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Meeting the Needs of English Meeting the Needs of English Language Learners:Language Learners:
Cycle 4-LEP Student Success Cycle 4-LEP Student Success
Initiative Awardees Initiative Awardees Leadership Conference Leadership Conference
Dr. Frank LucidoDr. Frank Lucido
Institute for Second Language AchievementInstitute for Second Language Achievement
Texas A&M University – Corpus ChristiTexas A&M University – Corpus Christi
22
SCHOOL IMPROVEMENT PROJECTSCHOOL IMPROVEMENT PROJECTENGLISH LANGUAGE LEARNERS ENGLISH LANGUAGE LEARNERS
(ELL)(ELL)
Mission Statement Mission Statement
To assist high potential schools with planning To assist high potential schools with planning and implementing effective practices to and implementing effective practices to
enhance language and academic enhance language and academic achievement of English language learners.achievement of English language learners.
WW
EE
BB
PP
AA
GG
EE
I S L AI S L A
http://ell.tamucc.eduhttp://ell.tamucc.edu
You Might Be A Teacher IF……
You want to slap the next person who says, “Must be nice to work 8:00 – 3:20 and have summers free.
You Might Be A Teacher IF……
You aren’t sure about having You aren’t sure about having children of your own because children of your own because there’s no name you could give there’s no name you could give a child that wouldn’t bring on a child that wouldn’t bring on high blood pressure the moment high blood pressure the moment you heard it uttered.you heard it uttered.
You Might Be A Teacher IF…..
You can tell if it’s a full moon without ever looking outside.
You Might Be A Teacher IF…..
Meeting a child’s Meeting a child’s parent instantly parent instantly answers the question, answers the question, “Why is this kid like “Why is this kid like this?”this?”
You Might Be A Teacher IF…….
When out in public you feel the urge to snap your fingers at children you do not know and correct their behavior.
The ChallengeThe Challenge
About 1 in 9 students in the U.S. speaks a language About 1 in 9 students in the U.S. speaks a language other than English at home.other than English at home.
The ELL population has grown from 2 million to 5 million The ELL population has grown from 2 million to 5 million since 1990.since 1990.
About 42.7% of Texas students are Hispanic.About 42.7% of Texas students are Hispanic. About 40% of Hispanic children under eighteen are living About 40% of Hispanic children under eighteen are living
in poverty.in poverty. Less than 25% of ELL passed the TAKS in 11Less than 25% of ELL passed the TAKS in 11thth grade. grade. It takes 5 – 7 years to acquire academic language It takes 5 – 7 years to acquire academic language
proficiency in English.proficiency in English. It takes 2 – 3 years to acquire conversational fluency in a It takes 2 – 3 years to acquire conversational fluency in a
second language.second language.
Demographic Demographic ChangesChangesChallenges for the Future of TexasChallenges for the Future of Texas
Percent Change in Population from Percent Change in Population from 1990 to 2000 for Council of Government 1990 to 2000 for Council of Government
Regions in TexasRegions in Texas
22.76
21.56
8.79
21.64
46.48
21.03
9.63
4.17
16.5
14.22
10.01
12.48
24.56
39.83
15.14
6.04
29.12
8.31
1.59
14.49
40.41
6.61
4.33
18.33
4.06
State of Texas
Alamo Area
Ark-Tex
Brazos Valley
Capital Area
Central Texas
Coastal Bend
Concho Valley
Deep East Texas
East Texas
Golden Crescent
Heart of Texas
Houston-Galveston
Lower Rio Grande Valley
Middle Rio Grande
Nortex
North Central Texas
Panhandle
Permian Basin
Rio Grande
South Texas
South East Texas
South Plains
Texoma
West Central Texas
0 20 40 60
Percent Change
Population Change in Texas Counties, 1990-2000
Source: Texas State Data Center
Percent Change 2000-2003
< 0.0% (n=68)
0.0 - 9.9% (n=61)
10.0 - 21.9% (n=66)
22.0 - 86.2% (n=59)
Population Change in Texas Counties, 2000-2003
Source: Texas State Data Center
Percent Change 2000-2003
< 0.0% (n=98)
0.0 - 1.9% (n=50)
2.0 - 5.4% (n=53)
5.5 - 28.2% (n=53)
Percent Change 2000-2004
< 0.0% (n=103)
0.0 - 1.9% (n=39)
2.0 - 5.4% (n=51)
5.5 - 35.2% (n=61)
Population Change in Texas Counties, 2000-2004
Source: U.S. Bureau of the Census, 2004 County Estimates
Numerical Change in Population by Numerical Change in Population by Race/Ethnicity Race/Ethnicity in Texas for 1980-1990 and 1990-2000in Texas for 1980-1990 and 1990-2000
941,383
283,818
1,354,081
178,037
