1. Meeting the Needs of English Language Learners: Cycle 4-LEP Student Success Initiative Awardees Leadership Conference Dr. Frank Lucido Institute for Second Language Achievement Texas A&M University – Corpus Christi

2. 2 SCHOOL IMPROVEMENT PROJECT ENGLISH LANGUAGE LEARNERS (ELL) Mission Statement To assist high potential schools with planning and implementing effective practices to enhance language and academic achievement of English language learners.

3. W E B P A G E I S L A I S L A http://ell.tamucc.edu

4. You Might Be A Teacher IF……

5. You want to slap the next person who says, “Must be nice to work 8:00 – 3:20 and have summers free.

6. You Might Be A Teacher IF……

7. You aren’t sure about having children of your own because there’s no name you could give a child that wouldn’t bring on high blood pressure the moment you heard it uttered.

8. You Might Be A Teacher IF…..

9. You can tell if it’s a full moon without ever looking outside.

10. You Might Be A Teacher IF…..

11. Meeting a child’s parent instantly answers the question, “Why is this kid like this?”

12. You Might Be A Teacher IF…….

13. When out in public you feel the urge to snap your fingers at children you do not know and correct their behavior.

14. The Challenge  About 1 in 9 students in the U.S. speaks a language other than English at home.  The ELL population has grown from 2 million to 5 million since 1990.  About 42.7% of Texas students are Hispanic.  About 40% of Hispanic children under eighteen are living in poverty.  Less than 25% of ELL passed the TAKS in 11 th grade.  It takes 5 – 7 years to acquire academic language proficiency in English.  It takes 2 – 3 years to acquire conversational fluency in a second language.

15. Demographic Changes Challenges for the Future of Texas

16. Percent Change in Population from 1990 to 2000 for Council of Government Regions in Texas

17. Population Change in Texas Counties, 1990-2000 Source: Texas State Data Center

18. Population Change in Texas Counties, 2000-2003 Source: Texas State Data Center

19. Population Change in Texas Counties, 2000-2004 Source: U.S. Bureau of the Census, 2004 County Estimates

20. Numerical Change in Population by Race/Ethnicity in Texas for 1980-1990 and 1990-2000

21. Percent Change in Population by Race/Ethnicity for 1980-1990 and 1990-2000 in Texas

22. Percent Change in Population from 1990 to 2000 by Race/Ethnicity by Metropolitan Status in Texas

23. Percent of Texas Population by Age Group and Ethnicity, 2000

24. Percent of Texas Population by Age Group and Ethnicity, 2040*

25. Projected Proportion of Population by Race/Ethnicity in Texas, 2000-2040*

26. Median Household Income in 1999 in Texas by Age of Householder Thousands

27. Median Household Income In 1999 in Texas by Race/Ethnicity of Householder

28. Educational Attainment in 2000 in Texas for Persons 25+ Years of Age By Race/Ethnicity Percent

29. States Ranked by Median Household Income in 1999

30. States Ranked by Percent High School Graduates + in the Population 25 Years of Age or Older, 2000

31. States Ranked by Percent College Graduates + in the Population 25 Years of Age or Older, 2000

32. Percent of Students in Each Race/Ethnicity Category in the 60 Largest School Districts in Texas, 2003-2004

33. Projected Percent of Public Elementary and Secondary Enrollment by Race/Ethnicity in 2000 and Projections for 2040*

34. Projected Percent of Public University Enrollment by Race/Ethnicity in 2000 and Projections for 2040*

35. Percent Change in Enrollment in Selected Elementary and Secondary School Programs in Texas, 2000 to 2040* Percent Change *Projections are for the 1.0 Scenario

36. Average Household Income in Texas, 2000-2040* (in 2000 Dollars)

37. Projected Percent of Households in Poverty by Family Type in Texas, 2000 and 2040

38. The mark of a truly educated man is to be moved deeply by statistics. George Bernard Shaw

39. Steve Murdock Texas State Data Center Phone 210 – 458 - 6530 Fax 210 – 458 - 6540 Website txsdc.utsa.edu

40. Dual Language Education SD=Strongly Disagree; D=Disagree; Strongly Agree=SA; A=Agree; DK=Don’t Know  1. The Most important function of language is using appropriate grammar structures.  2. Language is difficult to define.  3. Dual Language is a model of bilingual education.  4. Language should be acquired rather than taught directly.  5. Bilingualism is difficult to assess.  6. The purpose of dual language education is for the students to learn a second language.

