ACCESS, STEM and ELL Making sense of the acronyms to effectively serve English Language Learners

1. ACCESS, STEM and ELL Making sense of the acronyms to effectively serve English Language Learners Office of English Language Learners, February 2015

2. BOSTON PUBLIC SCHOOLS Office of English Language Learners Organization Visions Office of English Language Learners-Vision All English Language Learner students in the Boston Public Schools will acquire 21st century bi-literacy skills and cross-disciplinary knowledge required to succeed in college and/or careers. Latino STEM Alliance-Vision The Latino STEM Alliance partners with schools, private industry, community groups and academia to bring STEM experiences to underserved youth that otherwise would not have such an opportunity Sociedad Latina-Vision Since 1968, Sociedad Latina has worked in partnership with Latino youth and families to end destructive cycles of poverty, health inequities, and lack of educational and professional opportunities in our community. Photo via cityofboston.gov

3. BOSTON PUBLIC SCHOOLS Office of English Language Learners Objectives of the Training • Provide an Overview of English Language Learners in the Boston Public Schools. • Provide a detailed explanation of the ACCESS exam and its relevance to English Language Learners and the Community as a whole. • Provide a Model of STEM Instruction for English Language Learners within Supplemental Programming. • Provide Strategies on how to engage English Language Learners in Supplemental Programming. • Provide Strategies around providing Meaningful Summer Programming for English Language Learners. Supplemental Programming: Engaging programming outside of the Normal School Day (i.e. Before/After School and Summer School/Programming). Photo via cityofboston.gov

4. BOSTON PUBLIC SCHOOLS Presenters John Braga Director of ELL Services and Supplemental Programming Boston Public Schools-Office of English Language Learners Sarah Abramson Program Manager Latino STEM Alliance Jonathan Rodrigues Civic Engagement Coordinator Sociedad Latina

5. Introduction to ELL Students in the Boston Public Schools Office of English Language Learners, February 2015

6. BOSTON PUBLIC SCHOOLS Linguistic Diversity in BPS • BPS students’ families are from over 100 countries • BPS students speak over 80 different first languages • 46%of BPS students speak a language other than English as their first language • 42% of BPS students are either currentlylearning English (ELL) or mastered academic English while attending BPS (Former ELL*) Data for K2-12 students as of January 5, 2015 “allwithtests” file from BPS OIIT. *Former ELL here refers to students in the 2 year monitoring period and beyond.

7. BOSTON PUBLIC SCHOOLS First Language of ELLs in K2-12 (BPS) Asterisk indicates that BPS offers a language specific ELL program for those linguistic communities. Data for K2-12 students as of January 5, 2015 “allwithtests” file from BPS OIIT.

8. BOSTON PUBLIC SCHOOLS Distribution of ELLs by Grade (K2-12) Data for K2-12 students as of January 5, 2015 “allwithtests” file from BPS OIIT.

9. BOSTON PUBLIC SCHOOLS Appendix 1: How many BPS students need ELL services? (K2-12) Data for K2-12 students as of January 5, 2015 “allwithtests” file from BPS OIIT.*As of this data file, there are 77 LEP students with a “blank” ELD level; these students are included as ELD Level 1 in this table. In addition, there are 4 students coded as LEP with ELD 6 or P. These students are excluded from this table.

10. Access to ACCESSTraining Office of English Language Learners, February 2015

11. BOSTON PUBLIC SCHOOLS Office of English Language Performance Definition Criteria Performance Criteria Linguistic Complexity (Discourse) Language Forms & Conventions (Sentence) Vocabulary Usage (Word)

12. BOSTON PUBLIC SCHOOLS Office of English Language Learners • ACCESS: Assessing Comprehension and Communication in English (State-to-State) • Lengthy test • Focused on WIDA ELD Standards to monitor students' progress in acquiring academic English • Assesses academic language • Three tiers for each grade level cluster Tier A: (ELD) Proficiency levels 1-3 Tier B: (ELD) Proficiency levels 2-4 Tier C: (ELD) Proficiency levels 3-5 • One third of test items replaced annually • Administered once per year as required by No Child Left Behind • Indicator of student’s ability to perform on state content ACCESS for ELLs Overview

13. BOSTON PUBLIC SCHOOLS Office of English Language ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language

14. BOSTON PUBLIC SCHOOLS Office of English Language Learners Structure of the ACCESS Test Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing Grades 1-12: 1. Listening: 20-25 Minutes-machine scored 2. Reading: 35-40 Minutes-machine scored 3. Writing: Up to 1 Hour-instructor scored 4. Speaking: Up to 15 Minutes-instructor scored •  Kindergarten test is individually administered and takes an average of 40 minutes per student.

