1. Audit and Program Review 1 st Quarter 2013 Judith Coffman Director of Bilingual/ESL Programs

2. Bilingual/ESL Programs o Chapter 89 o Research o Current MISD Model Focus and Goals Audit o Review and Progress o Successes and Challenges Advocacy 1 st Quarter Program Review

3. Chapter 89, Subchapter BB – Commissioner’s Rules Concerning State Plan for Educating English Language Learners It is state policy that every student who has a home language other than English and who is identified as Limited English Proficient (LEP) shall be provided a full opportunity to participate in a bilingual education or English as a Second Language (ESL) program, as required in the Texas Education Code, Chapter 29, Subchapter B. Each school district which has an enrollment of 20 or more LEP students who speak the same language in the same grade level district-wide shall offer a bilingual education program for the LEP students in pre-kindergarten through the elementary grades. Chapter 89, Subchapter BB Chapter 29, Subchapter B Chronology of Federal and State Law Impacting ELL Students

4. §89.1210 (a) Program Content and Design. Each school district required to offer a bilingual education or English as a second language program shall provide each English language learner the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall modify the instruction, pacing, and materials to ensure that English language learners have a full opportunity to master the essential knowledge and skills of the required curriculum. Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or in English for each content area.

5. Transitional Bilingual - Early Exit Transitional Bilingual - Late Exit Dual Language Immersion - One way Dual Language Immersion - Two Way

6. Castañeda v. Pickard Reputed to be the most significant court decision affecting language minority students after Lau (identical education is not always equal education). In responding to the plaintiffs’ claim that Raymondville, Texas Independent School District’s language remediation programs violated the Equal Educational Opportunities Act (EEOA) of 1974, the Fifth Circuit Court of Appeals formulated a set of basic standards to determine school district compliance with EEOA. The “Castañeda test” includes the following criteria: 1.Theory: The school must pursue a program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy; 2.Practice: The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality; 3.Results: The school must not persist in a program that fails to produce results.

7. 1. Acquisition vs. Learning 3. Affective Filter 4. Natural Order 2. Comprehensible Input Anxiety Motivation Self-esteem 5. Monitor Listening Speaking Reading Writing Resource: Krashen/Cummins

8. Stages of Language Acquisition CharacteristicsStudent can:Goals Preproduction 0–6 months Minimal comprehension Communicates with gestures No verbal production Listen Draw Match Point Select Circle Move Choose Act Develop listening skills Build a receptive vocabulary of 500 words Early Production 6 months–1 year Limited production Limited understanding Can speak one or two-words Group Name List Label Categorize Respond Tell Say Put words together in simple sentences Build receptive vocabulary of 1,000 words Speech Emergence 1–3 years Student can speak in longer phrases and complete sentences Understanding has become expanded Less hesitation to speak Recall Retell Define Explain Compare Restate Summarize Describe Contrast Carry on meaningful dialogue to expand language Build receptive vocabulary of 4,000 words Intermediate Fluency 3–5 years Fluent in the social language with no hesitation to speak May be below grade level in reading/writing. Lacks some academic vocabulary Excellent comprehension and makes few grammatical errors when speaking Analyze Debate Evaluate Justify Defend Support Describe Create Expand receptive and expressive skills in the content areas Build academic vocabulary Develop a vocabulary of 7,000 words plus Refine and produce oral and written narratives Increase reading fluency and comprehension Advanced Fluency 5–7 years The student has a near-native level of speech. Near academic level to native peers.

9. Common Underlying Proficiency (CUP) Cummins’ Common Underlying Proficiency model of bilingualism can be pictorially represented in the form of two icebergs. The two icebergs are separate above the surface. That is, two languages are visibly different in outward conversation. Underneath the surface, the two icebergs are fused such that the two languages do not function separately. Both languages operate through the same central processing system. L1 L2 Bilingual Children’s Mother Tongue: Why Is It Important for Educatio n

10. Fallacies About Bilingual Education Why Bilingual Education? Programs Under the Bilingual Umbrella

11. Thomas & Collier Research National data on different ELL programs. Evaluated ESL and bilingual education programs in 23 different districts throughout 15 states from 1982-2003 Collected 2 million pieces of data from students who had entered school in the 1 st grade not knowing English and tracked their progress up to the 11 th grade (same group of students tracked 1 st -11 th ) Federally funded and supported by the Department of Education Level of average monolingual student.

13. The “Castañeda test” includes the following criteria: 1.Theory: The school must pursue a program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy; 1.Practice: The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality; 1.Results: The school must not persist in a program that fails to produce results.

15. Snapshot Data by Year Total # of Students # of LEP Students (Rounded) Bilingual/ES L % 2003 15,1551,2008% 2006 19,5341,8009% 200923,2612,30010% 201224,5722,50010%

16. Curriculum Development o ELPS with example strategies & accommodations embedded in the content curriculum o Bilingual Curriculum Staff Development o Increase the number of content area teachers that are ELPS and SIOP trained o Researched based strategies and best practices for literacy development Increase the number of ESL certified teachers Collect and review data to complete a program evaluation.