783,036
445,293
2,329,761
307,220
Anglo Black Hispanic Other0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
1980-1990 1990-2000
Percent Change in Population by Race/Ethnicity Percent Change in Population by Race/Ethnicity for for 1980-1990 and 1990-2000 in Texas1980-1990 and 1990-2000 in Texas
10.077.61
16.77
22.53
45.35
53.68
88.78
81.15
1980-1990 1990-20000
20
40
60
80
100Percent Change
Anglo Black Hispanic Other
Percent Change in Population from 1990 to 2000 Percent Change in Population from 1990 to 2000 by Race/Ethnicity by Metropolitan Status in by Race/Ethnicity by Metropolitan Status in TexasTexas
-0.37
35.59
7.510.4
21.85
40.29
11.05 12.38
55.05
86.73
32.25 28.39
68.19
180.43
34.24 36.54
MetropolitanCentral City
MetropolitanSuburban
Nonmetropolitan Adjacent
NonmetropolitanNonadjacent
0
50
100
150
200
-50
Percent Change
Anglo Black Hispanic Other
Percent of Texas Population by Age GroupPercent of Texas Population by Age Groupand Ethnicity, 2000and Ethnicity, 2000
39.541.6
45.0 45.043.1 44.4
47.8
53.0
57.260.2
63.566.4 67.1
72.6
44.041.3
38.0 38.440.5
38.635.3
30.526.7
24.222.4
20.6 20.316.7
< 5
year
s
5 to
9 y
ears
10 to
14
year
s
15 to
19
year
s
20 to
24
year
s
25 to
29
year
s
30 to
34
year
s
35 to
39
year
s
40 to
44
year
s
45 to
49
year
s
50 to
54
year
s
55 to
59
year
s
60 to
64
year
s
65 +
yea
rs0.0
20.0
40.0
60.0
80.0Percent
Anglo Hispanic
Percent of Texas Population by Age GroupPercent of Texas Population by Age Groupand Ethnicity, 2040*and Ethnicity, 2040*
* Projections are shown for the 1.0 scenario
17.719.3 19.9 20.3 19.8 19.3 19.4 20.5 20.6 21.9
25.3 26.5 27.2
39.8
69.967.8 66.5 65.5 66.0 66.8 66.4
64.362.6
60.6
56.7 55.252.3
37.1
< 5 y
ears
5 to
9 y
ears
10 to
14
year
s
15 to
19
year
s
20 to
24
year
s
25 to
29
year
s
30 to
34
year
s
35 to
39
year
s
40 to
44
year
s
45 to
49
year
s
50 to
54
year
s
55 to
59
year
s
60 to
64
year
s
65 +
yea
rs0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0Percent
Anglo Hispanic
Projected Proportion of Population by Projected Proportion of Population by Race/Ethnicity in Texas, 2000-2040*Race/Ethnicity in Texas, 2000-2040*
*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2010-2040.
53.1
45.1
37.3
30.3
23.9
11.6 11.1 10.39.2
8.0
32.0
39.3
46.5
53.2
59.2
3.34.5
5.97.3
8.9
2000 2010 2020 2030 20400.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0Percent
Anglo Black Hispanic Other
Median Household Income in 1999 in Median Household Income in 1999 in Texas by Age of HouseholderTexas by Age of Householder
$0
$10
$20
$30
$40
$50
$60
<25 25-34 35-44 45-54 55-64 65-74 75+
Age of Householder
Thousands
Median Household Income In 1999 in Median Household Income In 1999 in Texas by Race/Ethnicity of HouseholderTexas by Race/Ethnicity of Householder
$47,162
$29,305 $29,873
$50,049
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
Anglo Black Hispanic Asian
Educational Attainment in 2000 Educational Attainment in 2000 in Texas for Persons 25+ Years in Texas for Persons 25+ Years of Age By Race/Ethnicity of Age By Race/Ethnicity
0 10 20 30 40 50 60
< High School
High School
Some College
College or More
Hispanic
Black
Anglo
Asian
Percent
States Ranked by Median Household States Ranked by Median Household Income in 1999Income in 1999
$55,146
$53,935
$52,868
$51,571
$50,502
$49,820
$49,467
$47,493
$47,381
$47,203
$39,927
$41,994
New Jersey (1)
Connecticut (2)
Maryland (3)
Alaska (4)
Massachusetts (5)
Hawaii (6)
New Hampshire (7)
California (8)
Delaware (9)
Colorado (10)
Texas (30)
United States
$0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000
States Ranked by Percent High School Graduates States Ranked by Percent High School Graduates ++ in the Population 25 Years of Age or Older, 2000 in the Population 25 Years of Age or Older, 2000
88.3
87.9
87.9
87.7
87.4
87.2
87.1
86.9
86.6
86.4
75.7
80.4
Alaska(1)
Minnesota (3)
Wyoming (3)
Utah (4)
New Hampshire (5)
Montana (6)
Washington (7)
Colorado (8)
Nebraska (9)
Vermont (10)
Texas (45)
United States
0.0 20.0 40.0 60.0 80.0 100.0
Percent
States Ranked by Percent College Graduates +States Ranked by Percent College Graduates +in the Population 25 Years of Age or Older, 2000in the Population 25 Years of Age or Older, 2000
39.1
33.2
32.7
31.4
31.4
29.8
29.5
29.4
28.7
27.7
23.2
24.4
District of Columbia (1)
Massachusetts (2)
Colorado (3)
Connecticut (5)
Maryland (5)
New Jersey (6)
Virginia (7)
Vermont (8)
New Hampshire (9)
Washington (10)
Texas (27)
United States
0.0 10.0 20.0 30.0 40.0 50.0
