The State of the State: A Report on English Language Learners in Massachusetts

1. The State of the State:A Report on English Language Learners in Massachusetts MATSOL CONFERENCE, May 5-7, 2011 Office of English Language Acquisition & Academic Achievement Massachusetts Department of Elementary & Secondary Education

2. OELAAA Staff Esta Montano, Ed. D., Director emontano@doe.mass.edu 781-338-3538 Gabriela Garcia, PQA Liaison/Coordinator ggarcia@doe.mass.edu 781-338-3573 Michelle Griffin, Title III Coordinator mgriffin@doe.mass.edu 781-338-3570 David Nieto, Research and PD Coordinator dnieto@doe.mass.edu 781-338-3572 Beth O�Connell, Title III Specialist Eo�connell@doe.mass.edu 781-338-3571 NEW!! Stephanie Scerra, ELL/SPED Coordinator sscerra@doe.mass.edu telephone TBA

3. OELAAA�s Philosophy We plan and implement initiatives and inform our decisions with the following guiding questions in mind: What is the best thing for ELLs? How will they be affected? How will our actions help them to maximize their potential and be successful? How can we shine a light on the needs of ELLs so that they are not an afterthought, but a central consideration in all aspects of teaching and learning? How can we support districts and be of optimal assistance to those who work in the interest of ELLs? How can we support the families of ELLs so as to empower them with the social and cultural capital necessary to help their children?

4. ELL Enrollment Statewide is Nearly 68,000* and Has Increased 51% Since 2000

5. The Number of Districts Enrollingat Least 1 ELL Has Nearly Doubled since 2000

6. Two-thirds of ELLs Are Enrolled in 10 Districts Boston Enrolls 23% of All ELLs StatewideIn Worcester and Lowell 1 of 3 Students are ELLs Represents 66% of the total MA ELL population Represents 66% of the total MA ELL population

7. Over 70 Languages are Spoken by ELLs in MA: the Majority of ELLs Speak Spanish Over 50% of all ELLs in MA are native Spanish speakers Over 50% of all ELLs in MA are native Spanish speakers

8. ELLs by Program Enrollment

9. Our Schools Serve ELLs with a Wide Range of English Language Proficiency

10. Number of ELLs Transitioned in 2010 by Years in School in MAMost ELLs Are in School 4-5 Years Before Being Exited

11. WHY WOULD ELLS BE CONSIDERED TO BE PART OF A GAP? THEY DON�T SPEAK ENGLISH!WHY WOULD ELLS BE CONSIDERED TO BE PART OF A GAP? THEY DON�T SPEAK ENGLISH!

13. So let�s see, here ELLs are doing great. So are Latino students and African American�Asians are at the bottom. What�s this? So we look and look at these charts and we always expect to see ELLs and latinos and Black students at the bottom. The data is insulting, it tells you what you already know. Maybe if we provided real equity, these charts would change, we would eliminate racial, ethnic and social class predictability! Also, we will not eliminate this phenomenon until we eliminate it entirely from society�health care, poverty, racism, are all factors that impact it.So let�s see, here ELLs are doing great. So are Latino students and African American�Asians are at the bottom. What�s this? So we look and look at these charts and we always expect to see ELLs and latinos and Black students at the bottom. The data is insulting, it tells you what you already know. Maybe if we provided real equity, these charts would change, we would eliminate racial, ethnic and social class predictability! Also, we will not eliminate this phenomenon until we eliminate it entirely from society�health care, poverty, racism, are all factors that impact it.

14. MA Faces a Critical Shortage of ESL Licensed Teachers There are still some districts with no ESL licensed teachers*: Approximately 6,884 ELLs receive no ESL instruction The Commonwealth needs approximately 1,380 additional ESL teachers to meet the needs of our ELL population* RTTT initiative for teachers on waivers and for teachers in low incidence districts to add a license Other possibilities for licensure are underway, including a MATSOL ESL Academy for teachers with specific prerequisite knowledge - (8/11 start date) - Contact pd@matsol.org for more info

15. SEI Teachers There are 67,914 educators in the Commonwealth* To date, ~21,955 teachers have received (or by the end of the school year will receive) PD in one or more categories Aside from ESL licensed teachers, this leaves at least 45,000 teachers who continue to need PD to be qualified to work with ELLs

16. Professional Development Current PD model � Category Training WestEd study on-going to evaluate effectiveness What works/what does not? How sustainable is it? (i.e., what do teachers remember several years later?)

