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![Page 1: Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia Council of the Great City Schools BIRE Conference.](https://reader036.fdocuments.in/reader036/viewer/2022062314/56649d985503460f94a828a7/html5/thumbnails/1.jpg)
Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
Dr. Joanne H. Urrutia
Council of the Great City SchoolsBIRE Conference
May 2008
![Page 2: Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia Council of the Great City Schools BIRE Conference.](https://reader036.fdocuments.in/reader036/viewer/2022062314/56649d985503460f94a828a7/html5/thumbnails/2.jpg)
Annual New Foreign Student Registration
19, 49618,578
15,30914,921
13,28513,090 12,435
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Top Ten Foreign Languages Used as Primary Language by Students
Language# Students Using as Primary/Home
LanguageLanguage
# Students Using as Primary/Home
Language
Spanish 192,008 Arabic 510
Haitian-Creole 18,291 Russian 448
French 2,234 Urdu 423
Portuguese 1,643 Hebrew 244
Other Chinese Languages*
729 Vietnamese 232
•Other Chinese Languages denotes languages other than Cantonese and Mandarin•Source: Student Database System, compiled by the Office of Accountability and Systemwide Performance
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Enrollment in Bilingual Programs
English for Speakers of Other Languages
51,762
Spanish for Spanish Speakers 92,238
World Languages – Spanish (Elementary)
36,456
Secondary Spanish as a Foreign Language
19,041
Basic Skills in the Home Language 41,533
![Page 5: Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia Council of the Great City Schools BIRE Conference.](https://reader036.fdocuments.in/reader036/viewer/2022062314/56649d985503460f94a828a7/html5/thumbnails/5.jpg)
Policy Driven ReformPolicy Driven Reform
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Policies Driving Reform
All educational reform is executed within the context of existing and/or emerging policies at the:
– National level– State level– District level– School level
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National Level: No Child Left Behind Act
• State academic standards • Assessment and accountability system• Instructional programs supported by
scientifically-based research• High academic expectations for all students• Specific measurable performance objectives
for various subgroups (FRL; ESE; ELL; etc)
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NCLB and English Language Learners (ELL)
• Monitor progress– Academic achievement (Title I)– English proficiency (Title III)
• Challenges:– How to measure academic progress of ELL
• Use valid measures to monitor academic achievement (simplified language or native language)
– Development of ELL standards and assessments – Identify programs that are supported by scientifically-
based research proven effected with ELL
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State Level
• Florida was already implementing many of the policies that were later incorporated in the NCLB.– 1990 LULAC Consent Decree
– Teacher certification requirements on second language strategies– Curriculum requirements
– 1999 Florida’s A+ Accountability Plan– Florida Comprehensive Achievement Test– School grades – based on FCAT
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Legal Rulings & Guidelines
• Florida Administrative Code Rule – Limited English Proficient (LEP)* students are entitled to
“equal access to instruction in English which is equal in amount, sequence and scope, as that provided to non-LEP students.” (6A-6.0900-6A-6.0908, F.A.C.)
* Also referred to as English Language Learners (ELL)
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District’s Implementation
• Ensure availability of instructional resources: personnel and materials (district and federal funds)
• Implement coherent, standards-based curriculum and instruction– ELL must have access to grade level instruction while they
are learning English– Instructional time must be equal to standard curriculum
students• Superintendent’s initiative:
– score cards linking student achievement (by subgroups) with evaluation of administrative staff
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School Level
• Instructional leadership:• Principal is knowledgeable of needs of ELLs and best
instructional practices• Highly qualified teachers work with ELLs • Build capacity for all teachers to provide comprehensible
instruction to ELL:• Provide explicit English language development instruction• Provide access to grade level academic content using ESL
techniques or native language where possible
• Ensure availability of quality instructional materials
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Special Programs for English Language Learners
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Instructional Programs
• English for Speakers of Other Languages (ESOL)
• Basic Skill in the Home Language– Heritage Language Arts
• Spanish and Haitian-Creole– Curriculum Content in the Home Language
• Mathematics, Science, and Social Sciences
• Individualize tutoring in the native language during and after school
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Elementary Programs
• Two hours of daily instruction in language arts/reading/writing/ESOL
• 150 minutes weekly of language arts in the home language
• 45 minutes daily of curriculum content in the home language (mathematics and science)
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Secondary Courses
• English Through ESOL – students grouped by grade levels
• Developmental Language Arts Through ESOL– students grouped by English proficiency levels
• Bilingual Curriculum Courses (BCC) – mathematics, science, or social sciences– offered when there are sufficient numbers of ELL students
• Home Language Assistance Program (HLAP) – a dedicated bilingual teacher or paraprofessional to provide
assistance/tutoring in the home language
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Curriculum
• Programs are guided by a Competency-Based Curriculum (CBC)
• Equivalent to grade-level CBC• Correlated to Florida Sunshine State
Standards (SSS)• Guided by performance indicator
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English Through ESOL CBC Literature Component
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The Challenge
• Meet mandates that require ELL students receive instruction that is equal in scope, sequence, and content to that of non-ELL students.