15. BOSTON PUBLIC SCHOOLS Office of English Language Learners Sample of the Listening Assessment

16. ACCESS Test College/Career Access Office of English Language Learners, February 2015

17. BOSTON PUBLIC SCHOOLS Office of English Language Learners Better Grades Electives/AP Courses Doing your best on the ACCESS Test means… No Remedial English Courses in College Greater Access to College Scholarships It’s Your Future, Make It Count!

18. BOSTON PUBLIC SCHOOLS Office of English Language Learners • English Proficiency leads to Higher Scores on the ELA and Math MCAS • 45% of ELL Students with ACCESS Levels 5 and 6 score Proficient or Advanced on the ELA MCAS. * • 75% of High School ELL Students with ACCESS Levels 5 and 6 score Proficient or Advanced on the ELA MCAS.* • 50% of ELL Students with ACCESS Levels 5 and 6 score Proficient or Advanced on the Math MCAS.* • 65% of High School ELL Students with ACCESS Levels 5 and 6 score Proficient or Advanced on the Math MCAS.* • *Approximately English Proficiency and MCAS Performance

19. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Being Bilingual allows you to…. • Communicate fully in both languages. • Become a bridge for your community and English-speaking communities. • Better advocate for your community by being able to translate to English. • Have greater access to careers that require bilingual speakers! (Careers that require bilingual speakers are usually high-paying jobs.) Benefits to Full Bilingualism

20. BOSTON PUBLIC SCHOOLS Office of English Language Learners In four sentences or less answer each question below. Step 1: Answer each question individually in writing (5 minutes). Step 2: Find a person you do not know in the room and discuss each question (5 minutes). Step 3: As a whole group, we will discuss the relevance of each question (5 minutes). Question 1: What is the ACCESS Exam? Question 2: Why is the ACCESS Exam relevant to ELL students? Question 3: Why is the ACCESS Exam relevant to the community at large, including direct service providers? Reflection Activity (15 Mins)

21. STEM and ESL Instruction Office of English Language Learners, February 2015

22. BOSTON PUBLIC SCHOOLS Office of English Language Learners Future of Programming (STEM and English Language Acquisition Instruction) The Office of English Language Learners seeks to transform before, after, and summer school instruction to achieve the following goals: • Provide ELL students with before, after, and summer programming that is focused on STEM Skills and infuses English Language Acquisition instruction. • Provide ELL students with a possible Career/College access focus around the STEM based activity (i.e. robotics) • Provide ELL students with best practices around Language Acquisition to access the STEM content and acquire the English Language.

23. BOSTON PUBLIC SCHOOLS Office of English Language Learners BOSTON PUBLIC SCHOOLS Office of English Language Learners Structure of Program: Part 1: Three hours of programming per week focused on Robotics: • Using the kits • Building Robots • Programming Part 2: Three hours of programming per week focused on English Language Acquisition using the Robotics curriculum as the focus: • Building Robotics Vocabulary • Reading and writing about topics related to the creation of robots through on-line blogs • Discussing the process of building robots • Listening to videos and demonstrations focused on robotics building Robotics-ESL Program at TechBoston Academy (Example of Future Programming)

24. BOSTON PUBLIC SCHOOLS Office of English Language Learners BOSTON PUBLIC SCHOOLS Office of English Language Learners Robotics-ESL Program at TechBoston Academy (Example of Future Programming) The Office of English Language Learners seeks to establish similar goals for Supplemental Services Programming to Promote 21st Century Learning Skills and College/Career Access.

25. BOSTON PUBLIC SCHOOLS Office of English Language Learners • One cohort of up to 12 SIFE students will be chosen for the Robotics-English Language Acquisition Program • SIFE: Students with Formal Interrupted Education. • All students within the cohort willattend the same school. • Ideally, all students within the cohort will be in the same grade and will have the instructor of the program as a classroom teacher. • LSA works with students in Upper Elementary and Middle School. • Students within the program will receiveESL along with Robotics instruction. Student Selection of the Program

26. BOSTON PUBLIC SCHOOLS Office of English Language Learners The teacher of the Robotics-English Language Acquisition Program will use the LSA Curriculum to provide ESL instruction. The ESL Instruction will consist of: Vocabulary Acquisition focused on Robotics and Mathematics within the curriculum. Writing activities focused on Robot Building and Computer Programming using Graphic Organizers Dialogue activities using Sentence Starters and Prompts to discuss the process of Robotics building. The use of media and videos to listen to and observe the process of Robotics building. ESL Instruction within the Program

