Title Slide - Mathematics for English Language Learners Project

Mathematics for English
Language Learners (MELL)

MELL Partnership
• MELL is a partnership between Texas State
University System, its five member
universities, and the Texas Education
Agency.
• Texas State University System Universities
• Angelo State University
• Lamar University
• Sam Houston State University
• Sul Ross State University
• Texas State University–San Marcos
MELL: a joint initiative between TEA and the
Texas State University System
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A Place to Begin
• Underlying Assumptions
• Teachers have very “full plates” and many
demands
• TAKS standards are substantive and
challenging
• ELL students face additional challenges that are
currently reflected in TAKS results
MELL: a joint initiative between TEA and the
Texas State University System
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A Place to Begin, Continued
• Underlying Assumptions
• Texas educators are working hard to improve
the performance of all students, including those
who are English Language Learners
• Educators are interested in acquiring additional
knowledge and skills to better address the needs
of ELL students
MELL: a joint initiative between TEA and the
Texas State University System
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• MELL’s goal is to help educators better
meet the instructional needs of
English Language Learners
MELL: a joint initiative between TEA and the
Texas State University System
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2005 Mathematics TAKS Scores
by Grade Level and Group
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
State Afr. Am. Hisp White LEP
MELL: a joint initiative between TEA and the
Texas State University System
6 Math(Eng)
7 Math
8 Math
9 Math
10 Math
11 Math
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Percentages of Students Meeting 2005 Standards on TAKS (Sum of All Grades
Tested)
1
0.9
0.8
0.7
0.6
0.5
0.4
RDG/LA
MATH
WRITING
SCIENCE
SOC STUDY
0.3
0.2
0.1
0
STATE AFR AM HISP WHITE LEP
Disaggregated Groups
MELL: a joint initiative between TEA and the
Texas State University System
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Achievement in math and science lag
behind other academic areas.
• To address this need, TEA has launched a
comprehensive math professional
development initiative.
• MELL is one component of this initiative.
MELL: a joint initiative between TEA and the
Texas State University System
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English Language Learners
(ELLs)
• ELLs include all students who have a native
language other than English.
• In Texas, the vast majority of ELLs are
Hispanic students whose native language is
Spanish.
MELL: a joint initiative between TEA and the
Texas State University System
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70
60
50
Proportion of Net Population Change Attributable to
Each Race/Ethnicity Group in Texas for 1980-1990 and
1990-2000
60.27
49.11
40
34.14
30
20
20.26
10
10.29
6.46
11.52
7.95
0
1980-1990 1990-2000
Anglo Black Hispanic Other
MELL: a joint initiative between TEA and the
Texas State University System
Dr. Steven Murdock, State
Demographer of Texas,
http://txsdc.utsa.edu/
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ELL Trends
• The ELL student population is currently a
significant percentage of Texas students.
• 15.3% in 2003-2004 [IDRA Newsletter -
February 2005]
• The ELL student population is expected to
continue to increase in the coming years.
MELL: a joint initiative between TEA and the
Texas State University System
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Percent of Texas Population by Age Group
and Ethnicity, 2040*
70.0
60.0
50.0
69.9
67.8
66.5 65.5 66.0 66.8 66.4
64.3
62.6
60.6
56.7
55.2
52.3
39.8
37.1
30.0
20.0
17.7
80.0 Percent Anglo Hispanic Dr. Steven Murdock, State
40.0
19.3 19.9 20.3 19.8 19.3 19.4
20.5 20.6
21.9
25.3
26.5 27.2
10.0
0.0
< 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 29 years
30 to 34 years
35 to 39 years
40 to 44 years
45 to 49 years
50 to 54 years
55 to 59 years
60 to 64 years
65 + years
* Projections are shown for the 1.0 scenario
Demographer of Texas,
http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the
Texas State University System
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Projected Percent of Net Change Attributable to Each
Race/Ethnicity Group for 2000-2040*
Black
5.6%
Hispanic
77.6%
Anglo
4.2%
Other
12.6%
*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2040.
Dr. Steven Murdock, State
Demographer of Texas,
http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the
Texas State University System
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Dr. Steven Murdock, State
Demographer of Texas,
http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the
Texas State University System
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Pressing Need
• There is a pressing educational, economic
and societal need to increase math
achievement of ELL students
MELL: a joint initiative between TEA and the
Texas State University System
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If current population trends continue and
states do not improve the education of all
racial/ethnic groups, the skills of the
workforce and the incomes of U.S.
residents are projected to decline over the
next two decades.
The National Center for Public Policy and Higher
Education, November 2005 Policy Alert

