Language Proficiency Strong Foundations

Language Proficiency Strong Foundations

Aqoon sare u lahaansho Aasaas xooggan Somali

Language Proficiency Strong Foundations

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Thông thao ngôn ng˜u , ` tang v u ´ Nên ˜ ng chac Vietnamese

Language Proficiency Strong Foundations

Language Proficiency Strong Foundations English

Language Proficiency Strong Foundations

W

elcome...

The New Face of Saint Paul English Language Learner Programs March 12, 2001 Sheraton Midway Hotel

Language Proficiency Strong Foundations

Agenda • • • • • • •

Introduction Welcome Saint Paul Today Elementary Models Elementary LCD Secondary Models Secondary LCD

• • • • • • •

Break Staff Development Parent Involvement Title VII Grants ELL Assessments Communications Lunch

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I

ntroduction

Valeria Silva, Director ELL Programs Kathleen Foate Trewick Chief Academic Officer Language Proficiency Strong Foundations

S

aint Paul Schools Data Valeria Silva

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St Paul School Demographics 1999-2000 • • • • • •

White American 15,543 35.10% Asian American 13,812 31.21% African American 10,077 22.77% Hispanic American 3,968 8.9% American Indian 860 1.9% Total student Enrollment 44,301 Language Proficiency Strong Foundations

Student Enrollment (1999-2000) •

• • • •

Total

Early Education Kindergarten Elementary (1-6) Secondary (7-12)

• Total

ELL

479 3,668 21,334 18,820

1,800 9,200 6,200

44,301

17,200

Language Proficiency Strong Foundations

ELL Mission Our mission is to promote academic achievement and English language proficiency of English Language Learners (ELLs) in Saint Paul Public Schools. Language Proficiency Strong Foundations

Lau vs. Nichols The U.S. Supreme Court states that schools must teach English Language Learners the English skills they need to be successful in school. (U.S. Supreme Court, 414 U.S. 563)

Language Proficiency Strong Foundations

Minnesota Laws LEP Act M.S.126.261 provides state aid to help for school districts to implement appropriate services to English Language Learners. Language Proficiency Strong Foundations

How Many ELL Student Do We Have? • • • • • • •

1994 1995 1996 1997 1998 1999 2000

6,152 6,879 9,465 11,837 14,200 15,800 17,200

18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0

94

?

96 98 2000 Number of ELL Students

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Who Qualifies for ELL Services? Student: • Whose native language is other than English. • Whose test scores are less than 30% on MAT 7. • Who is not passing the MN Basic Standards Tests. Language Proficiency Strong Foundations

How Many ELL Hmong Students? 12000

Other 19%

10000 8000 Series1

6000 4000

Hmong 81%

2000 0 Hmong

Other

1999-2000 Language Proficiency Strong Foundations

English Language Proficiency of Kindergarteners • Total number of Kindergarten students 3,668 district wide (1999-2000 enrollment) • Number of ELL Kindergarten students (1999-2000 enrollment) Levels 1-5 • Number of ELL Kindergarten students at Level I (Pre-LAS) Language Proficiency Strong Foundations

1,830 49%

1,320 72%

Poverty Level of ELL Learners Free

Reduced Not

eligible English 11,620 2,799 Speakers 38.2% 9.2% ELL St.

16,022 52.6%

12,946 1,984 3,045 72.0% 11.0% 16.9%

83% of the ELL students receive Free or Reduced lunch

Language Proficiency Strong Foundations

% of ELL students I n the Elementary Schools 60% - 49%

48% - 38%

37% - 33%

Frost Lake

Ames

Benj. Mays

Jackson

Prosperity

Daytons Bluff

Homecroft

Cherokee

Expo

Mississippi

Como Elem.

