria
Evidence of inadequate progress in English language development (CELDT III or below, has remained at CELDT level for 2+ years, or has lost ground on CELDT)
Evidence of academic struggle (e.g. GPA 2.0 or lower)
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Annual Expectations for English Learners
Years in US
1 year
2 years
3 years
4 years
5 years
6 years
CELDT BEG EI INT INT EA ADV
CST ELA
FBB FBB BB BB+ Basic+ Prof+
CSTMath
FBB FBB BB Basic+ Prof+ Prof+
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Recent survey
• Data from 35 school districts (mix of suburban, rural and urban; geographic diversity; small to very large; vary in concentration of English Learners)
• Data on 108,609 ELLs in grades 3 - 5
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Indicators of Risk
• After 5 years – haven’t reached CELDT proficiency
• After 5 years – stalled at Intermediate Level III on CELDT for more than two years
• After 5 years – scoring at FBB or BB on CST-ELA
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By fifth grade
• Almost half of students who enrolled in Kindergarten as English Learners are redesignated
• 52% of those who enrolled as an ELL in Kindergarten are still English Learners
• Half of those have not yet reached CELDT proficiency
• 1/3 have been stalled at Intermediate level for MORE than two years
• ½ are scoring at FBB or BB on CST-ELA
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State definition: “Students at risk of becoming a LTEL”
• Fifth grade English Learner • Continuously or cumulatively enrolled for
more than four years• At Intermediate level or below on CELDT• 4th grade CST scores are at a Below Basic or Far
Below Basic level
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Keeping an eye out for the development of LTELs
• Information for teachers, parents, leadership planning
• To build awareness• To assist in planning• To identify students in need of support• To help inform instruction• To engage students and parents in monitoring,
goal setting and planning
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Action Items
• Adopt a clear definition• Develop expectations for progress based on
number of years of enrollment• Use those expectations to identify students at
risk of becoming Long Term English Learners• Disaggregate achievement data by number of
years in US schools
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BUILDING BLOCK #2:KNOW WHAT TO WATCH FOR!
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High school: typical behavioral profile
• Learned passivity, non-engagement, underlying discomfort in classes
• Don’t ask questions or ask for help• Tend not to complete homework or understand
the steps needed to complete assignments• Not readers• Typically desire to go to college – high hopes and
dreams but unaware of pathway to those dreams• Do not know they are doing poorly academically
– think they are English fluent
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By 6th grade, they have distinct language issues
• High functioning in social situations in both languages – but limited vocabulary in both
• Prefer English – are increasingly weak in their home language
• Weak academic language – with gaps in reading and writing skills
• Are stuck in progressing towards English proficiency
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The continuum: learning English as a second language
_______________________________________________________________________
No EnglishOral, social English
CELDT Proficient
CST Basic
Proficient for Academic work
1 – 3 years 7 – 10 years
I II III IV V
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What is an AMAO?Annual Measurable Achievement Objective
• AMAO #1 – progress towards English proficiency measured by CELDT levels (target 54.6%)
• AMAO #2 – attainment of English proficiency which is defined as “CELDT proficient” (overall Early Advanced, no domain less than Intermediate) - (target: 43.2% those <5yrs)
• AMAO #3 – academic performance in English measured by scoring proficient on CST in ELA and Math (target: 67%)
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Which levels on CELDT are meeting growth targets?
State % meeting growth target of l level
Beginning (I) 64%
Early Intermediate (II) 60%
Intermediate (III) 37%
Early Advanced (IV) 50%
Advanced (V) 72%
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Look at your AMAO data• Met the target?• Getting better, staying same or declining % of
students meeting target?• Is the target a sufficient goal for your school or
district?• Which CELDT levels appear to be progressing
and which are not progressing as well?• Which students are “stuck” or falling behind?
