The Best ESL Program? (K-6)

1. The Best ESL Program?(K-6) Andy, Chuck, and John

2. Outline • Historical review of BE/ESL programs in the U.S. • General programs designed in U.S. schools • Programs selected in the 3 prominent states: California, Texas, and Kansas • School districts selected in each of the states • Conclusion

3. History of BE/ESL Programs • The Bilingual Education Act (BEA) of 1968– provided funding for researchers and school districts for the establishment of programs to address the unique educational challenges posed by large numbers of children from homes where English was not spoken. • The Intention of the BEA: to allow researchers, educators, and policy-makers to collaborate in creating effective and innovative ESL curricula. • Research under the BEA • The No Child Left Behind Act (NCLBA) in 2001— signified the end of the BEA (e.g., NCLBA promoting “rapid acquisition of English and a central role for the state educational agencies.”)

4. The BE/ESL Programs in the U.S. English-plus • Immersion Bilingual: L1 vs L2: 90/10, 50/50 • Two-way Bilingual: Schooled together in the same class; involved immersion & late-exit • Late-Exit (Maintenance) Bilingual: L1 instruction would be remained until 5th or 6th grade • Early-Exit (Transitional) Bilingual: Gradual transition to L2 language instruction in 2-3 years. (i.e., L1 remained till 3rd grade) • Structured Immersion: L1 & content area knowledge, only instructed in English, Students can address L1 & L2, teachers are bilingual and only respond in English • Sheltered (Content-based) English Instruction＊: Sheltered content courses (e.g., sheltered chemistry), trained ESL or content-area teachers, comprehensible input, prior & new knowledge English-only • ESL or ESOL Pullout: Teachers may or may not be trained in ESL • Submersion:No ESL trained teachers (in an order of the most to the least support through the minority language)

5. Factors of BE/ESL Programs • Geography • Demographics • Resources • Philosophy

6. BE/ESL in California • Groups:English language learners (ELL) 25% of student body;Spanish English learners 85.4% of ELL; Asian English learner 8.8% • Programs:46% Structured English Immersion (SEI), 41% English-language mainstream instruction, 12% Alternative courses of study＝＞ Two-way bilingual Immersion • Identified as LEP (ELL):must take the California English Language Development Test (CELDT). Being labeled as “reasonably fluent” or below＝＞ Structured English Immersion class; “ good working knowledge of English”＝＞ English-language mainstream class. SEI＝＞mainstream; parents issues • Requirement between BE and ESL programs:The stats above show the decision to discourage BE in California. To enroll in a two-way immersion, the parents must follow local district procedure to request a waiver to participate in the program. Final decision lies with principal and educational staff who apply the standard found at CCR, Title 5, section 11209(b)4. • Assessments:ELL students must make adequate yearly progress on the California English Language Development Test (CELDT) for the school to continue receiving Title III funds. • Target Locations:Los Angeles Unified School District, Pajaro Valley Unified School District

7. School Districts in California–Los Angeles Unified School District (LAUSD) (Alexandria Avenue Ele School) • Information Provider:Dawn Cerise, Curric. Coordinator for LAUSD. • Groups:in LAUSD: 43.4% ELL of student body, at AA El School: 75.6% ELL • Programs:30-45 mins of English language development instruction each morning; the rest of the day’s instruction in English. • Instruction to different grade levels:All grades are instructed the same that 30-45 mins of ELD every morning. • When to exit the BE/ESL programs: If ELL students score well enough on the CELDT, they can exit the ESL program.  Also, if a parent wants the child out of the program, a waiver can be signed and the child will be put in the mainstream English class, regardless of the child’s English proficiency. (According to Cerise, students have a great deal of difficulty ever reaching grade-level before leaving AA Ele School. The school never achieve AYP. However, students are orally proficiency by the time they leave the school.)

8. School Districts in California—Pajaro Valley Unified School District • Information Provider:Bertha Torrez, Curric. Coordinator at Mintie White Elementary School • Groups:In PVUSD: 46% ELL of Student body, at MW El School: 80.3% ELL • Programs:Two-way Immersion and gradually shift to Structured English Immersion (SEI) • Instruction to different grade levels: • K-2: 90% instruction in L1 • 3th grade: the amount of Englishincreased • 5th grade: almost totally in English • In general, 90/10 to 50/50 two-way immersion, to SEI • When to exit the BE/ESL programs:The ELL students wouldreach grade level performance in English usually by 4th grade and all the ELL retain their L1 skills. Bonus: The native English speakers in these schools have the chance to become bilingual as well. When up to 5th grade, English is spoken all the time. This is considered effectively “exiting” the program since no more bilingual instruction occurs.

