Dual Language and Englis h Learning Programs

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Dual%20Language%20-%20EL%20Update

Dual Language and

Englis h Learning Programs

November 7, 2016

1


Outcomes

• Report on student progress in the English Learner and

Dual Language programs

• Articulate plans for the 2016-2017 School Year

• Link plans to the Focus 2020 Commitments for English

Learner and Dual Language programs

2


Blueprint Commitments

1.18.B

Implement effective instruction design for English

Learners to ensure successful transition into general

education.

1.18.C

Design and implement effective program design for Dual

Language Learners to achieve college and career

readiness.

3


ISBE Requirements

Transitional Bilingual

Education (TBE)

• Required when a school has

20 or more English Learners

with the same home language

– Instruction in the home

language for Language

Arts, Math, Science, Social

Studies

English as a Second

Language (ESL) instruction

Transitional Program of

Instruction (TPI)

• Required when there are less than

20 English Learners with the same

home language in a school

English as a Second

Language (ESL) instruction

– Home language support as

needed

4


EL Program Models

Grade

Levels

Early

Childhood

Kindergarten-

5th Grade

Type of Program

TBE (Spanish)

TPI (all other languages)

Dual Language* (Spanish)

TPI (all other languages)

Location(s)

Ann Reid Early Childhood Center

Beebe, Elmwood, Mill St., River Woods, Steeple Run

All elementary schools

Junior High

School

High School

Dual Language (Spanish)

TPI (all other languages)

TBE (Spanish)

TPI (all other languages)

Jefferson Junior High School

Naperville North High School

*Dual Language is a form of TBE

5


Dual Language Program Model

Grade Level

Kindergarten – First Grade

Second Grade

Third Grade

Fourth Grade – Fifth grade

Grade Level

Sixth Grade

Seventh Grade – Eighth Grade

Percentage of Time

80% Spanish -20% English

70% Spanish - 30% English

60% Spanish - 40% English

50% Spanish - 50% English

Number of Instructional Periods

2 out of 9 periods are in Spanish

2 or 3 out of 9 periods are in Spanish

6


Language Allocation by Content

Grade Level Math Science Social Studies Language Arts

K– 1st Grade Spanish-English Spanish - English Spanish - English 80%-20%

2nd Grade Spanish-English Spanish - English Spanish - English 70%-30%

3rd Grade

English

(bridge to Spanish)

Spanish

(bridge to English)

Spanish

(bridge to English)

60%-40%

4th – 5th Grade

English

(bridge to Spanish)

Spanish

(bridge to English)

Spanish

(bridge to English)

50%-50%

Grade Level Math Science Social Studies Language Arts Spanish Language & Culture Elective Course

6th Grade English English Spanish 50%-50% Not offered at sixth grade

7th–8th Grade English English Spanish 50%-50% Spanish

7


Program Goals

Dual Language (DL)

Dual Language students will

achieve college and career

readiness as well as bilingualism,

biliteracy and multiculturalism by

engaging in a rigorous pathway of

instruction in two languages.

English Learner (EL)

English Learners will engage in a

rigorous pathway of instruction

that provides them with

meaningful access to core

curriculum and opportunities and

support to achieve college and

career readiness expectations

through effective collaboration

between qualified EL teachers

and classroom teachers.

8


SY 16 Program Action Steps

DL

•Increase the rigor in literacy for EL

students in DL✓

•Work with bilingual reading

specialists to support early literacy

instruction in Spanish and

biliteracy intervention✓

•Work with Dual Language

teachers to support writing

instruction✓

•Adopt a Spanish language

proficiency assessment✓

EL

•Increase the rigor of literacy

instruction through co-teaching

between EL and classroom teachers✓

•Continue to build general education

teacher capacity to differentiate

instruction for ELs✓

•Complete curriculum development

for ESL courses at Jr. High and High

School

•Complete curriculum integration

maps for K-5✓

9


Performance Series Math-Achievement

by EL Classification (Grades 2-8)

10


Performance Series Math-Growth

by EL Classification (Grades 2-8)

11


Performance Series Reading-Achievement

by EL Classification (Grades 2-8)

12


Performance Series Reading-Growth

by EL Classification (Grades 2-8)

13


Closing Achievement Gaps through the

Dual Language Program

14


Identifying Achievement Gaps using

Performance Series

• Students at the 40th percentile or higher are considered to

be at grade level

English language proficiency must be taken into account

– “A test in Englis h is a tes t of Englis h.” -Margo Gottlieb

– By program design, English Learners are not expected to be fully

proficient in English in 2nd and 3rd grades.

• Research shows that it takes English Learners 5-7 years to

become fully profic ie nt in Englis h.

– Prior to our s hift to s imultaneous biliteracy instruction, students with

Spanish as the home language were not expected to read at grade

level in Englis h until 5th gra de .