What Research Suggests
About Math
and English Language Learners
MELL: a joint initiative between TEA and the
Texas State University System
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Teaching Strategies for LEP
Students
• Mather, J., & Chiodo, J. (1994). A mathematical
problem: How do we teach mathematics to LEP
elementary students?. The Journal of Educational
Issues of Language Minority Students, 13, 1-12.
• Stress understanding rather than rote computational
procedures.
• Provide profound exposure to manipulative, concrete,
sensory, and hands-on activities, not to replace
discussion, but to support it.
• Use cooperative learning (small group activities) and
minimize individual seatwork.
• Provide opportunities for peer tutoring—preferably by
another LEP or bilingual student who understands the
concepts.
MELL: a joint initiative between TEA and the
Texas State University System
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Teaching Strategies for LEP
Students, Continued
• Mather, J., & Chiodo, J. (1994). A mathematical problem:
How do we teach mathematics to LEP elementary
students?. The Journal of Educational Issues of Language
Minority Students, 13, 1-12.
• Include guided practice with close monitoring of students.
• Use reinforcement, reward, and total motivational
systems.
• Emphasize multicultural referents and relevancy in
lessons.
• Use second language texts, materials, and resources as
much as possible.
MELL: a joint initiative between TEA and the
Texas State University System
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Teaching Strategies for LEP
Students, Continued
• Mather, J., & Chiodo, J. (1994). A mathematical problem: How do
we teach mathematics to LEP elementary students?. The Journal
of Educational Issues of Language Minority Students, 13, 1-12.
• Use limited, simplified instruction (using caution to retain
the essence of the original content and problems); limited
use of pronouns and adjectives; instruction with pauses
and repetition; concerted efforts to be aware of and to
explain any culturally-based terms.
• Use basic mathematics vocabulary in the second
language for individualized instruction whenever
possible. Note that vocabulary should not be used to
focus on key words but should be used in context to
develop understanding.
• Model expected student behavior..
MELL: a joint initiative between TEA and the
Texas State University System
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Teaching Strategies for LEP
Students, Continued
• Mather, J., & Chiodo, J. (1994). A mathematical problem:
How do we teach mathematics to LEP elementary
students?. The Journal of Educational Issues of Language
Minority Students, 13, 1-12.
• Be aware of how other countries and cultures
teach basic mathematical concepts.
• Use programs that are designed to increase
hands-on activities and relevancy and minimize
abstraction.
• Use such methods as Direct Instruction (e.g.,
Active Mathematics Teaching, or Cognitively
Guided Instruction
MELL: a joint initiative between TEA and the
Texas State University System
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New Insights
• Recent research is showing that academic
achievement among ELLS is greatest when
students receive dual language instruction.
• Thomas, W., & Collier, V. (2003). A national
study of school effectiveness for language
minority students’ long-term academic
achievement (CREDE Research Brief # 10),
Center for Research on Education, Diversity
and Excellence.
MELL: a joint initiative between TEA and the
Texas State University System
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How is dual language different
than bilingual?
• Dual Language
• Instruction alternates
between English only
classes and native
language only classes.
• Bilingual Education
• A combination of two
languages used
throughout the day
MELL: a joint initiative between TEA and the
Texas State University System
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Language Acquisition
• A complex process influenced by many variables
• Just as first language acquisition varies
substantially among children, so will second
language acquisition
• Consider your own experiences in a foreign
language class (some students have a natural
ability while others struggle)
• Mathematics involves a specialized language and
vocabulary
MELL: a joint initiative between TEA and the
Texas State University System
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Today in Texas
• Given current fiscal and human resources,
statewide dual language instruction is presently
not a viable option in Texas secondary schools,
especially in mathematics.
• Currently our best available option is to provide
teachers with professional development and
instructional resources targeted at enhanced
instruction for ELL students.
MELL: a joint initiative between TEA and the
Texas State University System
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Mathematics and ELLS:
Different Populations
LANGUAGE PROFICIENCY
MATH PROFICIENCY
LIMITED English
Proficiency BUT
MODERATE Math
Proficiency
LIMITED English
Proficiency &
LIMITED Math
Proficiency
MODERATE English
Proficiency &
MODERATE Math
Proficiency
MODERATE English
Proficiency but
LIMITED Math
Proficiency
MELL: a joint initiative between TEA and the
Texas State University System
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Classrooms as Greenhouses
MELL has posed this question:
“What conditions provide optimal growth for
ELL students in mathematics?”
MELL: a joint initiative between TEA and the
Texas State University System
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MELL doesn’t have THE answer
• But we do have a current consensus based
upon:
• review of the research
• analysis of professional development programs
• teacher input, and
• prolonged professional dialogue.
MELL: a joint initiative between TEA and the
Texas State University System
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MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
29

MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
30

MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
31

MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
32

MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
33

MELL Classroom Practices
Framework
• Consists of six components which include
enabling practices and indicators.
• Learning Atmosphere and Physical Environment
• Instructional Practices
• Mathematics Content and Curriculum
• Language Practices
• Family and Community Involvement
• Assessment of Student Learning
MELL: a joint initiative between TEA and the
Texas State University System
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Some Culminating Thoughts
• The good news is that the instructional practices
that promote ELL success also work well for other
students
• However, what is optimal for other students may,
in fact, be necessary for ELLs as it appears that
the success of ELL students (even more so than
other students) is highly dependent upon a
conducive learning environment
MELL: a joint initiative between TEA and the
Texas State University System
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MELL Products
MELL: a joint initiative between TEA and the
Texas State University System
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MELL Products
• ELL Research Synthesis
• Reviews the scientifically-based research literature
regarding English Language Learners (ELL) and the
teaching of mathematics for secondary students
(particularly 11 th grade students).
• A Summary of Mathematics Professional
Development Models Used in the State of Texas
• Identifies and summarizes twelve models of
professional development in mathematics that are used
in Texas. Summaries include an overview and an
analysis and the format is consistent across models to
facilitate comparisons.
MELL: a joint initiative between TEA and the
Texas State University System
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MELL Products
• An Analysis of Existing PD Models
• Analysis of each of the 12 identified PD models by
identifying components of each that link to the six
categories of the Classroom Practices Framework: 1)
Learning Atmosphere & Physical Environment; 2)
Instructional Practices; 3) Mathematics content &
curriculum; 4) Language Practices; 5) Family &
Community Involvement; and 6) Assessment of
Student Learning.
MELL: a joint initiative between TEA and the
Texas State University System
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• Teachers Guide
MELL Products
• A guide designed for teachers to make
mathematics more meaningful and
understandable for the English Language
Learner (ELL). The initial focus of this guide
is for grades7-11 and includes general teaching
strategies that help the ELL when learning
mathematics content.
MELL: a joint initiative between TEA and the
Texas State University System
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MELL Products
• MELL Quick Start Module
• A professional development tool designed to explore
the issues surrounding the teaching of mathematics to
English Language Learners and strategies to enhance
learning. The module parallels the MELL Classroom
Practices Framework and consists of various
professional readings, activities, and resources. [The
module is offered for graduate credit through Sul Ross State University and a noncredit
version is available through the MELL website (www.tsusmell.org)].
MELL: a joint initiative between TEA and the
Texas State University System
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2005-06 MELL Scope of Work
• Expand MELL products to encompass
middle school and elementary instruction
• Critical Campus Partnerships
• Statewide Math Professional Development
Collaborative
MELL: a joint initiative between TEA and the
Texas State University System
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Web Addresses
• TSUS MELL Initiative
www.tsusmell.org
• TSUS Education Policy Implementation
Center
www.education.txstate.edu/epic
MELL: a joint initiative between TEA and the
Texas State University System
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Q & A Time
MELL: a joint initiative between TEA and the
Texas State University System
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For Additional Information
• MELL Contact Information:
• Dr. Leslie Huling, Director
• Education Policy Information Center
• La03@txstate.edu
• (512) 716-4532
MELL: a joint initiative between TEA and the
Texas State University System
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