Report on ELL Services Board Presentation submitted by: Heidi LaMare - - PowerPoint PPT Presentation

Report on ELL Services

Board Presentation submitted by: Heidi LaMare and Nicole Shimizu The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. 1

Agenda

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• Purpose
• Background / Research
• Next Steps
• Questions / Comments

*Glossary terms are bolded and italicized

Purpose

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The Bellevue School District ELL Department with the involvement of parents, educators, and community, is committed to addressing the unique needs of students from linguistically and culturally diverse backgrounds and to help them achieve the high content and performance standards expected of all students in Washington State. The program helps English Language Learners (ELLs) to become proficient in English and to provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

Background

Demographic Information

• 2,256 Students qualifying for ELL Services

(Beginning‐1, Intermediate‐2, or Advanced‐ 3)

• 10.8% of the total enrollment
• 33.5 % of the BSD total enrollment speaks a language other than

English

• Recently exited ELL students
• 486 students scored “transitional” in spring of 2014
• 445 students scored “transitional” in the spring of 2015
• Students who score level 4/transitional receive two years of assistance in

core academic areas if needed 4

Background

• ELL Students come from 99 linguistic backgrounds.
• The top 6 languages spoken by students enrolled in ELL are:

5 Language Count Spanish 660 Chinese 475 Japanese 124 Korean 124 Russian 109 Telugu 109

Background

ELL Funds come from two main grants sources, Title III (federal) and Transitional Bilingual Program (state) Title III

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Title III is the federal source of funds to provide supplemental support to English Learners in the form of:  Professional development for content area teachers

• Guided Language Acquisition Design (GLAD) 6 year plan for full professional

development of elementary classroom general education teachers in language development strategies

• Sheltered Instruction Observation Protocol (SIOP) 3 year plan for professional

development of secondary content area general education teachers in lesson design and implementation to include all learners

• An ELL professional development coach – Secondary focus

 Extended day – Tutoring and school support programs

• 16 schools participate in designing programs to support student learning either

before or after school

Background

Transitional Bilingual Program

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Transitional Bilingual Program or TBP is the state source of funds to provide direct support to students who qualify as ELL eligible. These supports must be supplemental to those services provided by general school funding. In the Bellevue School District, TBP funds are used to employ the ELL teaching staff. TBP funds are supplemented by district funds in order to provide high quality programming support to each school.

Background

Support Programs for English Learners:

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Elementary and Secondary ELL Models: Elementary students receive instruction with the general education class under the direction of the classroom teacher. The ELL Facilitator supports the classroom teacher through co‐teaching and co‐planning, professional development, advocacy for ELLs and their families, and parent and community outreach. ELL Facilitators may support students in a small group intervention. Secondary ELL Students receive their English Language Arts and a supplemental English Language Development class with a teacher endorsed in ELL and English Language Arts. Secondary ELL Teachers have additional time in their schedule to assist content areas teachers with planning, assessment and student support designed to positively impact language learners. Dual Language Programs: Additive programming with specific Dual Immersion language programs at Jing Mei Elementary, Lake Hills Elementary, Sherwood Elementary and Stevenson Elementary. These programs are supported as an ELL model; another option for supporting ELL students. 50% of the total numbers of students enrolled in these programs qualify for ELL at entrance.

Data Background ‐ AMAO

• AMAO or Annual Measured Achievement Objectives, are the

measurement of all ELL programs by the federal government.

• AMAO #1 – Percent making gains
• The percent of enrolled ELL students that are making gains on the

state ELL assessment (students must have at least two years of concurrent data in the system to be considered in this group)

• AMAO #2 – Percent transitioned or exited
• The percent of enrolled ELL students that exit by scoring level 4 on

the state ELL assessment

• AMAO #3 – Percent of students making academic gains in core

subjects

• The percent of enrolled ELL students making gains on SBA

(MSP/HSP)

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Data Background – AMAO #1

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65 70 75 80 85 2011‐12 2012‐13 2013‐14 2014‐15

Percent of students making gains on WELPA

District State

ELL Students making gains on two or more concurrent WELPA annual assessments *ELPA21 (English Language Proficiency Assessment for the 21st Century) will replace the WELPA in spring of 2015‐2016

• Federal Target for % of students making gains was 68.1 % in

spring of 2015

Data Background ‐ AMAO #2

11 ELL student achievement as measured by student exit or transitioning rate on the WELPA*

10 20 30 40 2011‐12 2012‐13 2013‐14 2014‐15

Washington English Language Proficiency Assessment Percent Transitioning (exit ELL)