17. Professional Development Critical PD needs: PD specifically for ESL teachers PD for guidance counselors/social workers PD on SIFE and ELLs with disabilities PD that delves into socio-emotional needs, and those of family and community Sustainable PD with a coaching/mentoring component

18. Professional Development Opportunities For Administrators School Leadership for English Language Learners, created and facilitated by NEEAC @ Brown University and OELAAA Pilot to be held Summer 2011 for Haverhill, Glouceter & Salem National Institute for School Leadership (NISL)PD for ELL directors and leadership teams (begins June 7, at Holyoke Community College). Contact Janet Strauss for more details (jstrauss@nislonline.org)

19. Professional Development Opportunities Summer 2011 PD Training of Trainers for Categories 1, 4b and 4c Curriculum Mapping for ESL teachers (secondary) Students with Limited or Interrupted Formal Education: Identification, Instruction, and Assessment

20. The Complex and Diverse World of ELLs

21. Summer Symposium � August 19UMass Boston The Socio-Emotional World of English Language Learners Keynote: Dr. Sonia Nieto, Professor Emerita, Language, Literacy and Culture, University of Massachusetts The ABCs of Immigration � MIRA Coalition Gangs in Massachusetts: Identification, Trends, Weapons and Intervention � Sgt Gregg Nadeau, Mass State Police Culturally Competent Strategies for Working with the Mental Health Needs of Immigrant Children � Dr. Martin LaRoche, Children�s Hospital Seating is extremely limited � More information forthcoming

22. The Future of Professional Development Enhance the current PD model �Categories� will be revisited and reconfigured: Sheltering will be the cornerstone, tightly connected to socio-emotional needs as well as family & community issues Significant involvement from universities/higher ed Specific attention to curriculum & assessment Possibility of linking SEI PD to licensure Integration of a coaching component to ensure sustainability, possibly involving MATSOL in a regional assistance capacity

23. The Future of Curriculum and Assessment We are in a state of transition, which may cause some temporary angst� in the long run it will create positive changes The ELBPO is no longer aligned to the Massachusetts frameworks We need a document that serves language proficiency across the content areas We are exploring WIDA (www.wida.us), which is aligned to the Common Core and would offer us other benefits

24. SIFE (Students with Interrupted Formal Education)* One of OELAAA�s top priorities Summer PD for ESL teachers (July 14,15, 2011) Harvard University graduate students� study (April 2011) Other studies on SIFE are encouraged SIFE working group to be formed in September

25. Urban Directors� Network Vision Statement The vision of the Urban ELL Directors� Network is the development and implementation of high quality, equitable programs for English language learners so that they will achieve academic and social success in their current school settings as they prepare for college and career readiness. Mission Statement The mission of the Urban ELL Directors� Network is to bring together leaders of urban ELL K-12 programs to collaborate and address the diverse and complex needs of ELLs across the state.

26. Urban Directors� Network Goals To engage, inform, and provide technical assistance to urban superintendents and other district and state leaders in the implementation of high quality, research based, equitable, and culturally relevant programs. To utilize the expertise of English language learner leaders and researchers to ensure that the academic, cultural, socio-emotional and linguistic needs of English language learners are prioritized and addressed in all state initiatives such as but not limited to the implementation of the Common Core, Race to the Top, and teacher evaluation. To gather, share and compare data to inform decisions that drive change in instruction, programming, teacher preparation, professional development, and policy. To share best practices and showcase successful programs for English language learners across the state. To initiate and sustain conversations with colleges and universities regarding teacher preparation and professional development.

27. Higher Ed We are committed to working with institutions of higher education In planning changes for statewide SEI PD For research projects For advice and support

28. SIMS Data Possibility of disaggregating SIMS data so that we have a better idea of the composition of our ELL population: Newcomers Long term ELLs (6 years +) SIFE ELLs with disabilities

29. Family Engagement Whatever we do to involve families, and however we do it has to make sense to them! Requirement of Title III grants � a family engagement component ELL Advisory Council to BESE maintains a focus in this area New Family and Community Engagement Working Group at ESE

30. A Question For Your Consideration�What Should the Field be Called? Confusion over nomenclature/acronym: ESL ESOL ELL ELD ELE