Goals & Objectives - Office of Superintendent of Public ... · Goals & Objectives Goal: ... 3RD PRONG: Program Evaluation ... Content ESL Early Exit BE + Trad ESL ESL through academic

Goals & Objectives

Goal: Understand Instructional Program Models for English Learners

Objectives:

How to select a program model

Best practices for implementation

Professional development to support implementation

Question

Where can you acquire information regarding Washington State’s

Bilingual Instructional Program?

Washington State Transitional Bilingual Instruction Program

Guidelines http://www.k12.wa.us/MigrantBilingual/TBIP-Guidelines.aspx

Requirements (pp 46-60)

District

ELL Program

English Learners

RCW, WAC, OCR,

US Supreme Court

School

Board

Policy

Policies (pp 46-60)

Requirements

U.S. Supreme Court Decisions

Office of Civil Rights (OCR) Guidance

Chapter 28A.180 RCW - Transitional Bilingual Instruction Program

WAC 392-160

District School Board Policies

Equal Educational Opportunities Act

(1974)

No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin by…(f) the failure by an educational agency to take appropriate steps to overcome language barriers that impede equal participation by its students in its instructional programs.

Lau vs. Nichols

An important ruling on behalf of ELL students in San Francisco Public Schools in 1974. The U.S. Supreme Court “Lau vs. Nichols” case ruled that school districts have a duty to see that students are not discriminated against because they do not speak English.

Excerpt from the court’s decision:

“…there is no equality of treatment merely by providing [ELL] students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

(U.S. Supreme Court, 414 U.S. 563)

Meaningful Educational Program

Providing a program to ensure that English learners have equal access to a basic education.

OCR POLICY Adequacy of Program

Is an alternative program adequate?

To determine the adequacy of an alternative program, OCR adopts the three prongs of Castañeda.

Castañeda Standards 648 F. 2d 989 (5th Cir. 1981)

1ST PRONG: Sound Educational Theory

Sound reasons for picking the program

2ND PRONG: Effective Implementation

Adequate resources, staff, materials

Participating in Gifted, Advanced placement

Appropriately placed in Special Services

Castañeda Standards 648 F. 2d 989 (5th Cir. 1981)

3RD PRONG: Program Evaluation and Modification

District considers its own goals to determine if the students overcome language barriers

Question

True or False?

Washington State requires that eligible students are provided transitional

bilingual instruction, instruction in two languages, the student’s primary

language and English

Washington State

Districts “Shall make available to each eligible student a transitional bilingual instruction or if the use of two languages is not practicable as provided in WAC 392-160-040, an alternative instructional program.”

Appropriate Instruction

Bilingual Instruction – Two languages

Alternative English Instruction

Question

Where can you find information regarding Washington State’s English Language Development Standards?

Washington StateWashington State

English Language English Language

DevelopmentDevelopment

(ELD)(ELD)

Reading StandardsReading Standards

Washington StateWashington StateEnglish Language English Language


(ELD)(ELD)

Listening Listening andand Speaking Speaking

StandardsStandards

Washington StateWashington State

English Language English Language


(ELD)(ELD)

WritingWriting StandardsStandards

http://www.k12.wa.us/MigrantBilingual/ELD.aspx

English Language Development

WA State Standards

Beginning Advanced Beginning

Intermediate Advanced

Question

Can you name the five program models described in the

Washington State Transitional Instructional Program

Guidelines?

Program Models (pp. 61-71)

1. Dual Language (Two-Way Immersion)

2. Developmental Bilingual (Late-Exit)

3. Transitional Bilingual Education (Early-Exit or TBE)

4. Sheltered Instruction

5. Newcomer

0

10

20

30

40

50

60

70

0 1 2 3 4 5 6 7 8 9 10 11

Two-Way BE

Late Exit BE +

Content ESL

Early Exit BE +

Content ESL

Early Exit BE +

Trad ESL

ESL through

academic content

ESL Pullout

Grade Level

Eng

lish

Read

ing

Mean

NC

E

Academic Effectiveness of Bilingual Education Models

Collier & Thomas (2002)

Dual Language

Developmental

Bilingual

Transitional

Sheltered

Instruction






5. Newcomer

Sheltered Instruction (pp 68-69)

Instructional approach, provided in English, to make academic instruction more accessible to students of different English proficiency levels