Percent
Percent of Students in Each Race/Ethnicity Percent of Students in Each Race/Ethnicity Category in the 60 Largest School Districts in Category in the 60 Largest School Districts in Texas, 2003-2004Texas, 2003-2004
56.3
42.7
64.5 64.1
78.5
Total Anglo Black Hispanic Other
Student Characteristics
0
20
40
60
80
100
Cumulative Percent of Student Enrollment
Projected Percent of Public Elementary and Secondary Enrollment Projected Percent of Public Elementary and Secondary Enrollment by Race/Ethnicity in 2000 and Projections for 2040*by Race/Ethnicity in 2000 and Projections for 2040*
* Projections are shown for the 1.0 scenario
43.2
19.9
14.4
8.3
39.5
66.3
2.95.5
2000 2040
Projection Year
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
Percent
Anglo Black Hispanic Other
Projected Percent of Public University Enrollment Projected Percent of Public University Enrollment by Race/Ethnicity in 2000 and Projections for 2040*by Race/Ethnicity in 2000 and Projections for 2040*
* Projections are shown for the 1.0 scenario
61.5
32.3
10.38.1
21.3
44.5
6.9
15.1
2000 2040
Projection Year
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
Percent
Anglo Black Hispanic Other
186.8
119.9
48.5
183.0
188.1
64.7
101.9
69.9
Bilingual/ESL
Economically Disadvantaged
Gifted and Talented
Immigrants
Limited English Proficiency (LEP)
Special Education
Title I
Career and Technology Education
0.0 50.0 100.0 150.0 200.0 250.0
Percent Change in Enrollment in Selected Percent Change in Enrollment in Selected Elementary and Secondary School Programs Elementary and Secondary School Programs in Texas, 2000 to 2040* in Texas, 2000 to 2040*
Percent Change
*Projections are for the 1.0 Scenario
Average Household Income Average Household Income in Texas, 2000-2040*in Texas, 2000-2040*(in 2000 Dollars)(in 2000 Dollars)
* Projections are shown for the 1.0 scenario
$54,441
$52,639
$50,903
$49,326
$47,883
2000 2010 2020 2030 2040$30,000
$40,000
$50,000
$60,000
Projected Percent of Households in Poverty by Projected Percent of Households in Poverty by Family Type in Texas, 2000 and 2040Family Type in Texas, 2000 and 2040
* Projections are shown for the 1.0 scenario
11.4
7.5
15.0
26.7
18.9
14.415.4
11.8
17.0
30.0
18.9
16.6
Family Households
Married Couple
Male Householder
Female Householder
Nonfamily Households
Total Households
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
Percent in Poverty
2000 2040
The mark of a truly The mark of a truly educated man is to educated man is to be moved deeply by be moved deeply by statistics.statistics.
George Bernard ShawGeorge Bernard Shaw
Steve MurdockTexas State Data Center
Phone 210 – 458 - 6530Fax 210 – 458 - 6540Website txsdc.utsa.edu
Dual Language EducationDual Language EducationSD=Strongly Disagree; D=Disagree; Strongly Agree=SA; SD=Strongly Disagree; D=Disagree; Strongly Agree=SA; A=Agree; DK=Don’t KnowA=Agree; DK=Don’t Know
1. The Most important function of language is 1. The Most important function of language is using appropriate grammar structures.using appropriate grammar structures.
2. Language is difficult to define.2. Language is difficult to define. 3. Dual Language is a model of bilingual 3. Dual Language is a model of bilingual
education.education. 4. Language should be acquired rather than 4. Language should be acquired rather than
taught directly.taught directly. 5. Bilingualism is difficult to assess.5. Bilingualism is difficult to assess. 6. The purpose of dual language education is 6. The purpose of dual language education is
for the students to learn a second language.for the students to learn a second language.
Guidance (not threats) from the Courts and the Law:
What is “A Meaningful Education” for LM students?
There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
Lau v. Nichols (1974), U.S. Supreme Court
Plaintiff: Chinese-American community in San Francisco, CA
Programs serving LEP/ELL students must:
(1) Be based on “sound educational theory”.
(2) Be implemented effectively, with adequate resources and personnel
(3) Be evaluated and found successful in two areas: the teaching of language (English and others) and in access to the full curriculum (math, social studies, science)
Castaneda v. Pickard, 1981, U.S. Fifth Circuit Court of Appeals
Plaintiff: Mexican-American community in Raymondville, TX
Goal: Equal Educational Opportunity for all students as defined by equal results, not only by intents or inputs.Equal Educational Opportunity Act, 1974.