41. Guidance (not threats) from the Courts and the Law: What is “A Meaningful Education” for LM students? There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” Lau v. Nichols (1974), U.S. Supreme Court Plaintiff: Chinese-American community in San Francisco, CA Programs serving LEP/ELL students must: (1)Be based on “sound educational theory”. (2)Be implemented effectively, with adequate resources and personnel (3)Be evaluated and found successful in two areas: the teaching of language (English and others) and in access to the full curriculum (math, social studies, science) Castaneda v. Pickard, 1981, U.S. Fifth Circuit Court of Appeals Plaintiff: Mexican-American community in Raymondville, TX

42. Goal: Equal Educational Opportunity for all students as defined by equal results, not only by intents or inputs. Equal Educational Opportunity Act, 1974. Goal: Addressing a “meaningful education” using demonstrably effective programs that lead to long-term parity, not with minimalist programs that attempt to ‘just get by’. Thomas and Collier

43. Foreign Languages Offered and Age of Introduction Country1 st Foreign Language Starting Age Additional Languages AustraliaFrench6German, Greek, Italian, Japanese AustriaEnglish6French, Italian Czech RepublicEnglish and German9French, Russian, Spanish FinlandEnglish or other9Swedish, Finnish, German, French, Russian, Spanish, Italian GermanyEnglish or other8French, Spanish, Russian, Italian, Turkish ItalyEnglish8French, German, Spanish, Russian LuxembourgGerman and French6 or 7English, Italian, Spanish SpainEnglish8French, German, Italian, Portuguese ThailandEnglish6French, German, Chinese, Japanese, Arabic United StatesSpanish14French, German Japanese

47. IN TRESPASS TO TRY TITLE TO TRACT OF LAND WHERE THE STATE IN ORDER TO ESTABLISH THAT TRACT HAS A VACANCY IN PUBLIC DOMAIN ATTACKED VALIDITY OF A CORRECTED PATENT GRANTED TO DEFENDANTS’ PREDECESSOR. COURT OF CIVIL APPEALS BY REVERSING JUDGMENT OF TRIAL COURT IN FAVOR OF STATE HOLDING CORRECTED PATENT VOID, AND BY DENYING RECOVERY TO STATE, DIRECTLY UPHELD EXISTENCE OR CORRECTED PATENT SO AS TO PRECLUDE STATE BECAUSE OF STARE DECISIS, FROM THEREAFTER CHALLENGING VALIDITY OF CORRECTED PATENT AGAINS SAME DEFENDANTS. ALEXANDER v. STANOLIND OIL & GAS CO. (CIV.APP.1917) 192 S. W. 781, REF. N. R. E.

50. Read the paragraph below and answer the questions that follow. A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English. Were you able to understand the paragraph? Could you explain it to someone else? If not, what would help you to understand it better?

