The Education of English Language

67th ANNUAL OSLHA CONVENTION March 15, 2013 The Education of English Language Learners in Ohio Dan Fleck, Ph.D., Education Consultant Ohio Department...
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67th ANNUAL OSLHA CONVENTION March 15, 2013

The Education of English Language Learners in Ohio Dan Fleck, Ph.D., Education Consultant Ohio Department of Education Office of Curriculum and Instruction Lau Resource Center for English as a Second Language Language, Bilingual and Multicultural Education

English Language Learners in Ohio Topics p to be addressed • • • • • •

A profile of ELLs in Ohio ELL data Requirements relating to the education of ELLs P Programs Serving S i ELL ELLs iin Ohi Ohio A Framework for Meeting the Needs of ELLs Considerations regarding ELLs’ acquisition of English and Academic Achievement

E li h L English Language L Learners iin Ohi Ohio A Profile English Language Learners (ELL) or g Proficient ((LEP)) refer to: Limited English 1. students whose home or native language is not English and English, 2. who need extra language support to achieve the level of English proficiency required to participate effectively in mainstream classroom settings

E li h L English Language L Learners iin Ohi Ohio A Profile •

Ohio’s ELL students represent over 100 different home/native languages



The top five language groups of Ohio’s ELL students are: ¾ ¾ ¾ ¾ ¾

Spanish Somali Arabic German (many Amish children speak a variation of German called Pennsylvanian Dutch) Chinese

English Language Learners in Ohio A Profile Ohio s ELL students may be: Ohio’s • Immigrants ¾ Families mayy come to re-unite with other familyy members ¾ Families may come to seek better economic opportunities



Refugees g ¾ Seeking refuge from political repression or persecution in their home countries ¾ Refugees Refugees’ countries of origin include Somalia Somalia, Burma Burma, Vietnam, Russia, Uzbekistan, Cuba, Burundi, Ethiopia, Ukraine, Eritrea, Liberia, Iran and Sudan



Born in the U U.S. S (for example example, Puerto Ricans Ricans, Mexican MexicanAmericans, Amish)

English Language Learners in Ohio A Profile Ohio s ELL students may have: Ohio’s • Prior formal educational experiences ¾ Well-developed p academic concepts p ¾ Literacy skills in their native languages



Little or no prior formal educational experiences ¾ Limited development of academic concepts ¾ Little or no literacy y skills in their native language g g ¾ Little or no understanding of U.S. school culture

Educating ELLs in Ohio Data • In 2011-2012, 38,266 ELL students were enrolled in Ohio school districts and community schools ¾ An increase of 21% over the number reported in 2006-2007

¾ An increase of 103% over the number reported in 2001-2002



IIn 2011-2012, 2011 2012 12,358 12 358 immigrant i i t students t d t (in (i U U.S. S schools less than 3 years) were enrolled in Ohio school districts and communityy schools



Over 13,000 new refugees were resettled in Ohio b t between 2003 2011 2003-2011

Educating ELLs in Ohio Data • In 2011-2012, 1,223 migrant students were served in Ohio school districts and community schools •

In 2011-2012, 0ver 800 German-speaking Amish ELL students were enrolled in schools in Holmes and Wayne Counties



In 2011-2012, over 3,000 Somali-speaking LEP students were enrolled in schools in central Ohio

Educating ELLs in Ohio Requirements Legal obligations of all school districts in serving ELLs, based on Civil Rights of 1964 and Supreme Court Decision Lau vs. Nichols 1974): ¾ ¾ ¾ ¾

Identify and assess all students whose home/native language is not English Provide services for students identified as LEP/ELL; services must be theoretically sound and based on good practice Provide q qualified staff and resources to implement p district’s p program g for ELLs Monitor and evaluate program on an ongoing basis – modify program if necessary

Educating ELLs in Ohio Requirements Obligations under No Child Left Behind – Title III State: • Set Performance goal for ELLs Part 1: All ELLs will become proficient in English • Develop p and disseminate English g Language g g Proficiency y Standards • Assure that districts assess on an annual basis ELLs’ progress in achieving English language proficiency (using the Ohio Test of English Language Acquisition – OTELA) • Provide annual reports now well Title III-funded districts meet English language performance targets for their ELLs (Annual Measurable Achievement Objectives – AMAO)