Goal: Addressing a “meaningful education” using demonstrably effective programs that lead to long-term parity, not with minimalist programs that attempt to ‘just get by’.Thomas and Collier
Foreign Languages Offered and Age of Introduction
Country 1st Foreign Language
Starting Age
Additional Languages
Australia French 6 German, Greek, Italian, Japanese
Austria English 6 French, Italian
Czech Republic English and German 9 French, Russian, Spanish
Finland English or other 9 Swedish, Finnish, German, French, Russian, Spanish, Italian
Germany English or other 8 French, Spanish, Russian, Italian, Turkish
Italy English 8 French, German, Spanish, Russian
Luxembourg German and French 6 or 7 English, Italian, Spanish
Spain English 8 French, German, Italian, Portuguese
Thailand English 6 French, German, Chinese, Japanese, Arabic
United States Spanish 14 French, German Japanese
IN TRESPASS TO TRY TITLE TO TRACT OF LAND WHERE THE STATE IN ORDER TO ESTABLISH THAT TRACT HAS A VACANCY IN PUBLIC DOMAIN ATTACKED VALIDITY OF A CORRECTED PATENT GRANTED TO DEFENDANTS’ PREDECESSOR. COURT OF CIVIL APPEALS BY REVERSING JUDGMENT OF TRIAL COURT IN FAVOR OF STATE HOLDING CORRECTED PATENT VOID, AND BY DENYING RECOVERY TO STATE, DIRECTLY UPHELD EXISTENCE OR CORRECTED PATENT SO AS TO PRECLUDE STATE BECAUSE OF STARE DECISIS, FROM THEREAFTER CHALLENGING VALIDITY OF CORRECTED PATENT AGAINS SAME DEFENDANTS. ALEXANDER v. STANOLIND OIL & GAS CO. (CIV.APP.1917) 192 S. W. 781,
REF. N. R. E.
Read the paragraph below and answer the questions that follow.
A hair raising century by Australian opener Greene Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living dangerously eventually cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between balls from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete the Australians had fallen short of the runs scored by the English.
Were you able to understand the paragraph?
Could you explain it to someone else?
If not, what would help you to understand it better?
Language Proficiency
SUP MODEL CUP MODEL
Separate Underlying Proficiency Common Underlying Proficiency
From Cummins, 1981
Personality Age
First Language
Language
Environment Filter Organizer MonitorLearner’s
Verbal
Performance
FIGURE 1-A Working Model for Creative Construction in L2 Acquisition*
Internal Processing
Brain Compatible Brain Compatible TeachingTeaching
Stages of Language Acquisition and Development in the Child
Vocabulary –
Estimates of Vocabulary –
1 year 3 words
2 years 272 words
3 years 896 words
4 years 1540 words
5 years 2072 words
6 years 2562 words
By first grade a child could possibly have an active vocabulary of 5099 different words.
Sentence Length –
18 months Usually 1 word length
28 months 2 – 3 words length
3.5 years Complete sentences averaging about 4 words
in length, although capable of producing occasional sentences that are 20 – 30 words.
5 – 6 years -The average sentence is about 5 words in length.
9.5 years -The oral sentence is about 6 – 7 words, with an average written length of 11 words
15 years -About 17 words
Adult -About 20 words
Levels of Language Levels of Language AcquistionAcquistion
Pre-ProductionPre-Production Early ProductionEarly Production Speech EmergenceSpeech Emergence Intermediate FluencyIntermediate Fluency Advanced FluencyAdvanced Fluency
Literacy Development Instructional Sequence
Preparation to Literacy
Early Literacy
Emergent Literacy
Intermediate Abilities
Cognitively
Undemanding
Communication
1st Quadrant 2nd Quadrant
3rd Quadrant 4th Quadrant
Context
Embedded
Communication
Context
Reduced
Communication
Cognitively
Demanding
Communication
Art, music, P.E., Face to Face conversation, Visual clues, Simple directions
Telephone conversations, Written descriptions, Graphic organizers,
Demonstrations, “Hands on” learning, Social Studies projects, Science experiments
Reading a textbook, Explanation of abstract concepts, Lectures with few illustrations, Writing
When you know
Then you don’t know
When you know
You don’t know
Then you KNOW
Program Models for English Language
Learners
Immersion:
No instructional support is provided by a trained specialist. This is NOT a program model, since it is in non-compliance with federal standards as a result of the Supreme Court decision in Lau vs. Nichols.
English as a Second Language (ESL) No instruction through the minority language.
PK-12
• ESL: Taught by a bilingual teacher in a self contained classroom, but all instruction is conducted through English.
• ESL taught through academic content: An English program that serves students identified as LEP in English only
providing a full time teacher certified to provide supplementary instruction for all content area instruction; it integrates English as a Second Language instruction, and
Sheltered Instructional strategies with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn
math, science, and social studies, or other academic subjects.
Types of Types of Bilingual/ESLProgramsBilingual/ESLPrograms
ESL Pullout isESL Pullout is an English program that serves identified LEP students an English program that serves identified LEP students
in English only by providing a certified teacher for in English only by providing a certified teacher for English language arts instruction exclusively, while the English language arts instruction exclusively, while the student remains in a mainstream instructional student remains in a mainstream instructional arrangement in the remaining content areas; instruction arrangement in the remaining content areas; instruction my be provided by an ESL teacher in a pull-out or my be provided by an ESL teacher in a pull-out or inclusdionalry delivery model; exiting to an all English inclusdionalry delivery model; exiting to an all English program of instruction will occur not earlier than the program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the during or after first grade, the student will remain in the program for a minimum of two to five years before program for a minimum of two to five years before being eligible to exit the ESL program. being eligible to exit the ESL program.