53. Language Proficiency SUP MODELCUP MODEL Separate Underlying ProficiencyCommon Underlying Proficiency From Cummins, 1981

54. Personality Age First Language Language Environment Filter Organizer Monitor Learner’s Verbal Performance FIGURE 1-A Working Model for Creative Construction in L2 Acquisition* Internal Processing

55. Brain Compatible Teaching

58. Stages of Language Acquisition and Development in the Child Vocabulary – Estimates of Vocabulary – 1 year3 words 2 years272 words 3 years896 words 4 years1540 words 5 years2072 words 6 years2562 words By first grade a child could possibly have an active vocabulary of 5099 different words. Sentence Length – 18 monthsUsually 1 word length 28 months 2 – 3 words length 3.5 yearsComplete sentences averaging about 4 words in length, although capable of producing occasional sentences that are 20 – 30 words. 5 – 6 years-The average sentence is about 5 words in length. 9.5 years-The oral sentence is about 6 – 7 words, with an average written length of 11 words 15 years-About 17 words Adult-About 20 words

59. Levels of Language Acquistion  Pre-Production  Early Production  Speech Emergence  Intermediate Fluency  Advanced Fluency

60. Literacy Development Instructional Sequence Preparation to Literacy Early Literacy Emergent Literacy Intermediate Abilities

61. Cognitively Undemanding Communication 1 st Quadrant2 nd Quadrant 3 rd Quadrant 4 th Quadrant Context Embedded Communication Context Reduced Communication Cognitively Demanding Communication Art, music, P.E., Face to Face conversation, Visual clues, Simple directions Telephone conversations, Written descriptions, Graphic organizers, Demonstrations, “Hands on” learning, Social Studies projects, Science experiments Reading a textbook, Explanation of abstract concepts, Lectures with few illustrations, Writing

62. When you know Then you don’t know When you know You don’t know Then you KNOW

63. Program Models for English Language Learners

64. Immersion: No instructional support is provided by a trained specialist. This is NOT a program model, since it is in non-compliance with federal standards as a result of the Supreme Court decision in Lau vs. Nichols.

65. English as a Second Language (ESL) No instruction through the minority language. PK-12 ESL: Taught by a bilingual teacher in a self contained classroom, but all instruction is conducted through English. ESL taught through academic content: An English program that serves students identified as LEP in English only providing a full time teacher certified to provide supplementary instruction for all content area instruction; it integrates English as a Second Language instruction, and Sheltered Instructional strategies with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn math, science, and social studies, or other academic subjects.

66. Types of Bilingual/ESLPrograms Types of Bilingual/ESLPrograms  ESL Pullout is an English program that serves identified LEP students in English only by providing a certified teacher for English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas; instruction my be provided by an ESL teacher in a pull-out or inclusdionalry delivery model; exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program. an English program that serves identified LEP students in English only by providing a certified teacher for English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas; instruction my be provided by an ESL teacher in a pull-out or inclusdionalry delivery model; exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program.

67. English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) cont’d: Secondary Education: ESL taught through academic content or sheltered English ESL taught as a subject

68. Transitional Bilingual Programs: Transitional bilingual/early exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than two or later than five years after the student enrolls in school; Transitional bilingual/late exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school;

69. Transitional Programs PKL180%KL170% L2ELS20% 1stL150% L2ESL40% L2ESL30% 2ndL150% L2ESL50% 3rdL120% L2ESL80% 4th100%English5th100%English

70. Two-way Immersion and One- Way Immersion are also dual language programs.

71. Dual Language Programs Dual language immersion/two-way: a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English-only instruction not earlier than six or later than seven years after the student enrolls in school;

72. Dual Language Programs  (D) dual language immersion/one- way: a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school; and

73. The 50 – 50 Model (in Canada called partial immersion) Grades K – 5 or 6: Academic instruction half a day through each language. Grades 6 0r 7 -12: 60% of academic instruction through majority language and 40% through minority language.

74. 50/50 MODEL Dual Language PKL150%KL150% L250%ESL 1stL150% L250%ESLL250%ESL 2ndL150% L250%ESL 3rdL150% L250%ESL 4 th L150% L250%ESL 5thL150% L250%ESL

75. The 90 – 10 Model (in Canada, referred to as early total immersion) Grades K – 1: All or 90% of academic instruction through minority language Grade 2: One hour of academic instruction through majority language added. Grade 3: Two hours of academic instruction through majority language added. Grades 4-5 or 6: Academic instruction half a day through each language. Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language.

