Presentation on theme: "Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia Council of the Great City Schools BIRE Conference."— Presentation transcript:
Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia Council of the Great City Schools BIRE Conference May 2008
Top Ten Foreign Languages Used as Primary Language by Students Language # Students Using as Primary/Home Language Language # Students Using as Primary/Home Language Spanish192,008Arabic510 Haitian-Creole18,291Russian448 French2,234Urdu423 Portuguese1,643Hebrew244 Other Chinese Languages* 729Vietnamese232 Other Chinese Languages denotes languages other than Cantonese and Mandarin Source: Student Database System, compiled by the Office of Accountability and Systemwide Performance
Enrollment in Bilingual Programs English for Speakers of Other Languages 51,762 Spanish for Spanish Speakers92,238 World Languages – Spanish (Elementary) 36,456 Secondary Spanish as a Foreign Language 19,041 Basic Skills in the Home Language41,533
Policies Driving Reform All educational reform is executed within the context of existing and/or emerging policies at the: – National level – State level – District level – School level
National Level: No Child Left Behind Act State academic standards Assessment and accountability system Instructional programs supported by scientifically-based research High academic expectations for all students Specific measurable performance objectives for various subgroups (FRL; ESE; ELL; etc)
NCLB and English Language Learners (ELL) Monitor progress – Academic achievement (Title I) – English proficiency (Title III) Challenges: – How to measure academic progress of ELL Use valid measures to monitor academic achievement (simplified language or native language) – Development of ELL standards and assessments – Identify programs that are supported by scientifically- based research proven effected with ELL
State Level Florida was already implementing many of the policies that were later incorporated in the NCLB. – 1990 LULAC Consent Decree – Teacher certification requirements on second language strategies – Curriculum requirements – 1999 Florida’s A+ Accountability Plan – Florida Comprehensive Achievement Test – School grades – based on FCAT
Legal Rulings & Guidelines Florida Administrative Code Rule – Limited English Proficient (LEP)* students are entitled to “equal access to instruction in English which is equal in amount, sequence and scope, as that provided to non-LEP students.” (6A-6.0900-6A-6.0908, F.A.C.) * Also referred to as English Language Learners (ELL)
District’s Implementation Ensure availability of instructional resources: personnel and materials (district and federal funds) Implement coherent, standards-based curriculum and instruction – ELL must have access to grade level instruction while they are learning English – Instructional time must be equal to standard curriculum students Superintendent’s initiative: – score cards linking student achievement (by subgroups) with evaluation of administrative staff
School Level Instructional leadership: Principal is knowledgeable of needs of ELLs and best instructional practices Highly qualified teachers work with ELLs Build capacity for all teachers to provide comprehensible instruction to ELL: Provide explicit English language development instruction Provide access to grade level academic content using ESL techniques or native language where possible Ensure availability of quality instructional materials
Instructional Programs English for Speakers of Other Languages (ESOL) Basic Skill in the Home Language – Heritage Language Arts Spanish and Haitian-Creole – Curriculum Content in the Home Language Mathematics, Science, and Social Sciences Individualize tutoring in the native language during and after school
Elementary Programs Two hours of daily instruction in language arts/reading/writing/ESOL 150 minutes weekly of language arts in the home language 45 minutes daily of curriculum content in the home language (mathematics and science)
Secondary Courses English Through ESOL – students grouped by grade levels Developmental Language Arts Through ESOL – students grouped by English proficiency levels Bilingual Curriculum Courses (BCC) – mathematics, science, or social sciences – offered when there are sufficient numbers of ELL students Home Language Assistance Program (HLAP) – a dedicated bilingual teacher or paraprofessional to provide assistance/tutoring in the home language
Curriculum Programs are guided by a Competency-Based Curriculum (CBC) Equivalent to grade-level CBC Correlated to Florida Sunshine State Standards (SSS) Guided by performance indicator
New Beginning Program Designed to address the needs of newly- arrived students entering M-DCPS who are English Language Learners and have limited or no prior school experience. These students have a dual problem: lack of English proficiency and lack of literacy and academic skills in their heritage language.
The Challenge Meet mandates that require ELL students receive instruction that is equal in scope, sequence, and content to that of non-ELL students. Provide necessary tools for the success of ELL students as the state raises the academic requirements. Narrow the achievement gap created by second language acquisition.
Challenge for Students Build a connection between oral and written language. Integrate effective language acquisition strategies into the learning process. Learn content area while learning English.
Challenge for Teachers Strengthen their ability to provide an integrated curriculum that addresses state standards, mandates, and strategies necessary to meet ELL students’ learning needs.
Professional Development Pre-service – Most local university have built-in the State required endorsement courses in the undergraduate programs for teachers. In-Service – District offers ESOL and Reading endorsement courses – On-going professional development with follow up
Collaboration Close working relationship between the District’s language arts and bilingual departments Inclusion of ESOL strategies in all core content area – Florida require specific training for all teachers of ELL students Full integration of instructional technology into the ESOL program
Data Driven Instruction Monitor inclusion of ELL students in all district and state assessments with appropriate accommodations Analyze ELL student performance data in state academic (FCAT) and English proficiency (CELLA) assessments
Assessment and Accountability Policies Use of assessment data to improve student achievement – Annual State assessment: Florida Comprehensive Achievement Test (FCAT) (reading, writing, math, & science) (English only) – All ELL students participate, included in Florida’s A+ Accountability Plan only after two years in the program. – Results used for third grade retention and graduation from high school. English proficiency assessment: OLPS-R (to be replaced by state’s CELLA) – Formative assessments DIBELS, FORF, M-DCPS Interim Assessments, etc. http://oada.dadeschools.net/SAET/20072008TestingCalenda r.asp http://oada.dadeschools.net/SAET/20072008TestingCalenda r.asp
LONGITUDINAL VIEW OF ELL STUDENTS ACADEMIC PROGRESS Percentages of Different ELL Cohort Students Scoring at or above Achievement Level 3 on the Reading Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red)
LONGITUDINAL VIEW OF ELL STUDENTS ACADEMIC PROGRESS Percentages of Different ELL Cohort Students Scoring at or above Achievement Level 3 on the Mathematics Component of the FCAT-SSS and Florida’s AYP Benchmark (in Red)
Future Plans Use of new State Instructional Model codes for identification of best practices and instructional models. Conduct evaluation of instructional technology being implemented in the ESOL program.
Continuous Improvement Model A never ending story...
Miami-Dade County Public Schools Division of Bilingual Education and World Languages Dr. Joanne H. Urrutia email@example.com http://www.dadeschools.net