District State

• BSD exit rates approximately 30% annually
• State exits approximately 16% annually
• Federal target is 8% of students annually

Data Background – AMAO #3

12 ELLs meeting standard with Smarter Balance Assessments and our work towards the instructional initiative goals: ELLs are classified as ELL in state testing until they exit ELL services. At that time they are reclassified and counted in the ALL students. For data purposes, the ELL group is a constantly evolving group of enrolling bilingual students. For this report SBA data is shown based on two of our district’s instructional initiatives: 3rd grade reading 5th grade math

Data Background – 3rd Reading

13 BSD 3rd Grade ALL meeting standard SBA 72.2% BSD 3rd Grade English Learners meeting standard on SBA 31.1% State wide 3rd Grade English Learners meeting standard on SBA = 18.8% BSD 3rd grade Reading BSD ELL 3rd grade Reading Statewide ELL 3rd grade Reading

Data Background – 5th Math

14 BSD 5th graders meeting standard on the SBA 73.3 % BSD 5th Grade English Learners meeting standard on SBA 37.1 % Statewide 5th Grade English Learners meeting standards on SBA 12.8 % BSD 5th grade Math BSD ELL 5th Grade Math Statewide ELL 5th grade Math

Next Steps

While BSD ELLs outperform their ELL peers in every level of state assessment, a significant achievement gap continues to exist between BSD ELLs and their BSD native‐English speaking peers, as is shown in all previous years’ data.

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0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%

3rd Grade Reading MSP

District ELL District ALL State ELL 0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

5th Grade Math MSP

5th Grade Math District ELL 5th Grade Math District All 5th Grade Math State ELL

WHAT? HOW?

Next Steps

• Continue to train all teachers

in culturally relevant and responsive teaching

• GLAD
• SIOP
• Equity
• STEM integrated design
• English Language Proficiency

Standards

• Continue to provide support

to teachers, families and all bilingual students.

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WHY?

Questions / Comments / Feedback

17 For additional information regarding this presentation contact: The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. Heidi LaMare: Supervisor, Programs for English Learners Nicole Shimizu: English Learner Curriculum Developer Email: lamareh@bsd405.org and shimizun@bsd405.org Phone: 425‐456‐4218 and 425‐456‐4135

Background Information

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Glossary of Useful Terms

Term Definition/Description

ELL English Language Learners – the children in our schools ELD English Language Development ESL English as a Second Language – refers to program, rather than the identification of the type

• f student.

Transitional Bilingual Program TBP is the state level funding that is provided for direct service for ELL students that is supplemental to what students would receive in general education funding. TBP is used to pay for teacher salaries for the teachers who provide ELL services. Additive Programming If the first language of the ELL is encouraged through programs such as Dual Language, the learning is referred to as Additive Programming. This term builds on the idea that bilingualism is an asset in our global society. Immersion Language education where the student is immersed into the new language. Dual Immersion Language education programs where the students have linguistic background in two languages (students in the class are balanced with Spanish dominant students and English dominant students). Also called Balanced Immersion and Dual Language Education in many places on the US west coast. Jing Mei, Lake Hills, Sherwood, and Stevenson are examples of Dual Language programs.

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Glossary of Useful Terms

Term Definition/Description

Title III Title III is the federal level funds that are allocated to our district through OSPI. Title III has specific areas it can be used for: Professional Development, Parent Involvement, Summer Programs, and Extended Day Offerings. WELPA Washington English Proficiency Assessment – Is the state measurement of English skills in reading, writing, listening, and speaking. WELPA provides a score which determines if a student is classified as a beginner, intermediate, advanced or transitional ‐ non‐qualifying. The WELPA is used as a placement test and a longer version is used as an annual summative assessment. ELPA21 (Beginning in 2015‐2016) ELPA21’s assessment system measures growth in English language proficiency based on the newly developed English Language Proficiency (ELP) Standards. It provides valuable information that informs instruction and facilitates academic proficiency in English to help make sure all ELLs leave high school prepared for college and career success. ELPA21 Consortium Mission: Acknowledging the diverse and rich language experiences English language learners (ELLs) bring to school, we recognize their English language proficiency is constantly

• growing. ELPA21 measures that growth based on the new English Language Proficiency

Standards and provides valuable information that informs instruction and facilitates academic English proficiency so that all ELLs leave high school prepared for college and career success. ELPS English Language Proficiency Standards: The ELP Standards correspond to states’ rigorous content standards in English language arts, mathematics, and science. Beyond understanding common English usage, ELLs need to understand language used for grade‐ level instruction in English language arts, mathematics, and science.

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