76. 90/10 MODEL Dual Language Model PKL190%KL180% L2ESL10% 1stL170% L2ESL30% L2ESL20% 2ndL160% L2ESL40% 3rdL150% 50%ESL 4thL150% 50%ESL 5thL150% 50%ESL

78. Are these correct? 9 + 1 = 10 7 + 3 = 10 7 + 6 = 1 8 + 6 = 2 12 + 4 = 4 1 + 5 = 6

80. An Overview of the Texas Successful Schools Study as Conducted by the Texas Education Agency—February 2000  Study was conducted pursuant to a recommendation made in A Report to the 75 th Texas Legislature from the Texas Education Agency—December 1996 and as part of the Commissioner’s Educational Research Initiative for 1998-99. The study started in March 1998.  Texas A&M University~Corpus Christi provided the research support for the study.  Purpose of the study was to profile the programs, policies and instructional practices of successful schools.  Seven Schools were Selected from a group of 26 Title I recognized schools in Texas with a high incidence of educationally disadvantaged students, a high incidence of LEP students, zero LEP exemptions on the state assessment (TAAS) and a rating of the “Recognized” or “Exemplary” on the Texas accountability system in May, 1997. Contact Person: Oscar M. Cardenas, Principal Investigator at (512) 463-9714 ocardena@tmail.tea.state.tx.us. The Study should be available for public consumption at the Texas Education Agency’s web site at www.tea.state.tx.us/program.eval/sss.html by mid-March, 2000. ocardena@tmail.tea.state.tx.uswww.tea.state.tx.us/program.eval/sss.html

81. TEA Accountability Ratings for Successful School’s Study Campus19951996199719981999 CastanedaRecognizedRecognizedRecognizedExemplaryRecognized La Encantada RecognizedRecognizedRecognizedExemplaryRecognized CampestreRecognizedExemplaryExemplaryRecognizedRecognized KellyRecognizedRecognizedRecognizedExemplaryExemplary BowieAcceptableRecognizedExemplaryExemplaryExemplary CloverAcceptableRecognizedRecognizedExemplaryExemplary ScottExemplaryExemplaryExemplaryExemplaryExemplary

82. Successful Schools Accountability 2001-2007 School 2001 2002 20042005 20062007 CastanedaRecog.Recog.Recog.Recog.Recog.Recog. KellyExemp.Exemp.Recog.Recog.Recog.Recog. CloverExemp.ExempRecog.Recog.Exemp.Recog. BowieExemp.Recog.Exemp.Recog.Recog.Recog. ScottExemp.Exemp.Recog.Accept.Recog.Recog. La Encantada Recog.Recog.Accept.Accept.Accept.Accept. CampestreRecog.Accept.Accept.Accept.Recog.Accept.

83. Multiple Sources of Data Interviews Surveys Outcomes Site Visits Campus & Student TAAS Data AEIS Campus Reports

84. Program Characteristics  Instructional leadership at both the campus and district levels.  Use of L1 and L2 in instruction-equal prestige of both languages.  No early exit from bilingual programs.  Literacy rich environments in both languages.

85. Program Characteristics ( Continued)  Balanced literacy approaches.  Staff development focused on second language learners.  Vertical/horizontal team planning.  Thematic unit instruction with TAAS objectives and TEKS imbedded.

86. P rogram Characteristics ( Continued)  Extensive parental involvement.  “Social capitol” John Coleman-students feel valued and respected. valued and respected.  Culture infused throughout the curriculum through fine arts, literature, and social studies.  Continuous monitoring and assessment of language and academic growth.

87. Program Characteristics (Continued)  Technology for support/tutoring.  After school enrichment programs/tutoring.  Certified teachers and administrators.  Grouping for instruction.

88. Program Characteristics (Continued)  Montessori methodology in Early Childhood. Childhood.  Manipulatives and “hands on” teaching. teaching.  Sustained silent reading.  Strong ESL methodologies.

