Dual Language and English Learning Programs

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Dual Language and English Learning Programs November 7, 2016

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Outcomes

• Report on s tudent progress in the English Learner and Dual Language programs

• Articulate plans for the 2016-2017 School Year • Link plans to the Focus 2020 Commitments for English

Learner and Dual Language programs

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Blueprint Commitments

1.18.B Implement effective ins truction des ign for English Learners to ensure success ful trans ition into general education. 1.18.C Des ign and implement effective program des ign for Dual Language Learners to achieve college and career readiness .

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ISBE Requirements

Transitional Bilingual Education (TBE)

• Required when a school has 20 or more English Learners with the same home language

– Ins truction in the home language for Language Arts , Math, Science, Social Studies

– English as a Second Language (ESL) ins truction

Transitional Program of Instruction (TPI)

• Required when there are less than 20 English Learners with the same home language in a school

– English as a Second Language (ESL) ins truction

– Home language support as needed

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EL Program Models

Grade Levels

Type of Program Location(s)

Early Childhood

TBE (Spanish) TPI (all other languages) Ann Reid Early Childhood Center

Kindergarten- 5th Grade

Dual Language* (Spanish) TPI (all other languages)

Beebe, Elmwood, Mill St., River Woods, Steeple Run All elementary schools

Junior High School

Dual Language (Spanish) TPI (all other languages) Jefferson Junior High School

High School TBE (Spanish) TPI (all other languages) Naperville North High School

*Dual Language is a form of TBE

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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

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Language Allocation by Content

Grade Level Math Science Social Studies Language Arts

K– 1st Grade Spanish-English Spanish - English Spanish - English 80%-20%

2nd Grade Spanish-English Spanish - English Spanish - English 70%-30%

3rd Grade English (bridge to Spanish)

Spanish (bridge to English)


60%-40%

4th – 5th Grade English (bridge to Spanish)



50%-50%

Grade Level Math Science Social Studies Language Arts Spanish Language & Culture Elective Course

6th Grade English English Spanish 50%-50% Not offered at sixth grade

7th–8th Grade English English Spanish 50%-50% Spanish

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Program Goals

Dual Language (DL) Dual Language students will achieve college and career readiness as well as bilingualism, biliteracy and multiculturalism by engaging in a rigorous pathway of instruction in two languages.

English Learner (EL) English Learners will engage in a rigorous pathway of instruction that provides them with meaningful access to core curriculum and opportunities and support to achieve college and career readiness expectations through effective collaboration between qualified EL teachers and classroom teachers.

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SY 16 Program Action Steps

DL

•Increase the rigor in literacy for EL students in DL✓ •Work with bilingual reading specialists to support early literacy instruction in Spanish and biliteracy intervention✓ •Work with Dual Language teachers to support writing instruction✓ •Adopt a Spanish language proficiency assessment✓

EL

•Increase the rigor of literacy instruction through co-teaching between EL and classroom teachers✓ •Continue to build general education teacher capacity to differentiate instruction for ELs✓ •Complete curriculum development for ESL courses at Jr. High and High School •Complete curriculum integration maps for K-5✓

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Performance Series Math-Achievement by EL Class ification (Grades 2-8)

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Performance Series Math-Growth by EL Class ification (Grades 2-8)

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Performance Series Reading-Achievement by EL Class ification (Grades 2-8)

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Performance Series Reading-Growth by EL Class ification (Grades 2-8)

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Dual Language Program Closing Achievement Gaps through the

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Identifying Achievement Gaps us ing Performance Series

• Students at the 40th percentile or higher are cons idered to be at grade level

• English language proficiency mus t be taken into account

– “A tes t in English is a tes t of English.” -Margo Gottlieb – By program des ign, English Learners are not expected to be fully

proficient in English in 2nd and 3rd grades . • Research shows that it takes English Learners 5-7 years to

become fully proficient in English. – Prior to our shift to s imultaneous biliteracy ins truction, s tudents with

Spanish as the home language were not expected to read at grade level in English until 5th grade.