Educating ELLs in Ohio Requirements Obligations under No Child Left Behind – Title III State: • Set S t Performance P f goall Part 2: All ELLs will reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics • Include ELLs in state’s assessment system of core content areas • Take steps to insure that ELLs are provided valid and reliable assessments of their academic content knowledge and skills (including the use of appropriate test accommodations) • Provide reports on how well districts meet academic performance targets for their ELLs

Educating ELLs in Ohio Requirements Title III- funded school districts and community schools Funding Amounts • • • •

In FY2012, 310 districts (including community schools) applied for and received funding under Title III of NCLB 203 of the above grantees are members of consortia The amount of allocation is based on number of ELLS identified in EMIS at $196 per student. EMIS, student In addition, 43 districts received funds targeted specifically for immigrant students at the rate of $87 per student.

Educating ELLs in Ohio Requirements Title III- funded school districts and community schools Required q Activities • Consult with teachers, researchers, school administrators and parents in developing the Title III application • Provide Pro ide supplemental, s pplemental scientifically-based scientificall based instructional instr ctional programs and services for ELLs • Provide professional development for teachers and other school staff who serve ELLs • Provide for parent notification and involvement (communications need to be in a form and language that parents understand) p schools regarding g g equal q access to ELL services • Consult with non-public funded under Title III

Programs for ELLs in Ohio g ¾ School districts and community schools serving ELLS in Ohio have flexibility on how they support ELLS, as long as the program is based on sound theory and good practice. ¾ Among program approaches that may be used are the following: • Bilingual g Education • The Immersion Approach • Pull-out English as a Second Language (ESL) Classes • In-class or inclusion instruction • Individual tutoring • Strategies for diverse learners in regular classroom settings ¾ For more information,, refer to the following g documents on the ODE Website (type in titles in the website search box): ™ Guidelines for Developing Programs to Meet the Needs of Limited English Proficient Students ™ Characteristics Ch t i ti off Programs P Serving S i LEP St Students d t in i Ohi Ohio

Educating ELLs in Ohio A framework for meeting the educational needs of ELLs English Language Development • Identify students’ current level of English proficiency in listening, speaking reading and writing (based on initial English language assessment or latest OTELA scores) • Set language goals based on benchmarks in Ohio’s English Language Proficiency Standards (posted on ODE’s website: search words – “ELP Standards”)) • Use research-based strategies to help ELLs develop English language proficiency (resources posted on ODE’s website: search words Principles of Second Language Development”; Development ; “What What Research Tells Us “Principles about the Education of LEP Students”)

Identify Student’s Current Proficiency Level and Benchmarks - Example Speaking Standard 2.3 Speak for varied purposes, both informal and formal, with focus, relevance and cohesion St d t A Student Current proficiency level – Beginning • Connect with others through rehearsed greetings and expressions of basic feelings and opinions • Ask and answer simple questions about personal and social situations • Ask and answer simple questions about familiar topics in classroom settings • Request clarification and/or information, using rehearsed expressions • Repeat and/or retell simple directions or information

Set Language Goals for the Student Example Speaking Standard 2.3 Speak for varied purposes, both informal and formal, with focus, relevance and cohesion St d t A Student Next goal: Intermediate level • Express a wider range of feelings and opinions, using details • Ask A k and d answer questions ti about b t personall and d social i l situations it ti • Ask and answer two-part questions about familiar topics in classroom settings • Request clarification and/or information in a variety of settings • Paraphrase or restate simple directions or information

Use Research-Based Instructional Strategies - Example Research tells us that second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. To put the principle into practice: • Give chances for students to work on group assignments • Begin with concrete experiences purposeful p content-related activities • Focus on p

Educating g ELLs in Ohio

Academic Progress for Diverse Learners Universal Design for Learning Principles for Diverse Learners • • •

