Comal ISD Bilingual & ESL Program Evaluation. Where Excellence is an Attitude!

Transcription

1 Comal ISD Bilingual & ESL Program Evaluation

2 Texas Administrative Code Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Language Learners Reporting Requirements Evaluation. (b) Annual reports of educational performance shall reflect the academic progress in either language of the English language learners, the extent to which they are becoming proficient in English, the number of students who have been exited from the bilingual education and English as a second language programs, and the number of teachers and aides trained and the frequency, scope, and results of the training.

3 Number of English Language Learners CISD Enrollment Growth: Total District Enrollment & English Language Learners Number of Students 25,000 20,000 15,000 10,000 5, Total District Enrollment 12,494 13,404 14,226 15,151 16,051 16,700 17,239 17,817 18,693 19,447 Total ELLs Percent of English Language Learners in CISD 6.00% 5.00% 4.00% 3.00% 2.00% 1.00% 0.00%

4 Academic Progress of English Language Learners: STAAR: All Students Group Compared to ELL Group % 63% 88% 70% 73% 40% 92% 63% 87% 46% Reading Math Writing Science Social Studies % 58% 85% 68% 77% 56% 91% 63% 89% 46% Reading Math Writing Science Social Studies Combines STAAR s 3-8 and EOC + 11 th TAKS Includes All Versions of STAAR and TAKS (English, Spanish, Accommodated, Modified & Alternate

5 English Proficiency Results: TELPAS 2013 Texas English Language Proficiency Assessment System Purpose Administered each spring to all students identified as English Language Learners in grades K 12 to assess students English language proficiency Administration s K 1 st : Teacher observations of students English language proficiency in listening, speaking, reading and writing s 2 nd 12 th : Teacher observations of students English language proficiency in listening and speaking Teacher collects and rates writing samples Students take an online reading assessment Rating Labels English proficiency ratings of Beginning, Intermediate, Advanced and Advanced High are assigned to each language domain (listening, speaking, reading, writing)

6 Extent to Which ELLs are Becoming Proficient in English TELPAS 2013 Composite Ratings 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% State District Kinder 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th The composite score is a combination of the student s listening, speaking, reading and writing ratings. Greater weight given to the reading rating.

7 Extent to Which ELLs are Becoming Proficient in English Percent of Students Making at Least 1 Level of Progress From 2012 to 2013 Composite 42% 67% 55% 45% 71% 66% 62% 65% 62% 58% 88% 79% 87% 88% 79% 81% 70% 69% 67% 60% 71% 60% 64% 82% 59% 62% K-12 1st Gr 2nd Gr 3rd Gr 4th Gr 5th Gr 6th Gr 7th Gr 8th Gr 9th Gr 10th Gr 11th Gr 12th Gr The composite score is a combination of the student s listening, speaking, reading and writing ratings. Greater weight given to the reading rating.

8 AMAOs 2013 Annual Measurable Achievement Objectives Under Title III of the No Child Left Behind Act of 2001 (NCLB), the TEA is required to establish Annual Measurable Achievement Objectives (AMAOs) for the English language acquisition and academic achievement of limited English proficient (LEP) students. % of ELLs making at least 1 level of progress from 2012 to 2013 % of ELLs in their 1 st 4 th years in US schools who have reached Advanced High % of ELLs in their 5 th or more years in US schools who have reached Advanced High Targets for Reading & Math Performance at 75% of ELLs passing Targets for Reading & Math Participation at 95% of ELLs being assessed CISD ELL Reading = 63% Passing Math = 70% Passing

9 Number of Students Who Have Been Exited from the Bilingual or ESL Program Students must meet specific state-mandated requirements in order to be considered for exiting from the bilingual or ESL program. Achievement levels indicating fluency in the English language in the domains of listening, speaking, reading and writing must be attained though the following assessments: Listening and Speaking Achieve a Fluent English level on the Oral Language Proficiency Test (CISD uses the IDEA Proficiency Test (IPT)) Reading s 1 st, 2 nd & 11 th : Score in the 40 th percentile or above on a Norm-Referenced Standardized Achievement Test (CISD uses the Iowa Tests of Basic Skills (ITBS)) s 3 rd 10 th : Score satisfactory (passing) on the English version of the STAAR reading exam (without the use of linguistic accommodations) Writing s 1 st 3 rd, 5 th -6 th, 8 th & 11 th : Score Advanced High on TELPAS Writing s 4 th, 7 th, 9 th & 10 th : Score satisfactory (passing) on the English version of the STAAR writing exam (without the use of linguistic accommodations)

10 Number of Students Who Have Been Exited from the Bilingual or ESL Program Results: Students are exited from the bilingual/esl programs when they exhibit the requirements of the demonstration of fluency in the English language. The number of students being exited from the programs is an indicator of successful ELL programs. At the end of the school year, a total of 48 students in grades 1 st -12 th were exited from the bilingual/esl program. More students were exited from the bilingual/esl programs at the end of the school year with a total of 83 students. The CISD Bilingual/ESL Department has attributed the decrease in the number of students exited to improved compliance oversight and campus LPACs having a better understanding the exiting procedures and requirements.