Used for teaching language and academic content (e.g., math, social studies, sciences) to English language learners

Most often used in classes comprised solely

of English language learners Used with Early-Exit, Late-Exit, Dual

Immersion and Newcomer Programs

Program Characteristics

• Adjusts language demands of the lesson

• Modifies curriculum

• Provides comprehensible input

• Promotes English language development

• Integrates content area objectives and language development objectives

Example Elementary SET

Years in Program

Mainstream w/SET Content Instruction


1

Science Mathematics

Social Studies/History Art, Music, PE

English Language Development ELD Reading/Writing

2

Science Mathematics



3

Science Mathematics



4

Science Mathematics



5

Literacy Science

Mathematics Social Studies/History

Art, Music, PE



Years in Program



1

Science Mathematics



2

Science Mathematics



3

Science Mathematics



4

Science Mathematics



5

Literacy Science


Art, Music, PE


Red: ELD with ELLs


Years in Program



1

Science Mathematics



2

Science Mathematics



3

Science Mathematics



4

Science Mathematics



5

Literacy Science


Art, Music, PE


Red: ELD with ELLs

Example Elementary

Intermediate SET

Grades Mainstream

SET Content Instruction English Language

Development

3

Art, Music, PE

Science

Mathematics

Social Studies/History


ELD Reading/Writing

4

Art, Music, PE

Science

Mathematics



ELD Reading/Writing

5

Art, Music, PE

Science

Mathematics



ELD Reading/Writing

Red: SET & ELD with ELLs

Example Secondary SET

Years in Program

Mainstream SET Content Instruction English Language

Development

1

Electives/Related Arts PE

Science Mathematics

Social Studies/History English Language Development

2


Science Mathematics


3


Science Mathematics


4


Science


Language Arts


5


Science Mathematics

Social Studies/History Language Arts

6


Science Mathematics

Social Studies



Years in Program


Development

1


Science Mathematics


2


Science Mathematics


3


Science Mathematics


4


Science


Language Arts


5


Science Mathematics


6


Science Mathematics

Social Studies



Years in Program


Development

1


Science Mathematics


2


Science Mathematics


3


Science Mathematics


4


Science


Language Arts


5


Science Mathematics


6


Science Mathematics

Social Studies







5. Newcomer

Newcomer (pp 70-71)

Middle- and high-school-aged immigrant students with limited proficiency in English who may have limited prior experience with schooling and/or need assistance in filling the gaps preparing them to participate in mainstream classrooms Goals: 1. Acquire beginning English language skills

along with core academic skills and knowledge

2. Acculturate to the U.S. school system


Addresses the unique literacy needs of English language learners

Provides a welcoming and nurturing environment

Uses Sheltered Instruction, ELD

Uses L1 instruction if possible

Provides core academic skills and knowledge that fill gaps and move them closer to their age-level peers

Establishes and reinforces connections between school and students' families and communities

Research and Theory

Research and theory consistently support the benefits of teaching children to read and write in their primary language first, not only because it is easier to read and write a language you already know, but also because literacy skills transfer from primary language to English, as English language proficiency develops (Cummins, 1981; Peregoy, 1989; Tragar & Wong, 1984 and Thomas and Collier, 2002).

Additive Bilingualism

Additive bilingualism promotes a person to learn another language in addition to his/her native language. Additive bilingualism is linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in L2 (Baker, 2000).

http://www.lessonsense.com/glossary/?ESL:A:additive_bilingualism






5. Newcomer

Dual Language (Two-Way Immersion) (pp 61-62)

This approach integrates language and academic instruction for native English speakers and native speakers of another language, usually Spanish, for content and literacy instruction.

Goals:

1. To reach the State’s challenging academic standards by achieving high-level academic skills

2. To develop bilingualism and bi-literacy by speaking, reading and writing fluently in English and the target (non-English) language

3. To develop multiculturalism by respecting and developing positive attitudes and behaviors towards other cultures


Bilingual instruction provided for a minimum of 4 to 6 years

Class balance of native English speakers and native speakers of a target (non-English) , 50% of each

The target (non-English) language is used at least 50% of the time with a maximum of 90% in the target language in the early grades

Additive bilingual environment

Focus is to attain high student achievement and bilingualism through the use of two languages for instruction






5. Newcomer

Developmental Bilingual (Late-Exit) (pp 63-64)

