ESOL Programming Pilot at Lee & Stuart High Schools School - - PowerPoint PPT Presentation

School Board Work Session May 11, 2015

ESOL Programming Pilot at Lee & Stuart High Schools

School Board Forum

10/23/14 ▪ Study national ESOL programming models ▪ Provide analysis of current FCPS ESOL programming ▪ Identify FCPS program needs ▪ Offer ideas for FCPS ESOL program enhancements

Project Team for ESOL Programming

January 2015 A committee of stakeholders formed including: ▪ Cabinet Members ▪ MSAOC community members ▪ Region Leadership ▪ Finance & Facilities ▪ Instructional Services ▪ School-based Administrators & Teachers

Investigating Program Models

▪ Newcomer Programs, Houston Metro Area ▪ International School at TC Williams, Alexandria, VA ▪ Panel Discussion USED (ED, OCR, DOJ, White House Initiative on Educational Excellence) ▪ Dear Colleague Letter (USED, OCR, DOJ)

Dear Colleague Letter Guidance from USED, OCR & DOJ

Avoid unnecessary segregation Access to core curriculum Serve all ELs ELP Levels 1 - 5 Pathway to graduation Allowable practices for newcomers

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

Current HS ESOL Services Model

English Language Development courses

• Designed to build content

background knowledge and English language proficiency

Prepare students to transition

• Earn elective and world

language credit

Courses to meet graduation requirements

English Language Proficiency Progress

% meeting VDOE growth targets on WIDA ACCESS for ELLs Location

% English Learners Making Progress 2014 Federal AMAO Progress Target 68% FCPS 81% Lee HS 72% Stuart HS 68%

EL Graduation Cohort Rates 2013-2014

1 2 3 L E P 66% 72% 74% All 86% 89% 89%

66% 72% 74% 86% 89% 89%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4 ye a r 5 ye a r 6 ye a r

FCPS English Learner Dropout Data

2014 Cohort

2014 FCPS EL Dropouts Credits Earned 113 0-10 74 10-14 95 15-21 91 22-48 Total = 373

22 credits, including 6 verified, required for standard diploma English 4, Math 3, History/SS 4, Science 3

2014-15 English Learner Trends

▪ Increased number of: ▪ Newcomer students (WIDA ELP Level 1&2) ▪ Number of ELs ages 18 - 22 ▪ ELs impacted by personal and family factors including reunification, trauma, and Students with Interrupted Education (SIFE) ▪ Trends resulting in students and schools experiencing greater need for support

ESOL Demographics Shift

5384 4039 9331 8968 27722 6621 4638 8216 7852 27327 ELP lvl 1 ELP lvl 2 ELP lvl 3 ELP lvl 4 Total ELP lvl 1-4

Number of English Learners in FCPS (English Language Proficiency levels 1-4)

Jan 2014 Nov 2014

Newcomer* Grade 9 Students

Schools Number FCPS Total 686 Stuart HS 78 Lee HS 54

* English Learners new to US schools who entered FCPS on or after September 2, 2014

English Learners (age 18 – 22) ELP level 1 & 2 at Base Schools

As of 1/29/15

School Total FCPS Total 418 Stuart HS 49 Lee HS 25

Student with Interrupted Formal Education (SIFE)*

Sc ho o l Na me E L P L e ve l 1 E L P L e ve l 2 E L P L e ve l 3 E L P L e ve l 4 E L P L e ve l 5 T

• ta l

F CPS HS T

• ta l

141 7 9 3 160 L e e HS 21 2 1 24 Stua rt HS 19 1 1 21

SIFE Data from ESOL Entry Assessment July 1, 2014 – February 28, 2015 *2 or more years of interruption in formal education

Over 18 SIFE ELP Level 1

Interdependence of Programming

Pathway to Graduation Newcomer Enhancements HS ESOL Program

Pilot Goals and Objectives

GOAL: The goal of pilot programming is to provide adolescent English Learners the academic content and deeper learning skills necessary to succeed in the classroom and graduate from high school on time. Our objectives are to:

• 1. Develop English language proficiency and content understandings in

tandem

• 2. Ensure the opportunity to graduate with a standard diploma in four years
• 3. Provide the socio-emotional and academic support necessary as students

transition into the school community

Guiding Principles

Language and Content Integration Culturally Responsive Classrooms Caring Culture Access to Rigor Collective Responsibility and Collaboration

English Science Math Electives

Double block Sheltered English 9 with Intensive Oral Language & Literacy 1 English credit 1 WL credit Sheltered Science (Active Physics) 1 Science credit Double block of Sheltered Algebra (Math credit)

• r

Double block Intensive Numeracy 1 Math credit 1 Elective credit Strategies for Success Additional elective

• f student choice

Elective credits

Recommended Pilot Course Offerings

Strategies for Success Course

▪ Acclimation to United States schools ▪ Note taking / Study Skills ▪ Responsive Classroom practices ▪ Opportunity to interact with English-speaking peers ▪ Mentoring by peer English Learners and native speakers

Regulation 2442.7 Revisions

▪ Regulation 2442.7 Promotion, Retention, Grading, and Graduation Requirements - Credit for Secondary Language Minority Students ▪ Add English credit toward graduation for ESOL courses ▪ Waive local World History requirement for English Learners

Support Plan for Students, Families and Teachers

▪ Bilingual school counselor works closely with students and families to ensure students needs are being addressed. ▪ Dedicated Parent Liaison support for families of newcomer students ▪ Professional Development is provided for all teachers including an intensive summer institute and on-going job-embedded professional learning based on our 5 core principles

English Learners (age 18-22)

▪ The student’s ELP level, transcript and previous educational history are all reviewed in order to make a recommendation as to which educational setting best meets their needs. ▪ Students 18 and over are counseled as to whether the graduation requirements can be achieved by age 22. Students are advised on which program meets their educational goals.

Placement Options for ELs age 18-22

Stude nt re g iste rs with le ss tha n 6 c r

e dits

E L P L e ve l 1 -2 T ra nsitio na l E SOL HS E L P L e ve l 3-5 F a irfa x Adult HS GE D Na tio na l E xte rna l Diplo ma

Scenario 1

Placement Options for ELs age 18-22

Stude nt re g iste rs with more than 6 c re dits E L P L e ve l 1 -2* T ransitio nal E SOL HS* Ba se Sc ho o l** Alte rna tive HS** E L P L e ve l 3-5 Ba se Sc ho o l Alte rna tive HS F a irfa x Adult HS GE D Na tio na l E xte rna l Diplo ma

Scenario 2

• 2015 – 16 Assumes Transitional ESOL HS aligns to enhanced programming model
• May not be available 2015-16. 2016-17 Assumes Credit bearing Grade level 10-12

Options for English learners

Recommended programming for ELs age 18-22 at Lee HS and Stuart HS

• WIDA Level 1 and 2 students will be enrolled in

Transitional ESOL High School located at Lee and Stuart High Schools.

• Students will attend afternoon or evening classes
• Students will take ESOL English 9, Fast Math or

Algebra, World Concepts and Science Concepts

• Students will transition to Fairfax County Adult High

School upon attaining WIDA Level 3 in their English Language Development

Scaling Up

• Measuring Program success
• Currently working with the Office of Program

Evaluation on methods of evaluating pilot programming

• Forming a working team with high school principals
• Planning for divisionwide enhancements in SY 16-

17