elementary professional development: smarter balanced

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

ELL Department2018 Board Report

Submitted by Heidi LaMare and Jennifer Johnson

Supervisors of Programs for Multilingual Learners

1

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

ELL Department Mission

2

As a department, we strive for educational equity by engaging in practices that uphold

respect, non-discrimination, and fairness for all students. As department employees,

we affirm student identity, promote additive bilingualism, and structure our

work for integration of all voices.


Table of Contents/Agenda

• Additive and Holistic Bilingualism

• Demographics

• Service Model and Funding

• Student Data

• Projects and Staff Development

• Student Identity and Equity

3


Highlights (1/2)

➢ How is our ELL program aligned with district initiatives?➢ What is the basis of the program model?➢ What is the program delivery model?

Slides26-912

➢ What demographic information do we know about English Learners in BSD?

Slides 10-11

4


Highlights (2/2)

5

➢ How are our students served by ELL services doing? • SBA ELA• SBA Math• ELPA-21• By Race

Slides14-1516-171819

➢ How is the ELL program aligned with board priorities?• Culture of Service• Racial Equity

• Inclusion

Slides 86-8, 24-2812


Additive and Subtractive Bilingualism

Additive Bilingualism

Occurs when a second language and culture have been acquired without loss or displacement of an individual’s first language and culture. Positive self-concept usually developed.

Subtractive Bilingualism

Occurs when an individual’s first language and culture are replaced by the new language and culture, usually occurring in a pressurized context. Negative self-concept usually developed.

6


Holistic Bilingualism

• Languages are viewed as mutually reinforcing; children are acknowledged to be capable of bidirectional transfer.

• Students are expected to show different strengths in performance of tasks in different languages

• Kathy Escamilla

7


Three Pillars

8

Bilingualism and

Biliteracy

Grade Level Academic

Achievement

Socio-Cultural

Competence


Language Acquisition

Speaking Listening Reading Writing

9Proficiency

Academic and Interpersonal


Demographics

• Languages Spoken: 97

• Number of Eligible Students: 2967

• Number of Transitional Students: 1086

• % of District Qualified Eligible Students: 14%

• Schools With Largest EL Populations:

Stevenson Elementary

Lake Hills Elementary

• Number of Department Staff Serving Bilingual Students: 3010


4 Year Student Count

11

0

500

1000

1500

2000

2500

3000

3500

4000

4500

2015 2016 2017 2018

ELL Student Count

Eligible Students Transitional


Service Delivery: Facilitation and Instruction

K-5

• Building Case Manager

• Develop Instructional Strategies

• Collaborate with Classroom Teachers- Co-plan, Co-teach, Instructional materials

• Maintain Student Files and Documentation

• Newcomer and Long Term EL Instruction, Special Linguistic Needs

6-8






• Teach ELD and ELA courses

9-12






• Teach ELD and ELA courses12


Funds

Transitional Bilingual Program (TBP)

Title III Dual Language Grant

• Salaries for ELL Department Staff• Teachers• Facilitators• Testing Specialist• Administrators

• Cost of testing materials• WELPA Placement

Test• ELPA21 Annual

Assessment

• Professional Development• Project GLAD• GLAD Leads• SIOP• SIOP Leads• Native American

• Book Studies• ELL Endorsement• Continuing Professional

Learning Specific to Language Development

• Private Schools student identification and professional development

• Dual Language specific professionaldevelopment

• Standards-based curriculum planning

• Professional development specific to Dual Language expansion to Middle School

13


Bellevue SBA ELA – 2017 All Grades

14 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Met AllStudents

Met TBIP Met Emerging MetProgressing

Met UponTransition

(Proficient)

Met 1 Yr AfterTransition

Met 2 Yrs AfterTransition



Met Not ExitAfter 5 Yrs

Percent Met Standard by Subgroup


District vs. State ELA – 2017 All Grades

0

10

20

30

40

50

60

70

80

90

100

All Students Met TBIP MetEmerging

MetProgressing

Met uponTransition

Transitions 1Yr

Transition 2Yrs

Transition 3Yrs

Transition 4Yrs

Percent Met Standard District vs. State

Bellevue State

15


Bellevue SBA Math - 2017 All Grades

16 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Met AllStudents

Met TBIP Met Emerging MetProgressing

Met UponTransition

(Proficient)