15


DL Performance Series Reading

Grades 2-8

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

90%

2015-2016 PS Reading Grades 2-8

DL Gap Analysis

37%

28%

23%

86%

10% 12% 14%

At Grade Level

2nd&3rd Grade-Continued

Biliteracy Instruction and

Support

4th-8th Grade EL-English

Language Development

Support

Interventions

Support for all who are not at grade level,

differentiated by need.

• 2 nd & 3 rd Grade--Continued Biliteracy

Instruction

• Students are not expected to be fully proficient

in English yet, but we are pushing them

towards grade level reading

• Goal is to be at grade level in 4 th grade

• 4 th -8 th Grade--English Language

Development and Reading Support

• Interventions include a strong oracy component

to build English language proficiency to

increase comprehension

• Reading Intervention

• Interventions for English proficient students

16


DL Performance Series Math

Grades 3-8

100%

90%

80%

70%

60%

50%

40%

30%

20%

92%

2015-2016 PS Math Grades 3-8

DL Gap Analysis

50%

13%

23%

86%

At Grade Level

3rd Grade--Content-based

ESL

4th-8th Grade--Contentbased

ESL+Math Support

Support for all who are not at grade level,

differentiated by need.

• 3 rd Grade—Content-based ESL

• Math support focuses on English language

development specific to Math

• 4 th -8 th Grade--Math Intervention with

English language support

• Interventions include language supports for

English language development

• Math Intervention

• Interventions for English proficient students

10%

0%

8%

14% 14%

Interventions

17


Early Trumps Later

Simultaneous Biliteracy

Research shows that children can learn to read and write in two

languages at the same time.

•Children need to be taught to develop cross-language connections.

•Paired literacy instruction puts students on a trajectory to biliteracy.

(Escamilla et. al., 2014)

18


Growth from Fall to Spring

English as Home Language

2015-2016 F&P in English

English as Home Language K-3

At or Above Grade Level

2015-2016 F&P in Spanish

English as Home Language K-3

At or Above Grade Level

Fall

Spring

Fall

Spring

87%

79%

63%

94%

88%

73% 71%

73%

67%

57% 61%

52%

40%

32%

Kindergarten First Grade Second

Grade

Third Grade

Kindergarten First Grade Second

Grade

Third Grade

19


Growth from Fall to Spring

Spanish as Home Language

2015-2016 F&P in English

Spanish as Home Language K-3

At or Above Grade Level

Fall

Spring

2015-2016 F&P in Spanish

Spanish as Home Language K-3

At or Above Grade Level

Fall

Spring

45% 45%

20%

32%

59%

24%

51%

60% 61%

55% 58% 55% 55%

47%

Kindergarten First Grade Second

Grade

Third Grade

Kindergarten First Grade Second

Grade

Third Grade

20


DL Early Biliteracy by Cohort

Spring SY 15 and 16 (Spanish as Home Language)

Bar on the left=2015

Bar on the right=2016

Spring F&P in English

Spanish as Home Language

Spring F&P in Spanish

Spanish as Home Language

59%

45% 45%

34% 32%

51%

39%

60% 61%

52%

58%

55%

55%

24%

Kindergarten First Grade Second Grade Third Grade

Kindergarten First Grade Second Grade Third Grade

21


DL Early Biliteracy by Cohort

Spring SY 15 and 16 (English as Home Language)

Bar on the left=2015

Bar on the right=2016

Spring F&P in English

English as Home Language

Spring F&P in Spanish

English as Home Language

87%

82% 83%

79%

76%

94%

88%

73%

67%

61%

46% 46%

41%

40%

Kindergarten First Grade Second Grade Third Grade

Kindergarten First Grade Second Grade Third Grade

22


Data Celebrations

•Data indicates that we are doing the right work in Early

Biliteracy

Dual Language students with English as their home

language are outperforming English as home language

students in Monolingual classes

•Teachers and administrators know their students by

name and by need

23


Dual Language PLC Teams

• Principals collaborated to make it possible for Dual

Language teachers to meet once a month after school

as PLC teams

Dual Language teachers are collaborating to create

formative assessments, compare assessment data, and

make instructional decisions based on the data.

24


Family Engagement

• Bilingual Parent Advis ory Committee

Dual Language Parent Advisory Group

with Dr. Lourdes Ferrer

at NCHS

at the ISBE Bilingual Parent Summit

25


Next Steps

Dual Language

• Develop and support Dual

Language PLC teams

• Professional learning for PLC

teams on data literacy

• Expand the role of Bilingual

Reading Specialists to include

coaching

• Continue to develop two-way

communication with Dual

Language families through the

Dual Language Parent Advisory

Group

English Learner

• Professional learning for EL teachers

on data literacy

• Develop and support EL PLC teams

at junior high and high school levels

• Finalize ESL curriculum maps for

junior high and high school

• Continue expanding capacity for

gen.ed. teachers to differentiate

instruction for ELs

– collaboration between EL and

gen. ed. teachers

– profes s ional learning

opportunities

26


Thank you

27

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