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Goals & Objectives
Goal: Understand Instructional Program Models for English Learners
Objectives:
How to select a program model
Best practices for implementation
Professional development to support implementation
Question
Where can you acquire information regarding Washington State’s
Bilingual Instructional Program?
Washington State Transitional Bilingual Instruction Program
Guidelines http://www.k12.wa.us/MigrantBilingual/TBIP-Guidelines.aspx
Requirements (pp 46-60)
District
ELL Program
English Learners
RCW, WAC, OCR,
US Supreme Court
School
Board
Policy
Policies (pp 46-60)
Requirements
U.S. Supreme Court Decisions
Office of Civil Rights (OCR) Guidance
Chapter 28A.180 RCW - Transitional Bilingual Instruction Program
WAC 392-160
District School Board Policies
Equal Educational Opportunities Act
(1974)
No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin by…(f) the failure by an educational agency to take appropriate steps to overcome language barriers that impede equal participation by its students in its instructional programs.
Lau vs. Nichols
An important ruling on behalf of ELL students in San Francisco Public Schools in 1974. The U.S. Supreme Court “Lau vs. Nichols” case ruled that school districts have a duty to see that students are not discriminated against because they do not speak English.
Excerpt from the court’s decision:
“…there is no equality of treatment merely by providing [ELL] students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
(U.S. Supreme Court, 414 U.S. 563)
Meaningful Educational Program
Providing a program to ensure that English learners have equal access to a basic education.
OCR POLICY Adequacy of Program
Is an alternative program adequate?
To determine the adequacy of an alternative program, OCR adopts the three prongs of Castañeda.
Castañeda Standards 648 F. 2d 989 (5th Cir. 1981)
1ST PRONG: Sound Educational Theory
Sound reasons for picking the program
2ND PRONG: Effective Implementation
Adequate resources, staff, materials
Participating in Gifted, Advanced placement
Appropriately placed in Special Services
Castañeda Standards 648 F. 2d 989 (5th Cir. 1981)
3RD PRONG: Program Evaluation and Modification
District considers its own goals to determine if the students overcome language barriers
Question
True or False?
Washington State requires that eligible students are provided transitional
bilingual instruction, instruction in two languages, the student’s primary
language and English
Washington State
Districts “Shall make available to each eligible student a transitional bilingual instruction or if the use of two languages is not practicable as provided in WAC 392-160-040, an alternative instructional program.”
Appropriate Instruction
Bilingual Instruction – Two languages
Alternative English Instruction
Question
Where can you find information regarding Washington State’s English Language Development Standards?
Washington StateWashington State
English Language English Language
DevelopmentDevelopment
(ELD)(ELD)
Reading StandardsReading Standards
Washington StateWashington StateEnglish Language English Language
DevelopmentDevelopment
(ELD)(ELD)
Listening Listening andand Speaking Speaking
StandardsStandards
Washington StateWashington State
English Language English Language
DevelopmentDevelopment
(ELD)(ELD)
WritingWriting StandardsStandards
http://www.k12.wa.us/MigrantBilingual/ELD.aspx
English Language Development
WA State Standards
Beginning Advanced Beginning
Intermediate Advanced
Question
Can you name the five program models described in the
Washington State Transitional Instructional Program
Guidelines?
