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Secondary Schools English for Speakers of Other Languages ... · Agenda •Reviewed strategic goals...
Transcript of Secondary Schools English for Speakers of Other Languages ... · Agenda •Reviewed strategic goals...
Secondary Schools English for Speakers
of Other Languages Update
Montgomery County Board of Education
November 12, 2019
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Agenda• Reviewed strategic goals for secondary schools English
for Speakers of Other Languages (ESOL) programming
• Compared data for secondary school English Learners in MCPS
• Shared necessary changes for the secondary schools ESOL programming
• Heard from a classroom teacher
• Heard from our international expert, Dr. José Medina
• Discussed next steps for the work
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Who Are Our English Learners?
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ESOL: Data Sept. 30, 2019
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Level 1 Level 2 Level 3
Matching media (e.g., posters, photos,
banners) with point of view words and
phrases
Making connections between
statements and make claims
and those providing evidence
Evaluating the strengths of
evidence statements and
identifying the purposes and
audiences
Level 4 Level 4 and Beyond
Identifying persuasive language and
following a progression of logical
reasoning
Recognizing multiple perspectives and points of view on any given issue and identifying evidence of bias and credibility sources
What Can English Learners Do?
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WIDA Reading Assessment Items for 9-12Language of Science Language of Social Studies
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How Many Current Secondary School ESOL Students Are in MCPS?
9/30/19
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MCPS Graduation Rates
N= N= N=10,114 10,233 10,576
N= N= N=245 280 527
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MCPS Graduation Rates
All MCPS Graduates ESOL Graduates Ever ESOL Exits Recent ESOL Exits 5 Year ESOL Graduates
N= N=289 366
N= N= N=245 280 527
N= N= N=10,114 10,233 10,576
N= N= N=2,629 2,929 3,273 N= N= N=
247 373 391
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Level
Number
of ESOL
Test
Takers
ACCESS
Level
1
ACCESS
Level
2
ACCESS
Level
3
ACCESS
Level
4
ACCESS
Level
5
Total
MS 125 0 6 27 21 71 125 of 3027
MS
Alg 1
609 0 2 6 10 39 57 of 609
HS
Alg 1
925 0 4 17 22 37 52 of 925
Secondary Schools ESOL Students Who Earned a 4 or 5
Maryland Comprehensive Assessment Program in Mathematics
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Grade Number
of ESOL
Test
Takers
ACCESS
Level
1
ACCESS
Level
2
ACCESS
Level
3
ACCESS
Level
4
ACCESS
Level
5
Total
MS 3369 0 0 2 18 92 112 of 3369
HS 2697 0 0 10 19 63 92 of 2697
Secondary Schools ESOL Students Who Earned a 4 or 5
MCPAP English Language Arts Grade 6-8 & 10
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Bright Spots for Secondary Schools ESOL Programming
❑ English Language Arts/English Language Development
(ELA/ELD) instruction using StudySync at the middle
school level for ESOL Levels 1-5 students
❑ Some high schools are piloting collaborative models for
ESOL Levels 3-5 students in English, math, and science
❑ Secondary School Central Services specialists are
providing professional development and instructional
supports in ELA and math
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SECONDARY SCHOOLS ESOL STRATEGIC GOALS
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All Students Must Earn Four
English Credits to Graduate
MSDE Recommendations for ESOL students:● May take 2 ESOL Courses for English Credit and
● Must take 2 English Courses for English Credit
○ ESOL courses must be taught to grade level standards
○ Teacher Certification (not mandatory)
○ Curriculum must be vetted by MSDE
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ESOL: OASIS to ACCESS Transition
Alignment to Evidence of Learning, Equity Accountability Model, MSDE English Language Proficiency Assessment
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OASIS MCPS ESOL 1 2 3 4 5 EXIT
Newly Adopted ELP 1 ELP 2 ELP 3 ELP 4 N/A
WIDA ACCESS
1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4.0 4.1 4.2 4.3 4.4 4.5 6
Instructional Implications for Our Work
❏ Increased English Learners enrollment and success in content classes for upper level students
❏ Increased collaboration of ESOL and content teachers to provide learning supports for English Learners
❏ Increased intentionality in scheduling and leadership practices to support English Learners
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Teacher Collaboration
• Implementing the StudySync Curriculum with ESOL students
• Collaboration with the English team for lesson planning
• What’s working well?• What’s challenging?
Mrs. Michelle Hunsberger ESOL Teacher
Gaithersburg Middle School17
Next Steps to ESOL Enhancements
❑ Creating new English course codes
❑ Supporting ESOL and English teachers who wish to become
dually certified
❑ Providing ESOL staffing that supports more collaboration and
co-teaching
❑ Evaluating instructional materials for standards and English
Language Development alignment
❑ Providing ongoing professional development to all teachers
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ESOL Workgroup
Collaboration between ESOL Workgroup, parents/guardians,
community, and Central Services
The charge of the workgroup is to:
• Build shared understanding around current state and research• Act as system advisory• Take individual action as a researcher or experimenter• To communicate with stakeholders
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Additional Stakeholders
● Middle School Principals● High School Principals● Middle and High School Resource Counselors● Parent Community Coordinators● ESOL Transition Counselors● Labor Management Collaboration Committee● Office of Human Resources and Development● Equity Initiatives Unit● Associate Superintendents
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Dr. José Medina
Dr. José L. Medina is the
founder and Chief Educational
Advocate at Dr. José Medina:
Educational Solutions.