English as a Second Language (ESL) or English to Speakers of
Other Languages (ESOL) cont’d:
Secondary Education:•ESL taught through academic content or sheltered
English
•ESL taught as a subject
Transitional Bilingual Programs: Transitional bilingual/early exit: a bilingual program that serves students identified as students of limited English
proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than two or later than five years after the student enrolls in school;
Transitional bilingual/late exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or
later than seven years after the student enrolls in school;
Transitional ProgramsTransitional Programs
PKPK
L1L1
80%80%
KK
L1L1
70%70%
L2L2
ELSELS20%20%
1st1st
L1L1
50%50%
L2L2
ESLESL
40%40%
L2L2
ESLESL30%30%
2nd2nd
L1L1
50%50%
L2L2
ESLESL
50%50%
3rd3rdL1L1
20%20%
L2L2
ESLESL
80%80%
4th4th
100% 100% EnglishEnglish
5th5th
100%100%
EnglishEnglish
Two-way Immersion and One-Way Immersion are
also dual language programs.
Dual Language Programs
Dual language immersion/two-way: a
biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English-only instruction not earlier than six or later than seven years after the student enrolls in school;
Dual Language ProgramsDual Language Programs
(D) dual language immersion/one-(D) dual language immersion/one-way: a biliteracy program that serves way: a biliteracy program that serves only students identified as students of only students identified as students of limited English proficiency in both English limited English proficiency in both English and Spanish and transfers a student to and Spanish and transfers a student to English-only instruction not earlier than English-only instruction not earlier than six or later than seven years after the six or later than seven years after the student enrolls in school; and student enrolls in school; and
The 50 – 50 Model(in Canada called partial immersion)
•Grades K – 5 or 6: Academic instruction half a day
through each language.
•Grades 6 0r 7 -12: 60% of academic instruction
through majority language and
40% through minority language.
50/50 MODEL50/50 MODELDual LanguageDual Language
PKPK
L1L150%50%
KK
L1L150%50%
L2L250%50%
ESLESL
1st1st
L1L150%50%
L2L250%50%
ESLESL
L2L250%50%
ESLESL
2nd2nd
L1L150%50%
L2L250%50%
ESLESL
3rd3rd
L1L150%50%
L2L250%50%
ESLESL
44thth
L1L150%50%
L2L250%50%
ESLESL
5th5th
L1L150%50%
L2L250%50%
ESLESL
The 90 – 10 Model (in Canada, referred to as early total immersion)
•Grades K – 1: All or 90% of academic instruction through minority
language
•Grade 2: One hour of academic instruction through majority language added.
•Grade 3: Two hours of academic instruction through majority language added.
•Grades 4-5 or 6: Academic instruction half a day through each language.
•Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority
language.
90/10 MODEL 90/10 MODEL Dual Language ModelDual Language Model
PKPK
L1L1
90%90%
KK
L1L1
80%80%
L2L2
ESLESL
10%10%
1st1st
L1L1
70%70%
L2L2
ESLESL
30%30%L2L2
ESLESL
20%20%
2nd2nd
L1L1
60%60%
L2L2
ESLESL
40%40%
3rd3rd
L1L150%50%
50%50%
ESLESL
4th4th
L1L150%50%
50%50%
ESLESL
5th5th
L1L150%50%
50%50%
ESLESL
Are these correct?
9 + 1 = 10
7 + 3 = 10
7 + 6 = 1
8 + 6 = 2
12 + 4 = 4
1 + 5 = 6
An Overview of the Texas Successful Schools StudyAn Overview of the Texas Successful Schools Studyas Conducted by the Texas Education Agency—February 2000as Conducted by the Texas Education Agency—February 2000
Study was conducted pursuant to a recommendation made in Study was conducted pursuant to a recommendation made in A Report to A Report to the 75the 75thth Texas Legislature from the Texas Education Agency—December Texas Legislature from the Texas Education Agency—December 19961996 and as part of the Commissioner’s Educational Research Initiative for and as part of the Commissioner’s Educational Research Initiative for 1998-99. The study started in March 1998.1998-99. The study started in March 1998.
Texas A&M University~Corpus Christi provided the research support for the Texas A&M University~Corpus Christi provided the research support for the study.study.
Purpose of the study was to profile the programs, policies and instructional Purpose of the study was to profile the programs, policies and instructional practices of successful schools.practices of successful schools.
Seven Schools were Selected from a group of 26 Title I recognized schools Seven Schools were Selected from a group of 26 Title I recognized schools in Texas with a high incidence of educationally disadvantaged students, a in Texas with a high incidence of educationally disadvantaged students, a high incidence of LEP students, zero LEP exemptions on the state high incidence of LEP students, zero LEP exemptions on the state assessment (TAAS) and a rating of the “Recognized” or “Exemplary” on the assessment (TAAS) and a rating of the “Recognized” or “Exemplary” on the Texas accountability system in May, 1997.Texas accountability system in May, 1997.
