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Outcomes
• Report on s tudent progress in the English Learner and Dual Language programs
• Articulate plans for the 2016-2017 School Year • Link plans to the Focus 2020 Commitments for English
Learner and Dual Language programs
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Blueprint Commitments
1.18.B Implement effective ins truction des ign for English Learners to ensure success ful trans ition into general education. 1.18.C Des ign and implement effective program des ign for Dual Language Learners to achieve college and career readiness .
4
ISBE Requirements
Transitional Bilingual Education (TBE)
• Required when a school has 20 or more English Learners with the same home language
– Ins truction in the home language for Language Arts , Math, Science, Social Studies
– English as a Second Language (ESL) ins truction
Transitional Program of Instruction (TPI)
• Required when there are less than 20 English Learners with the same home language in a school
– English as a Second Language (ESL) ins truction
– Home language support as needed
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EL Program Models
Grade Levels
Type of Program Location(s)
Early Childhood
TBE (Spanish) TPI (all other languages) Ann Reid Early Childhood Center
Kindergarten- 5th Grade
Dual Language* (Spanish) TPI (all other languages)
Beebe, Elmwood, Mill St., River Woods, Steeple Run All elementary schools
Junior High School
Dual Language (Spanish) TPI (all other languages) Jefferson Junior High School
High School TBE (Spanish) TPI (all other languages) Naperville North High School
*Dual Language is a form of TBE
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Dual Language Program Model
Grade Level Percentage of Time
Kindergarten – First Grade 80% Spanish -20% English
Second Grade 70% Spanish - 30% English
Third Grade 60% Spanish - 40% English
Fourth Grade – Fifth grade 50% Spanish - 50% English
Grade Level Number of Instructional Periods
Sixth Grade 2 out of 9 periods are in Spanish
Seventh Grade – Eighth Grade 2 or 3 out of 9 periods are in Spanish
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Language Allocation by Content
Grade Level Math Science Social Studies Language Arts
K– 1st Grade Spanish-English Spanish - English Spanish - English 80%-20%
2nd Grade Spanish-English Spanish - English Spanish - English 70%-30%
3rd Grade English (bridge to Spanish)
Spanish (bridge to English)
Spanish (bridge to English)
60%-40%
4th – 5th Grade English (bridge to Spanish)
Spanish (bridge to English)
Spanish (bridge to English)
50%-50%
Grade Level Math Science Social Studies Language Arts Spanish Language & Culture Elective Course
6th Grade English English Spanish 50%-50% Not offered at sixth grade
7th–8th Grade English English Spanish 50%-50% Spanish
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Program Goals
Dual Language (DL) Dual Language students will achieve college and career readiness as well as bilingualism, biliteracy and multiculturalism by engaging in a rigorous pathway of instruction in two languages.
English Learner (EL) English Learners will engage in a rigorous pathway of instruction that provides them with meaningful access to core curriculum and opportunities and support to achieve college and career readiness expectations through effective collaboration between qualified EL teachers and classroom teachers.
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SY 16 Program Action Steps
DL
•Increase the rigor in literacy for EL students in DL✓ •Work with bilingual reading specialists to support early literacy instruction in Spanish and biliteracy intervention✓ •Work with Dual Language teachers to support writing instruction✓ •Adopt a Spanish language proficiency assessment✓
EL
•Increase the rigor of literacy instruction through co-teaching between EL and classroom teachers✓ •Continue to build general education teacher capacity to differentiate instruction for ELs✓ •Complete curriculum development for ESL courses at Jr. High and High School •Complete curriculum integration maps for K-5✓
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Identifying Achievement Gaps us ing Performance Series
• Students at the 40th percentile or higher are cons idered to be at grade level
• English language proficiency mus t be taken into account
– “A tes t in English is a tes t of English.” -Margo Gottlieb – By program des ign, English Learners are not expected to be fully
proficient in English in 2nd and 3rd grades . • Research shows that it takes English Learners 5-7 years to
become fully proficient in English. – Prior to our shift to s imultaneous biliteracy ins truction, s tudents with
Spanish as the home language were not expected to read at grade level in English until 5th grade.