Program Models (pp. 61-71)
1. Dual Language (Two-Way Immersion)
2. Developmental Bilingual (Late-Exit)
3. Transitional Bilingual Education (Early-Exit or TBE)
4. Sheltered Instruction
5. Newcomer
0
10
20
30
40
50
60
70
0 1 2 3 4 5 6 7 8 9 10 11
Two-Way BE
Late Exit BE +
Content ESL
Early Exit BE +
Content ESL
Early Exit BE +
Trad ESL
ESL through
academic content
ESL Pullout
Grade Level
Eng
lish
Read
ing
Mean
NC
E
Academic Effectiveness of Bilingual Education Models
Collier & Thomas (2002)
Dual Language
Developmental
Bilingual
Transitional
Sheltered
Instruction
Program Models (pp. 61-71)
1. Dual Language (Two-Way Immersion)
2. Developmental Bilingual (Late-Exit)
3. Transitional Bilingual Education (Early-Exit or TBE)
4. Sheltered Instruction
5. Newcomer
Sheltered Instruction (pp 68-69)
Instructional approach, provided in English, to make academic instruction more accessible to students of different English proficiency levels
Used for teaching language and academic content (e.g., math, social studies, sciences) to English language learners
Most often used in classes comprised solely
of English language learners Used with Early-Exit, Late-Exit, Dual
Immersion and Newcomer Programs
Program Characteristics
• Adjusts language demands of the lesson
• Modifies curriculum
• Provides comprehensible input
• Promotes English language development
• Integrates content area objectives and language development objectives
Example Elementary SET
Years in Program
Mainstream w/SET Content Instruction
English Language Development
1
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
2
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
3
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
4
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
5
Literacy Science
Mathematics Social Studies/History
Art, Music, PE
English Language Development ELD Reading/Writing
Example Elementary SET
Years in Program
Mainstream w/SET Content Instruction
English Language Development
1
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
2
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
3
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
4
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
5
Literacy Science
Mathematics Social Studies/History
Art, Music, PE
English Language Development ELD Reading/Writing
Red: ELD with ELLs
Example Elementary SET
Years in Program
Mainstream w/SET Content Instruction
English Language Development
1
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
2
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
3
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
4
Science Mathematics
Social Studies/History Art, Music, PE
English Language Development ELD Reading/Writing
5
Literacy Science
Mathematics Social Studies/History
Art, Music, PE
English Language Development ELD Reading/Writing
Red: ELD with ELLs
Example Elementary
Intermediate SET
Grades Mainstream
SET Content Instruction English Language
Development
3
Art, Music, PE
Science
Mathematics
Social Studies/History
English Language Development
ELD Reading/Writing
4
Art, Music, PE
Science
Mathematics
Social Studies/History
English Language Development
ELD Reading/Writing
5
Art, Music, PE
Science
Mathematics
Social Studies/History
English Language Development
ELD Reading/Writing
Red: SET & ELD with ELLs
Example Secondary SET
Years in Program
Mainstream SET Content Instruction English Language
Development
1
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
2
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
3
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
4
Electives/Related Arts PE
Science
Mathematics Social Studies/History
Language Arts
English Language Development
5
Electives/Related Arts PE
Science Mathematics
Social Studies/History Language Arts
6
Electives/Related Arts PE
Science Mathematics
Social Studies
Red: SET & ELD with ELLs
Example Secondary SET
Years in Program
Mainstream SET Content Instruction English Language
Development
1
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
2
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
3
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
4
Electives/Related Arts PE
Science
Mathematics Social Studies/History
Language Arts
English Language Development
5
Electives/Related Arts PE
Science Mathematics
Social Studies/History Language Arts
6
Electives/Related Arts PE
Science Mathematics
Social Studies
Red: SET & ELD with ELLs
Example Secondary SET
Years in Program
Mainstream SET Content Instruction English Language
Development
1
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
2
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
3
Electives/Related Arts PE
Science Mathematics
Social Studies/History English Language Development
4
Electives/Related Arts PE
Science
Mathematics Social Studies/History
Language Arts
English Language Development
5
Electives/Related Arts PE
Science Mathematics
Social Studies/History Language Arts
6
Electives/Related Arts PE
Science Mathematics
Social Studies
Red: SET & ELD with ELLs
Program Models (pp. 61-71)
1. Dual Language (Two-Way Immersion)
2. Developmental Bilingual (Late-Exit)
3. Transitional Bilingual Education (Early-Exit or TBE)
4. Sheltered Instruction
5. Newcomer
Newcomer (pp 70-71)
Middle- and high-school-aged immigrant students with limited proficiency in English who may have limited prior experience with schooling and/or need assistance in filling the gaps preparing them to participate in mainstream classrooms Goals: 1. Acquire beginning English language skills
along with core academic skills and knowledge
2. Acculturate to the U.S. school system
Program Characteristics
Addresses the unique literacy needs of English language learners
Provides a welcoming and nurturing environment
Uses Sheltered Instruction, ELD
Uses L1 instruction if possible
Provides core academic skills and knowledge that fill gaps and move them closer to their age-level peers
Establishes and reinforces connections between school and students' families and communities
Research and Theory
Research and theory consistently support the benefits of teaching children to read and write in their primary language first, not only because it is easier to read and write a language you already know, but also because literacy skills transfer from primary language to English, as English language proficiency develops (Cummins, 1981; Peregoy, 1989; Tragar & Wong, 1984 and Thomas and Collier, 2002).
