Understanding the Changes Needed for Addressing ELL Education Programs

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Understanding the Changes Needed for Addressing ELL Education Programs

August 12, 2008

High School of the Future

Superintendent’s 2008 Summer Leadership Institute

“Setting the Course”

DO NOW ACTIVITY:

A sheet has been placed on your

table. Please read the paragraph and

answer the questions

independently.

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Workshop AgendaWorkshop Agenda• Introduction

• Preview Objectives

• Significance of Focusing on ELL and Academic Language Development

• Introduction to Functions and Forms

• Data Analysis

• Department of Teaching and Learning Goals

• Provide Input for Necessary Support

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Workshop Objectives

Principals will develop a greater understanding of:

• Significance of focusing on ELL• Responsibility of managing Academic Language Development for ALL students• Using ESOL data to inform instruction• Support available from Teaching and Learning

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Latino Mosaic Discussion Clip:

The School District of Philadelphia

Drop Out Rate

Guiding Question:

As an instructional leader, what is your responsibility in meeting the academic needs of ALL students, including ELLs, in your school?

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POSSIBLE SENTENCE FRAMES…FORMS

I must…I should…I feel I have to…I believe it is my responsibility to…I should…because…

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LANGUAGE

FUNCTIONS

WHY WE USE LANGUAGE

FORMS

POSSIBLE

SENTENCE

FRAMES

ACADEMIC

VOCABULARY

CUE WORDS

Expressing Obligation

I must…

I should…

I feel I have to…

I believe it is my responsibility to…

I should because…

Must

Should

Responsibility

Duty

Commitment

Obligation

ACADEMIC LANGUAGE DEVELOPMENT TOOL

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QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

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District-wide ACCESS for ELLs2008 English Language Proficiency Levels

District-wide ACCESS for ELLs2008 Proficiency Scores

3590

530

248322532037

0

5001000

1500

2000

25003000

3500

4000

1- Entering 2-Beginning

3-Developing

4-Expanding

5- Bridging

Nu

mb

er

of

Stu

den

ts

2008 English Language Proficiency Levels

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Region Entering Beginning Developing Expanding Bridging Total

Central 9 10 19 5 4 51

East 361 363 606 424 79 1859

West 29 23 31 25 1 109

North 262 331 567 340 45 1562

South 183 178 421 367 57 1223

Northeast 264 217 419 526 164 1621

Northwest 16 13 10 9 3 51

Southwest 78 126 214 130 21 579

Central East 475 568 897 437 101 2524

High School 360 424 414 224 55 1567

Total 2037 2253 3598 2487 526 11,146

2008 ACCESS for ELLs Scores By Region

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2008 ACCESS LEVELS

School Total Ent Beg Dev Exp Bri NA

School ABC 20 3 3 6 2 1 5

All ELLs must be assessed to identify their current English language proficiency level in order to keep our programs in compliance with the Pennsylvania Department of Education and Y.S. mandates.

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2002-2008 PSSA ResultsComparison of Percentage of Students Advanced or Proficient by Group

All Grades Combined MATH

MATH

20% 19%22% 19.90%

28.60% 28.20%

37.40%35.40%

41.90% 40.90%

44.90%

40.20%

49%46.60%

0%

10%

20%

30%

40%

50%

60%

All Students Limited English Proficient

Per

cen

tag

es

2002 2003 2004 2005 2006 2007 2008

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2002-2008 PSSA ResultsComparison of Percentage of Students Advanced or Proficient by Group

All Grades Combined READINGREADING

24%

7%

28%

12.00%

33.60%

17.30%

35.50%

19.50%

38.10%

20.60%

40.60%

25.50%

44.60%

34.80%

0%5%

10%15%20%25%30%35%40%45%50%

All Students Limited English Proficient

Per

cen

tag

es

2002 2003 2004 2005 2006 2007 2008

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Who Are Your ELLs?

CONSIDER…– Countries of birth

– Languages represented in your building

– Approximate number of ELLs in your building

– Numbers of ELLs at each grade level

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ELL Country of Birth Counts- Citywide2008

ESOL Country Counts- Citywide2008

3637

2492

567435

349 287211 202 165 163

2335

303

0

500

1000

1500

2000

2500

3000

3500

4000

USA

Puerto

Rico

China

Domin

ican

Repub

lic

Mex

ico

Vietn

am Indi

a

Russia

Cambo

dia

Alban

ia

Oth

er

Unkno

wn

Nu

mb

er o

f S

tud

ents

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DataSchool Computer Network: ESOL Data

Entry Screen (S21 Screen)

– It is the responsibility of the school principal to monitor the updating and maintenance of data in the S21 Screen

– All ELLs must be claimed on S21 Screen as “Served”

• Allocation of resources are contingent upon accurate data entry

– S21 Screen must be updated on a regular basis starting at the beginning of the school year

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Data – What’s New . . .The following functions have been LOCKED in order

to maintain accuracy:

– (1) LEP Status: • E0- During summer before rollover• E1- Exited 1st year• E2 Exited 2nd year• E-No longer monitored

– (4) Placement Test Date

– (5) Initial Placement Level

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Data – What’s New . . .The S21 Screen has been updated with the

following features:

– History Screen with flashing items: 5+ESOL, Non-Progressing, Start CSAP Process

– Exit of students will be facilitated centrally in June and August, if student has met State mandated exit criteria:

• Access for ELLs Scores of 4.5 – 4.9 and PSSA Rdg Proficient/Advanced

• Access for ELLs Scores of 5 and PSSA Rdg Basic or higher

• Access for ELLs Scores of 5 and TerraNova Scores Rdg of 40% or higher

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Data Analysis Through the creation of S21 lists and SchoolNet

spreadsheets, all administrators and teachers are able to access and analyze ELL-related data

The analysis of this data will assist in the creation of the SIP and guide:

1. Decisions regarding program model choices for the school2. Decisions regarding program model choices for the student3. ELL’s progression on the Pathway to Academic Proficiency4. Differentiated instructional and scaffolding techniques5. Strategic interventions for non-progressing ELLs6. Progression toward AMAO benchmarks

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Teaching and Learning DepartmentGoals for 2008-2009

Teaching and Learning DepartmentGoals for 2008-2009

#1 Support Schools

#2 Maximize effectiveness of Rapid Response Team

#3 Make core curriculum accessible to all students

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How the Teaching and Learning DepartmentCan provide SUPPORT for your school

How the Teaching and Learning DepartmentCan provide SUPPORT for your school

• Given your understanding of the Teaching and Learning Department what areas of support do you anticipate?

• What challenges do you foresee and how can we work together to create solutions?

• Given your understanding of the Teaching and Learning Department what areas of support do you anticipate?

• What challenges do you foresee and how can we work together to create solutions?