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Understand what practices contribute towards the creation of LTELs – and what
may need to change
Building Block #3:
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No services - mainstream
• Three out of four spent at least two years in “no services” or mainstream
• This trend has increased in California schools in past decade
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Trend: Towards the weakest EL Program Models
Grade 1 Grade 3 Grade 5 Grade 7 Grade 9 Grade 11
0
10
20
30
40
50
60
70
Collier and Thomas: Student Achievement On Standardized Tests in English Reading Compared Across Six Program Models
Two-way BE
Late-Exit BE + Content ESL
Early-Exit BE + Content ESL
Early-Exit BE & Traditional ESL
ESL taught through academic content
ESL Pullout - taught traditionally
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Other contributing factors
• Inconsistent program placements• Inconsistent implementation within programs• Social segregation and linguistic isolation• Transnational moves – transnational schooling
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Unintended consequences
• Narrowed curriculum academic gaps & lack of academic language
• Professional development and monitoring are tied to fidelity in implementation of core curriculum packages that aren’t adequate for the language development strategies English Learners need
• Interventions as solution schedule filled with inadequate and inappropriate support classes, interventions that aren’t designed for English Learners
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CONFUSION
English Language Arts• Universal Access• Preview/Review
English Language Development (ELD)
Reading Support, English Intervention Classes
???
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The National Literacy Panel
“Instructional strategies effective with native English speakers do not have as positive a learning impact on language minority students….. Instruction in the key components of reading is necessary but not sufficient for teaching language minority students to read and write proficiently in English.”
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So far…to prevent the creation of LTELs
• Clearly defined EL program models (ELD plus access), consistently implemented
• Consistency in placement and EL language approach (no ping-pong)
• Importance of full curriculum• Strategies that promote student engagement as active
learners• Importance of scaffolding instruction• No more “Interventions = EL Program” – especially
interventions designed for native English speakers• No more “Mainstream = EL Program”
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Building Block #4:
Know the research on effective English Learner
practices
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New generation of research
• National Literacy Panel on Language Minority Children and Youth
• California Department of Education: Research-based Practices for English Language Learners (commissioned papers)
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#1: Early childhood education makes a difference
Begin with preschool programsActive outreach/recruitment to English Learner communitiesAttention to supporting the transition from preschool into kindergartenArticulation, alignment between the two systems (preschool and K-12)
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2. Importance of rich oral language development
• Producing language encourages learners to process language more deeply than when just listening or receptive.
• Verbal interaction is essential in the construction of knowledge
• Oral language is the bridge to academic language associated with school and the development of literacy --
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National Literacy Panel finding
• Oral language development and proficiency is critical to literacy… and is often (and increasingly) overlooked in instruction
• It is not enough to teach reading skills alone to language minority students; extensive oral English development must be incorporated into successful literacy instruction
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So……• Multiple and frequent structured
opportunities for students to be engaged in producing oral language should be features of classroom instruction
• The amount, type and quality of student talk that is generated is a mark of good instruction
• Emphasize complex vocabulary development• Model rich, expressive, amplified oral
language
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#3: Academic Language is essential
• “Academic language” is different from social language, is discipline specific and takes longer to develop
• Academic language and literacy for ELs develops most powerfully where background knowledge is also being built
• Learning a second language for academic success requires explicit language development across the curriculum (ELD alone is not sufficient)
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SOCIAL CONTEXTS
ACADEMIC CONTEXTS
SIMPLE, BASIC, FUNCTIONAL LANGUAGE
RICH, COMPLEX, PRECISE LANGUAGE
X X
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So…….
• Identify key academic vocabulary and discourse patterns – and explicitly teach them
• Monitor the rigor and complexity of the language used in text and instruction
• Set a high bar for sophisticated, complex, precise language in both social and academic domains
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#4. Language develops in context
• Young children develop language through play, interaction, listening, experimenting - facilitated in an enriched and interactive environment
• Much of the early literacy curriculum is decontextualized “language arts” - phonics, letter-of-the-week.
• An enriched environment is important for stimulating language development and making language comprehensible for all English Learners
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Academic language develops in context
• Hands-on activities, realia, visuals provide context for learning language.
• Academic language develops in the context of learning academic subjects. A strong EL program infuses intentional language development throughout the entire curriculum.
