Mathematics for English Language Learners (MELL) TEKS Refinement TOT Training

Mathematics for English Language Learners (MELL)

Mathematics for English Language Learners (MELL)

TEKS Refinement TOT TrainingTEKS Refinement TOT Training

MELL: a joint initiative between TEA and the Texas State University System

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A Place to BeginA Place to Begin

Underlying Assumptions Teachers have very “full plates” and many

demands TAKS standards are substantive and

challenging ELL students face additional challenges that are

currently reflected in TAKS results

Underlying Assumptions Teachers have very “full plates” and many

demands TAKS standards are substantive and

challenging ELL students face additional challenges that are

currently reflected in TAKS results


3

A Place to Begin, ContinuedA Place to Begin, Continued

Underlying Assumptions Texas educators are working hard to improve

the performance of all students, including those who are English Language Learners

Educators are interested in acquiring additional knowledge and skills to better address the needs of ELL students

Underlying Assumptions Texas educators are working hard to improve

the performance of all students, including those who are English Language Learners

Educators are interested in acquiring additional knowledge and skills to better address the needs of ELL students


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MELL’s goal is to help educators better meet the instructional needs of English Language Learners

MELL’s goal is to help educators better meet the instructional needs of English Language Learners


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2005 Mathematics TAKS Scores by Grade Level and Group

2005 Mathematics TAKS Scores by Grade Level and Group

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

State Afr. Am. Hisp White LEP

6 Math(Eng)7 Math8 Math9 Math10 Math11 Math

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

State Afr. Am. Hisp White LEP

6 Math(Eng)7 Math8 Math9 Math10 Math11 Math


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Percentages of Students Meeting 2005 Standards on TAKS (Sum of All Grades Tested)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

STATE AFR AM HISP WHITE LEP

Disaggregated Groups

Percentage Passing

RDG/LA

MATH

WRITING

SCIENCE

SOC STUDY


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Achievement in math and science lag behind other academic areas.

Achievement in math and science lag behind other academic areas.

To address this need, TEA has launched a comprehensive math professional development initiative.

MELL is one component of this initiative.

To address this need, TEA has launched a comprehensive math professional development initiative.

MELL is one component of this initiative.


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MELL PartnershipMELL Partnership MELL is a partnership between Texas State

University System, its five member universities, and the Texas Education Agency.

Texas State University System Universities Angelo State University Lamar University Sam Houston State University Sul Ross State University Texas State University–San Marcos

MELL is a partnership between Texas State University System, its five member universities, and the Texas Education Agency.

Texas State University System Universities Angelo State University Lamar University Sam Houston State University Sul Ross State University Texas State University–San Marcos


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English Language Learners (ELLs)

English Language Learners (ELLs)

ELLs include all students who have a native language other than English.

In Texas, the vast majority of ELLs are Hispanic students whose native language is Spanish.

ELLs include all students who have a native language other than English.

In Texas, the vast majority of ELLs are Hispanic students whose native language is Spanish.


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Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and

1990-2000

Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and

1990-2000

34.14

20.26

10.29 11.52

49.11

60.27

6.467.95

1980-1990 1990-20000

10

20

30

40

50

60

70

Anglo Black Hispanic Other

34.14

20.26

10.29 11.52

49.11

60.27

6.467.95

1980-1990 1990-20000

10

20

30

40

50

60

70

Anglo Black Hispanic Other

Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/


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ELL TrendsELL Trends

The ELL student population is currently a significant percentage of Texas students. 15.3% in 2003-2004 [IDRA Newsletter -

February 2005]

The ELL student population is expected to continue to increase in the coming years.

The ELL student population is currently a significant percentage of Texas students. 15.3% in 2003-2004 [IDRA Newsletter -

February 2005]

The ELL student population is expected to continue to increase in the coming years.