Multiple Means of Representation p Means of Action and Expression p Multiple Multiple Means of Engagement

(Sources posted on ODE website: search words – “Diverse Diverse Learners”

Universal Design for Learning Focus on English Language Learners Example Mathematics – Grade 6 - Standard Statistics & Probability

Challenge: Develop instructional strategies to help sixth-grade sixth grade ELLs meaningfully participate in instructional activities focusing on Statistics and Probabilityy Standards

Universal Design g for Learning g Focus on English Language Learners Example Mathematics – Grade 6 - Standard Statistics & Probability UDL Principle #2 Multiple Means of Action and Expression: Provide options for students to demonstrate what they have learned. • • •

ELLs work with partner to conduct survey of students and staff on the number of siblings g they y have ELLs and partners create graphs showing the results of their surveys ELLs and partners give a presentation showing the results of their surveys (using words such as mode, mean, median)

Considerations regarding ELLs’ ELLs acquisition of English for academic purposes Important Factors ¾ In order to attain the level of English proficiency needed to achieve Ohio’s academic standards and to become college and career ready, ELLs need time and support. ¾ The amount of time they need depends on a variety of factors, including the following: • Student’s educational background • Student’s current level of English proficiency • Student’s age • Student’s level of educational support.

Considerations regarding ELLs’ ELLs acquisition of English for academic purposes How long? A longitudinal study conducted by Wayne Thomas and Virginia Collier (S h l Eff (School Effectiveness ti for f Language L Minority Mi it Students, St d t 1997), 1997) shows h how long it takes typical students of different backgrounds to achieve on grade level in their native language to reach the 50th Normal Curve Equivalent q ((NCE)) in English: g ¾ Typical bilingually schooled students – 4-7 years; ¾ Typical yp “advantaged” g immigrants g with 2-5 yyears of on-grade-level g home country schooling in their native language – 5-7 years; ¾ Typical immigrants (including refugees) without academic experiences in their home country and schooled all in English in the U S – 7-10 U.S. 7 10 years.

Considerations regarding ELLs’ ELLs acquisition of English for academic purposes Academic background ¾ Of all the student background g variables,, the most powerful p p predictor of academic success in a second language (L2) is formal schooling in the student’s first/native language ( L1). ¾ This is true whether L1 schooling is received only in home country or in both home country and the U.S. (Th (Thomas and d Collier, C lli 1997 1997, p. 39) 39).

Considerations regarding ELLs’ ELLs acquisition of English for academic purposes Time and Support ¾ When ELLs are g given the opportunity pp y to p participate p in strong g language g g support programs, and when they are given enough time to acquire English proficiency while making academic progress, ELLs can meet the challenge of learning and demonstrating academic competencies in a new language language. ¾ Students who have successfully completed the ELL program and are officially mainstreamed into regular classrooms score proficient or higher on state academic content assessments at a very high rate, as shown on the following chart.

Educating ELLs in Ohio Percentage of students scoring proficient or higher on Ohio’s state assessments Reading di

Mathematics h i

School Year

ELLs*

Former ELLs **

ELLs

Former ELLs

2007 2008 2007‐2008

58 2 58.2

91.9 9 .9

56 5 56.5

88.8

2008‐2009

60.6

94.0

60.7

91.2

2009‐2010

64.5

96 9 96.9

60.8

91 8 91.8

2010‐2011

65.4

95.9

62.8

91.8

2011 2012 2011‐2012

85 1 85.1

95 9 95.9

80 8 80.8

92 5 92.5

* ELLs: students identified as limited English proficient (LEP) in Ohio’s data system Ohio s criteria to exit the ELL program (this chart ** Former ELLs: previously identified LEP students who have met Ohio’s includes only the former ELLs who exited the ELL program one or two years prior to the indicated school year)

Educating g ELLs in Ohio Lau Resource Center contact information Telephone: (614) 466-4109 Dan Fleck, Consultant, [email protected] Abdinur Mohamud, Consultant, abdinur mohamud@education ohio gov [email protected] Anita Bowden, Administrative Professional, [email protected]

Educating g ELLs in Ohio Questions and Answers

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