Nokomis

Roosevelt

Farnsworth

North End

B. Vento

Hancock

World Cultures

Franklin

Parkway

Crossroads

Riverview

Phalen Lake

Battle Creek

Saturn

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% of ELL students I n the Middle Schools 50% - 100%

50% - 35%

15% - 34%

Cleveland

Battle Creek

Humboldt

Hazel Park

Washington

Highland Park Monroe Ramsey

Language Proficiency Strong Foundations

% of ELL students I n the Secondary Schools 60% - 49%

33% - 50%

18% - 33%

Agape

Central

Humboldt

Highland Senior

Harding Johnson Arlington

Language Proficiency Strong Foundations

Bilingual and Bicultural • A culturally competent person is comfortable with their cultural identity. They are aware of their cultural limitations, and, therefore, view inter and intra-cultural interactions as opportunities for learning and growth. • Bicultural learners are those individuals who are willing to operate outside of their “zone of comfort.” Language Proficiency Strong Foundations

ELL Student Achievement • ELL Students are 3 times more likely to be low achievers. • 30% of ELL students were retained at least one grade level (compared to 17% of native speakers). • 1/3 of Hispanics and 2/3 of immigrant students drop out of school. Language Proficiency Strong Foundations

ELL Student Achievement

• ELL students need to gain a year and a half every school year in order to make the adequate progress to perform at the same level as their native speakers peers.

Language Proficiency Strong Foundations

We know that: • Young adults realize that speaking English is the only way to fit in our Minnesota society. • Society has equated economical success with being able to communicate in English. Language Proficiency Strong Foundations

History on the TESOL Programs 197… to 1998 •10 elementary schools •Programs for 1-6 grade students •Primary classes 1st and 2nd grade level •Intermediate classes 3rd, 4th, 5th and 6th graders in one classroom with one ELL teacher only •Classes run over 34 students at different times •Very or little mainstream opportunities for students

1998 to 2001

•10 elementary schools •Programs for 1-5 grade students •Primary classes 1st and 2nd grade level integrated into the mainstream •Intermediate classes 3rd, 4th and 5th graders in one classroom with one ELL teacher and an one mainstream teacher •Classes run over 20 students at different times (primary) •Classes run over 31 students at different times (intermediate) •Wide variety of mainstreaming opportunities for students

Language Proficiency Strong Foundations

Hancock 1-2 grades inclusion 3-5 grades 1 classroom

Language Academies and Tesol Sites Mississippi 1-2 grades inclusion 3-5 grade 1 classroom

Mann Primary site 1-2 grade inclusion

Homecroft 1-2 grade inclusion 3-5 grade Inclusion

Benj. E. Mays 1-2 grades inclusion 3-5 grades 1 classroom

Bruce Vento 1-2 grades inclusion 3rd – 5h grade 1 classroom Saturn 1-2 grades inclusion 3rd – 6th grade 2 classrooms

Language Proficiency Strong Foundations

Frost Lake 1-2 grades inclusion 3rd and 5th Inclusion

Ames Primary site 1-2 grade inclusion

Battle Creek Primary site 1-2 grade inclusion

Rationale for the Need to Change ELL students Level 1 and 2 belong in all our schools

ELL students Level 1 and 2 need: • Equitable access to school choice options • Native speakers of English as models to acquire the English language faster • Access to the mainstream instruction • Effective instruction towards high standards • Access to the full curriculum • Equitable student teacher ratios • Equitable access to classroom Language Proficiency and school facilities Strong Foundations

E

lementary ELL Models

Valeria Silva & Julie Henderson Teacher on Special Assignment Language Proficiency Strong Foundations

Old Paradigm Mainstream Students ELL (ESL & LCD) Special Education

Language Proficiency Strong Foundations

Accountability Accountability Accountability

New Paradigm

Mainstream Students ELL (ESL & LCD) Special Education

Cooperation Collaboration

Accountability Co-Teaching Ownership

Language Proficiency Strong Foundations

Language Arts Block Model ESL Teacher 12 ESL Students ESL Teacher 12 ESL Students

LCD Teacher 12 LCD Students

ESL Teacher 12 ESL Students

Grade Level Teacher 12 Regular Ed.

Total: 120 students 60 ELL 9:00- 10:00 Block

Grade Level Teacher 12 Regular Ed.

Grade Level Teacher 12 Regular Ed.

Grade Level Teacher 12 Regular Ed. Grade Level Teacher 12 Regular Ed.

Language Proficiency Strong Foundations

Grade Level Teacher 12 Regular Ed.