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Percent of Texas Population by Age Groupand Ethnicity, 2040*

Percent of Texas Population by Age Groupand Ethnicity, 2040*

* Projections are shown for the 1.0 scenario

17.719.3 19.9 20.3 19.8 19.3 19.4 20.5 20.6 21.9

25.3 26.5 27.2

39.8

69.967.8 66.5 65.5 66.0 66.8 66.4

64.362.6

60.6

56.7 55.252.3

37.1

< 5 years5 to 9 years

10 to 14 years15 to 19 years20 to 24 years25 to 29 years30 to 34 years35 to 39 years40 to 44 years45 to 49 years50 to 54 years55 to 59 years60 to 64 years65 + years

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0Percent

Anglo Hispanic Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/


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Projected Percent of Net Change Attributable to Each Race/Ethnicity Group for 2000-2040*

Projected Percent of Net Change Attributable to Each Race/Ethnicity Group for 2000-2040*

*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2040.

Anglo4.2%

Black5.6%

Hispanic77.6%

Other12.6%

*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2040.

Anglo4.2%

Black5.6%

Hispanic77.6%

Other12.6%



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Pressing NeedPressing Need

There is a pressing educational, economic and societal need to increase math achievement of ELL students

There is a pressing educational, economic and societal need to increase math achievement of ELL students

If current population trends continue and states do not improve the education of all racial/ethnic groups, the skills of the workforce and the incomes of U.S. residents are projected to decline over the next two decades.

If current population trends continue and states do not improve the education of all racial/ethnic groups, the skills of the workforce and the incomes of U.S. residents are projected to decline over the next two decades.

The National Center for Public Policy and Higher Education, November 2005 Policy AlertThe National Center for Public Policy and Higher Education, November 2005 Policy Alert


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What Research Suggests About Math

and English Language Learners

What Research Suggests About Math

and English Language Learners


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Teaching Strategies for LEP Students

Teaching Strategies for LEP Students

Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Stress understanding rather than rote computational

procedures. Provide profound exposure to manipulative, concrete,

sensory, and hands-on activities, not to replace discussion, but to support it.

Use cooperative learning (small group activities) and minimize individual seatwork.

Provide opportunities for peer tutoring—preferably by another LEP or bilingual student who understands the concepts.

Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Stress understanding rather than rote computational

procedures. Provide profound exposure to manipulative, concrete,

sensory, and hands-on activities, not to replace discussion, but to support it.

Use cooperative learning (small group activities) and minimize individual seatwork.

Provide opportunities for peer tutoring—preferably by another LEP or bilingual student who understands the concepts.


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Teaching Strategies for LEP Students, Continued


Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Include guided practice with close monitoring of

students. Use reinforcement, reward, and total motivational

systems. Emphasize multicultural referents and relevancy in

lessons. Use second language texts, materials, and resources as

much as possible.

Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Include guided practice with close monitoring of

students. Use reinforcement, reward, and total motivational

systems. Emphasize multicultural referents and relevancy in

lessons. Use second language texts, materials, and resources as

much as possible.


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Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Use limited, simplified instruction (using caution to retain

the essence of the original content and problems); limited use of pronouns and adjectives; instruction with pauses and repetition; concerted efforts to be aware of and to explain any culturally-based terms.

Use basic mathematics vocabulary in the second language for individualized instruction whenever possible. Note that vocabulary should not be used to focus on key words but should be used in context to develop understanding.

Model expected student behavior..

Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Use limited, simplified instruction (using caution to retain

the essence of the original content and problems); limited use of pronouns and adjectives; instruction with pauses and repetition; concerted efforts to be aware of and to explain any culturally-based terms.

Use basic mathematics vocabulary in the second language for individualized instruction whenever possible. Note that vocabulary should not be used to focus on key words but should be used in context to develop understanding.

Model expected student behavior..


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Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12.

Be aware of how other countries and cultures teach basic mathematical concepts.

Use programs that are designed to increase hands-on activities and relevancy and minimize abstraction.