Additive Bilingualism
Additive bilingualism promotes a person to learn another language in addition to his/her native language. Additive bilingualism is linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in L2 (Baker, 2000).
http://www.lessonsense.com/glossary/?ESL:A:additive_bilingualism
Program Models (pp. 61-71)
1. Dual Language (Two-Way Immersion)
2. Developmental Bilingual (Late-Exit)
3. Transitional Bilingual Education (Early-Exit or TBE)
4. Sheltered Instruction
5. Newcomer
Dual Language (Two-Way Immersion) (pp 61-62)
This approach integrates language and academic instruction for native English speakers and native speakers of another language, usually Spanish, for content and literacy instruction.
Goals:
1. To reach the State’s challenging academic standards by achieving high-level academic skills
2. To develop bilingualism and bi-literacy by speaking, reading and writing fluently in English and the target (non-English) language
3. To develop multiculturalism by respecting and developing positive attitudes and behaviors towards other cultures
Program Characteristics
Bilingual instruction provided for a minimum of 4 to 6 years
Class balance of native English speakers and native speakers of a target (non-English) , 50% of each
The target (non-English) language is used at least 50% of the time with a maximum of 90% in the target language in the early grades
Additive bilingual environment
Focus is to attain high student achievement and bilingualism through the use of two languages for instruction
Program Models (pp. 61-71)
1. Dual Language (Two-Way Immersion)
2. Developmental Bilingual (Late-Exit)
3. Transitional Bilingual Education (Early-Exit or TBE)
4. Sheltered Instruction
5. Newcomer
Developmental Bilingual (Late-Exit) (pp 63-64)
An enrichment program that educates English language learners using both English and their first language for academic instruction
Goals:
1. To reach the State’s challenging academic standards by achieving high-level academic skills
2. To develop bilingualism and bi-literacy by speaking, reading and writing fluently in English and the child’s first language
Program Characteristics
Class is comprised of all English learners of the same primary language
Academic instruction in students’ L1 as they learn English
Usually a K-5 or 6 program; may continue up through grade 12
Uses students’ L1 to teach content and literacy for a large percentage of the day and reduces the amount over the grade levels while increasing content and literacy instruction in English
Uses Sheltered Instruction and ELD
Example Developmental Bilingual
Grade
Time 1st 2nd
Semester Semester
Spanish Instruction Time 1st 2nd
Semester Semester
English Instruction
K
90% → 90%
Literacy: (2 hours) Science, Social Studies, Mathematics
10% → 10%
English Language Development Specials
1st
80% → 80%
Literacy: (2 hours) Science, Social Studies
Mathematics (1 hour)
20% → 20%
English Language Development Specials
Class Routines
2nd
70% → 70%
Literacy (2 hours) Social Studies, Science
Mathematics (1 hour)
30% → 30%
English Language Development Specials
Class Routines
3rd
60% → 60%
Literacy (2 hours) Mathematics (1 hour)
40% → 40%
Literacy (1 hour):
English Language Development SET Social Studies Science
Specials
4th
50% → 40%
Literacy (2 hours) Mathematics: clarification/preview, review
50% → 60%
Literacy (1.5 hours): English Language Development
SET Math Social Studies Science
Specials
5th
40% → 30%
Literacy (2-1.5 hours) 60% → 70%
Literacy (1-2.5 hours): English Language Development
SET Math Social Studies Science
Specials
6th – 8th 20% → 20% Literacy (1 period) 80% → 80% SET or Mainstream Social Studies, Science, Mathematics, Electives
Purple: English Language Development
Blue: Sheltered English Techniques (SET) in bilingual classroom
Green:Integrated with English mainstream using Sheltered