89. EFFECTIVE DUAL LANGUAGE PRACTICES

90. Research Study University research grant provided by Texas A&M University- Corpus Christi. Eight (8) schools/five (5) states included in study: 1) Albuquerque, New Mexico Independent School District East San Jose Elementary School 2) Chicago, Illinois Independent School District Darwin Elementary School Rachel Carson Elementary School Josiah L. Pickard Elementary School Anderson Elementary School Inter-American Magnet School 3) El Paso, Texas Independent School District Alicia Chacón Elementary School

91. Research Study (continued) 4) Cauntillo, Texas Independent School District  Cauntillo Elementary  Jose Damian Elementary 5) Houston, Texas Independent School District  Gary L. Herod Elementary School 6) Arlington, Virginia Independent School District  Francis Scott Key Elementary School 7) Hidalgo, Texas Independent School District  Kelly Elementary School 8) Napa, California Independent School District  Napa Language Academy

92. Campus Leadership Practices  Campus leadership committed to bilingualism and bilingual education.  Administrator learned research and applied program: 1 st year/one grade, 2 nd year two grades, etc.  Administrator informs community.  Administrator keeps school in district eye with representation at board meetings and other district functions.

93. Campus Leadership Practices (continued)  Administrator ensures compatible planning partners, administrator facilitates/schedules sufficient time for planning.  Administrator allows time for both vertical and horizontal team planning.  Administrator facilitates parent attendance, transportation to training.  Administrator protects the integrity of program, i.e.: no new 4 th graders added, etc.

94. Campus Leadership Practices (continued)  Administrator treats teachers as participants; teachers are invested and empowered.  Administrator facilitated smooth program implementation with parent support after staff and community disagreed on which program model to implement (50/50 or 90/10).  Administrator facilitates staff training and development (staff in-service/attendance to NABE, CABE, etc.).  Administrator is committed to program staffing (a key to program success).

95. Program Characteristics  Spanish as L2: instruction for all students (SFL “immersion” program).  Spanish literacy integrated through content.  Program phased in gradually.  High level of development of Spanish language use required by bilingual teachers to facilitate production.  Planned and practiced student presentations in L1 and L2 for all students.

96. Program Characteristics (continued)  No one model of implementation was prevalent among the schools visited but whatever the model it was respected.  Team teaching is used with teachers working in their area of expertise or preferred language.  Clear language division: one (1) day English/ one (1) day Spanish or other appropriate models were observed.  Program begins with Prekindergarten level.  Teacher preparation and planning facilitates stability of program.

97. Program Characteristics (continued)  Heterogeneous grouping for instruction.  Administrators, teachers, and staff believe in children as language learners.  Some language pairing in environmental literacy.  Tutoring before or after school at least twice weekly.  Continuous assessment of language development in both languages.

98. Program Characteristics (continued)  Continuous assessment of program goals and outcomes.  Adequate materials in both English and Spanish languages.  Certified administrators and bilingual teachers.  Adequate library materials in both English and Spanish.  Support staff is also supportive of dual language program.

99. PROMISING PROGRAMS IN SECONDARY LANGUAGE MINORITY EDUCATION (@ W.P. Thomas & V. P. Collier, 1995)  Second language taught through academic content  Conscious focus on teaching learning strategies needed to develop thinking skills and problem-solving  Activation of students’ prior knowledge  Respect for students’ home language and culture  Cooperative learning  Interactive, discovery learning  Intense, meaningful cognitive/academic development  Ongoing assessment using multiple measures For students entering U.S. schools at secondary level, when first language support cannot be provided, the following program characteristics make a significant difference: An example of this type of program is CALLA`: The Cognitive Academic Language Learning Approach

100. SIOP (Sheltered Instruction Observation Protocol) A Model of Sheltered Instruction (Short, Echevarria, 2002)  Identify the language demands of the content course.  Plan language objectives for all lessons and make them explicit to students.  Emphasize academic vocabulary development.  Activate and strengthen background knowledge.  Promote oral interaction and extended academic talk.  Review vocabulary and content concepts.  Give students feedback on language use in class.