Use such methods as Direct Instruction (e.g., Active Mathematics Teaching, or Cognitively Guided Instruction

Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12.

Be aware of how other countries and cultures teach basic mathematical concepts.

Use programs that are designed to increase hands-on activities and relevancy and minimize abstraction.

Use such methods as Direct Instruction (e.g., Active Mathematics Teaching, or Cognitively Guided Instruction


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New InsightsNew Insights

Recent research is showing that academic achievement among ELLS is greatest when students receive dual language instruction.

Thomas, W., & Collier, V. (2003). A national study of school effectiveness for language minority students’ long-term academic achievement (CREDE Research Brief # 10), Center for Research on Education, Diversity and Excellence.

Recent research is showing that academic achievement among ELLS is greatest when students receive dual language instruction.

Thomas, W., & Collier, V. (2003). A national study of school effectiveness for language minority students’ long-term academic achievement (CREDE Research Brief # 10), Center for Research on Education, Diversity and Excellence.


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How is dual language different than bilingual?

How is dual language different than bilingual?

Dual Language Instruction alternates

between English only classes and native language only classes.

Dual Language Instruction alternates

between English only classes and native language only classes.

Bilingual Education A combination of two

languages used throughout the day

Bilingual Education A combination of two

languages used throughout the day


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Language AcquisitionLanguage Acquisition

A complex process influenced by many variables Just as first language acquisition varies

substantially among children, so will second language acquisition

Consider your own experiences in a foreign language class (some students have a natural ability while others struggle)

Mathematics involves a specialized language and vocabulary

A complex process influenced by many variables Just as first language acquisition varies

substantially among children, so will second language acquisition

Consider your own experiences in a foreign language class (some students have a natural ability while others struggle)

Mathematics involves a specialized language and vocabulary


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Today in TexasToday in Texas

Given current fiscal and human resources, statewide dual language instruction is presently not a viable option in Texas secondary schools, especially in mathematics.

Currently our best available option is to provide teachers with professional development and instructional resources targeted at enhanced instruction for ELL students.

Given current fiscal and human resources, statewide dual language instruction is presently not a viable option in Texas secondary schools, especially in mathematics.

Currently our best available option is to provide teachers with professional development and instructional resources targeted at enhanced instruction for ELL students.


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Mathematics and ELLS:Different Populations

Mathematics and ELLS:Different Populations

MODERATE EnglishProficiency & MODERATE MathProficiency

MODERATE EnglishProficiency butLIMITED MathProficiency

LIMITED EnglishProficiency BUT MODERATE MathProficiency

LIMITED EnglishProficiency & LIMITED MathProficiencyM

ATH PROFICIENCY

LANGUAGE PROFICIENCY


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Classrooms as GreenhousesClassrooms as Greenhouses

MELL has posed this question:

“What conditions provide optimal growth for ELL students in mathematics?”

MELL has posed this question:

“What conditions provide optimal growth for ELL students in mathematics?”


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MELL doesn’t have THE answerMELL doesn’t have THE answer

But we do have a current consensus based upon: review of the research analysis of professional development programs teacher input, and prolonged professional dialogue.

But we do have a current consensus based upon: review of the research analysis of professional development programs teacher input, and prolonged professional dialogue.


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MELL Classroom Practices Framework


Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning



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33






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Some Culminating ThoughtsSome Culminating Thoughts

The good news is that the instructional practices that promote ELL success also work well for other students

However, what is optimal for other students may, in fact, be necessary for ELLs as it appears that the success of ELL students (even more so than other students) is highly dependent upon a conducive learning environment

The good news is that the instructional practices that promote ELL success also work well for other students

However, what is optimal for other students may, in fact, be necessary for ELLs as it appears that the success of ELL students (even more so than other students) is highly dependent upon a conducive learning environment


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MELL Products


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MELL ProductsMELL Products ELL Research Synthesis

Reviews the scientifically-based research literature regarding English Language Learners (ELL) and the teaching of mathematics for secondary students (particularly 11th grade students).