Contact Person: Oscar M. Cardenas, Principal Investigator at (512) 463-9714 [email protected]. The Study should be available for public consumption at the Texas Education Agency’s web site at www.tea.state.tx.us/program.eval/sss.html by mid-March, 2000.
TEA Accountability Ratings for
Successful School’s Study
CampusCampus 19951995 19961996 19971997 19981998 19991999
CastanedaCastaneda RecognizedRecognized RecognizedRecognized RecognizedRecognized ExemplaryExemplary RecognizedRecognized
La EncantadaLa Encantada RecognizedRecognized RecognizedRecognized RecognizedRecognized ExemplaryExemplary RecognizedRecognized
CampestreCampestre RecognizedRecognized ExemplaryExemplary ExemplaryExemplary RecognizedRecognized RecognizedRecognized
KellyKelly RecognizedRecognized RecognizedRecognized RecognizedRecognized ExemplaryExemplary ExemplaryExemplary
BowieBowie AcceptableAcceptable RecognizedRecognized ExemplaryExemplary ExemplaryExemplary ExemplaryExemplary
CloverClover AcceptableAcceptable RecognizedRecognized RecognizedRecognized ExemplaryExemplary ExemplaryExemplary
ScottScott ExemplaryExemplary ExemplaryExemplary ExemplaryExemplary ExemplaryExemplary ExemplaryExemplary
Successful Schools AccountabilitySuccessful Schools Accountability2001-20072001-2007
SchoolSchool
20012001
20022002
20042004 20052005
20062006 20072007
CastanedaCastaneda Recog.Recog. Recog.Recog. Recog.Recog. Recog.Recog. Recog.Recog. Recog.Recog.
Kelly Kelly Exemp.Exemp. Exemp.Exemp. Recog.Recog. Recog.Recog. Recog.Recog. Recog.Recog.
CloverClover Exemp.Exemp. ExempExemp Recog.Recog. Recog.Recog. Exemp.Exemp. Recog.Recog.
BowieBowie Exemp.Exemp. Recog.Recog. Exemp.Exemp. Recog.Recog. Recog.Recog. Recog.Recog.
ScottScott Exemp.Exemp. Exemp.Exemp. Recog.Recog. Accept.Accept. Recog.Recog. Recog.Recog.
La EncantadaLa Encantada Recog.Recog. Recog.Recog. Accept.Accept. Accept.Accept. Accept.Accept. Accept.Accept.
CampestreCampestre Recog.Recog. Accept.Accept. Accept.Accept. Accept.Accept. Recog.Recog. Accept.Accept.
Multiple Sources of Data
Interviews
Surveys
Outcomes
Site Visits
Campus &
Student TAAS Data
AEIS Campus Reports
Program CharacteristicsProgram Characteristics
Instructional leadership at both the campus Instructional leadership at both the campus and district levels.and district levels.
Use of L1 and L2 in instruction-equal prestige Use of L1 and L2 in instruction-equal prestige of both languages.of both languages.
No early exit from bilingual programs.No early exit from bilingual programs.
Literacy rich environments in both languages.Literacy rich environments in both languages.
Program CharacteristicsProgram Characteristics ((Continued)Continued)
Balanced literacy approaches.Balanced literacy approaches.
Staff development focused on second Staff development focused on second language learners.language learners.
Vertical/horizontal team planning.Vertical/horizontal team planning.
Thematic unit instruction with TAAS Thematic unit instruction with TAAS objectives and TEKS imbedded.objectives and TEKS imbedded.
PProgram Characteristicsrogram Characteristics ((Continued)Continued) Extensive parental involvement.Extensive parental involvement.
““Social capitol” John Coleman-students feelSocial capitol” John Coleman-students feel
valued and respected.valued and respected.
Culture infused throughout the curriculum through Culture infused throughout the curriculum through fine arts, literature, and social studies.fine arts, literature, and social studies.
Continuous monitoring and assessment of language Continuous monitoring and assessment of language and academic growth.and academic growth.
Program CharacteristicsProgram Characteristics(Continued)(Continued)
Technology for support/tutoring.Technology for support/tutoring.
After school enrichment After school enrichment programs/tutoring.programs/tutoring.
Certified teachers and Certified teachers and administrators.administrators.
Grouping for instruction.Grouping for instruction.
Program CharacteristicsProgram Characteristics(Continued)(Continued)
Montessori methodology in Early Montessori methodology in Early Childhood.Childhood.
Manipulatives and “hands on” Manipulatives and “hands on” teaching.teaching.
Sustained silent reading.Sustained silent reading.
Strong ESL methodologies.Strong ESL methodologies.
