Podcast Series: Innovations in Education

Explore the full series of eSchool News podcasts hosted by Kevin Hogan—created to keep you on the cutting edge of innovations in education.

How we turned around our English language learner (ELL) program

Demographics:

West Broward High School, located in Pembroke Pines, Fla., serves more than 2,000 students in grades nine through 12.

Biggest challenge:

Results on standardized tests revealed that about a quarter of our 9th- and 10th-grade students weren’t reading at grade level. Many of those struggling were English-language learners (ELLs) whose English proficiency wasn’t at the level needed to comprehend challenging texts within these exams. Some were students with learning disabilities. Others simply hadn’t discovered texts that engage them, so hadn’t spent enough time developing the reading skills they need for success.

Solution:

With the help of our literacy coach and reading department chair Elizabeth Rivero, we developed a set of strategies for closing the gaps by targeting struggling readers through specialized instruction. Any student in grades nine or 10 who didn’t score a level 3 or above on the Florida Standardized Assessment (FSA) in the previous year is now placed in a dedicated reading class. Any 11th or 12th grader who hasn’t met the reading score requirement for graduation through the FSA, SAT, or ACT is placed in this class as well, along with all level one or two ELL students.…Read More

Science for all: How to reach English learners

Nationally, English learners (ELs) make up nearly 10 percent of PK-12 classrooms and almost 15 percent of urban classrooms, and these numbers are on the rise. Many supports are available for ELs (bilingual programs, SIOP, SEI), but the elementary science materials available are disproportionately directed toward grade-level readers.

In our work in local districts with high EL populations, we regularly see upper elementary students using K-1 science texts. While this might be acceptable for building language proficiency, content becomes a major issue. For example, a fifth-grader reading grade-one content is learning that during the day the sun crosses our sky. Fifth graders should be learning more abstract and complex concepts like how a star’s apparent brightness is related to its distance from Earth. Developmentally inappropriate content puts ELs behind in science from the start! Over multiple years, below grade-level content learning limits ELs’ science knowledge as well as access to secondary and post-secondary STEM programs and careers.

How can we make access to science more equitable? Here are three actions you can take in your own classroom to build science literacy, setting your ELs on a path toward success.…Read More