Foundation Skills Model Bilingual Educational Assistant

Pre-teaches the lesson in native language of students

Mainstream Teacher

Teaches the lesson

ELL Teacher

Reviews and Reinforces the lesson

Language Proficiency Strong Foundations

Grade Level Specialist Model Class A 10 ELL Students 20 Total Students

Class B 10 ELL Students 20 Total Students

ELL Teacher

Class C 10 ELL Students 20 Total Students

Class D 10 ELL Students 20 Total Students

Class A Class B Individual Instruction/Pull-out Level I and II students Class C Lunch Class D Prep with grade level teachers

Language Proficiency Strong Foundations

Language Through Content Model Class A 10 ELL Students 20 Total Students

ELL Teacher Using Content to Teach Language

Math

Class B 10 ELL Students 20 Total Students

Social Studies

Class C 10 ELL Students 20 Total Students

Class D 10 ELL Students 20 Total Students

Social Studies

Science

9:10 10:00 -11:00 11:00 - 12:00 12:00 - 12:30 12:30 - 1:20 1:30 -2:30 2:30 - 3:30

Class A Class B Class C Lunch Prep with grade level teachers Class D Individual Instruction/Pull-out Level I and II students

Language Proficiency Strong Foundations

Site Facilitator’s Role Scheduling and Monitoring ELL

English Language Learner Site Facilitator

Training Staff on ELL Philosophy

Organizing ELL Parent Events

Monitoring/Training Ed. Assistants

Modeling/Adjusting Lessons for Staff

Language Proficiency Strong Foundations

Hale Model Thematic Approach to Teaching One Grade Level Classroom Mainstream Teacher 12 Minutes

ELL Teacher 12 Minutes

Educational Assistant 12 Minutes

Independent Seatwork 12 Minutes

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Kindergarten Language Development Model Morning Mainstream Kindergarten Class 10 ELL; 17 Total

Afternoon Mainstream Kindergarten Class 10 ELL; 17 Total

Morning ELL Class 10 ELL Afternoon Kindergartners togther

Afternoon ELL Class 10 ELL Morning Kindergartners togther

Language Proficiency Strong Foundations

E

lementary Latino Consent Decree (LCD) Models María Alicia Arabbo Teacher on Special Assignment Language Proficiency Strong Foundations

Students of Color 1970 - 2001

Language Proficiency Strong Foundations

Latino Consent Decree Program • Hispanic Enrollment in Saint Paul Public Schools 4,119 • Hispanic Elementary Students Qualifying for LCD Services 1,958 Language Proficiency Strong Foundations

Elementary Latino Consent Decree Program • Elementary Schools with LCD Services 19 • Elementary Schools with only one LCD Teacher 09 Language Proficiency Strong Foundations

LCD Entrance Procedures Spanish Speaking Home Language Questionnaire

LAS Assessment English/Spanish

English Proficiency Level Spanish Proficiency Level

Determines Type of LCD Service

Language Proficiency Strong Foundations

LCD Type of Service Elementary Dominant Spanish Speaker intensive English oral language development through ESL support reading/language arts instruction in Spanish up to second grade level. academic support in Spanish in different content areas cultural component that helps students to develop a deeper appreciation of their Latino culture

Dominant English Speaker intensive English oral language development through ESL support reading/language arts instruction in English. academic support in English in reading and language arts cultural component that helps students to develop a deeper appreciation of their Latino culture

Language Proficiency Strong Foundations

S

econdary ELL Models

Anne Löwe Teacher on Special Assignment

Language Proficiency Strong Foundations

Secondary Collaboration • Transitional Content Math and Science Classes • Transitional Content Bilingual Classes (Spanish) • Networking with Mainstream staff Language Proficiency Strong Foundations

Language Proficiency Strong Foundations

S

econdary LCD Program

Eustolio Pérez Teacher on Special Assignment

Language Proficiency Strong Foundations

Secondary Latino Consent Decree Program • Hispanic Enrollment in Saint Paul Public Schools 4,119 • Hispanic Elementary Students Qualifying for LCD Services 876 Language Proficiency Strong Foundations

LCD Type of Service

Language Proficiency Strong Foundations

B

reak...

