Secondary Schools English for Speakers of Other Languages ... · Agenda •Reviewed strategic goals for secondary schools English for Speakers of Other Languages (ESOL) programming

Secondary Schools English for Speakers

of Other Languages Update

Montgomery County Board of Education

November 12, 2019

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Agenda• Reviewed strategic goals for secondary schools English

for Speakers of Other Languages (ESOL) programming

• Compared data for secondary school English Learners in MCPS

• Shared necessary changes for the secondary schools ESOL programming

• Heard from a classroom teacher

• Heard from our international expert, Dr. José Medina

• Discussed next steps for the work

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Who Are Our English Learners?

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ESOL: Data Sept. 30, 2019

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Level 1 Level 2 Level 3

Matching media (e.g., posters, photos,

banners) with point of view words and

phrases

Making connections between

statements and make claims

and those providing evidence

Evaluating the strengths of

evidence statements and

identifying the purposes and

audiences

Level 4 Level 4 and Beyond

Identifying persuasive language and

following a progression of logical

reasoning

Recognizing multiple perspectives and points of view on any given issue and identifying evidence of bias and credibility sources

What Can English Learners Do?

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WIDA Reading Assessment Items for 9-12Language of Science Language of Social Studies

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How Many Current Secondary School ESOL Students Are in MCPS?

9/30/19

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MCPS Graduation Rates

N= N= N=10,114 10,233 10,576

N= N= N=245 280 527

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MCPS Graduation Rates

All MCPS Graduates ESOL Graduates Ever ESOL Exits Recent ESOL Exits 5 Year ESOL Graduates

N= N=289 366

N= N= N=245 280 527

N= N= N=10,114 10,233 10,576

N= N= N=2,629 2,929 3,273 N= N= N=

247 373 391

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Level

Number

of ESOL

Test

Takers

ACCESS

Level

1

ACCESS

Level

2

ACCESS

Level

3

ACCESS

Level

4

ACCESS

Level

5

Total

MS 125 0 6 27 21 71 125 of 3027

MS

Alg 1

609 0 2 6 10 39 57 of 609

HS

Alg 1

925 0 4 17 22 37 52 of 925

Secondary Schools ESOL Students Who Earned a 4 or 5

Maryland Comprehensive Assessment Program in Mathematics

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Grade Number

of ESOL

Test

Takers

ACCESS

Level

1

ACCESS

Level

2

ACCESS

Level

3

ACCESS

Level

4

ACCESS

Level

5

Total

MS 3369 0 0 2 18 92 112 of 3369

HS 2697 0 0 10 19 63 92 of 2697

Secondary Schools ESOL Students Who Earned a 4 or 5

MCPAP English Language Arts Grade 6-8 & 10

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Bright Spots for Secondary Schools ESOL Programming

❑ English Language Arts/English Language Development

(ELA/ELD) instruction using StudySync at the middle

school level for ESOL Levels 1-5 students

❑ Some high schools are piloting collaborative models for

ESOL Levels 3-5 students in English, math, and science

❑ Secondary School Central Services specialists are

providing professional development and instructional

supports in ELA and math

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SECONDARY SCHOOLS ESOL STRATEGIC GOALS

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All Students Must Earn Four

English Credits to Graduate

MSDE Recommendations for ESOL students:● May take 2 ESOL Courses for English Credit and

● Must take 2 English Courses for English Credit

○ ESOL courses must be taught to grade level standards

○ Teacher Certification (not mandatory)

○ Curriculum must be vetted by MSDE

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ESOL: OASIS to ACCESS Transition

Alignment to Evidence of Learning, Equity Accountability Model, MSDE English Language Proficiency Assessment

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OASIS MCPS ESOL 1 2 3 4 5 EXIT

Newly Adopted ELP 1 ELP 2 ELP 3 ELP 4 N/A

WIDA ACCESS

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4.0 4.1 4.2 4.3 4.4 4.5 6

Instructional Implications for Our Work

❏ Increased English Learners enrollment and success in content classes for upper level students

❏ Increased collaboration of ESOL and content teachers to provide learning supports for English Learners

❏ Increased intentionality in scheduling and leadership practices to support English Learners

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Teacher Collaboration

• Implementing the StudySync Curriculum with ESOL students

• Collaboration with the English team for lesson planning

• What’s working well?• What’s challenging?