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DL Performance Series Reading Grades 2-8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10% 12% 14%

23%

28% 90%

37%

86%

2015-2016 PS Reading Grades 2-8 DL Gap Analysis

At Grade Level

2nd&3rd Grade-ContinuedBiliteracy Instruction andSupport4th-8th Grade EL-EnglishLanguage DevelopmentSupportInterventions

Support for all who are not at grade level, differentiated by need. • 2nd & 3rd Grade--Continued Biliteracy

Instruction • Students are not expected to be fully proficient

in English yet, but we are pushing them towards grade level reading

• Goal is to be at grade level in 4th grade • 4th-8th Grade--English Language

Development and Reading Support • Interventions include a strong oracy component

to build English language proficiency to increase comprehension

• Reading Intervention • Interventions for English proficient students

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DL Performance Series Math Grades 3-8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8% 14% 14%

23%

13%

92%

50%

86%

2015-2016 PS Math Grades 3-8 DL Gap Analysis

At Grade Level

3rd Grade--Content-basedESL

4th-8th Grade--Content-based ESL+Math Support

Interventions

Support for all who are not at grade level, differentiated by need. • 3rd Grade—Content-based ESL

• Math support focuses on English language development specific to Math

• 4th-8th Grade--Math Intervention with English language support • Interventions include language supports for

English language development • Math Intervention

• Interventions for English proficient students

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Early Trumps Later 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)

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Growth from Fall to Spring English as Home Language

Kindergarten First Grade SecondGrade

Third Grade

63% 73% 71%

87% 79% 94% 88%

2015-2016 F&P in English English as Home Language K-3

At or Above Grade Level Fall Spring


Third Grade

57% 52% 32%

73% 67% 61% 40%

2015-2016 F&P in Spanish English as Home Language K-3


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Growth from Fall to Spring Spanish as Home Language


Third Grade

20% 32%

24%

45% 45% 59%

51%

2015-2016 F&P in English Spanish as Home Language K-3



Third Grade

47% 55% 55% 60% 61% 58% 55%

2015-2016 F&P in Spanish Spanish as Home Language K-3


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DL Early Biliteracy by Cohort Spring SY 15 and 16 (Spanish as Home Language)

Kindergarten First Grade Second Grade Third Grade

24%

34% 32%

45% 45%

59% 51%

Spring F&P in English Spanish as Home Language


39%

52% 55% 60% 61% 58% 55%

Spring F&P in Spanish Spanish as Home Language

Bar on the left=2015 Bar on the right=2016

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DL Early Biliteracy by Cohort Spring SY 15 and 16 (English as Home Language)


82% 83% 76%

87% 79%

94% 88%

Spring F&P in English English as Home Language


46% 46% 41%

73% 67%

61%

40%

Spring F&P in Spanish English as Home Language

Bar on the left=2015 Bar on the right=2016

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Data Celebrations

•Data indicates that we are doing the right work in Early Biliteracy

•Dual Language s tudents with English as their home language are outperforming English as home language s tudents in Monolingual classes

•Teachers and adminis trators know their s tudents by name and by need

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Dual Language PLC Teams

• Principals collaborated to make it poss ible for Dual Language teachers to meet once a month after school as PLC teams

• Dual Language teachers are collaborating to create formative assessments , compare assessment data, and make ins tructional decis ions based on the data.

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Family Engagement

• Bilingual Parent Advisory Committee

• Dual Language Parent Advisory Group

with Dr. Lourdes Ferrer at NCHS

at the ISBE Bilingual Parent Summit

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Next Steps

Dual Language

• Develop and support Dual Language PLC teams

• Profess ional learning for PLC teams on data literacy

• Expand the role of Bilingual Reading Specialis ts to include coaching

• Continue to develop two-way communication with Dual Language families through the Dual Language Parent Advisory Group

English Learner

• Profess ional learning for EL teachers on data literacy

• Develop and support EL PLC teams at junior high and high school levels

• Finalize ESL curriculum maps for junior high and high school

• Continue expanding capacity for gen.ed. teachers to differentiate ins truction for ELs

– collaboration between EL and gen. ed. teachers

– profess ional learning opportunities

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Thank you

Documents

Dual Language and English Learning Programs