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Supports for Improving the Performance of Diverse Learners CCSSO Conference March 27, 2006

Developing a Strategic, Integrated and Multilevel Approach for English Language Learners from Pre-K – Grade 12. Supports for Improving the Performance of Diverse Learners CCSSO Conference March 27, 2006 Bilingual, ESL and Sheltered English Programs – Framingham, MA

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Supports for Improving the Performance of Diverse Learners CCSSO Conference March 27, 2006

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  1. Developing a Strategic, Integrated and Multilevel Approach for English Language Learners from Pre-K – Grade 12 Supports for Improving the Performance of Diverse Learners CCSSO Conference March 27, 2006 Bilingual, ESL and Sheltered English Programs – Framingham, MA Susan J. McGilvray-Rivet, Ed.D – Director Sara R. Hamerla, Ed.D – Asst. Director

  2. Developing a Strategic, Integrated and Multilevel Approach for ELLs from Pre – K – Grade 12 • Framingham – Who are we? • What programs are offered in Framingham? • How do students enter these programs? • How is student progress assessed? • What are the results? • What are the components of a differentiated approach to program improvement? • What are some examples of a differentiated approach to program improvement? • Important considerations • Questions

  3. Framingham – Who are we? Demographics (March 2005) Total Student Enrollment FPS 8331 Limited English Proficient 1298 (16%) First Language Other Than English 2684 (32%) Free and Reduced Lunch FPS 30% First Language Other Than English

  4. What programs are offered in Framingham? • Two-Way Bilingual Program – K-12 • Spanish and Portuguese Bilingual Programs – pre-K – 12 • Sheltered English Programs – K-12 • ESL Program – pre-K-12

  5. How do students enter these programs? • Registration and assessment at: Parent Information Center – K-8 Framingham High School – 9-12 • Registration Basic personal & family information, home language survey and educational history Language dominance and proficiency testing for students whose parents indicate a home language other than English • Assessment consists of: Oral language assessment Reading assessment Writing assessment Educational history/record review Language use survey Parent/student interview • Test results and program options explained to parents • Parents choose program

  6. How is student progress assessed? • MELA-O/MEPA/MCAS state assessments • Classroom-based authentic assessment • Annual student progress review/placement meetings

  7. What is the MELA-O assessment? MELA-O (Massachusetts English Language Assessment – Oral) • Used K - 12 • 6 point scale • Comprehension • Production • Grammar • Pronunciation • Fluency • Vocabulary

  8. What is the MEPA assessment? MEPA (MA English Proficiency Assessment) • Used for grades 3 - 12 • Assesses reading and writing • 2 different tests – beginner and intermediate/transitioning • 4 categories of proficiency (related to the ELPBO – English Language Proficiency Benchmarks and Outcomes) • Beginner • Early intermediate • Intermediate • Transitioning • 7 steps • Beginner 1 & 2 • Early intermediate 3 & 4 • Intermediate 5 & 6 • Transitioning 7

  9. What is the MCAS assessment? • Massachusetts Comprehensive Assessment System (MCAS) -implemented in response to Education Reform Law of 1993 • Serves as one basis of accountability for students, schools, and districts (students must pass the grade 10 exam to graduate) • NCLB requires annual assessments in reading and mathematics for students in grades 3-8 and high school • Assesses science in grades 5, 8, and high school • Social studies try-outs are currently being conducted • LEP students must participate in all MCAS (those in first year of enrollment in US are exempt from Reading and ELA) • Spanish-speaking LEP students in grade 10 enrolled in schools in continental U.S. for fewer than 3 years may take English/Spanish version of Mathematics test

  10. What are the results for MELA-O and MEPA?2005 AMAOs (Annual Measurable Achievement Objectives) • Progress – % students whose performance increased two or more steps or reached transitioning

  11. What are the results for MELA-O and MEPA?2005 AMAOs (Annual Measurable Achievement Objectives) • Attainment – percent students scoring at the transitioning level

  12. What are the 2005 MCAS results for students at the transitioning level of MEPA?

  13. What are the 2005 MCAS results for students at the transitioning level of MEPA?

  14. What are the components of a differentiated approach to program improvement? 1) Analyze the needs of the program in each school • Goals of the program • Progress toward meeting goals (including test results and principal and staff feedback) • Characteristics of staff ie: experience, level of professional training, willingness to engage in serious reflective analysis • School culture ie: principal’s leadership style, collaborative, time to commit to program improvement process • Available resources

  15. What are the components of a differentiated approach to program improvement? 2) In conjunction with principal, develop a plan • Search out opportunities for collaborative research with organizations or universities • Utilize self-evaluation templates available from professional organizations ie: CAL (Center for Applied Linguistics) or published materials ie: Dual Language Instruction, A Handbook for Enriched Education • Adapt tools collected from various sources ie: MA DOE program monitoring observation tool • Search out local professional development opportunities ie: MA DOE professional development projects within SEI initiative • Support individual staff members’ research initiatives ie: doctoral research project

  16. What are some examples of the differentiated approach to program improvement? • Barbieri – Two-Way self-study using Draft Guiding Principles for Dual Language Education (CAL) • Brophy – Collaborative Special Education project with Boston College and self-study using Dual Language Instruction Handbook for Enriched Education • Potter – Study group on the balanced approach to literacy for intermediate grades and focus on improving the independent reading component and classroom libraries • McCarthy – “Teach First” professional learning community • Fuller – Mentoring program – doctoral research project • Walsh – Joint research project focusing on student voices; the Two-Way experience • SEI (Sheltered English Instruction) observation tool - Dunning, Wilson, Fuller and Framingham High School

  17. Additional examples Parent Involvement Facilitators • Move from district-wide approach to school-based approach • Stipends for building-based staff to serve as Parent Involvement Facilitators • Plan and implement 4 events per year focused on the needs of the ELL parent community at that school

  18. Important considerations • Takes time to build relationships with staff and principals • Find ways to integrate plans with the goals of the school ie: inclusion in School Improvement Plan • Keep people informed ie: staff, principals, central office administrators

  19. Questions For further information: smcgilvr@framingham.k12.ma.us shamerla@framingham.k12.ma.us Office of Bilingual, ESL and Sheltered English Programs 454 Water St. Framingham, MA 01701 (508) 626-9171

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