• Thematic curriculum units provide context for rich language development for ELs
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So……
• Dramatic play and exploratory play opportunities in the preschool and kindergarten classrooms – tied to content
• Attention to the classroom environment • Intentional language development across the
curriculum• Full curriculum – including rich science and
social studies
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5. To access the curriculum, English Learners need specially designed
instruction• Along the continuum, as they are developing
English, an English Learner cannot access grade-level academic content without specially designed instruction and support.
• The support that is needed differs depending on where along the continuum – pacing, questioning, activities, forms of participation, etc. need to be differentiated
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So……• Language objectives for content lessons based on
analyzing the linguistic demands of the content• Identify key academic vocabulary and discourse
patterns and explicitly teach them• Professional development related to making
content accessible to English Learners• Home language support• Home language instruction when possible• “Generic” approaches must be differentiated (e.g.,
Balanced Literacy)
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#6: ELD instruction can advance knowledge and use of English
• Sequential, predictable steps along continuum from no English to English proficiency
• Carefully planned, dedicated ELD instruction facilitates and accelerates movement towards proficiency
• ELD instruction should emphasize listening and speaking, explicitly teach foundational elements of English
• ELD instruction should continue at least through Early Advanced levels of proficiency
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These are related – but not the same – they need all three
ELD instruction
English Language
Arts (scaffolded)
Academic language across
curriculum
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#7: Development of the home language is powerful – but neglected
• A child’s home language is a crucial foundation for social interactions, cognitive development, learning about her world, and emerging literacy
• Language of the home is vehicle for making and establishing meaningful communication and relationships
• The best foundation for literacy is a rich foundation in language - not necessarily in English, but in the language strongest for the child and his or her family.
• Link between L1 reading ability and L2 reading ability is the most direct cross-linguistic relationship
• Effects of L2 literacy are long-lasting and extend to performance on 8th grade assessments
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• Students have more extended and complex vocabulary and language skills if their home language is developed
• 1st and 2nd language are interdependent - and they transfer; instruction in the first language facilitates proficiency in English.
• English Learners make more academic progress when they have the opportunity to learn in both their home language and English
• Systematic, deliberate exposure to English + ongoing development of L1 = highest achievement in both languages by end of 3rd grade and beyond.
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“The research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English only instruction demonstrate that language minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English.”
National Literacy Panel on Language Minority Children and Youth
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So……
• Home language instruction and development whenever possible to high levels of proficiency
• Transfer focus and contrastive analysis• Parent education about the crucial role of
developing the home language and what can be done at home to support that
• Two-way/dual language programs if you can
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Action Steps • Know the research• Determine which aspects of the research are
most important to make known at this point in to order to clarify myths/misconceptions that may be in the way of delivering a strong EL research-based program
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• Begin with preschool• Program consistency from PreK up through grades• Well-defined EL program research-based models• Intentional language development approaches, programs,
curriculum• English PLUS – home language developed along with English• Exposure to high level, rich, expressive, precise and academic
language• Full curriculum• Monitor and identify students lagging behind – triggering
appropriate support• Oral production, oral production, oral production!• Structured and supported engagement with English users and
models• An inclusive environment and climate matters• Engagement and participation!• HIGH EXPECTATIONS!
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Building Block #5: Understand the implications of
the Common Core Standards
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The task: To get them to English proficiency
To ensure access to curriculum while learning English
_______________________________________________________________________
No English
Proficient for Academic work
A moving target under the Common Core Standards
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Old Paradigms
OR
Learn EnglishAcademic content
then
Language Academic Content
Academic vocabulary
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New CCS Paradigm
MATH SCIENCE
LANGUAGE ARTS
language
• instructional discourse• express and understand reasoning
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Language focus across the curriculum
• The CCSs call upon all academic content teachers to focus on academic vocabulary, oral language and discourse patterns that are essential for participation in academic work within their disciplines
(Anchor standards: Language #1-5, Reading #4, Speaking and Listening
#1, 4 & 6)
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Active engagement in collaboration
• The CCSs recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration.