English Techniques
Example Developmental Bilingual
Grade
Time 1st 2nd
Semester Semester
Spanish Instruction Time 1st 2nd
Semester Semester
English Instruction
K
90% → 90%
Literacy: (2 hours) Science, Social Studies, Mathematics
10% → 10%
English Language Development Specials
1st
80% → 80%
Literacy: (2 hours) Science, Social Studies
Mathematics (1 hour)
20% → 20%
English Language Development Specials
Class Routines
2nd
70% → 70%
Literacy (2 hours) Social Studies, Science
Mathematics (1 hour)
30% → 30%
English Language Development Specials
Class Routines
3rd
60% → 60%
Literacy (2 hours) Mathematics (1 hour)
40% → 40%
Literacy (1 hour):
English Language Development SET Social Studies Science
Specials
4th
50% → 40%
Literacy (2 hours) Mathematics: clarification/preview, review
50% → 60%
Literacy (1.5 hours): English Language Development
SET Math Social Studies Science
Specials
5th
40% → 30%
Literacy (2-1.5 hours) 60% → 70%
Literacy (1-2.5 hours): English Language Development
SET Math Social Studies Science
Specials
6th – 8th 20% → 20% Literacy (1 period) 80% → 80% SET or Mainstream Social Studies, Science, Mathematics, Electives
Purple: English Language Development
Blue: Sheltered English Techniques (SET) in bilingual classroom
Green:Integrated with English mainstream using Sheltered
English Techniques
Transitional Bilingual Education (Early-Exit or TBE) (pp 65-67)
The most common form of bilingual education for English language learners in the United States that educates students using both English and their first language for academic instruction. First language instruction is eliminated in two to three years.
Goals
To reach grade level mastery of content in students’ first
language To ensure grade-level mastery of academic content as
students are transferred to all-English instruction
Program Characteristics
Class is comprised of all English learners
of the same primary language
Academic instruction provided in their first language as they learn English
Usually a K-2 or 3 program
Subtractive bilingual model; first language is replaced by English
Uses Sheltered Instruction and ELD
Example Transitional Bilingual
Grade
Time 1st 2nd
Semester Semester
Spanish Instruction Time 1st 2nd
Semester Semester
English Instruction
K
90% → 80%
Literacy: (2 hours) Science, Social Studies, Mathematics
10% → 20%
English Language Development Specials
1st
70% → 60%
Literacy: (2 hours) Science, Social Studies
Mathematics (1 hour)
30% → 40%
English Language Development Specials
Class Routines
2nd
50% → 40%
Literacy (2 hours) Social Studies, Science
Mathematics (1 hour)
50% → 60%
English Language Development Specials
Class Routines
3rd
30% → 0%
Literacy (2 hours) Mathematics (1 hour)
70% → 100%
Literacy (1 hour): English Language Development SET Math (0 1 hour) SET Social Studies Science
Specials
4th 0% 100% English Language Development Mainstream – all subjects
Specials
Purple: English Language Development
Blue: Sheltered English Techniques (SET) in bilingual classroom
Green:English mainstream using Sheltered English Techniques
Home Language
When children forget their parents' and grandparents' language or see their family's language and culture as undesirable, the family loses a powerful tool for supporting and guiding their children (Lily Wong
Filmore).
Question
How long does it take an English learner to catch up to a native-
English student?
Collier & Thomas (2002)
Native-English students maintain one year gain per year
Language minority students must gain 15 months in several consecutive years to close the
achievement gap
Selecting a Program Model
Program evaluation
Needs Assessment
Review of the
Research
Review of Resources
Program Selection
Program Implementation
Collect Data
Program Evaluation
Needs Assessment
Questions: 1. Who are your language minority students?
