1 / 27

Presentation at Wheelock College, February 9, 2012

Learning English / Learning Content : Challenges of Policy and Practice in the Education of English Language Learners in Massachusetts. Presentation at Wheelock College, February 9, 2012 Miren Uriarte, PhD. Gaston Institute, UMass Boston. BACKGROUND.

ziazan
Download Presentation

Presentation at Wheelock College, February 9, 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LearningEnglish/LearningContent:Challenges of Policy and Practice in the Education of English Language Learners in Massachusetts Presentation at Wheelock College, February 9, 2012 Miren Uriarte, PhD. Gaston Institute, UMass Boston

  2. BACKGROUND Impact Of Question 2 Federal Intervention And An Initiative For ChangeThe Study

  3. Enrollment of English Language Learners Change in BPS Enrollment, SY2006-2009

  4. Characteristics of ELLs, SY2009

  5. Native Languages of ELLs, SY2009

  6. Annual HS Dropout Rate of ELLs. BPS, SY2006-2009 The Good News:Decline in the LEP Dropout Rate

  7. The Good NewsImprovement in MCAS Outcomes ELA Pass Rates, Gr 4, 8, 10. SY2006-2009 Math Pass Rates, Gr 4, 8 and 10 SY2006-2009

  8. Taking English Proficiency Into Account Focus tonight:

  9. Distribution of MEPA Performance Levels Among ELLs. BPS, SY2009

  10. Taking English proficiency into account: Academic English (MCAS ELA Outcomes)

  11. Taking English proficiency into account: Acquiring Academic English

  12. Taking English proficiency into account: Acquiring Academic English

  13. Taking English Proficiency into Account: Content Knowledge in Math and Science.

  14. Taking English Proficiency into Account: Dropping Out

  15. How Long To Academic English Proficiency?

  16. How Long To Academic English Proficiency?

  17. How Long To Academic English Proficiency?

  18. Testing ELLs: Federal / State Policy Question 1: Should ELLs be tested using the MCAS before they reach a level of English proficiency that allows them to show what they “know and can do” as required by law?

  19. Testing ELLs: Federal / State Policy Question 1: Should ELLs be tested using the MCAS before they reach a level of English proficiency that allows them to show what they “know and can do” as required by law?

  20. Testing ELLs: Federal / State Policy Question 1: Should ELLs be tested using the MCAS before they reach a level of English proficiency that allows them to show what they “know and can do” as required by law?

  21. Testing ELLs: Federal / State Policy Question 2: Should testing outcomes be reported for ELLs before they reach a level of English proficiency that allows them to show “what they know and can do”?

  22. Testing ELLs: Federal / State Policy Question 2: Should testing outcomes be reported for ELLs before they reach a level of English proficiency that allows them to show “what they know and can do”?

  23. Language of Instruction of ELLs and Federal / State Policy Question 3: Should ELLs be provided instruction in content areas at grade level in a language that they can comprehend?

  24. Language of Instruction of ELLs and Federal / State Policy Question 3: Should ELLs be provided instruction in content areas at grade level in a language that they can comprehend?

  25. Language of Instruction of ELLs and Federal / State Policy Question 3: Should ELLs be provided instruction in content areas at grade level in a language that they can comprehend?

  26. Improve understanding of English language acquisition among policy-makers, educators, parents, students and the public at large. Introduce appropriate accommodations in testing – no testing before 3 years in US or before attaining MEPA Performance Level 4 provide alternative (and multiple) measures of achievement so that ELLs can show what they “know and can do” in academic content areas, as required by law. Increase flexibility in programming Student centered At a minimum, amend Mass Chapter 386 to allow for content instruction in the native language of low proficiency middle school and high school entrants Recommendations

  27. http://www.umb.edu/gastoninstitute

More Related