Ridgewood Public Schools

Transcription

1 Ridgewood Public Schools ENGLISH as a SECOND LANGUAGE: FIVE YEAR CURRICULUM PROGRAM REVIEW, RESEARCH, & RECOMMENDATIONS K e r r y H u n t i n g t o n, Supervisor of Special Programs P a t r i c i a S t a a b, S u p e r v i s o r o f S p e c i a l E d u c a t i o n J u n e

2 The English as a Second Language Committee A group of 14 administrators, teachers, education professionals, and parents met to: Research ideal instructional programs Write Mission Statement Review current programs in district Identify needs Recommend program revisions

3 ESL Committee Members Kerry Huntington Patricia Staab Jeffrey Nyhuis Paul Semindinger Colleen Contreras Elaine Karten Deirdre Roberts William Cahill Zsuzsanna Nagy Amy Nolan Eisuke Tsuyuzaki Maria Sweeney Supervisor of Special Programs Supervisor of Special Education Assistant Principal/RHS Principal of Hawes Special Education Teacher Teacher/ RHS ESL Teacher ESL Teacher ESL Teacher ESL Teacher Parent Teacher/ Title I

4 ESL Committee Members Peggy Vrachmimis Rosanne Upton Teacher/ Elementary Coordinator of Grants and Assessment The ESL Committee met on January 30 and May 22, 2013.

5 References Collier, V.P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16, Faltis, K. (Spring, 2011). Bilingual, ESL, and English immersion: Educational models for limited English proficient students in Texas. Pepperdine Policy Review, Irujo, S. (Jan/Feb 2007). What does research tell us about teaching reading to English language learners? The ELL Outlook. Course Crafters, Inc. Kucan, L. (March, 2012). What is most important to know about vocabulary? The Reading Teacher, 65(6). Lindholm-Leary, K. (March, 2005). Review of research and best practices on effective features of dual language education programs. Center of Applied Linguistics and the National Clearing House for English Language Acquisition at The George Washington University.

6 References Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language minority students: An exploratory study of six high schools. Harvard Educational Review, 60(1), Murphy, A. (November, 2009). Tracking the Progress of English Language Learners. Kappan, 91(3), Potier, B. (2003). Research on ESL children has surprising results. Harvard University Gazette. Swinney, R., & Velasco. P. (2011). Connecting Content and Academic Language for English Learners and Struggling Students: Grades 2-6. Thousand Oaks, CA: Corwin Publishing. In addition, the ESL teachers attended the 32 nd Annual Bilingual/ESL Conference at William Paterson University entitled Two Brains in One?!: The Complexity of the Bilingual Mind on December 7, 2012.

7 Research Ideal Instructional Programs Summary findings of the elements that guide an ideal English as a Second Language program : The importance of the school and family connection, The importance of integrating ELLs cultural experience and background knowledge into the learning environment, The importance of increased alignment of curriculum/ instruction with Common Core Standards, and The importance of increased collaboration between ESL teachers and classroom teachers.

8 Mission Statement The English as a Second Language (ESL) Program of the Ridgewood Public Schools prepares students with limited English proficiency for full-time integration into academic classes at each educational level. Its primary goal is to ensure that English Language Learners (ELLs) in Kindergarten through twelfth grade develop sufficient competency and fluency in using listening, speaking, reading, and writing skills in English to enable their full participation in academic courses and school events. The ESL program is delivered through small group instruction by certified ESL teachers and focuses on grade-level academic content and skills introduced through the use of materials appropriate to the language proficiency levels of the students. The ESL Program dedicates itself to fostering educational success and participation in school for those students who are English Language Learners.

9 District ESL Program Review ESL services are provided at the six elementary schools, the two middle schools, and the high school by certified ESL teachers. Students enter and/or leave the ESL Program at any time during the school year depending on their English language proficiency level. English Language Learners (ELLs) are determined eligible for ESL services via teacher recommendation and their scores on the WIDA ACCESS Placement Test (W-APT). The students range from complete beginners with minimal or no English language to students who can communicate in English with emerging fluency about events, themes, and topics related to their personal experiences.

10 District ESL Program Review The ESL Program is delivered through small group instruction by certified ESL teachers. The ESL Program focuses on grade-level academic content and skills introduced through the use of materials appropriate to the language proficiency levels of the students. ELLs are tested every March/April using the standardized WIDA assessment (ACCESS) to determine their ongoing eligibility for ESL services. If the student achieves a score of 4.5 or greater on the ACCESS test and demonstrates improving English proficiency on other classroom or standardized assessments, he or she is exited from the ESL program.

11 District ESL Program Review Elementary School Program Students receive ESL instruction in English for one or more sessions per school day depending on the student s level of English language proficiency. Middle School Program Students are scheduled for ESL instruction for one or two periods per school day depending on the student s level of English language proficiency. High School Program Students are scheduled for ESL instruction for one to two periods per school day depending on the student s level of English language proficiency. As the ELL gains English language skills, he or she may be scheduled for one or two College Preparatory level high school classes in which the ESL teacher provides push-in support.

12 Review Student Achievement Data The ACCESS for ELLs assessment measures students proficiency in listening, speaking, reading, and writing in English. A review of the ACCESS scores of the students for the past three years reveals that more than half of the ELL students enrolled in the ESL Program demonstrated satisfactory English proficiency (4.5 or better) after one to two years of participation in the ESL program. A review of the ACCESS scores of the students for the past three years reveals that 98% of the ELL students enrolled in the ESL Program demonstrated satisfactory English proficiency (4.5 or better) after three years of participation in the ESL program.

13 Recommendations Continued and ongoing communication between home and school, Continued recognition of the importance of ELLs cultural background knowledge, An alignment of curriculum/instruction with the Common Core Standards, Continued and ongoing collaboration between ESL teachers and classroom teachers, and Continued emphasis on English as a written language.

14 Recommendations/ Status Recommendations Promote an active partnership of school and family Integrate ELL s cultural experience and background knowledge into the learning environment Increased alignment of curriculum/instruction with Common Core Standards Status *Ongoing and continuing outreach to families from ESL teachers regarding progress in school and community and school activities *Increased focus on cultures of ELLs will take place during monthly department meetings in school year *Curriculum revision scheduled for summer 2013 *Review of Common Core Standards with increasing emphasis on PARCC connection is ongoing at monthly department meetings

15 Recommendations/ Status Recommendations Status Continue collaboration between ESL teachers and classroom teachers Increase focus on English as a written language *Ongoing and continuing; increased sharing of collaborative feedback will take place during monthly department meetings in the school year *Ongoing *Increase emphasis on written language in the curriculum revisions planned for Summer 2013 *Focus on the development of appropriate instructional strategies for writing at department meetings beginning September 2013