Language Proficiency Strong Foundations

Language Proficiency Strong Foundations

S

taff Development

Valeria Silva, Jo Driscoll, María Alicia Arabbo, Julie Henderson, & Max Leyang Language Proficiency Strong Foundations

New ELL Staff  61 new ELL teachers were hired for the 2000-2001 school year  102 new ELL teachers were hired for the 1999-2000 school year  50% of the ELL staff is probationary  Recruiting and retention efforts

ELL Teachers

Language Proficiency Strong Foundations

Jo Driscoll Teacher on Special Assignment

Language Proficiency Strong Foundations

• September, 2000 – Balanced Literacy Overview - 2 day mandatory training for all ELL teachers

• November, 2000 – Writing Block - 2 hour mandatory follow up training for all ELL teachers Language Proficiency Strong Foundations

• January, 2001 – Running Records - 2 hour mandatory follow up training for all ELL teachers

• April, 2001 – Guided Reading - 2 hour follow up training for all ELL teachers Language Proficiency Strong Foundations

• June, 2001 – Summer Literacy Institute – 3 day district training, with nationally recognized Reading and Writing experts, available to ELL teachers

Language Proficiency Strong Foundations

• Ongoing – ELL Learning Circles - 2 hour voluntary discussion group, which meets 5 times a year, to discuss professional journal articles around the topics of ELL learners and literacy – Teacher Support – development of building Learning Circles to support literacy Language Proficiency Strong Foundations

• Supporting Materials – Month-by-Month Phonics in Kindergarten, First, Second, Third and Upper Grades • Patricia Cunningham and Dorothy Hall

– The Teacher’s Guide to the Four Blocks • Patricia Cunningham, Dorothy Hall and Cheryl Sigmon

– Rigby PM Benchmark Assessment Kit – Rigby PM Plus Nonfiction Readers • (based on a survey of buildings’ needs)

Language Proficiency Strong Foundations

María Alicia Arabbo Teacher on Special Assignment

Language Proficiency Strong Foundations

• ELL teachers and mainstream teachers are receiving training on collaboration. • This training provides teachers with 25 hours of education of how to team and work together to better serve the students. Language Proficiency Strong Foundations

Language Proficiency Strong Foundations

Language Proficiency Strong Foundations

Kindergarten Language Development Model

Julie Henderson Teacher on Special Assignment

Language Proficiency Strong Foundations

Kindergarten Language Development Model

Seven Factors that Promote KDLM Program Success • • • • •

Collaboration Effective Bilingual Support Teacher Initiative Model Organization and Preparation Pre-teaching and Re-teaching Mainstream Concepts • Stakeholder Support • Relevant Materials Language Proficiency Strong Foundations

Julie Henderson Teacher on Special Assignment

Language Proficiency Strong Foundations

The Power of Language • This training is offered to all the elementary schools in St. Paul schools. • The guided training is for Elementary teachers to learn strategies on how to provide accessible instruction to ELL learners. • 38 trainings have been scheduled for 2000-2001 Language Proficiency Strong Foundations

Power of Language Training • Includes: – – – – –

Second Language Acquisition, Oral Language Development Reading, Writing and Content Area Instruction Current Models History of ELL in St. Paul

Language Proficiency Strong Foundations

Max Le Yang Community Specialist

Language Proficiency Strong Foundations

The ELL Bilingual Educational Assistants will be receiving a total of 30 hours of training this year. This trainings will be in areas such as: Balanced Literacy ELL Strategies Math Literacy Site Based Testing and Evaluation Student Behaviors Cultural Trainings Language Proficiency Strong Foundations

arental Involvement Max Le Yang, Community Specialist Eustolio Pérez Teacher on Special Assignment Language Proficiency Strong Foundations

Parent Involvement • Hmong Parent ELL Training • District Wide Committee • LCD Committee

Language Proficiency Strong Foundations

T

itle VII Grants

Mary Ann Saurino Title VII Grants Coordinator

Language Proficiency Strong Foundations

Title VII • Authorized under the federal Improving America’s Schools Act (IAS) of 1994-1996 • Awarded by the Office of Bilingual Education and Minority Language Affairs (OBEMLA) in a discretionary grant competition process • Intended to improve the quality of the educational programs offered to English language learners (ELL) Language Proficiency Strong Foundations

Current Title VII Funds: SPPS • Training for All Teachers Grant – “Project TOPS”: Training Opportunities for Practicing Secondary Specialists

• Comprehensive School Grant – “STELLAR Model”: St. Paul English Language Learner Academic Reform Model Language Proficiency Strong Foundations

Current Title VII Funds: SPPS • Project TOPS • $225,000 for each of three years (20002003) • Funds basic and advanced levels of teacher professional development for content area teachers in secondary settings