27. BOSTON PUBLIC SCHOOLS Office of English Language Learners Beginning in the spring, all of the schools which are part of the LSA network prepare for an inter-school competition, usually held the first Saturday in June. The teams must build and program their robot to accomplish the challenge: I.E. Students design a robot which could move wooden cubes across a 4 foot by 6 foot fieldwith obstacles to a goal. The event lasts several hours and is a culminating event which the students enjoy. Challenges/Competitions

28. BOSTON PUBLIC SCHOOLS Office of English Language Learners Weekly Participation Score & Monthly Blog Pre & Post Survey Assessing the Robotics-Content Based ESL Program Culminating Robotics Challenge School, District, State Assessment Data Assessment Flow Chart

29. Engaging ELLs in Your Current Programming Office of English Language Learners, February 2015

30. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Hands-on learning • Project based activities • Allows for students to be mobile and interact with their peers. • Explicit Instruction • Identify the steps of each activity that is implemented in the class from the start of the activity to the end • Provide Rich Content • Content that is meaningful to the students, currently or will be in the future • Provide Systematic instruction in English • Identify essential vocabulary students will need to know to understand the activity • Create a list or Word Bank of Essential Vocabulary • Offer Support in the Native Language (if you are able to) • Provide Word to Word Translation when needed • Provide students with a Word to Word Dictionary Strategies for Engaging ELLs Resource: http://www.colorincolorado.org/

31. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Teach Vocabulary • Pre-Teach • Focus on Cognates • Scaffold • Teach Writing • Provide sentence stems • Provide student exemplars • Provide graphic organizers • Monitor Progress • Use applicable rubrics • Determine the progress goal for each student • Additional Techniques: Teaching Reading, Speaking and Listening, etc. Techniques for Teaching ELL Students Resource: http://www.colorincolorado.org/

32. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Pre-teach Vocabulary • Role Playing • Using gestures • Show real objects • Point to pictures and drawings • Use the native language equivalent • Focus on Cognates • Words in different languages that are derived from the same original word or root. • 40% of all English words have similar cognates in Spanish. • Scaffold • Using graphic organizers • Use a word wall • Label drawings and pictures • Other Strategies • Use technology • Encourage oral language • Model usage of words • Label objects in English and the Native Language Strategies for Teaching Vocabulary Resource: http://www.colorincolorado.org/

33. BOSTON PUBLIC SCHOOLS Office of English Language Learners Point to Pictures and Drawings English to Spanish Cognates: Strategies for Teaching Vocabulary Example Word Wall

34. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Provide Sentence Stems • Create sentence stems that are appropriate to the activity. • Review stems that are appropriate to the activity. • Set a writing task • Have students share stems • i.e. I understand that…. • i.e. It could be easier if…. • i.e. I read that…. • Sentence Stems can also be used for discussion activities (Listening and Speaking). • Provide Student Exemplars • Examples of the completed writing task from previous years/sessions • Review the Exemplar with students • Identify how this writing piece is an Exemplar in relation to a rubric. • Provide Graphic Organizers • Using graphic organizers to help students plan and organize their writing. • Select a graphic organizer that is appropriate for the writing task, i.e. Compare/Contrast, Cause and Effect. • Other Strategies • Selecting important vocabulary words to be the focus of the writing activity. • Engaging students in discussion activities first and then having them respond to the activity in writing. Strategies for Teaching Writing Resource: http://www.colorincolorado.org/

35. BOSTON PUBLIC SCHOOLS Office of English Language Learners Example Sentence Stems Student Exemplar Strategies for Teaching Writing Writing Graphic Organizer

36. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Determine a student’s starting point or baseline using an applicable rubric/pre-test. • Determine the gains the student is able to make in the length of the program (i.e. 5 weeks, 10 weeks, etc) • Create a S.M.A.R.T. Goal for the student after the Pre-test: • S.M.A.R.T.-Specific, Measurable, Achievable, Results-Focused, and Time-Bound • i.e. The student will achieve a score of _______ by the end of the program as determined by the _______ assessment. • Reassess to measure progress toward the S.M.A.R.T. Goal (i.e. every week, month, end of the program, etc) Strategies for Monitoring Progress

37. BOSTON PUBLIC SCHOOLS Office of English Language Learners Strategies for Monitoring Progress-Academic Progress ELL Students Resource: http://www.colorincolorado.org/

38. BOSTON PUBLIC SCHOOLS Office of English Language Learners Strategies for Monitoring Progress-Oral Language Scoring Resource: http://www.colorincolorado.org/

39. BOSTON PUBLIC SCHOOLS Office of English Language Learners Strategies for Monitoring Progress-Analytic Scoring Resource: http://www.colorincolorado.org/

