Date post: | 25-Dec-2015 |
Category: |
Documents |
Upload: | janis-wells |
View: | 215 times |
Download: | 3 times |
MCKINNEY ISD BILINGUAL/ESL
PROGRAMS
Audit and Program Review1st Quarter 2013Judith Coffman
Director of Bilingual/ESL Programs
• Bilingual/ESL Programso Chapter 89o Researcho Current MISD Model
• Focus and Goals
• Audit o Review and Progresso Successes and Challenges
• Advocacy
1st Quarter Program Review
WHY DO WE HAVE ESL AND BILINGUAL EDUCATION?
IT’S THE LAW!
Chapter 89, Subchapter BB – Commissioner’s Rules Concerning State Plan for Educating English Language Learners• It is state policy that every student who has a home language other
than English and who is identified as Limited English Proficient (LEP) shall be provided a full opportunity to participate in a bilingual education or English as a Second Language (ESL) program, as required in the Texas Education Code, Chapter 29, Subchapter B.
• Each school district which has an enrollment of 20 or more LEP students who speak the same language in the same grade level district-wide shall offer a bilingual education program for the LEP students in pre-kindergarten through the elementary grades.
Chapter 89, Subchapter BB
Chapter 29, Subchapter B
Chronology of Federal and State Law Impacting ELL Students
§89.1210 (a) Program Content and Design.
Each school district required to offer a bilingual education or English as a second language program shall provide each English language learner the opportunity to be enrolled in the required program at his or her grade level.
Each student's level of proficiency shall be designated by the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee).
The school district shall modify the instruction, pacing, and materials to ensure that English language learners have a full opportunity to master the essential knowledge and skills of the required curriculum.
Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or in English for each content area.
SUMMARY OF STATE APPROVEDBILINGUAL PROGRAMS
Transitional Bilingual - Early Exit
Transitional Bilingual - Late Exit
Dual Language Immersion - One way
Dual Language Immersion - Two Way
COURT CASECastañeda v. Pickard
Reputed to be the most significant court decision affecting language minority
students after Lau (identical education is not always equal education). In
responding to the plaintiffs’ claim that Raymondville, Texas Independent School
District’s language remediation programs violated the Equal Educational
Opportunities Act (EEOA) of 1974, the Fifth Circuit Court of Appeals formulated
a set of basic standards to determine school district compliance with EEOA.
The “Castañeda test” includes the following criteria:
1. Theory: The school must pursue a program based on an educational
theory recognized as sound or, at least, as a legitimate experimental
strategy;
2. Practice: The school must actually implement the program with
instructional practices, resources, and personnel necessary to transfer
theory to reality;
3. Results: The school must not persist in a program that fails to produce
results.
Krashen’s Monitor Model
1. Acquisition vs. Learning
3. Affective Filter
4. Natural Order2.
Comprehensible
Input
An
xie
ty
Moti
vati
on
Self
-est
eem
5.Monitor
ListeningSpeakingReadingWriting
Resource: Krashen/Cummins
WHY DO WE HAVE ESL AND BILINGUAL EDUCATION?
IT’S WHAT IS BEST FOR STUDENTS BASED ON RESEARCH!
Stages of Language
AcquisitionCharacteristics Student
can:Goals
Preproduction0–6 months
• Minimal comprehension • Communicates with gestures• No verbal production
Listen Draw Match Point Select Circle Move Choose Act
• Develop listening skills • Build a receptive
vocabulary of 500 words
Early Production6 months–1 year
• Limited production• Limited understanding• Can speak one or two-words
Group Name List Label Categorize Respond Tell Say
• Put words together in simple sentences
• Build receptive vocabulary of 1,000 words
Speech Emergence1–3 years
• Student can speak in longer phrases and complete sentences
• Understanding has become expanded
• Less hesitation to speak
Recall Retell Define Explain Compare RestateSummarize Describe Contrast
• Carry on meaningful dialogue to expand language
• Build receptive vocabulary of 4,000 words
Intermediate Fluency3–5 years
• Fluent in the social language with no hesitation to speak
• May be below grade level in reading/writing.
