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.