Mrs. Michelle Hunsberger ESOL Teacher

Gaithersburg Middle School17

Next Steps to ESOL Enhancements

❑ Creating new English course codes

❑ Supporting ESOL and English teachers who wish to become

dually certified

❑ Providing ESOL staffing that supports more collaboration and

co-teaching

❑ Evaluating instructional materials for standards and English

Language Development alignment

❑ Providing ongoing professional development to all teachers

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ESOL Workgroup

Collaboration between ESOL Workgroup, parents/guardians,

community, and Central Services

The charge of the workgroup is to:

• Build shared understanding around current state and research• Act as system advisory• Take individual action as a researcher or experimenter• To communicate with stakeholders

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Additional Stakeholders

● Middle School Principals● High School Principals● Middle and High School Resource Counselors● Parent Community Coordinators● ESOL Transition Counselors● Labor Management Collaboration Committee● Office of Human Resources and Development● Equity Initiatives Unit● Associate Superintendents

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Dr. José Medina

Dr. José L. Medina is the

founder and Chief Educational

Advocate at Dr. José Medina:

Educational Solutions.

Today he will highlight

Socio-cultural competence.

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Instructional Considerations in

Serving Language LearnersMontgomery County Public Schools: Board Meeting

November 2019Facilitator: Dr. José Medina

Twitter:Instagram: josemedinajosemedinajr891000

Contact Information

© 2019 Dr. José Medina: Educational Solutions

• [email protected]

• www.drjosemedina.com

• @josemedinajr89

Are You A Part of the Solution?


• As a school board, we actively work to understand the latest research in serving language learners?

• Our work in serving language learners is additive in nature and values all that students bring into the classroom?

Mi Testimonio

• Mi nombre es José Luis Medina Hernández Franco López Jr. Díaz-Cruz


Program Models to Serve English Learners

• Additive Bilingualism: Students are provided the opportunity to add an additional language to their repertoire, but at no cost to their home language and culture.

• Subtractive Bilingualism: As students acquire an additional language, the loss of the native language and culture takes place.

- Guiding Principles for Dual Language Education (p.11, 2017)


From Most Subtractive to Most Additive

Submersion With

No Support

ESL

Pull-Out

ESL

Push-In

Transitional

Early

Exit

Transitional

Late

Exit

Dual Languag

e


Creating Access

• Teachers (general education, intervention, dual) must create access to grade level standards regardless of student English proficiency.

• This means that all teachers must “shelter” instruction by using pedagogical strategies deemed effective by research, as ways of serving language learners.


Create

Connect

Collaborate

Communicate

Consider

Commit

• Create and design authentic learning experiences that bring together content, language and culture.

• Connect learning experiences to students’ lives and linguistic repertoires.

• Collaborate with students as facilitator of instruction, rather than depositor of information.

• Communicate and model oral and written language, while structuring authentic student-to-student interaction that reflects each of the program languages.

• Consider students’ varied instructional needs as an opportunity to promote reflection and self-assessment.

• Commit, in collaboration with students, to creating a learning environment that is focused on continuous improvement and service to others.


C6 Biliteracy Instructional Framework™

Research: Interdependence Hypothesis

• Cummins’ (1979) Interdependence Hypothesis or Dual Iceberg Theory explains how a person who adds an additional language to her/his repertoire uses the same central processing system to operate via both languages.

• The theory also describes the distinction between social and academic language and how the two intertwine when systems.


Research: Interdependence Hypothesis

• The two icebergs are separate above the water because when listening to the two, they are visibly different when used in conversation.

• Below the surface of the water, there are functions that are unique to each of the two languages, however, both icebergs are fused and function as part of one linguistic repertoire.

• Therefore, everything we learn, we know in every language. We would just need to find a way to make the cross-linguistic connections so that the learning transfers.

• Roessingh, H. (2006) © 2019 Dr. José Medina: Educational Solutions

Research: Translanguaging• Translanguaging is the mobilization of specific language features, within

one linguistic repertoire, based on the context and need for communication.

• Translanguaging moves additive bilingualism to a deeper understanding of how emergent bilinguals use one “unitary meaning-making system” to produce language.

• This “corriente” or current, represents the fluid nature of translanguaging, our entire linguistic repertoire, where one language never begins and others never end.

• When translanguaging is not valued or allowed, we are in fact, fighting against – and not in the name of equity and social justice.

• Student stated that, “Spanish runs in my heart, but English rules my veins.

• García, Ibarra-Johnson, MuDiLe (2017)


Translanguaging: Video


• Watch 2 minutes of the following video?

• What do you notice?

• How does this relate to our work with the dual iceberg theory and translanguaging?

Timeline

2019-2020 2020-2021 2021-2022

Revise Course Bulletin

Vet English Curriculum by MSDE

Possible RFP for English

Curriculum

ESOL Levels 1-4

Dual Certification Opportunities

Professional Development

Study of Elementary METS

Program

Mathematics Courses

RFP for Mathematics Curriculum

Professional Development for

ESOL and English Teachers

Dual Certification Opportunities

Study of Secondary METS

Program

Professional Development of

other Content Courses

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Discussion

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Documents

Secondary Schools English for Speakers of Other Languages ... · Agenda •Reviewed strategic goals for secondary schools English for Speakers of Other Languages (ESOL) programming