A Summary of Mathematics Professional Development Models Used in the State of Texas Identifies and summarizes twelve models of

professional development in mathematics that are used in Texas. Summaries include an overview and an analysis and the format is consistent across models to facilitate comparisons.

ELL Research Synthesis Reviews the scientifically-based research literature

regarding English Language Learners (ELL) and the teaching of mathematics for secondary students (particularly 11th grade students).

A Summary of Mathematics Professional Development Models Used in the State of Texas Identifies and summarizes twelve models of

professional development in mathematics that are used in Texas. Summaries include an overview and an analysis and the format is consistent across models to facilitate comparisons.


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MELL ProductsMELL Products An Analysis of Existing PD Models

Analysis of each of the 12 identified PD models by identifying components of each that link to the six categories of the Classroom Practices Framework: 1) Learning Atmosphere & Physical Environment; 2) Instructional Practices; 3) Mathematics content & curriculum; 4) Language Practices; 5) Family & Community Involvement; and 6) Assessment of Student Learning.

An Analysis of Existing PD Models Analysis of each of the 12 identified PD models by

identifying components of each that link to the six categories of the Classroom Practices Framework: 1) Learning Atmosphere & Physical Environment; 2) Instructional Practices; 3) Mathematics content & curriculum; 4) Language Practices; 5) Family & Community Involvement; and 6) Assessment of Student Learning.


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MELL ProductsMELL Products Teachers Guide

A guide designed for teachers to make mathematics more meaningful and understandable for the English Language Learner (ELL). The initial focus of this guide is for grades7-11 and includes general teaching strategies that help the ELL when learning mathematics content.

Teachers Guide A guide designed for teachers to make

mathematics more meaningful and understandable for the English Language Learner (ELL). The initial focus of this guide is for grades7-11 and includes general teaching strategies that help the ELL when learning mathematics content.


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MELL ProductsMELL Products MELL Quick Start Module

A professional development tool designed to explore the issues surrounding the teaching of mathematics to English Language Learners and strategies to enhance learning. The module parallels the MELL Classroom Practices Framework and consists of various professional readings, activities, and resources. [The module is offered for graduate credit through Sul Ross State University and a non-credit version is available through the MELL website (www.tsusmell.org)].

MELL Quick Start Module A professional development tool designed to explore

the issues surrounding the teaching of mathematics to English Language Learners and strategies to enhance learning. The module parallels the MELL Classroom Practices Framework and consists of various professional readings, activities, and resources. [The module is offered for graduate credit through Sul Ross State University and a non-credit version is available through the MELL website (www.tsusmell.org)].


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2005-06 MELL Scope of Work 2005-06 MELL Scope of Work

Expand MELL products to encompass middle school and elementary instruction

Critical Campus Partnerships Statewide Math Professional Development

Collaborative

Expand MELL products to encompass middle school and elementary instruction

Critical Campus Partnerships Statewide Math Professional Development

Collaborative


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Web AddressesWeb Addresses

TSUS MELL Initiativewww.tsusmell.org

TSUS Education Policy Implementation Centerwww.education.txstate.edu/epic

TSUS MELL Initiativewww.tsusmell.org

TSUS Education Policy Implementation Centerwww.education.txstate.edu/epic

http://www.tsusmell.org/

http://www.education.txstate.edu/epic

http://www.tsusmell.org/

http://www.education.txstate.edu/epic


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Q & A TimeQ & A Time


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For Additional InformationFor Additional Information

MELL Contact Information: Dr. Leslie Huling, Director Education Policy Information Center [email protected] (512) 716-4532

MELL Contact Information: Dr. Leslie Huling, Director Education Policy Information Center [email protected] (512) 716-4532

mailto:[email protected]

mailto:[email protected]

Documents

Mathematics for English Language Learners (MELL) TEKS Refinement TOT Training