• Lacks some academic vocabulary
• Excellent comprehension and makes few grammatical errors when speaking
Analyze DebateEvaluate JustifyDefend Support Describe Create
• Expand receptive and expressive skills in the content areas
• Build academic vocabulary
• Develop a vocabulary of 7,000 words plus
• Refine and produce oral and written narratives
• Increase reading fluency and comprehension Advanced
Fluency5–7 years
• The student has a near-native level of speech.
• Near academic level to native peers.
Common Underlying Proficiency (CUP)
Cummins’ Common Underlying Proficiency model of bilingualism can be pictorially represented in the form of two icebergs.
• The two icebergs are separate above the surface. That is, two languages are visibly different in outward conversation.
• Underneath the surface, the two icebergs are fused such that the two languages do not function separately. Both languages operate through the same central processing system.
L1 L2
CUP
BICS
CALP
Bilingual Children’s Mother Tongue: Why Is It Important for Education
Fallacies About Bilingual EducationWhy Bilingual Education?
Programs Under the Bilingual Umbrella
Thomas & Collier Research• National data on different ELL programs. Evaluated ESL and bilingual education programs
in 23 different districts throughout 15 states from 1982-2003
• Collected 2 million pieces of data from students who had entered school in the 1st grade not knowing English and tracked their progress up to the 11th grade (same group of students tracked 1st-11th)
• Federally funded and supported by the Department of Education
Level of averagemonolingual student.
50/50 EARLY EXIT MODEL
DOES MISD’s CURRENT MODEL PASS THE CASTAÑEDA TEST?
The “Castañeda test” includes the following criteria:
1. Theory: The school must pursue a program based on an
educational theory recognized as sound or, at least, as a legitimate
experimental strategy;
2. Practice: The school must actually implement the program with
instructional practices, resources, and personnel necessary to
transfer theory to reality;
3. Results: The school must not persist in a program that fails to
produce results.
MISSION: Our mission is to ensure that all English Language Learners achieve their highest potential through rigorous academic opportunities by providing research-based instructional practices that addresses their affective, linguistic and cognitive needs.
ESL PROGRAM GOAL:The MISD ESL Program Goal is to develop non-English language students, enrolled in English-only classrooms, into fluent listeners, speakers, readers, and writers.
BILINGUAL PROGRAM GOALS:The MISD Bilingual Program goal is to develop a bilingual and bi-literate program that incorporates long-term, developmentally appropriate academic achievement in both Spanish and English. In a researched based effective bilingual program, students will develop into fluent listeners, speakers, readers, and writers in both Spanish and English.
BILINGUAL/ESL PROGRAMS
Snapshot Data by
Year
Total # of Students
# of LEP Students
(Rounded)
Bilingual/ESL
%
2003 15,155 1,200 8%
2006 19,534 1,800 9%
2009 23,261 2,300 10%
2012 24,572 2,500 10%
LEP ENROLLMENTMISD
BILINGUAL & ESL PROGRAM FOCUS FOR 2013-14
• Curriculum Development o ELPS with example strategies & accommodations
embedded in the content curriculumo Bilingual Curriculum
• Staff Development o Increase the number of content area teachers that
are ELPS and SIOP trainedo Researched based strategies and best practices
for literacy development• Increase the number of ESL certified teachers• Collect and review data to complete a program
evaluation.
BILINGUAL PROGRAM FOCUS FOR 2013-14
• Implement 50/50 Model o Clear model structure and accountability for
implementationo Language acquisition research and best
practices. o Use data to determine language of state and
district tests
• Program philosophy shift from remediation to
enrichment with a focus on research based
strategies• Embrace the benefits of bilingualism and
biliteracy
2012-13AUDIT
Audit Document with Implementation and Monitoring Plan
AUDIT PROCESS STANDARDS
oCoordination of CurriculumoProgram Implementation & ComplianceoParental InvolvementoStaff & Staff DevelopmentoResources and BudgetoProfessional DevelopmentoAssessment and Use of Data
COORDINATION OF CURRICULUM
Successes:o Curriculum located on Eduphoria (Forethought)o ELPS embedded throughout the curriculumo Planning expectations include both content and language
objectiveso Training provided to Instructional Specialist to support bilingual
teachers in planningo 3-5 year plan developed to address the curriculum needs of the
bilingual program
Challenges:o Time to develop integrated curriculumo Cost of curriculum writing and resources for equity in
implementationo Translating vs. Authentic Resourceo Including sample accommodations for ELLs in curriculum
PROGRAM IMPLEMENTATION & COMPLIANCE
Successes:o Program Manual developedo Professional development provided to administrators and Instructional Specialists on
language acquisition principals and program implementation.o FAQ – Bilingual Program – A Frequently Asked Questions document was developed to
provide program implementation clarityo Leading & Learning professional development for administrators and content coordinators
includes training throughout the year on best practices and calibration during 360 Walkthroughs.