(Anchor standard: Speaking and Listening #1)
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High leverage strategies
Long Term English Learner Research
The Common Core Standards
English Learner Research
• Oral• Writing• Language in/through academics• Collaboration• Academic
language
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Building Block #6: Put it all together
to prevent the creation of LTELs
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The Sobrato Early Academic Language (SEAL) model is……• A PreK-3 model – piloted for Spanish-speaking
English Learner children• Research-based • Age-appropriate, coherent and articulated preschool
through third grade approach that prepares children for academic success in elementary school and beyond.
• The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged learners
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FOUR PILLARS
Alignment of PreK and K-3 systems
Focus on Academic Language & Discourse
• Oral language• Biliteracy• Language development through enriched thematic curriculum• Text Engagement
Parents and Teachers Working Together: Parent Engagement
Affirming Environment
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FIRST PILLAR
Alignment of PreK and K-3 systems
• Summer Bridge programs• Joint professional development• Articulation of instructional strategies• Observation and classroom visits• Transition activities for students and families• Outreach from elementary campus to preschool families• Pre LAS/LAS assessments
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SECOND PILLAR
Focus on academic language and discourse
• Development of rich and complex oral language• Simultaneous development of English and home language whenever possible• Text-rich curriculum and environments• Academic language developed through an enriched and full thematic curriculum
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Language development throughout an integrated curriculum
High leverage strategies
Academic vocabulary
Core ELA Math ELD Sci & SS Arts
Thematic Connection
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High Leverage Instructional Strategies
• Complex, precise, academic vocabulary development• Structured oral interactions (e.g., Think Pair Share)• Read Alouds• Narrative/Story Retell• Children as Readers• Checks for Comprehension – Adapting Instruction• Graphic Organizers and visuals• Dramatic Play• Children as Writers/Authors• Collaborative practice/ skills of teamwork• Language through Arts Infusion
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THIRD PILLAR
Parents and Teachers working together
• Environment bridges home and school• Home-school connection in the curriculum• Family Science and Literacy Nights• Parent education• Book bag/book loan program• Cadre of parent volunteers focused on language and literacy
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FOURTH PILLAR
Affirming Environment
• Environment reflects children and families• Parents in the classroom• Bilingual authors/illustrators• Focus on building community within classroom – and the language to talk about feelings and experience• Climate supportive of bilingualism and cultural diversity
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SEAL has had a significant impact on parents and on literacy activities in the home
• Majority of SEAL parents participate in literacy-related activities at least a couple of times a week – and read books with their child on a daily basis.
• SEAL parents as or more likely to engage in literacy-related activities than a national study of parents (including Hispanic parents and college-educated parents).
• SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences
• SEAL parent involvement was highly correlated with various measures of children’s language development.
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• SEAL has had a significant impact on parents and on literacy activities in the home
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STUDENT IMPACTS• Statistically significant achievement gains for
students in all academic, cognitive and social areas – particularly high gains in language and literacy
• Significant rate of progress towards English proficiency (34% moved two levels; 79% one)
• Significantly greater growth than comparison groups of demographically similar in district and state
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English (CELDT) correlated to proficiency in Spanish
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Spanish PreLAS First Grade Entry
Level 1Not
fluent
Level 2-3limited
Level 4-5fluent
Bilingual 2% 33% 65%
English/SEI
18% 82% 0%
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L1 language loss/gap significant by end of kindergarten
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The Common Core and SEAL – the match
• Language addressed across the curriculum• Emphasis on building rigorous, complex
academic language• Oral language skills are important• Active engagement in discourse, and
collaborative/team academic tasks• Career ready emphasis• Standards based planning
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• Look for these high leverage approaches in your classrooms
• Emphasize high leverage strategies that address all three imperatives (preventing LTELs, enacting EL research, implementing CCCS)
• Ensure EL program coherence• Invest in professional development• Monitor progress
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• What changes do you think should be highest priority for your school in order to better meet the needs of LTELs, to prevent the creation of LTELs AND to prepare for your ELs to participate in the Common Core?