EFFECTIVE DUAL LANGUAGE EFFECTIVE DUAL LANGUAGE PRACTICESPRACTICES
Research StudyUniversity research grant provided by Texas A&M University-Corpus Christi. Eight (8) schools/five (5) states included in study:
1)Albuquerque, New Mexico Independent School District East San Jose Elementary School
2)Chicago, Illinois Independent School District Darwin Elementary School Rachel Carson Elementary School Josiah L. Pickard Elementary School Anderson Elementary School Inter-American Magnet School
3)El Paso, Texas Independent School District Alicia Chacón Elementary School
Research Study Research Study (continued)(continued)
4)Cauntillo, Texas Independent School District
Cauntillo Elementary
Jose Damian Elementary
5)Houston, Texas Independent School District
Gary L. Herod Elementary School
6)Arlington, Virginia Independent School District
Francis Scott Key Elementary School
7)Hidalgo, Texas Independent School District
Kelly Elementary School
8)Napa, California Independent School District
Napa Language Academy
Campus Leadership PracticesCampus Leadership Practices
Campus leadership committed to bilingualism and bilingual education.
Administrator learned research and applied program: 1st year/one grade, 2nd year two grades, etc.
Administrator informs community.
Administrator keeps school in district eye with representation at board meetings and other district functions.
Campus Leadership PracticesCampus Leadership Practices(continued)(continued)
Administrator ensures compatible planning partners, administrator facilitates/schedules sufficient time for planning.
Administrator allows time for both vertical and horizontal team planning.
Administrator facilitates parent attendance, transportation to training.
Administrator protects the integrity of program, i.e.: no new 4th graders added, etc.
Campus Leadership Practices(continued)
Administrator treats teachers as participants; teachers are invested and empowered.
Administrator facilitated smooth program implementation with parent support after staff and community disagreed on which program model to implement (50/50 or 90/10).
Administrator facilitates staff training and development (staff in-service/attendance to NABE, CABE, etc.).
Administrator is committed to program staffing (a key to program success).
Program CharacteristicsProgram Characteristics
Spanish as L2: instruction for all students (SFL “immersion” program).
Spanish literacy integrated through content.
Program phased in gradually.
High level of development of Spanish language use required by bilingual teachers to facilitate production.
Planned and practiced student presentations in L1 and L2 for all students.
Program CharacteristicsProgram Characteristics(continued)(continued)
No one model of implementation was prevalent among the schools visited but whatever the model it was respected.
Team teaching is used with teachers working in their area of expertise or preferred language.
Clear language division: one (1) day English/ one (1) day Spanish or other appropriate models were observed.
Program begins with Prekindergarten level.
Teacher preparation and planning facilitates stability of program.
Program CharacteristicsProgram Characteristics(continued)(continued)
Heterogeneous grouping for instruction.
Administrators, teachers, and staff believe in children as language learners.
Some language pairing in environmental literacy.
Tutoring before or after school at least twice weekly.
Continuous assessment of language development in both languages.
Program CharacteristicsProgram Characteristics(continued)(continued)
Continuous assessment of program goals and outcomes.
Adequate materials in both English and Spanish languages.
Certified administrators and bilingual teachers.
Adequate library materials in both English and Spanish.
Support staff is also supportive of dual language program.
PROMISING PROGRAMS IN SECONDARY LANGUAGE MINORITY PROMISING PROGRAMS IN SECONDARY LANGUAGE MINORITY EDUCATIONEDUCATION(@ W.P. Thomas & V. P. Collier, 1995)(@ W.P. Thomas & V. P. Collier, 1995)
Second language taught through academic contentSecond language taught through academic content Conscious focus on teaching learning strategies needed to develop thinking Conscious focus on teaching learning strategies needed to develop thinking
skills and problem-solvingskills and problem-solving Activation of students’ prior knowledgeActivation of students’ prior knowledge Respect for students’ home language and cultureRespect for students’ home language and culture Cooperative learningCooperative learning Interactive, discovery learningInteractive, discovery learning Intense, meaningful cognitive/academic developmentIntense, meaningful cognitive/academic development Ongoing assessment using multiple measuresOngoing assessment using multiple measures
For students entering U.S. schools at secondary level, when first language support cannot be provided, the following program characteristics make a significant difference:
An example of this type of program is CALLA`:
The Cognitive Academic Language Learning Approach
SIOPSIOP(Sheltered Instruction Observation Protocol)(Sheltered Instruction Observation Protocol)
A Model of Sheltered InstructionA Model of Sheltered Instruction(Short, Echevarria, 2002)(Short, Echevarria, 2002)
Identify the language demands of the content course.Identify the language demands of the content course. Plan language objectives for all lessons and make them explicit to Plan language objectives for all lessons and make them explicit to
students.students. Emphasize academic vocabulary development.Emphasize academic vocabulary development. Activate and strengthen background knowledge.Activate and strengthen background knowledge. Promote oral interaction and extended academic talk.Promote oral interaction and extended academic talk. Review vocabulary and content concepts.Review vocabulary and content concepts. Give students feedback on language use in class.Give students feedback on language use in class.
Synthesis of Synthesis of Research on Research on Academic Academic Achievement of Achievement of English Language English Language LearnersLearnersDr. Kathryn Lindholm-LearyDr. Kathryn Lindholm-LearyDr. Graciela BersantoDr. Graciela BersantoAERA-Montreal, CanadaAERA-Montreal, CanadaApril, 2005April, 2005
Academic achievementAcademic achievement
Communicative competence in acquiringCommunicative competence in acquiring
content and achievement as measured in content and achievement as measured in math, science, and social studies.math, science, and social studies.