An enrichment program that educates English language learners using both English and their first language for academic instruction

Goals:

1. To reach the State’s challenging academic standards by achieving high-level academic skills

2. To develop bilingualism and bi-literacy by speaking, reading and writing fluently in English and the child’s first language


Class is comprised of all English learners of the same primary language

Academic instruction in students’ L1 as they learn English

Usually a K-5 or 6 program; may continue up through grade 12

Uses students’ L1 to teach content and literacy for a large percentage of the day and reduces the amount over the grade levels while increasing content and literacy instruction in English

Uses Sheltered Instruction and ELD

Example Developmental Bilingual

Grade

Time 1st 2nd

Semester Semester

Spanish Instruction Time 1st 2nd

Semester Semester

English Instruction

K

90% → 90%

Literacy: (2 hours) Science, Social Studies, Mathematics

10% → 10%

English Language Development Specials

1st

80% → 80%

Literacy: (2 hours) Science, Social Studies

Mathematics (1 hour)

20% → 20%


Class Routines

2nd

70% → 70%

Literacy (2 hours) Social Studies, Science


30% → 30%


Class Routines

3rd

60% → 60%

Literacy (2 hours) Mathematics (1 hour)

40% → 40%

Literacy (1 hour):

English Language Development SET Social Studies Science

Specials

4th

50% → 40%

Literacy (2 hours) Mathematics: clarification/preview, review

50% → 60%

Literacy (1.5 hours): English Language Development

SET Math Social Studies Science

Specials

5th

40% → 30%

Literacy (2-1.5 hours) 60% → 70%

Literacy (1-2.5 hours): English Language Development


Specials

6th – 8th 20% → 20% Literacy (1 period) 80% → 80% SET or Mainstream Social Studies, Science, Mathematics, Electives

Purple: English Language Development

Blue: Sheltered English Techniques (SET) in bilingual classroom

Green:Integrated with English mainstream using Sheltered

English Techniques

Example Developmental Bilingual

Grade

Time 1st 2nd

Semester Semester


Semester Semester

English Instruction

K

90% → 90%


10% → 10%


1st

80% → 80%



20% → 20%


Class Routines

2nd

70% → 70%



30% → 30%


Class Routines

3rd

60% → 60%


40% → 40%

Literacy (1 hour):

English Language Development SET Social Studies Science

Specials

4th

50% → 40%

Literacy (2 hours) Mathematics: clarification/preview, review

50% → 60%

Literacy (1.5 hours): English Language Development


Specials

5th

40% → 30%

Literacy (2-1.5 hours) 60% → 70%

Literacy (1-2.5 hours): English Language Development


Specials

6th – 8th 20% → 20% Literacy (1 period) 80% → 80% SET or Mainstream Social Studies, Science, Mathematics, Electives



Green:Integrated with English mainstream using Sheltered

English Techniques

Transitional Bilingual Education (Early-Exit or TBE) (pp 65-67)

The most common form of bilingual education for English language learners in the United States that educates students using both English and their first language for academic instruction. First language instruction is eliminated in two to three years.

Goals

To reach grade level mastery of content in students’ first

language To ensure grade-level mastery of academic content as

students are transferred to all-English instruction


Class is comprised of all English learners

of the same primary language

Academic instruction provided in their first language as they learn English

Usually a K-2 or 3 program

Subtractive bilingual model; first language is replaced by English

Uses Sheltered Instruction and ELD

Example Transitional Bilingual

Grade

Time 1st 2nd

Semester Semester


Semester Semester

English Instruction

K

90% → 80%


10% → 20%


1st

70% → 60%



30% → 40%


Class Routines

2nd

50% → 40%



50% → 60%


Class Routines

3rd

30% → 0%


70% → 100%

Literacy (1 hour): English Language Development SET Math (0 1 hour) SET Social Studies Science

Specials

4th 0% 100% English Language Development Mainstream – all subjects

Specials



Green:English mainstream using Sheltered English Techniques

Home Language

When children forget their parents' and grandparents' language or see their family's language and culture as undesirable, the family loses a powerful tool for supporting and guiding their children (Lily Wong

Filmore).

Question

How long does it take an English learner to catch up to a native-

English student?