• Provide necessary tools for the success of ELL students as the state raises the academic requirements.
• Narrow the achievement gap created by second language acquisition.
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Collaboration
• Close working relationship between the District’s language arts and bilingual departments
• Inclusion of ESOL strategies in all core content area– Florida require specific training for all teachers of
ELL students
• Full integration of instructional technology into the ESOL program
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Data Driven Instruction
• Monitor inclusion of ELL students in all district and state assessments with appropriate accommodations
• Analyze ELL student performance data in state academic (FCAT) and English proficiency (CELLA) assessments
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Assessment and Accountability Policies
Use of assessment data to improve student achievement– Annual
• State assessment: Florida Comprehensive Achievement Test (FCAT) (reading, writing, math, & science) (English only)
– All ELL students participate, included in Florida’s A+ Accountability Plan only after two years in the program.
– Results used for third grade retention and graduation from high school.
• English proficiency assessment: OLPS-R (to be replaced by state’s CELLA)
– Formative assessments• DIBELS, FORF, M-DCPS Interim Assessments, etc. http://
oada.dadeschools.net/SAET/20072008TestingCalendar.asp
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State Data Reports for AYP
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FCAT Reading
Percentages of Students Scoring at or above Achievement Level 3 on the Reading Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red):2003-2007
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FCAT Mathematics
Percentages of Students Scoring at or above Achievement Level 3 on the Mathematics Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red):2003-2007
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District ELL Longitudinal Study
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LONGITUDINAL VIEW OF ELL STUDENTS ACADEMIC PROGRESS
6%
15%
29%
64%65%
6%
16%
33%
60%
7%
17%
29%
7%
17%
9%
31% 31%
37%44% 51%
40%
49% 52%58%
57%
0%
20%
40%
60%
80%
100%
2003 2004 2005 2006 2007
2002-03 LEP Cohort 2003-04 LEP Cohort 2004-05 LEP Cohort
2005-06 LEP Cohort 2006-07 LEP Cohort State AYP Standard
M-DCPS Average
Percentages of Different ELL Cohort Students Scoring at or above Achievement Level 3 on the Reading Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red)
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LONGITUDINAL VIEW OF ELL STUDENTS ACADEMIC PROGRESS
18% 16%
30%
45%
20%
33%
43%
19%
33%
23%
56%
44%
63%
29%
43%
71%67%
68%
50%
44%
38%38%
62%59%54%
0%
20%
40%
60%
80%
100%
2003 2004 2005 2006 2007
2002-03 LEP Cohort 2003-04 LEP Cohort2004-05 LEP Cohort 2005-06 LEP Cohort2006-07 LEP Cohort State AYP StandardM-DCPS Average
Percentages of Different ELL Cohort Students Scoring at or above Achievement Level 3 on the Mathematics Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red)
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Future Plans
• Use of new State Instructional Model codes for identification of best practices and instructional models.
• Conduct evaluation of instructional technology being implemented in the ESOL program.
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Continuous Improvement Model
A never ending story . . .
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Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
Dr. Joanne H. Urrutia
[email protected]://www.dadeschools.net