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

ESOL Programming Pilot at Lee & Stuart High Schools School Board Work Session May 11, 2015

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 Access to core Serve all ELs ELP segregation curriculum Levels 1 - 5 Pathway to Allowable practices graduation for newcomers http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

Current HS ESOL Services Model English • Designed to build content Language background knowledge and Development English language proficiency courses Prepare students to • Earn elective and world language credit transition Courses to meet graduation requirements

English Language Proficiency Progress % meeting VDOE growth targets on WIDA ACCESS for ELLs % English Learners Making Location Progress 2014 Federal AMAO 68% Progress Target FCPS 81% Lee HS 72% Stuart HS 68%

EL Graduation Cohort Rates 2013-2014 100% 89% 89% 86% 90% 80% 74% 72% 66% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 ye a r 5 ye a r 6 ye a r L E P 66% 72% 74% All 86% 89% 89%

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 Number of English Learners in FCPS (English Language Proficiency levels 1-4) Jan 2014 Nov 2014 27722 27327 9331 8968 8216 7852 6621 5384 4638 4039 ELP lvl 1 ELP lvl 2 ELP lvl 3 ELP lvl 4 Total ELP lvl 1-4

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 25 Lee HS

Student with Interrupted Formal Education (SIFE)* E L P E L P E L P E L P E L P Sc ho o l Na me o ta l T e ve l 1 e ve l 2 e ve l 3 e ve l 4 e ve l 5 L L L L L F CPS HS T o ta l 141 7 9 3 0 160 21 2 1 0 0 24 L e e HS Stua rt HS 19 0 1 1 0 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 HS ESOL Newcomer Program Enhancements

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

Recommended Pilot Course Offerings English Science Math Electives Double block Sheltered Science Double block of Strategies for Sheltered English 9 (Active Physics) Sheltered Algebra Success with Intensive Oral (Math credit) Language & Literacy or Additional elective Double block of student choice Intensive Numeracy 1 Math credit 1 English credit 1 Elective credit Elective credits 1 WL credit 1 Science credit

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 Scenario 1 E L P L e ve l 1 -2 T ra nsitio na l E SOL HS F a irfa x Adult HS Stude nt re g iste rs with le ss tha n 6 c r e dits E L P L e ve l 3-5 GE D Na tio na l E xte rna l Diplo ma

Placement Options for ELs age 18-22 T ransitio nal E SOL Scenario 2 HS* E L P L e ve l 1 -2* Ba se Sc ho o l** Alte rna tive HS** Ba se Sc ho o l Stude nt re g iste rs with more than 6 c re dits Alte rna tive HS E L P L e ve l 3-5 F a irfa x Adult HS GE D 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 • Na tio na l E xte rna l Options for English learners Diplo ma

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