2. Are your programs and services resulting in academic proficiency in a timely manner? • What does your disaggregated assessment data
indicate regarding exited and current English learners?
Needs Assessment
3. Are English learners provided sufficient time and support to become proficient in each English reading, writing, listening and speaking? • Are your expectations realistic?
Target Groups
Number of students in each language minority group
Grade levels
Spanish
Russian
Cantonese
Ukrainian
K-2
3-5
6-8
9-12
Level 1
Level 2
Level 3
Reading & Writing
Grade Levels
3-5
6-8
9-12
English language proficiency levels
Native oral language proficiency levels
Level 1
Level 2
Level 3
Reading & Writing
Grade Levels
3-5
6-8
9-12
L1 and L2 Proficiency Inventory
Spanish
Grade
Proficiency Levels Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3
English
Spanish
Russian
Grade
Proficiency Levels Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3
English
Russian
Cantonese
Grade
Proficiency Levels Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Level 1 Level 2 Level 3
English
Cantonese
5K 1 2 3 4
5
K 1 2 3 4 5
K 1 2 3 4
Program Selection
Questions to ponder:
1. Can we provide primary language instruction in core subject areas? Through what Levels?
2. What do we need to have in place?
3. What are our resources?
4. Do we need additional information?
5. Will we have a long term commitment?
Planning for Implementation
Support
Administrative Support
School Board
Teachers and Support Staff
Parents
Community
Planning for Implementation
Program Goals
Phase-in process
Curriculum
Materials
Assessments
Year 1
Year 2
Year 3
Planning for Implementation
Instruction
Professional development
Funding sources
Evaluation
Planning for Implementation Fall Fall/Early Winter Late Winter Spring
Consultant: Facilitate program selection Schedule committee meetings and planning timeline Collect student data Identify program model Visit effective schools with same program model
Consultant: Facilitate program, professional design and parent involvement plan Review student data, testing information, for potential program students Report to district administrators, School Board regarding program selection Draft a training plan Visit effective schools with same program model Schedule parent meetings Decide which teachers, administrators attend NABE, WABE
Consultant: Facilitate program and professional design Hold parent meetings, bring parents in for testimonials (from another district) Collect names of potential students Post for program teachers (if needed) Staff for Year 1 Draft an evaluation plan Identify core and supplemental instructional materials Attend NABE
Consultant: Facilitate program professional development Meet with parents of selected Year 1 program students Order instructional materials Finalize hiring program staff (if needed) Schedule summer professional development for program staff to include program directors and school administrators Attend WABE
Sept-Oct Nov - January February - March April – June
Planning for Implementation
Activity Who Is Responsible Resources Needed Timeline
What will occur? Who will take the leadership
role? What materials/funding etc. is necessary for the activity?
By what date will this be accomplished?
Meet with consultant Program Director,
Principal Student Data
September 12, 2012
School visits Program Director,
Principal Travel authorization,
travel agendas September 24,
2012
October 10, 2012 Committee Meeting Agenda,
Student data Program Director
Agenda to committee
September 26th
October 10, 2012 Committee Meeting
Committee members Student Data October 10, 2012
Report to Board, Program Selection
Program Director Data used for program
selection November 6,
2012
November 7, 2012 Committee Meeting Agenda Professional development
PD Director and Program Director
Agenda to committee October 31
Professional Development
Plan for quality professional development opportunities: Language Acquisition
English language development
Primary language development
Sheltered English Techniques
Core academic instruction
Cooperative learning
Language rich environment
Active/discovery learning
Professional Development
ELD Standards
Language objectives
Program model
Additive bilingual environment
Assessment For both languages
Program Evaluation
Collect student data
Label program used
Collier & Thomas
…typical bilingually schooled students, who are achieving on grade level in L1,from 4-7 years to make it to the 50th NCE in L2. It takes the typical young immigrant schooled all in L2 in the U.S. 7-10 years or more to reach the 50th NCE, and the majority of these students do not ever make it to the 50th NCE, unless they receive support for L1 academic and cognitive development at home.
We made it!
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