Met 1 Yr AfterTransition




Met Not ExitAfter 5 Yrs

Percent Met Standard by Subgroup


District vs. State Math - 2017 All Grades

0

10

20

30

40

50

60

70

80

90

All Students Met TBIP MetEmerging

MetProgressing

Met uponTransition

Transition 1Yr

Transition 2Yrs

Transition 3Yrs

Transition 4Yrs

Percent Met Standard District vs. State

Bellevue State Column1

17


ESSA

• English Language Learner Progress: By 2027, at least 77% of English Learner students will be on track to exit ELL services within at most six years. Whether students are “on track” depends on their starting English proficiency level.

BSD ELL Progress for All Students:

78% of Students making progress (“on track”) as measured by ELPA-21

18


ESSA ELL Progress by Race

0

10

20

30

40

50

60

70

80

90

ELL Progress (2 Yrs of ELPA21 Data)

State All Students BSD All Students BSD Latino Students BSD Asian Students19


Staff Professional Development

Elementary:

• Project GLAD (Guided Language Acquisition Design)

• ELL Endorsements

• Conference Attendance: WABE, La Cosecha, TESOL

Secondary:

• SIOP (Sheltered Instruction Observation Protocol)

• ELL Endorsements

• Conference Attendance: WABE, La Cosecha, TESOL

Connection to District Goals:

• Collaboration and Co-teaching capacity to build inclusive schools

• Increased theoretical and practical application of culturally and linguistically responsive teaching practices

20


Project GLAD®

• Target schools for 2018-2019:

• Cherry Crest

• Remaining Staff from Bennett and Spirit Ridge

• Title I Schools

• GLAD Leads: Building Based PD

• 13 school based staff in leadership positions

21


SIOP

New to SIOP Trainings for 2018-2019:

• 2 Two day workshops, spring and fall

• 2 Day SIOP Training for Special Educators

Follow-up Trainings:

• 4 Lesson Study Days

SIOP Lead Teachers:

• 11 School-based staff in leadership positions

22


Dual Language Program Review

• Dr. Rebecca Freeman Field University of Pennsylvania Graduate School of Education Director, Language in Education Division Caslon Publishing and Consulting

• Dr. David Cassels Johnson University of Iowa College of Education

• Site visits

• Focus groups

• Data analysis

• Comprehensive report following the Center for Applied Linguistics Guiding Principals for Dual Language Education in alignment with district strategic planning

23


24

I/We believe that our structures for serving emergent bilinguals of

color are justified based on standardized test results. I/We believe that standardized tests

can accurately identify and categorize Emergent Bilingual

students of color who are “at risk.”

We believe that the language development of our Emergent Bilinguals of

color can be effectively monitored by observing

their language in authentic settings across the

curriculum.


25

I/We believe that Emergent Bilingual Students of color are “at risk” due to a language problem. Not only their language, but their

culture is deficient. They lack experiences. All of these deficits

lead to the learning problems they are experiencing.

We believe that our Emergent Bilingual

students of color are proficient language users

and bring many experiences into the

classroom.

Socio-Cultural

Competence


26

I/We believe that the structures we have created support

Emergent Bilinguals of color “at their level.” I/We believe that

these students need to be separated from the mainstream

setting and instructed in structured programs based on

hierarchical notions of language development

We believe that our Emergent Bilinguals of

color need opportunities to learn language in rich, integrated settings and

can be successful in regular classroom

programs.


Student Identity and Sociocultural Competence

Authored by a 4th

grade Latina student at Stevenson Elementary


ELL Department Mission

28

As a department, we strive for educational equity by engaging in practices that uphold

respect, non-discrimination, and fairness for all students. As department employees,

we affirm student identity, promote additive bilingualism, and structure our

work for integration of all voices.


Resources

• English Language Proficiency Standards

• Project GLAD

• SIOP

29

http://www.k12.wa.us/MigrantBilingual/ELD.aspx

http://www.ocde.us/NTCProjectGLAD/Pages/default.aspx

http://www.pearsonschool.com/index.cfm?locator=PS2rWo

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