101. Synthesis of Research on Academic Achievement of English Language Learners Dr. Kathryn Lindholm-Leary Dr. Graciela Bersanto AERA-Montreal, Canada April, 2005

102. Academic achievement  Communicative competence in acquiring content and achievement as measured in math, science, and social studies. content and achievement as measured in math, science, and social studies.  Most studies focused on underachievement.  Most used assessment was a standardized achievement test.

103. Research Design  Original search produced 700 articles/studies  Narrowed to 200 articles  Focused on findings of 66 empirical articles  Majority of articles dealt with programs.  Focused on program evaluations  Some assessment issues

104. Research Design continued  2 types of studies-Comparative studies Bilingual vs. ESL; Early Exit vs. Late Exit Bilingual vs. ESL; Early Exit vs. Late Exit and Descriptive studies-Describe the outcomes of special programs for ELLs. and Descriptive studies-Describe the outcomes of special programs for ELLs.  Elementary level, a few secondary studies  Few longitudinal studies

105. Does research demonstrate the effectiveness of programs designed for Ell’s as compared to mainstream programs ?  Programs specifically designed for ELLs produce students equal to and in many produce students equal to and in many cases surpass students in the mainstream cases surpass students in the mainstream program. program.  Most programs evaluated through 2 nd grade. Most programs show little difference in early grades, but looking at the later grades, students catch up and surpass mainstream students.

106. SYNTHESIS FINDINGS CONTINUED  Students are less likely to drop out of school if they are in specifically designed programs.  Students who received instruction in L1 were most likely to close the achievement gap and surpass their mainstream peers.  Students had positive attitudes toward self and other students.  Students had positive attitudes toward their culture and other cultures.

107. Characteristics Common to Effective Programs  Attitude that “All Children Can Learn.”  Positive school environment.  Challenging and meaningful curriculum.  Alignment of curriculum to high standards.  Administrators and teachers that know and understand theory and goals of program and implement best practices for ELLs. and understand theory and goals of program and implement best practices for ELLs.

108. Characteristics Common to Effective Programs  Integrate rather than segregate students.  See the program as an enrichment model.  Program is sustained over time.  Consistent assessment of literacy and academic development. academic development.  Language development strategies are incorporated into the program.

109. Conclusions  English language learners are more successful when they participate in programs specifically designed to meet their needs.  Programs need to be consistent.  Programs need to be viewed as enrichment.  Programs incorporate language development.  Appropriate assessments are conducted.  An enriched and challenging curriculum is provided.

110. Questions to Consider  What does the research tell me?  What was not so surprising to me?  What was somewhat surprising to me?  What is totally surprising to me?  Knowing the research, what changes/considerations/policies do we provide so that our students have a successful future?

111. ONE As the soot and dirt and ash rained down, We became one color. As we carried each other down the stairs of the burning building We became one class. As we lit candles of waiting and hope We became one generation. As the firefighters and police officers fought their way into the inferno We became one gender. As we fell to our knees in prayer for strength, We became one faith. As we whispered or shouted words of encouragement, We spoke one language. As we gave our blood in lines a mile long, We became one body. As we mourned together the great loss We became one family. As we cried tears of grief and loss We became one soul. As we retell with pride of the sacrifice of heroes We become one people.

112. We are: One color One class One generation One gender One faith One body One family One soul One people We are The Power of One. We are United We are America. Ed & Jody Lippincott

113. Dr. Frank Lucido, Director Institute for Second Language Achievement flucido@falcon.tamucc.edu http://ell.tamucc..eduhttp://ell.tamucc..edu (ISLA website) Consultants Dr. Gustavo Gonzalez Dr. Lupita Thompson Dr. Candelario Huerta Mrs. Cecilia Huerta Dr. Elva Cerda Perez