Most studies focused on Most studies focused on underachievement.underachievement.
Most used assessment was a Most used assessment was a standardized achievement test.standardized achievement test.
Research DesignResearch Design
Original search produced 700 Original search produced 700 articles/studiesarticles/studies
Narrowed to 200 articlesNarrowed to 200 articles Focused on findings of 66 empirical Focused on findings of 66 empirical
articlesarticles Majority of articles dealt with programs.Majority of articles dealt with programs. Focused on program evaluationsFocused on program evaluations Some assessment issuesSome assessment issues
Research Design Research Design continuedcontinued 2 types of studies-Comparative studies2 types of studies-Comparative studies
Bilingual vs. ESL; Early Exit vs. Late ExitBilingual vs. ESL; Early Exit vs. Late Exit
and Descriptive studies-Describe the outcomes and Descriptive studies-Describe the outcomes of special programs for ELLs.of special programs for ELLs.
Elementary level, a few secondary studiesElementary level, a few secondary studies Few longitudinal studiesFew longitudinal studies
Does research demonstrate the Does research demonstrate the effectiveness of programs designed for effectiveness of programs designed for Ell’s as compared to mainstream Ell’s as compared to mainstream
programsprograms ? ? Programs specifically designed for ELLsPrograms specifically designed for ELLs produce students equal to and in manyproduce students equal to and in many cases surpass students in the mainstreamcases surpass students in the mainstream program.program. Most programs evaluated through 2Most programs evaluated through 2ndnd grade. grade.
Most programs show little difference in early Most programs show little difference in early grades, but looking at the later grades, students grades, but looking at the later grades, students catch up and surpass mainstream students.catch up and surpass mainstream students.
SYNTHESIS FINDINGS SYNTHESIS FINDINGS CONTINUEDCONTINUED Students are less likely to drop out of school if Students are less likely to drop out of school if
they are in specifically designed programs.they are in specifically designed programs. Students who received instruction in L1 were Students who received instruction in L1 were
most likely to close the achievement gap and most likely to close the achievement gap and surpass their mainstream peers.surpass their mainstream peers.
Students had positive attitudes toward self and Students had positive attitudes toward self and other students.other students.
Students had positive attitudes toward their Students had positive attitudes toward their culture and other cultures.culture and other cultures.
Characteristics Common to Characteristics Common to Effective ProgramsEffective Programs
Attitude that “All Children Can Learn.”Attitude that “All Children Can Learn.” Positive school environment.Positive school environment. Challenging and meaningful curriculum.Challenging and meaningful curriculum. Alignment of curriculum to high standards.Alignment of curriculum to high standards. Administrators and teachers that knowAdministrators and teachers that know
and understand theory and goals of program and and understand theory and goals of program and implement best practices for ELLs.implement best practices for ELLs.
Characteristics Common to Characteristics Common to Effective ProgramsEffective Programs
Integrate rather than segregate students.Integrate rather than segregate students. See the program as an enrichment model.See the program as an enrichment model. Program is sustained over time.Program is sustained over time. Consistent assessment of literacy andConsistent assessment of literacy and
academic development.academic development. Language development strategies are Language development strategies are
incorporated into the program.incorporated into the program.
ConclusionsConclusions
English language learners are more successful English language learners are more successful when they participate in programs specifically when they participate in programs specifically designed to meet their needs.designed to meet their needs.
Programs need to be consistent.Programs need to be consistent. Programs need to be viewed as enrichment.Programs need to be viewed as enrichment. Programs incorporate language development.Programs incorporate language development. Appropriate assessments are conducted.Appropriate assessments are conducted. An enriched and challenging curriculum is provided.An enriched and challenging curriculum is provided.
Questions to ConsiderQuestions to Consider
What does the research tell me?What does the research tell me? What was not so surprising to me?What was not so surprising to me? What was somewhat surprising to me?What was somewhat surprising to me? What is totally surprising to me?What is totally surprising to me? Knowing the research, what Knowing the research, what
changes/considerations/policies do we changes/considerations/policies do we provide so that our students have a provide so that our students have a successful future?successful future?
ONEAs the soot and dirt and ash rained down,
We became one color.
As we carried each other down the stairs of the burning building
We became one class.
As we lit candles of waiting and hope
We became one generation.
As the firefighters and police officers fought their way into the inferno
We became one gender.
As we fell to our knees in prayer for strength,
We became one faith.
As we whispered or shouted words of encouragement,
We spoke one language.
As we gave our blood in lines a mile long,
We became one body.
As we mourned together the great loss
We became one family.
As we cried tears of grief and loss
We became one soul.
As we retell with pride of the sacrifice of heroes
We become one people.
We are:
One color
One class
One generation
One gender
One faith
One body
One family
One soul
One people
We are The Power of One.
We are United
We are America.
Ed & Jody Lippincott
Dr. Frank Lucido, Director
Institute for Second Language Achievement
http://ell.tamucc..edu (ISLA website)
Consultants
Dr. Gustavo Gonzalez
Dr. Lupita Thompson
Dr. Candelario Huerta
Mrs. Cecilia Huerta
Dr. Elva Cerda Perez