17. Implement 50/50 Model o Clear model structure and accountability for implementation o Language acquisition research and best practices. o Use data to determine language of state and district tests Program philosophy shift from remediation to enrichment with a focus on research based strategies Embrace the benefits of bilingualism and biliteracy

18. Audit Document with Implementation and Monitoring Plan

19. o Coordination of Curriculum o Program Implementation & Compliance o Parental Involvement o Staff & Staff Development o Resources and Budget o Professional Development o Assessment and Use of Data

20. Successes: o Curriculum located on Eduphoria (Forethought) o ELPS embedded throughout the curriculum o Planning expectations include both content and language objectives o Training provided to Instructional Specialist to support bilingual teachers in planning o 3-5 year plan developed to address the curriculum needs of the bilingual program Challenges: o Time to develop integrated curriculum o Cost of curriculum writing and resources for equity in implementation o Translating vs. Authentic Resource o Including sample accommodations for ELLs in curriculum

21. Successes: o Program Manual developed Program Manual o Professional development provided to administrators and Instructional Specialists on language acquisition principals and program implementation. o FAQ – Bilingual Program – A Frequently Asked Questions document was developed to provide program implementation clarity FAQ – Bilingual Program o Leading & Learning professional development for administrators and content coordinators includes training throughout the year on best practices and calibration during 360 Walkthroughs. o Overview of MISD Programs Overview of MISD Programs o Bilingual/ESL Wiki Page with LPAC forms Bilingual/ESL Wiki Program Evaluation & Monitoring Evidence o Monitoring Program Implementation Monitoring Program Implementation o LPAC Audit LPAC Audit o ESL “Look Fors” & Bilingual “Look Fors” ESL “Look Fors”Bilingual “Look Fors” o Administrator Non-negotiables Administrator Non-negotiables o Data Collection Data Collection Challenges: o Newcomer program and curriculum o ELL Team will monitor and review data to determine program needs

22. Successes: o Meet the Teacher Night (Vega) o Community Walk – District personnel, administrators, and teachers walked the neighborhood and welcomed parents to a new school year. o Director of Community Affairs and Educational Grants – redesigned a current position to address the needs of our parents/community and to seek funds to meet district needs o Learning EXPO o Parent Classes: Literacy Classes/ESL Classes & Citizenship Classes Challenges: o Translation of all parent communication o Transportation for parents to school events o District systems that will support the work with Dr. Lawrence

23. Successes: o Administrators and Instructional Specialists have received training on language acquisition and program o Administrators and coordinators have received training on accountability and Chapter 89 o SIOP/ELPS training provided throughout the year o Scheduling of ELL students and appropriate certification of teachers verified Challenges: o Increase the number of certified ESL teachers and SIOP trained teachers o Training for bilingual teachers on language acquisition and program implementation

24. Successes: o Analyses of budget to determine most cost effective format to provide resources o Conducting materials inventory to determine need for classroom resources o Restructured Family Literacy Program o Put in place guidelines for district and campus translating procedures o Development of MS & HS classes to support newcomers and ELL students in the program for more than 6 years Challenges: o Cost of translations and stipends o Need for more ESL support at the secondary level o Need to increase the number of bilingual instructional specialist o Need for one more facilitator at the elementary level to provide instructional and curriculum support

25. Successes: o Continued Collaboration with Consultant – Jobi Lawrence o Learning and Leading PD Plan for Administrators, Coordinators, and Instructional Specialist o 360 Walkthroughs for Administrators with ELL “Look Fors” o Bilingual/ESL PD Plan 2013-14 All Staff Administration Challenges: o Maintain data that correlates teachers trained in SIOP with teachers who have ELL students in their classes in order to monitor implementation of strategies used.

26. Successes: o 7 year analysis of TELPAS o 3 year analysis of IPT o Analysis of state data o AMAO & TELPAS - training for administrators Challenges: o Assessment plan for bilingual students with criteria for RtI and intervention in Spanish/English o Longitudinal study of students who had been in ESL/Bilingual programs and are no longer LEP o Data analysis of students in program for 6+ years * Our next quarterly report will focus on data.

27. The projected Texas population for 2020 according to Texas State Data Center, is 45% Hispanic and 35% Anglo. By 2040 the Hispanic population will increase to almost 60%. If socioeconomic differences among groups continue, Texas’ future population will be poorer, less educated, more in need of services and less able to support such services. Quality researched based bilingual programs (Dual Language One-Way & Two-Way) not only close the achievement gap, but will produce an educated bilingual and biliterate workforce to meet the demands of an increasing Hispanic population.

28. We must stop seeing our bilingual students as a “problem to be solved” and affirm the linguistic and cultural capital and contributions that they can offer our society and the global community.