Overview of Parent Outreach & Counseling Supports for English - - PowerPoint PPT Presentation

Overview of Parent Outreach & Counseling Supports for English for Speakers of Other Language (ESOL)

Montgomery County Board of Education Committee on Special Populations February 5, 2019

What Additional Supports Are Available to ESOL Students and Parents?

Parent Community Coordinators ESOL Transition Counselors School-Based ESOL Counselor

Integrated ESOL Supports for ESOL Students & Parents

Voices from Parent Outreach & Counseling Teams

• Ms. Rosa Santos, Parent Outreach Team
• Monica Pimienta, ESOL Transition Counselor

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Parent Outreach Supports for ESOL Students

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Number of Schools School Assignment Criteria

59 Elementary Schools Determined by FARMS and ESOL data 9 Middle Schools with Multidisciplinary Education, Training and Supports (METS) Programs Determined by ESOL data 12 High Schools with METS Programs Determined by ESOL data Thomas Edison High School of Technology Determined by ESOL data and program needs for CREA

What Are Some Successes, Challenges & Opportunities for Growth?

• Parent Outreach Team:
• Providing Parent Supports and Workshops
• Partnering with Organizations
• Collaborating with School Staff around
• Parent Communication
• Being the Contact Person for Staff and Parents
• Accessing Language Supports
• Sharing Success for Schools
• Sharing Challenges & Opportunities for Growth

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ESOL Transition Counseling Supports for ESOL Students

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The International Admissions and Enrollment in the Office of Student and Family Support and Engagement has 10 full-time ESOL Transition Counselors that support schools. The criteria used to identify priority schools for regularly scheduled ESOL counseling services from ETCs include the following:

• Four high schools, not served by School-Based ESOL Counselors, with the

largest ESOL level 1 and 2 enrollment and high FARMS rate

• 10 middle schools with METS programs, and the eight middle schools (non-

METS) with the largest ESOL enrollment of ESOL level 1 and 2 students

• Three elementary schools with METS programs, and the five elementary

schools (non-METS) with the largest number of ESOL level 1 and 2 students

ESOL Transition Counseling Supports for ESOL and METS Students

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 Are bilingual or multilingual mental health professionals trained in counseling and multicultural issues  Provide individual and group counseling, classroom guidance, consultation, and other counseling services  Provide emotional support to students, so they can achieve their academic potential  Provide La Cultura Cura training for school staff  Collaborate in meetings and other events pertinent to ESOL students and families.  Provide support to Unaccompanied Immigrant Children dealing with trauma and family reunification

What Are Some Successes, Challenges & Opportunities for Growth?

• ESOL Transition Counseling Team:

 Sample Case from Schools  Building Capacity in Schools

• Sharing Success for Schools
• Sharing Challenges & Opportunities for Growth

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School-Based ESOL Counseling Supports for ESOL Students

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• School-based ESOL counselors (SBEC) responsibilities are

determined by examining the academic, social, personal and interpersonal needs of ESOL students, as indicated by school data.

• These responsibilities are centered upon the development of

proactive, programmatic initiatives targeted at all ESOL students in the school and their families.

• Specific responsibilities of the SBEC are determined by a

collaborative team at each school comprised of the principal, SBEC, resource counselor, ESOL resource teacher, ESOL parent community coordinator, College and Career Information Coordinator, and the student services team (psychologists, pupil personnel worker).

School-Based ESOL Counseling Supports for ESOL and METS Students

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Examples of counseling needs that are unique to the SBEC include:

• Supporting specialized programs that support extended learning
• pportunities (ELO) for ESOL students that help them improve academic
• utcomes (George B. Thomas Saturday Learning Academy and specific ELO

programs developed by schools).

• Interacting with newcomer ESOL students to understand their unique

counseling needs as they relate to adjusting and achieving in school in the United States.

• Provide individual and group multicultural and multilingual counseling

services to ESOL and METS students.

• Assist in the cultural, social and emotional adjustment of ESOL students in

Montgomery County Public Schools (MCPS).

• Work with school staffs and ESOL students in resolving crisis situations.
• Assist in resolving conflicts arising from cross-cultural misunderstandings.

School-Based ESOL Counseling Supports for ESOL and METS Students (Cont.)

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Examples of counseling needs that are unique to the SBEC include:

• Assist ESOL students in developing decision-making skills and coping skills
• Collaborate with school staff and administration in cross-disciplinary

problem solving processes, as necessary

• Assist ESOL students in developing awareness of academic, social and

career alternatives in MCPS and beyond

• Create graduation plans to optimize pathways to graduation for older ESOL

students

• Guide students in developing awareness of academic, social, and career

choices within MCPS and community

• Provide career and vocational counseling to ESOL students
• Work in collaboration with school-based counselors and administrators to

meet the needs of ESOL students

What Are Some Successes, Challenges & Opportunities for Growth?