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DL Performance Series Reading Grades 2-8
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
10% 12% 14%
23%
28% 90%
37%
86%
2015-2016 PS Reading Grades 2-8 DL Gap Analysis
At Grade Level
2nd&3rd Grade-ContinuedBiliteracy Instruction andSupport4th-8th Grade EL-EnglishLanguage DevelopmentSupportInterventions
Support for all who are not at grade level, differentiated by need. • 2nd & 3rd Grade--Continued Biliteracy
Instruction • Students are not expected to be fully proficient
in English yet, but we are pushing them towards grade level reading
• Goal is to be at grade level in 4th grade • 4th-8th Grade--English Language
Development and Reading Support • Interventions include a strong oracy component
to build English language proficiency to increase comprehension
• Reading Intervention • Interventions for English proficient students
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DL Performance Series Math Grades 3-8
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8% 14% 14%
23%
13%
92%
50%
86%
2015-2016 PS Math Grades 3-8 DL Gap Analysis
At Grade Level
3rd Grade--Content-basedESL
4th-8th Grade--Content-based ESL+Math Support
Interventions
Support for all who are not at grade level, differentiated by need. • 3rd Grade—Content-based ESL
• Math support focuses on English language development specific to Math
• 4th-8th Grade--Math Intervention with English language support • Interventions include language supports for
English language development • Math Intervention
• Interventions for English proficient students
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Early Trumps Later Simultaneous Biliteracy Research shows that children can learn to read and write in two languages at the same time. •Children need to be taught to develop cross-language connections. •Paired literacy instruction puts students on a trajectory to biliteracy.
(Escamilla et. al., 2014)
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Growth from Fall to Spring English as Home Language
Kindergarten First Grade SecondGrade
Third Grade
63% 73% 71%
87% 79% 94% 88%
2015-2016 F&P in English English as Home Language K-3
At or Above Grade Level Fall Spring
Kindergarten First Grade SecondGrade
Third Grade
57% 52% 32%
73% 67% 61% 40%
2015-2016 F&P in Spanish English as Home Language K-3
At or Above Grade Level Fall Spring
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Growth from Fall to Spring Spanish as Home Language
Kindergarten First Grade SecondGrade
Third Grade
20% 32%
24%
45% 45% 59%
51%
2015-2016 F&P in English Spanish as Home Language K-3
At or Above Grade Level Fall Spring
Kindergarten First Grade SecondGrade
Third Grade
47% 55% 55% 60% 61% 58% 55%
2015-2016 F&P in Spanish Spanish as Home Language K-3
At or Above Grade Level Fall Spring
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DL Early Biliteracy by Cohort Spring SY 15 and 16 (Spanish as Home Language)
Kindergarten First Grade Second Grade Third Grade
24%
34% 32%
45% 45%
59% 51%
Spring F&P in English Spanish as Home Language
Kindergarten First Grade Second Grade Third Grade
39%
52% 55% 60% 61% 58% 55%
Spring F&P in Spanish Spanish as Home Language
Bar on the left=2015 Bar on the right=2016
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DL Early Biliteracy by Cohort Spring SY 15 and 16 (English as Home Language)
Kindergarten First Grade Second Grade Third Grade
82% 83% 76%
87% 79%
94% 88%
Spring F&P in English English as Home Language
Kindergarten First Grade Second Grade Third Grade
46% 46% 41%
73% 67%
61%
40%
Spring F&P in Spanish English as Home Language
Bar on the left=2015 Bar on the right=2016
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Data Celebrations
•Data indicates that we are doing the right work in Early Biliteracy
•Dual Language s tudents with English as their home language are outperforming English as home language s tudents in Monolingual classes
•Teachers and adminis trators know their s tudents by name and by need
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Dual Language PLC Teams
• Principals collaborated to make it poss ible for Dual Language teachers to meet once a month after school as PLC teams
• Dual Language teachers are collaborating to create formative assessments , compare assessment data, and make ins tructional decis ions based on the data.
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Family Engagement
• Bilingual Parent Advisory Committee
• Dual Language Parent Advisory Group
with Dr. Lourdes Ferrer at NCHS
at the ISBE Bilingual Parent Summit
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Next Steps
Dual Language
• Develop and support Dual Language PLC teams
• Profess ional learning for PLC teams on data literacy
• Expand the role of Bilingual Reading Specialis ts to include coaching
• Continue to develop two-way communication with Dual Language families through the Dual Language Parent Advisory Group
English Learner
• Profess ional learning for EL teachers on data literacy
• Develop and support EL PLC teams at junior high and high school levels
• Finalize ESL curriculum maps for junior high and high school
• Continue expanding capacity for gen.ed. teachers to differentiate ins truction for ELs
– collaboration between EL and gen. ed. teachers
– profess ional learning opportunities