• STELLAR Model • $275,000 for each of five years (2000-2005) • Funds the development, implementation and evaluation of a comprehensive school reform model targeting the needs of St. Paul’s English language learners

Language Proficiency Strong Foundations

Project TOPS • Basic TOPS Parts I and II: Schoollevel training – Three-hour workshop – All school staff encouraged to participate • Teachers • Paraprofessionals, including home-school liaisons • Administrators • Support staff Language Proficiency Strong Foundations

Project TOPS • Basic TOPS: Part I – Focus on instructional strategies for making content area class work accessible to ELL – Provides an overview of second language acquisition – Introduces specific strategies in two areas: • Content area vocabulary instruction • Content area communication (teacher talk) Language Proficiency Strong Foundations

Project TOPS • Basic TOPS: Part II – Continued focus on instructional strategies for making content area class work accessible to ELL – Focus on three additional area: • Strategies for making content area textbooks comprehensible to ELL • Using graphic organizers effectively • Increasing cultural awareness Language Proficiency Strong Foundations

Project TOPS • Advanced TOPS format – District-wide training by subject area • Math, science and social studies teachers

– Design • Led by a pair of master teachers, one from the content area and one ESL teacher • 3-day Intensive Training Institute before school year; 1-day Project Evaluation Seminar after • Twice-monthly peer and mentor coaching meetings Language Proficiency Strong Foundations

The STELLAR Model • Develop, pilot and evaluate a comprehensive school reform model that: – meets the federal requirements for CSRD outlined in Obey-Porter legislation – focuses on the needs of English language learners – takes into consideration the unique characteristics of St. Paul’s ELL population Language Proficiency Strong Foundations

Current Title VII Programs and Services:The STELLAR Model • Student Assessment and Evaluation • Balanced Literacy • Content Area teaching and learning • Family Involvement • Extended Day and Extended Year • Professional Development Language Proficiency Strong Foundations

Current Title VII Programs and Services:The STELLAR Model • Research to date (March, 2001) – 120 interviews with currently practicing teachers – Literature review – Consultations

• Pilot site selection: March-April, 2001 • Product – Results of research and initial draft of model available by June 30, 2001 Language Proficiency Strong Foundations

E

LL Assessments

Carol Quest Teacher on Special Assignment

Language Proficiency Strong Foundations

Testing Overview for St. Paul ELL Students

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Language Proficiency Testing

Language Proficiency Strong Foundations

C

ommunication Strategies Greg Anderson ELL Supervisor

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Weekly Communication • The weekly fax is sent out every Wednesday – It is sent by fax and is also available on the ELL website

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– The yELLowpages Departmental Newsletter is distributed 3 times per year to SPPS staff, administrators, legislators and other interested parties – The March issue will contain a new feature: L

RED HOT PAGE

EL e h T

Real Educators Doin’ Great Stuff SAINT PAUL SCHOOLS

Language Proficiency Strong Foundations

[email protected] • The ELL Department maintains contact with all staff through e-mail. • All St. Paul Schools staff are provided with an e-mail account. The format is: [email protected]

Language Proficiency Strong Foundations

ELL Websites • The ELL websites contains all information published by the department • We maintain a teacher resource page and a general public information page Language Proficiency Strong Foundations

Website Addresses ELL Website

Inde • Staff Resources: http:/www.spps.org/spell/index.htm • Public Information: http:/www.spps.org/ell/index.htm

Language Proficiency Strong Foundations

T

hank You for Participating. Please Join us for Lunch....

Language Proficiency Strong Foundations

Graduation Standards Overview for Middle School ELL Classes

Standard Read, Listen, View Standard

Level One

Level Two

Level Three

Teach knowledge and skills leading to completion of the standard in Level 5

Level Four

Level Five

Assess Fiction and Nonfiction

Writing Standard

Teach knowledge and skills leading to completion of the standard in Level 5

Assess Academic Writing

Interpersonal Communication Standard

Teach knowledge and skills leading to completion of the standard in Level 5

Assess Interpersonal Communication

Inquiry Standard

Teach knowledge and skills leading to completion of the standard in Level 3

Citizenship Standard

Teach knowledge and skills leading to completion of the standard in Level 3

Transitional Science: Assess Inquiry Reseach Process Assess United States Citizenship

During the 2000-2001 school year ESL classes will be responsible for teaching to the high standards in two ways.

Language Proficiency Strong Foundations