Dual Language and English Learning Programs February 20, 2018 1 1 - - PowerPoint PPT Presentation
Dual Language and English Learning Programs February 20, 2018 1 1 Outcomes Report on student progress in the English Learner and Dual Language programs Articulate the work the 2017-2018 School Year Link plans to the Focus
1 1
February 20, 2018
2
3
4
Transitional Bilingual Education (TBE)
the same home language – Instruction in the home language for Language Arts, Math, Science, Social Studies – English as a Second Language (ESL) instruction
Transitional Program of Instruction (TPI)
English Learners with the same home language in a school
– English as a Second Language (ESL) instruction – Home language support as needed
5
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
6
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
7
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 Learners will engage in a rigorous pathway of instruction that provides them with meaningful access to core curriculum and
achieve college and career readiness expectations through effective collaboration between qualified EL teachers and classroom teachers.
8
Dual Language
Language PLC teams
teams on data literacy
Specialists on Dual Language PLC teams
communication with Dual Language families through the Dual Language Parent Advisory Group
English Learner
junior high and high school levels
high and high school
general education teachers to differentiate instruction for ELs – collaboration between EL and
– professional learning
9
State-defined exit criteria is 4.8 on ACCESS for ELLs 2017 ACCESS for ELLs Percentage of students who met exit criteria District 203 17.7% State 5.8%
10
EL 1st Yr. Monitor 2nd Yr. Monitor 3rd Yr. Monitor 4th Yr. Monitor Former EL Never EL 52% 10% 13% 11% 12% 9% 7% 27% 15% 36% 16% 28% 16% 15% 16% 30% 23% 25% 23% 23% 25% 5% 45% 28% 47% 37% 53% 53%
2016-2017 PS Reading Achievement
Below Average Average High Average Above Average
11
EL 1st Yr. Monitor 2nd Yr. Monitor 3rd Yr. Monitor 4th Yr. Monitor Former EL Never EL
57% 66% 58% 62% 57% 53% 61%
PS Reading Growth Target Met 2016-2017
Reading Growth 2016-2017
12
EL 1st Yr. Monitor 2nd Yr. Monitor 3rd Yr. Monitor 4th Yr. Monitor Former EL Never EL 51% 8% 7% 6% 12% 8% 9% 19% 11% 19% 16% 17% 13% 14% 16% 17% 28% 27% 26% 21% 25% 14% 63% 46% 51% 46% 58% 52%
2016-2017 PS Math Achievement
Below Average Average High Average Above Average
13
EL 1st Yr. Monitor 2nd Yr. Monitor 3rd Yr. Monitor 4th Yr. Monitor Former EL Never EL
55% 62% 58% 62% 64% 63% 63%
Math Growth Target Met 2016-2017
Math Growth 2016-2017
14
2014-2015 2015-2016 2016-2017 13% 6% 8% 31% 26% 11% 31% 26% 17% 25% 42% 63%
PS Math Achievement in Monitor Year 1 Spring 2015, 2016 & 2017
Below Average Average High Average Above Average 2014-2015 2015-2016 2016-2017 22% 10% 10% 41% 29% 15% 14% 32% 30% 23% 29% 45%
PS Reading Achievement in Monitor Year 1 Spring 2015, 2016 & 2017
Below Average Average High Average Above Average
15
16
17
Simultaneous Biliteracy Research shows that children can learn to read and write in two languages at the same time.
(Escamilla et. al., 2014)
18
82% 83% 76% 87% 79% 94% 88% 80% 92% 94% 94% 98%
0.2 0.4 0.6 0.8 1 Class of '30 Class of '29 Class of '28 Class of '27 Class of '26
F&P in English English as a Home Language At or Above Grade Level
SY15 SY16 SY17
1st 1st K K K 2nd 2nd 3rd
46% 46% 41% 73% 67% 61% 40% 73% 74% 78% 57% 35%
0.2 0.4 0.6 0.8 1 Class of '30 Class of '29 Class of '28 Class of '27 Class of '26
F&P in Spanish English as a Home Language At or Above Grade Level
SY15 SY16 SY17
3rd 2nd 2nd 1st 1st 1st K K K 1st 2nd 3rd 4th 3rd 4th 2nd
19
24% 34% 32% 45% 45% 59% 51% 40% 48% 72% 61% 70% Class of '30 Class of '29 Class of '28 Class of '27 Class of '26
F&P in English Spanish as a Home Language At or Above Grade Level
SY15 SY16 SY17
3rd 3rd 4th 2nd 2nd 2nd 1st 1st 1st K K K
39% 52% 55% 60% 61% 58% 55% 56% 56% 79% 66% 57% Class of '30 Class of '29 Class of '28 Class of '27 Class of '26
F&P in Spanish Spanish as a Home Language At or Above Grade Level
SY15 SY16 SY17
K 1st 1st 1st 2nd 2nd 2nd 3rd 3rd 4th 3rd 1st K K K K
20
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 1 2 3 4 5 6 7 8
LAS Links Español Paper Version
November 2016
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K 1 2 3 4 5 6 7 8
LAS Links Español Online Version
November 2017
21
22
Dual Language
level text resources in 4th-8th grades.
in sustaining growth in Reading achievement
Mathematics instruction
Parent Advisory Group to support student growth
English Learner
for all teachers to differentiate instruction for ELs – collaboration between EL teachers, general education teachers and
– professional learning
learning for EL teachers on data literacy
23