• Sharing Success for Schools
• Sharing Challenges & Opportunities for Growth

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Discussion

Update on Elementary English for Speakers of Other Languages (ESOL) Programs & Supports

Montgomery County Board of Education Committee on Special Populations February 5, 2019

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Today’s Discussion

• Elementary ESOL Messaging & Instructional

Strategies

• Elementary Student Performance
• Elementary Enrollment and Staffing
• Stakeholder Voices

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English Language Development Program (ELDP)

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• Legal Requirements
• Identification, Assessment &

Reporting for ESOL Students

• School & District Culture
• Family & Culture
• ELD Instructional Programs
• Departmental Resources Guide
• Glossary

ELDP Handbook

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Enduring Understanding

2017-2018 When all staff share responsibility for the academic language development and academic achievement of English Learners, ELs will be able to meet or exceed grade level standards and demonstrate measurable growth in English Language Development.

• -As supported by WIDA Essential Action #15

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2018-2019 When all staff focuses on the developmental nature of language learning within grade-level curriculum and use data to provide instructional supports to help scaffold language learning, ELs will be able to meet or exceed grade level standards and demonstrate measurable growth in English Language Development.

• -As supported by WIDA Essential Action 5 & 12

Professional Learning

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1st & 2nd Year Cohort

• Foundations of ESOL

instruction

• Disciplinary practices
• WIDA ELD Framework
• WIDA ELD Framework
• Equity
• Instructional

Strategies and approaches

• Mindset
• MODEL
• Shared Ownership
• Academic Language

All Elementary

ESOL

Tier 1 Summer PCU PLCs Pilots

EIC ESOL Projects

▸ Newsletter ▸ ELDP Handbook ▸ Pilots: Nearpod EL, iLit ELL ▸ WIDA MODEL ▸ Professional Learning ▹ All Elementary ESOL Teachers ▹ 1st & 2nd Year Cohorts ▸ ESOL/Bilingual: Title III & Accountability ▹ MSDE State Audit ▹ myMCPS ETAC Classroom

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English Language Development Program

Examples

• Two Way Immersion
• Plug in
• Pull out
• Co-teach
• Hybrid

Non-Examples

• Intervention
• Consult
• Guidelines of Minutes
• No ELD instruction

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What Are Some Successes, Challenges & Opportunities for Growth?

Successes:

• Professional Development
• Messaging
• Models of Instruction

Challenges:

• Human Capital
• Variation of populations of ESOL students across schools
• Assessment of English Language Development
• Bilingual ESOL staff

Elementary ESOL Student Performance

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ESSA - English Language Proficiency

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2017-2018 # of ESSA Met K-5

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2017-2018 % of Exits by Grade

KG

8.91%

1

6.27%

2

7.07%

3

11.53%

4

33.68%

5

25.45%

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6

8.07%

7

10.37%

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11.99%

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11.42%

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12.46%

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17.09%

12

10.96%

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PARCC 2017-2018 ELA Score 4 or 5 - LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 <5% 10.4% +10.4% 254/731

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PARCC 2017-2018 ELA Score 3- LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 18.9% 23.3% +4.4% 956/1635

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PARCC 2017-2018 ELA Score 1 or 2- LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 76.1% 66.3%

• 9.8%*

3861/4653

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PARCC 2017-2018 Mathematics Score 4 or 5 - LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 12.6% 16.2% +3.6% 650/1147

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PARCC 2017-2018 Mathematics Score 3- LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 24.2% 25.2% +1% 1248/1784

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PARCC 2017-2018 Mathematics Score 1 or 2 - LEP

Grades 2017 Performance Percentages 2018 Performance Percentages Outcome 2017/2018 Number of Students Tested 3-5 63.2% 58.5%

• 4.7%

3,258/4138

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K-5 ACCESS Trend Data

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What Are Some Successes, Challenges & Opportunities for Growth?

Successes:

• Academic Achievement
• Professional Development

Challenges:

• Ownership
• Services in multiple content areas

Elementary Enrollment and Staffing

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ESOL Students 2018-2019

Data based on OASIS levels

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What Are Some Successes, Challenges & Opportunities for Growth?

Successes:

• ESOL Coaches and/or Leads

Challenges:

• Staffing ratios
• Caseload
• Paperwork

Stakeholder Voices

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Voices from Schools

• Ron Ciszewski, Brown Station Elementary School
• Cynthia Gibson, Watkins Mill Elementary School
• Yared Velazquez-Guider, Cedar Grove Elementary

School

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Discussion

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