Dual Language and English Learning Programs February 20, 2018 1 1
Outcomes • Report on student progress in the English Learner and Dual Language programs • Articulate the work the 2017-2018 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 Transitional Program of (TBE) Instruction (TPI) • • Required when a school has 20 Required when there are less than 20 English Learners with the same home or more English Learners with language in a school the same home language – English as a Second Language – Instruction in the home (ESL) instruction language for Language Arts, – Home language support as Math, Science, Social needed Studies – English as a Second Language (ESL) instruction 4
EL Program Models Grade Type of Program Location(s) Levels TBE (Spanish) Early Childhood Ann Reid Early Childhood Center TPI (all other languages) Dual Language* (Spanish) Beebe, Elmwood, Mill St., River Woods, Steeple Run Kindergarten- 5th Grade TPI (all other languages) All elementary schools Dual Language (Spanish) Junior High Jefferson Junior High School School TPI (all other languages) TBE (Spanish) High School Naperville North High School TPI (all other languages) *Dual Language is a form of TBE 5
Dual Language Program Model Grade Level Percentage of Time Kindergarten – First Grade 80% Spanish -20% English Second Grade 70% Spanish - 30% English Third Grade 60% Spanish - 40% English Fourth Grade – Fifth grade 50% Spanish - 50% English Grade Level Number of Instructional Periods Sixth Grade 2 out of 9 periods are in Spanish Seventh Grade – Eighth Grade 2 or 3 out of 9 periods are in Spanish 6
Program Goals Dual Language (DL) English Learner (EL) Dual Language students will English Learners will engage in a achieve college and career rigorous pathway of instruction readiness as well as bilingualism, that provides them with meaningful biliteracy and multiculturalism by access to core curriculum and engaging in a rigorous pathway of opportunities and support to instruction in two languages. achieve college and career readiness expectations through effective collaboration between qualified EL teachers and classroom teachers. 7
SY 17 Program Action Steps Dual Language English Learner • • Develop and support Dual Professional learning for EL teachers Language PLC teams on data literacy • • Develop and support EL PLC teams at Professional learning for PLC junior high and high school levels teams on data literacy • • Finalize ESL curriculum maps for junior Include Bilingual Reading high and high school Specialists on Dual Language PLC • teams Continue expanding capacity for • general education teachers to Continue to develop two-way differentiate instruction for ELs communication with Dual – collaboration between EL and Language families through the gen. ed. teachers Dual Language Parent Advisory – Group professional learning opportunities 8
ACCESS for ELLs State-defined exit criteria is 4.8 on ACCESS for ELLs 2017 ACCESS for ELLs Percentage of students who met exit criteria District 203 17.7% State 5.8% 9
Performance Series Reading-Achievement by EL Classification (Grades 2-8) 2016-2017 PS Reading Achievement Below Average Average High Average Above Average 53% 53% 52% 47% 45% 37% 36% 30% 28% 28% 27% 25% 25% 23% 23% 23% 16% 16% 16% 15% 15% 13% 12% 11% 10% 9% 7% 5% EL 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. Former EL Never EL Monitor Monitor Monitor Monitor 10
Performance Series Reading-Growth by EL Classification (Grades 2-8) PS Reading Growth Target Met 2016-2017 Reading Growth 2016-2017 66% 62% 61% 58% 57% 57% 53% EL 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. Former EL Never EL Monitor Monitor Monitor Monitor 11
Performance Series Math-Achievement by EL Classification (Grades 2-8) 2016-2017 PS Math Achievement Below Average Average High Average Above Average 63% 58% 52% 51% 51% 46% 46% 28% 27% 26% 25% 21% 19% 19% 17% 17% 16% 16% 14% 13% 14% 11% 12% 9% 8% 8% 7% 6% EL 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. Former EL Never EL Monitor Monitor Monitor Monitor 12
Performance Series Math-Growth by EL Classification (Grades 2-8) Math Growth Target Met 2016-2017 Math Growth 2016-2017 64% 63% 63% 62% 62% 58% 55% EL 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. Former EL Never EL Monitor Monitor Monitor Monitor 13
Performance Series Trend Data First Year after Exiting EL Program (Grades 2-8) PS Reading Achievement in Monitor Year 1 PS Math Achievement in Monitor Year 1 Spring 2015, 2016 & 2017 Spring 2015, 2016 & 2017 Below Average Average High Average Above Average Below Average Average High Average Above Average 63% 45% 42% 41% 32% 31% 31% 30% 29% 29% 26% 26% 25% 23% 22% 17% 15% 14% 13% 11% 10% 10% 8% 6% 2014-2015 2015-2016 2016-2017 2014-2015 2015-2016 2016-2017 14
Dual Language Performance Series Reading (2-8) 15
Dual Language Performance Series Math (3-8) 16
Biliteracy Instruction 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) 17
Biliteracy Assessment Data Students with English as Home Language F&P in English F&P in Spanish English as a Home Language English as a Home Language At or Above Grade Level At or Above Grade Level SY15 SY16 SY17 SY15 SY16 SY17 98% 92% 94% 94% 94% 1 1 88% 87% 83% 80% 82% 79% 78% 76% 74% 73% 73% 0.8 0.8 67% 61% 57% 0.6 0.6 46% 46% 41% 40% 35% 0.4 0.4 0.2 0.2 2 nd K K 1 st K 1 st 2 nd 1 st 2 nd 3 rd 2 nd 3 rd 4 th K K 1 s t K 1 st 2 nd 1 st 2 nd 3 rd 3 rd 4 th 0 0 Class of '30 Class of '29 Class of '28 Class of '27 Class of '26 Class of '30 Class of '29 Class of '28 Class of '27 Class of '26 18
Biliteracy Assessment Data Students with Spanish as Home Language F&P in English F&P in Spanish Spanish as a Home Language Spanish as a Home Language At or Above Grade Level At or Above Grade Level SY15 SY16 SY17 SY15 SY16 SY17 79% 72% 70% 66% 61% 61% 60% 59% 58% 57% 56% 56% 55% 55% 52% 51% 48% 45% 45% 40% 39% 34% 32% 24% K K 1 st K 1 st 2 nd 1 st 2 nd 3 rd 2 nd 3 rd 4 th K K K 1 st 1 st 1 st 2 nd 3 rd 1 st 2 nd 3 rd 2 nd 3 rd 4 th Class of '30 Class of '29 Class of '28 Class of '27 Class of '26 Class of '30 Class of '29 Class of '28 Class of '27 Class of '26 K K 19
Spanish Language Proficiency LAS Links Español Paper Version LAS Links Español Online Version November 2016 November 2017 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% K 1 2 3 4 5 6 7 8 K 1 2 3 4 5 6 7 8 20
Family Engagement 21
Next steps Dual Language English Learner • Increase the amount of higher- Continue expanding capacity • level text resources in 4 th -8 th for all teachers to differentiate grades. instruction for ELs – collaboration between EL • Support Dual Language PLCs teachers, general in sustaining growth in education teachers and Reading achievement other specialists • Increase focus on – professional learning Mathematics instruction opportunities • Continue to work with DL Continue professional • Parent Advisory Group to learning for EL teachers on support student growth data literacy 22
Thank you 23
Recommend
More recommend