9. BE/ESL in Texas • Groups:Spanish-speaking LEP students:53%; Other LEP students: 10% • Programs:Bilingual education programs:49%; ESL programs: 38% • Identified as LEP:A home language survey, agency-approved tests established by TEA, and parental approval => enroll in BE/ESL programs. • Requirement between BE and ESL programs:20 LEP students enrolled • Assessments:An annual review of the LEP student’s performance on required assessments by the Language Proficiency Assessment Committee (LPAC) • BE/ESL Programs in Texas:Early-Exit, Late-Exit, Two-Way, and ESL programs. • Locations:The Rio Grande Valley, Houston, Dallas, El Paso, San Antonio and Fort Worth

10. School Districts in Texas–Herod ES, Houston Independent School District (HISD) • Information Provider:Maria Dejesus, Bilingual teacher of the year, Herod Elementary School • Groups:Mostly Spanish-speaking children • Programs:For Spanish:90/10 Dual-language immersion program; for other languages: ESL programs • Instruction to different grade levels:(Follow the district rules) • K-3: Language art and content subjects are instructed in Spanish (L1) with the ESL instruction incorporated daily. • 4th grade: 50% Spanish in language art, reading and math; 50% English in science, social studies, and English literature. • 5th grade: 40% Spanish in social studies and Spanish literature, 60% English in language art, reading, math and science. • When to exit the BE/ESL programs:LEP students who meet exit criteria anytime in this program, are reclassified as non-LEP, but remain in the program with parents permission.

11. School Districts in Texas–Edinburg Consolidated Independent School District (ECISD) • Information Provider:Gracie Alvear, Bilingual/ESL/Immigrant Elementary Supervisor in the ECISD, 12 year-old K-5 teaching experience • Groups:3rd or 4th generation Hispanic students • Programs:Early-exit bilingual program • Instruction to different grade levels: • Beginning: L1 in Language arts, math, science and social studies, L2 in a 75 minute block of ESL, PE and Fine Arts; • Intermediate: L2 in Language arts, math, science, social studies, PE, fine arts, and a 45 minute ESL block • Advanced: L2 throughout the day except for a 45 minute block to maintain their first language. • When to exit the BE/ESL programs:Passing the Texas of Assessment of Knowledge and Skills (TAKS) in 3rd grade. No early exit allowed

12. BE/ESL in Kansas • Groups:Spanish-speaking LEP students: 89% of LEP population • Programs:ESL; Bilingual; Sheltered English; Structured Immersion. • LEP Identification:Language survey at enrollment, parent questionnaire, Kansas English Language Proficiency Assessment-Placement (KELPA-P), and teacher recommendation. • Requirement for Eligibility:Language other than English spoken in home; Student scoring as “limited” within any domain of the KELPA-P (speaking, reading, writing, or understanding) • Assessments:An annual review of the LEP student’s performance on the KELPA. Students must be proficient on each area of the test for two consecutive years to be exited from the program. • Targeted Locations:Garden City Schools and Dodge City Schools

13. School Districts in Kansas—Garden City Public Schools • Information Provider:Sandra Bergersen, ESL Coordinator • Population:60% Hispanic; 58% Economically disadvantaged; 24% LEP Students • Programs:Sustained Native Language Program • Instruction to different grade levels: • Kindergarten: 90% Spanish Instruction; 10% English Instruction • First Grade: 85% Spanish Instruction; 15% English Instruction • Second Grade: 70% Spanish Instruction; 30% English Instruction • Third Grade: 50% Spanish Instruction; 50% English Instruction • Fourth Grade: 10% Spanish Instruction; 90% English Instruction • When to exit the BE/ESL programs:Students must score “proficient” or “fluent” in all domains on the KELPA or other state accepted ELP assessment for two consecutive years.

14. School Districts in Kansas—Dodge City Public Schools • Information Provider: State Department documents, district website • Population: 64% Hispanic; 69% Economically disadvantaged; 40% LEP Students • Programs:Dual Language, Newcomer’s classrooms • Instruction levels:K-5 50% English 50% Spanish; grade level expectations in both languages; classroom assessment conducted in both languages. • When to exit the BE/ESL programs:Students must score “proficient” or “fluent” in all domains on the KELPA or other state accepted ELP assessment for two consecutive years.

15. Conclusion • Despite various programs, the minimal goal of any BE/ESL program should be to provide each student with the English language skills necessary to function successfully in academic and post academic settings. • Growing need within the United States for ELL programming, and therefore qualified staff • Preconception regarding programming in California and Texas incorrect.

16. Questions?

17. Thanks to: Dawn Cerise, Curric. Coordinator in LAUSD Bertha Torrez, Curric. Coordinator at Mintie White Elementary School, PVUSD Maria Dejesus, Herod Elementary School, Houston ISD Gracie Alvear, Bilingual/ESL/Immigrant Elementary Supervisor in the ECISD Sandra Bergersen, ESL Coordinator in Garden city public schools Project Members: Andy Bricker Charles Schrickel John Wu Thank You!