ESL Program Policy 3.20 7 Jan Lanier & Katie Barcy
A C A D E M I C S ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION, NO MATTER WHERE THEY LIVE E D U C A T O R S W H O L E C H I L D TENNESSEE WILL SET A NEW PATH TENNESSEE PUBLIC SCHOOLS FOR THE EDUCATION PROFESSION WILL BE EQUIPPED TO SERVE THE AND BE THE TOP STATE TO ACADEMIC AND NON-ACADEMIC BECOME AND REMAIN A TEACHER NEEDS OF ALL STUDENTS AND LEADER
Proposed revisions Establish exit criteria Raise exit criteria for for students taking the students taking the WIDA Alternate WIDA ACCESS ACCESS Composite: P1+ Composite: 4.4 Literacy: P1+ Literacy: 4.2 3
Engaging stakeholders Opportunities for Engagement Federal Regional Statewide Programs Professional online and Learning feedback Oversight Communities survey Advisory (PLCs) Council 4
Feedback from engagem ent Support for incremental raising of criteria Students exiting with the current criteria are performing adequately in their classes Key Takeaways Strong support for WIDA Alternate ACCESS exit criteria Concerns surrounding availability of ESL teachers in the state 5
Concerns from first reading Student Level What is the difference in English language proficiency between the current exit score and the proposed exit score? What does this difference look like in content area classes? District Level What funding is available to support the resulting changes due to shifting exit criteria? What are the supports for ESL-related staffing to meet increased needs? 6
Student-Level Im pact
How do Tennessee ELs fare nationally? GA AL NC MO KY VA Tennessee Other WIDA States Neighboring States 8
How do Tennessee ELs fare on the NAEP? 9
What is the difference in English language proficiency between 4.2 and 4.4? LISTENING SPEAKING ORAL LANGUAGE Language Proficiency Process Recounts Process Process Level Students Students Recount by: Explain by: Argue by: Students Discuss by: by: Explanations by: Arguments by: Sequencing events Identifying precise Identifying Giving content- Connecting the Stating Elaborating on or steps based on details, evidence that related oral sequential, relevant statements of oral reading of descriptions, or supports reports cyclical, or evidence for others to extend informational text comparisons that predictions or causal claims ideas Level support hypotheses relationships of Sequencing conversation content-related Recognizing the steps to solve a Responding to Presenting creative 4 issues and language of related Differentiating problem opinion solutions to resolve concepts genres (e.g., news Following oral between multiple statements of communication reports, historical information on how points of view in others with issues Expanding accounts) or why phenomena class discussions Presenting reasons or occur detailed evidence Contributing ideas information in to co-create group small groups responses READING WRITING Language Proficiency Process Explanations Process Arguments Students Process Recounts by: Students Recount by: Explain by: Argue by: Level by: by: Connecting details to Identifying the Hypothesizing or Relating a sequence of Presenting information Comparing and main ideas or themes different words or predicting based on events using a variety of on processes or contrasting evidence Level phrases that are used evidence transitional words, phenomena from a for claims to describe the same phrases, and clauses variety of sources Identifying conclusions 4 topic or phenomena in multi-paragraph text Comparing multiple Providing reasons points of view on a Synthesizing information Elaborating topics with and evidence which Organizing topic across related texts facts, definitions, support particular Expanding information on how or (e.g., author study) concrete details, or points why phenomena quotations and occur examples 10
Exam ple: 4.2 proficiency LISTENING SPEAKING ORAL LANGUAGE Language Proficiency Process Recounts Process Process Level Students Students Recount by: Explain by: Argue by: Students Discuss by: by: Explanations by: Arguments by: Sequencing events Identifying precise Identifying Giving content- Connecting the Stating Elaborating on or steps based on details, evidence that related oral sequential, relevant statements of oral reading of descriptions, or supports reports cyclical, or evidence for others to extend informational text comparisons that predictions or causal claims ideas Level support hypotheses relationships of Sequencing conversation content-related Recognizing the steps to solve a Responding to Presenting creative 4 issues and language of related Differentiating problem opinion solutions to resolve concepts genres (e.g., news Following oral between multiple statements of communication reports, historical information on how points of view in others with issues Expanding accounts) or why phenomena class discussions Presenting reasons or occur detailed evidence Contributing ideas information in to co-create group small groups responses READING WRITING Language Proficiency Process Explanations Process Arguments Students Process Recounts by: Students Recount by: Explain by: Argue by: Level by: by: Connecting details to Identifying the Hypothesizing or Relating a sequence of Presenting information Comparing and main ideas or themes different words or predicting based on events using a variety of on processes or contrasting evidence Level phrases that are used evidence transitional words, phenomena from a for claims to describe the same phrases, and clauses variety of sources Identifying conclusions 4 topic or phenomena in multi-paragraph text Comparing multiple Providing reasons points of view on a Synthesizing information Elaborating topics with and evidence which Organizing topic across related texts facts, definitions, support particular Expanding information on how or (e.g., author study) concrete details, or points why phenomena quotations and occur examples 11
Exam ple: 4.4 proficiency LISTENING SPEAKING ORAL LANGUAGE Language Proficiency Process Recounts Process Process Level Students Students Recount by: Explain by: Argue by: Students Discuss by: by: Explanations by: Arguments by: Sequencing events Identifying precise Identifying Giving content- Connecting the Stating Elaborating on or steps based on details, evidence that related oral sequential, relevant statements of oral reading of descriptions, or supports reports cyclical, or evidence for others to extend informational text comparisons that predictions or causal claims ideas Level support hypotheses relationships of Sequencing conversation content-related Recognizing the steps to solve a Responding to Presenting creative 4 issues and language of related Differentiating problem opinion solutions to resolve concepts genres (e.g., news Following oral between multiple statements of communication reports, historical information on how points of view in others with issues Expanding accounts) or why phenomena class discussions Presenting reasons or occur detailed evidence Contributing ideas information in to co-create group small groups responses READING WRITING Language Proficiency Process Explanations Process Arguments Students Process Recounts by: Students Recount by: Explain by: Argue by: Level by: by: Connecting details to Identifying the Hypothesizing or Relating a sequence of Presenting information Comparing and main ideas or themes different words or predicting based on events using a variety of on processes or contrasting evidence Level phrases that are used evidence transitional words, phenomena from a for claims to describe the same phrases, and clauses variety of sources Identifying conclusions 4 topic or phenomena in multi-paragraph text Comparing multiple Providing reasons points of view on a Synthesizing information Elaborating topics with and evidence which Organizing topic across related texts facts, definitions, support particular Expanding information on how or (e.g., author study) concrete details, or points why phenomena quotations and occur examples 12
What is the difference in content areas between 4 .2 and 4.4 WIDA com posite? Percent of students On-Track or Mastered in grades 3-8 (2018-19) 40.0% 33.4% 35.0% 30.7% 30.0% 25.0% 20.0% 16.5% 16.4% 15.8% 15.0% 10.1% 10.0% 5.0% 0.0% ELA Math Social Studies Exit at 4.2 Exit at 4.4 13
Student-Level Im pact • Increased access to, • Meaningful access to and participation in, content coursework for academic and non- English Learners academic opportunities for all English Learners, especially those with exceptionalities 1 2 14
Questions?
District-Level
What funding is available? Teacher-to-Student Ratios BEP funds districts for English Learners at 1:20 Policy requires districts to staff for English Learners up to 1:35 17
What are/ will be the supports for ESL- related staffing to m eet increased needs? Teacher Licensure and Staffing Developed resources around available pathways for hiring ESL teachers • Updated appendix in the ESL Manual • Webinar 18
Recommend
More recommend