Today he will highlight
Socio-cultural competence.
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Instructional Considerations in
Serving Language LearnersMontgomery County Public Schools: Board Meeting
November 2019Facilitator: Dr. José Medina
Twitter:Instagram: josemedinajosemedinajr891000
Contact Information
© 2019 Dr. José Medina: Educational Solutions
• www.drjosemedina.com
• @josemedinajr89
Are You A Part of the Solution?
© 2019 Dr. José Medina: Educational Solutions
• As a school board, we actively work to understand the latest research in serving language learners?
• Our work in serving language learners is additive in nature and values all that students bring into the classroom?
Mi Testimonio
• Mi nombre es José Luis Medina Hernández Franco López Jr. Díaz-Cruz
© 2019 Dr. José Medina: Educational Solutions
Program Models to Serve English Learners
• Additive Bilingualism: Students are provided the opportunity to add an additional language to their repertoire, but at no cost to their home language and culture.
• Subtractive Bilingualism: As students acquire an additional language, the loss of the native language and culture takes place.
- Guiding Principles for Dual Language Education (p.11, 2017)
© 2019 Dr. José Medina: Educational Solutions
From Most Subtractive to Most Additive
Submersion With
No Support
ESL
Pull-Out
ESL
Push-In
Transitional
Early
Exit
Transitional
Late
Exit
Dual Languag
e
© 2019 Dr. José Medina: Educational Solutions
Creating Access
• Teachers (general education, intervention, dual) must create access to grade level standards regardless of student English proficiency.
• This means that all teachers must “shelter” instruction by using pedagogical strategies deemed effective by research, as ways of serving language learners.
© 2019 Dr. José Medina: Educational Solutions
Create
Connect
Collaborate
Communicate
Consider
Commit
• Create and design authentic learning experiences that bring together content, language and culture.
• Connect learning experiences to students’ lives and linguistic repertoires.
• Collaborate with students as facilitator of instruction, rather than depositor of information.
• Communicate and model oral and written language, while structuring authentic student-to-student interaction that reflects each of the program languages.
• Consider students’ varied instructional needs as an opportunity to promote reflection and self-assessment.
• Commit, in collaboration with students, to creating a learning environment that is focused on continuous improvement and service to others.
© 2019 Dr. José Medina: Educational Solutions
C6 Biliteracy Instructional Framework™
Research: Interdependence Hypothesis
• Cummins’ (1979) Interdependence Hypothesis or Dual Iceberg Theory explains how a person who adds an additional language to her/his repertoire uses the same central processing system to operate via both languages.
• The theory also describes the distinction between social and academic language and how the two intertwine when systems.
© 2019 Dr. José Medina: Educational Solutions
Research: Interdependence Hypothesis
• The two icebergs are separate above the water because when listening to the two, they are visibly different when used in conversation.
• Below the surface of the water, there are functions that are unique to each of the two languages, however, both icebergs are fused and function as part of one linguistic repertoire.
• Therefore, everything we learn, we know in every language. We would just need to find a way to make the cross-linguistic connections so that the learning transfers.
• Roessingh, H. (2006) © 2019 Dr. José Medina: Educational Solutions
Research: Translanguaging• Translanguaging is the mobilization of specific language features, within
one linguistic repertoire, based on the context and need for communication.
• Translanguaging moves additive bilingualism to a deeper understanding of how emergent bilinguals use one “unitary meaning-making system” to produce language.
• This “corriente” or current, represents the fluid nature of translanguaging, our entire linguistic repertoire, where one language never begins and others never end.
• When translanguaging is not valued or allowed, we are in fact, fighting against – and not in the name of equity and social justice.
• Student stated that, “Spanish runs in my heart, but English rules my veins.
• García, Ibarra-Johnson, MuDiLe (2017)
© 2019 Dr. José Medina: Educational Solutions
Translanguaging: Video
© 2019 Dr. José Medina: Educational Solutions
• Watch 2 minutes of the following video?
• What do you notice?
• How does this relate to our work with the dual iceberg theory and translanguaging?
Timeline
2019-2020 2020-2021 2021-2022
Revise Course Bulletin
Vet English Curriculum by MSDE
Possible RFP for English
Curriculum
ESOL Levels 1-4
Dual Certification Opportunities
Professional Development
Study of Elementary METS
Program
Mathematics Courses
RFP for Mathematics Curriculum
Professional Development for
ESOL and English Teachers
Dual Certification Opportunities
Study of Secondary METS
Program
Professional Development of
other Content Courses
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Discussion
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