o Overview of MISD Programs o Bilingual/ESL Wiki Page with LPAC forms
Program Evaluation & Monitoring Evidenceo Monitoring Program Implementationo LPAC Audito ESL “Look Fors” & Bilingual “Look Fors”o Administrator Non-negotiableso Data Collection
Challenges:o Newcomer program and curriculumo ELL Team will monitor and review data to determine program needs
PARENTAL INVOLVEMENT
Successes:o Meet the Teacher Night (Vega)o Community Walk – District personnel, administrators, and
teachers walked the neighborhood and welcomed parents to a new school year.
o Director of Community Affairs and Educational Grants – redesigned a current position to address the needs of our parents/community and to seek funds to meet district needs
o Learning EXPOo Parent Classes: Literacy Classes/ESL Classes & Citizenship
Classes
Challenges:o Translation of all parent communicationo Transportation for parents to school eventso District systems that will support the work with Dr. Lawrence
STAFF & STAFF DEVELOPMENT
Successes:o Administrators and Instructional Specialists have received
training on language acquisition and programo Administrators and coordinators have received training on
accountability and Chapter 89o SIOP/ELPS training provided throughout the yearo Scheduling of ELL students and appropriate certification of
teachers verified
Challenges:o Increase the number of certified ESL teachers and SIOP trained
teacherso Training for bilingual teachers on language acquisition and
program implementation
RESOURCES AND BUDGET
Successes:o Analyses of budget to determine most cost effective format to provide
resourceso Conducting materials inventory to determine need for classroom
resourceso Restructured Family Literacy Programo Put in place guidelines for district and campus translating procedureso Development of MS & HS classes to support newcomers and ELL
students in the program for more than 6 years
Challenges:o Cost of translations and stipendso Need for more ESL support at the secondary levelo Need to increase the number of bilingual instructional specialisto Need for one more facilitator at the elementary level to provide
instructional and curriculum support
PROFESSIONAL DEVELOPMENT
Successes:o Continued Collaboration with Consultant – Jobi Lawrenceo Learning and Leading PD Plan for Administrators, Coordinators,
and Instructional Specialisto 360 Walkthroughs for Administrators with ELL “Look Fors”o Bilingual/ESL PD Plan 2013-14
• All Staff• Administration
Challenges:o Maintain data that correlates teachers trained in SIOP with
teachers who have ELL students in their classes in order to monitor implementation of strategies used.
ASSESSMENT AND USE OF DATA
Successes:o 7 year analysis of TELPASo 3 year analysis of IPTo Analysis of state datao AMAO & TELPAS - training for administrators
Challenges:o Assessment plan for bilingual students with criteria for RtI and
intervention in Spanish/Englisho Longitudinal study of students who had been in ESL/Bilingual
programs and are no longer LEPo Data analysis of students in program for 6+ years
* Our next quarterly report will focus on data.
WHY IS PROVIDING A STRONG BILINGUAL EDUCATION PROGRAM IMPORTANT?
The projected Texas population for 2020 according to Texas State Data Center, is 45% Hispanic and 35% Anglo. By 2040 the Hispanic population will increase to almost 60%.
If socioeconomic differences among groups continue, Texas’ future population will be poorer, less educated, more in need of services and less able to support such services.
Quality researched based bilingual programs (Dual Language One-Way & Two-Way) not only close the achievement gap, but will produce an educated bilingual and biliterate workforce to meet the demands of an increasing Hispanic population.
We must stop seeing our bilingual students as a
“problem to be solved” and affirm the linguistic and cultural capital and contributions that they can offer our society and the
global community.