40. Summer Programming and ELL Students Office of English Language Learners, February 2015

41. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Identify the location of the program • Have fliers and applications created in English and multiple languages (if possible) • Identify the outreach of the program • One neighborhood in Boston • Two neighborhoods in Boston • Multiple or all neighborhoods in Boston • Reach Out to families early between late February-March • Work with local Language Focused Community Based Organizations to help promote the program. • Work with Representatives of the Boston Public Schools to help promote the program. • Work with local schools to help promote the program. • Create a system to receive applications • Contact families of interested students to identify that a spot is open for their son/daughter in the program. • Provide families with communication in the native/home language if possible. Recruitment

42. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Provide Handouts in English and the Native Language (if possible) • Recruit and hire staff members that speak the native/home language of a majority of the students in the program. • Connect to the local Language Focused Community Based Organizations to assist with parent outreach and translation. • Conduct multiple family events throughout the program to engage families in the programming • Showcasing projects • Family learning walks • End of the program celebration Family Engagement

43. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Create a schedule that students can understand and can identify when each activity will take place during the day. • Create a mix of activities throughout the day to ensure student engagement. • Reading and Writing Activities • Hands on Activities • Project Based Activities • Speaking and Listening Activities • Movement based activities (i.e. sports) • Create outcomes and goals at the start of the program • Students will be able to_______ by the end of the program • Students will improve ________ (points or percentage) by the end of the program • Pre-test • Identify multiple ways to monitor student progress • Multiple check-ins • Post-test • Use student data to evaluate the effectiveness of the program at the end of the session. Student Engagement

44. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Identify the goals and outcomes of each activity. • Identify the learning experience of each activity. • Create activities that allow for movement and hands on engagement. • Have students work in groups to complete the activity. • Create a step by step process for completing the project: • Example Process Outline(Creating a bridge with popsicle sticks): • Identify the Math Skills students will engage in. • Identify the process for students to utilize the math skills to create the bridge. • Provide students with a process to create the bridge. • Provide a system and expectations for students to work collaboratively. • Provide students with a rubric the project will be assessed with. Project Based Learning

45. BOSTON PUBLIC SCHOOLS Office of English Language Learners Completed Product Hands-on Activities Student Engagement Grading Rubric Project Based Learning

46. BOSTON PUBLIC SCHOOLS Office of English Language Learners • Using Chart Paper in groups of Two or Three: • Create a Project Based Activity: • 1. Identify the Goals and Outcomes of the Activity • 2. Identify the Learning Experience of the Activity • 3. Summarize the Step-by-Step process to complete the Activity. • Create an activity that allows for movement and hands on engagement. • Feel free to use any format to complete this task (agree on the format as a group) • 15-20 minutes to complete the Presentation • 5 minutes to review each Presentation as a cohort • *You may use a current activity at one of your programs as a starting point. Project Based Learning-Group Activity

47. BOSTON PUBLIC SCHOOLS Office of English Language Learners SIFE-STEM Invention Program: • Students engage in hands on creation-based activities to improve students’ understanding of the core curriculum focused on National Frameworks (Common Core and Next Generation Science Standards) in STEM Content Areas) • Example Project: • Extreme Shoe-Teams are inspired by the work of Nike Co Founder William Bowerman to develop innovative shoes, and then enter a mock, free-market economy. 21st Century Learning Outcomes-Learning and Innovation Skills within the Program: • Think Creatively • Work Creatively with Others • Implement Innovations • Reason Effectively • Use System Thinking • Make Judgments and Decisions • Solve Problems • Communicate Clearly • Collaborate with Others In partnership with Invent, Now Inc. 21st Century Learning Skills in Action

48. BOSTON PUBLIC SCHOOLS Office of English Language Learners Assessment Data • Evaluation of Programming should consist of multiple facets: • Student Interest (i.e. Surveys) • Parent/Family Input (i.e. Surveys) • Teacher Input (i.e. Surveys) • Student Performance (i.e. Pre/Post Tests, Progress Monitoring) • Student Attendance • Student Retention within the program • Class and Whole Program Observations. Surveys/ Interest Student Attendance Observations Program Evaluation Chart: Evaluation of Programming

49. BOSTON PUBLIC SCHOOLS Office of English Language Learners Questions???????

50. BOSTON PUBLIC SCHOOLS Office of English Language Learners Please feel free to contact any of the presenters with further questions or ideas: • John Braga • jbraga@bostonpublicschools.org • Please email me if you would like a copy of the presentation. • Sarah Abramson • sabramson@latinostem.org • Jonathan Rodrigues • jonathan@sociedadlatina.org • Thank You and Have a Great Summer!!! • We are all working together to serve ELL Students in the Boston Public Schools! Conclusion