Collier & Thomas (2002)

Native-English students maintain one year gain per year

Language minority students must gain 15 months in several consecutive years to close the

achievement gap

Selecting a Program Model

Program evaluation

Needs Assessment

Review of the

Research

Review of Resources

Program Selection

Program Implementation

Collect Data

Program Evaluation

Needs Assessment

Questions: 1. Who are your language minority students?

2. Are your programs and services resulting in academic proficiency in a timely manner? • What does your disaggregated assessment data

indicate regarding exited and current English learners?

Needs Assessment

3. Are English learners provided sufficient time and support to become proficient in each English reading, writing, listening and speaking? • Are your expectations realistic?

Target Groups

Number of students in each language minority group

Grade levels

Spanish

Russian

Cantonese

Ukrainian

K-2

3-5

6-8

9-12

Level 1

Level 2

Level 3

Reading & Writing

Grade Levels

3-5

6-8

9-12

English language proficiency levels

Native oral language proficiency levels

Level 1

Level 2

Level 3

Reading & Writing

Grade Levels

3-5

6-8

9-12

L1 and L2 Proficiency Inventory

Spanish

Grade

Proficiency Levels Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3

English

Spanish

Russian

Grade


English

Russian

Cantonese

Grade


English

Cantonese

5K 1 2 3 4

5

K 1 2 3 4 5

K 1 2 3 4

Program Selection

Questions to ponder:

1. Can we provide primary language instruction in core subject areas? Through what Levels?

2. What do we need to have in place?

3. What are our resources?

4. Do we need additional information?

5. Will we have a long term commitment?

Planning for Implementation

Support

Administrative Support

School Board

Teachers and Support Staff

Parents

Community


Program Goals

Phase-in process

Curriculum

Materials

Assessments

Year 1

Year 2

Year 3


Instruction

Professional development

Funding sources

Evaluation

Planning for Implementation Fall Fall/Early Winter Late Winter Spring

Consultant: Facilitate program selection Schedule committee meetings and planning timeline Collect student data Identify program model Visit effective schools with same program model

Consultant: Facilitate program, professional design and parent involvement plan Review student data, testing information, for potential program students Report to district administrators, School Board regarding program selection Draft a training plan Visit effective schools with same program model Schedule parent meetings Decide which teachers, administrators attend NABE, WABE

Consultant: Facilitate program and professional design Hold parent meetings, bring parents in for testimonials (from another district) Collect names of potential students Post for program teachers (if needed) Staff for Year 1 Draft an evaluation plan Identify core and supplemental instructional materials Attend NABE

Consultant: Facilitate program professional development Meet with parents of selected Year 1 program students Order instructional materials Finalize hiring program staff (if needed) Schedule summer professional development for program staff to include program directors and school administrators Attend WABE

Sept-Oct Nov - January February - March April – June


Activity Who Is Responsible Resources Needed Timeline

What will occur? Who will take the leadership

role? What materials/funding etc. is necessary for the activity?

By what date will this be accomplished?

Meet with consultant Program Director,

Principal Student Data

September 12, 2012

School visits Program Director,

Principal Travel authorization,

travel agendas September 24,

2012

October 10, 2012 Committee Meeting Agenda,

Student data Program Director

Agenda to committee

September 26th

October 10, 2012 Committee Meeting

Committee members Student Data October 10, 2012

Report to Board, Program Selection

Program Director Data used for program

selection November 6,

2012

November 7, 2012 Committee Meeting Agenda Professional development

PD Director and Program Director

Agenda to committee October 31

Professional Development

Plan for quality professional development opportunities: Language Acquisition

English language development

Primary language development

Sheltered English Techniques

Core academic instruction

Cooperative learning

Language rich environment

Active/discovery learning

Professional Development

ELD Standards

Language objectives

Program model

Additive bilingual environment

Assessment For both languages

Program Evaluation

Collect student data

Label program used

Collier & Thomas

…typical bilingually schooled students, who are achieving on grade level in L1,from 4-7 years to make it to the 50th NCE in L2. It takes the typical young immigrant schooled all in L2 in the U.S. 7-10 years or more to reach the 50th NCE, and the majority of these students do not ever make it to the 50th NCE, unless they receive support for L1 academic and cognitive development at home.

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Goals & Objectives - Office of Superintendent of Public ... · Goals & Objectives Goal: ... 3RD PRONG: Program Evaluation ... Content ESL Early Exit BE + Trad ESL ESL through academic