11 Training for Teachers and Teacher Aides Scope of Training Dual Language Academy: Dr. Sandra Mercuri provides best practices and observations for the Dual Language Program Dual Language Instruction: Strategies provided to teachers instructing in a dual language classroom ESL Academy: Best practices for teachers working with ELLs and an opportunity to get ESL certified ESL Sheltered Instruction: Teachers worked on making content comprehensible for ELLS Frequency & Number Trained 5 participants, 1 time 10 participants, 2 times 18 participants, 3 times 17 participants, 4 times Total = 50 participants 28 participants, 1 time 4 participants, 2 times 112 participants, 2 days 2 participants, 1 day Total = 114 participants 17 participants, 1 time 5 participants, 2 times Total = 22 participants Results Teachers were given nonnegotiables and best practices for working with ELLs in a Dual Language classroom Teachers learned best practices for instructing second language learners Teachers are able to test and get ESL certified after attending this professional development Teachers learned strategies for making content comprehensible for ELLs.

12 Training for Teachers and Teacher Aides Scope of Training ELPS Academy LIAG: Linguistic Instructional Alignment Guide A Framework for ELL Success TELPAS ELPS Connection: Teachers learn about how ELPS and TELPAS work together to assist ELLs in becoming proficient in English TELPAS PLDs: ( K-1) Teachers watched a video as a refresher to the proficiency level descriptors TELPAS PLDs: ( K-1) Teachers watched a video as a refresher to understanding the proficiency level descriptors in TELPAS Frequency & Number Trained 158 participants, 1 time 321 participants, 1 time 94 participants, 1 time 287 participants, 1 time Results Teachers who instruct ELLS receive a framework to assist them in scaffolding instruction. Teachers who instruct ELLS understand the connection between using the ELPS and TELPAS to help make content comprehensible for their students. Teachers receive a refresher to accurately rate students writing samples during the TELPAS window. Teachers receive a refresher to accurately rate students writing samples during the TELPAS window.

13 Training for Teachers and Teacher Aides Scope of Training Compliance Training (LPAC): LPAC Coordinators meet monthly to get updated information about ELLs and their instruction Compliance Assessment: (IPT) Training in the administration of the Oral Language Proficiency Test for ELL identification, monitoring and exiting Compliance Assessment: (Woodcock-Muñoz) Training in the administration of the Oral Language Proficiency Test for ELL identification, monitoring and exiting Frequency & Number Trained Results 26 participants, 1 time 12 participants, 2 times Compliance records including student 25 participants, 3 times LPAC folders have been cleaned up and 8 participants, 4 times maintained and ELLs have been 1 participant, 5 times monitored consistently through the LPAC. 6 participants, 6 times The assessment is appropriately administered to provide data for the 77 participants, 1 time LPAC in determining which students qualify for a bilingual or ESL program and/or which students may be exited from a bilingual or ESL program. The assessment is appropriately administered to provide data for the LPAC in determining which students 39 participants, 1 time qualify for a bilingual or ESL program and/or which students may be exited from a bilingual or ESL program.

14 Accountability Interventions for CISD ELL Programs As a result of the academic performance of ELLs in , CISD has entered into the following accountability interventions for program improvement at the district-level: Texas Accountability Intervention System (State Accountability) Writing (40% of ELLs Passed in 2013; the target was 50%) Social Studies (46% of ELLs Passed in 2013; the target was 50%) Performance-Based Monitoring Analysis System (PBMAS) Stage 1 Interventions for ELLs passing English I and/or English II Writing EOCs (12% of ELLs Passed in 2013; the PBMAS passing target was 35%) Annual Measurable Achievement Objectives (AMAOs) Missed Target for ELLs passing STAAR/EOC/TAKS in Reading and Math (63% of ELLs Passed Reading & 70% Passed Math in 2013; the target was 75%)

15 Addressing the Needs of English Language Learners Curriculum and Professional Development: Spanish Curriculum Component for Dual Language Program (Also developed for Spanish Immersion Program) English Language Proficiency Standards in Every Content Area Unit (Listening, Speaking, Reading, and Writing) Restructure of Dual Language Program Dual Language Institute (June 2013) Consultant and Author, Dr. Sandra Mercuri audit, consult, and provide embedded PD for Dual Language (and Spanish Immersion) Teachers Bilingual/ESL Professional Development Plan (see next page)

16 Dual Language and Spanish Immersion Professional Development Calendar