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May 21, 2012

Data Collection for ELLs Making ELL students condition visible What English language learners know and can do. May 21, 2012 . Shifting the paradigm: from deficit to excellence.

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May 21, 2012

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  1. Data Collection for ELLsMaking ELL students condition visibleWhat English language learners know and can do May 21, 2012

  2. Shifting the paradigm: from deficit to excellence The function of deficit ideology…is to justify existing social conditions by identifying the problem of inequality as located within, rather than as pressing upon, disenfranchised communities so that efforts to redress inequalities focus on “fixing” disenfranchised people rather than the conditions which disenfranchise them (Weiner, 2003; Yosso, 2005). Paul C. Gorski, 2010 Students need to come to understand that the reason for learning is to nurture their intellectual talents for the construction of our society into a more democratic just and caring place to live. Citizens must be well informed and have the educational abilities and sensitivities needed to critically examine the world in which we live. Maxine Greene, 1995 2

  3. Shifting the paradigm: from the old to the new A scientific revolution is a noncumulative developmental episode in which an older paradigm is replaced in whole or in part by an incompatible new one. But the new paradigm cannot build on the preceding one. Rather, it can only supplant it, for "the normal-scientific tradition that emerges from a scientific revolution isnot only incompatible but actually incommensurable with that which has gone before." http://www.des.emory.edu/mfp/Kuhnsnap.html 3

  4. OELL Process: a three pronged approach DATA Intervention Project & Process Mapping Content Expertise 4

  5. Tested process for addressing capacity challenges • Determine what generates the problem • Reduce the problem to a level that we can resolve • Determine unit for intervention • Take quantum leaps and calculated risks • Produce a plan of action • Learning cycle: reflection, action, public dialogue 5

  6. Process in action 6

  7. Outline of Presentation • Descriptive data: knowing our English English Language Learners • Academic achievement data: creating a more accurate, data driven understanding of ELL academic achievement 7

  8. What is the BPS linguistic diversity? • 46% of BPS students speak a language other than English as their first language • BPS students’ families are from over 100 countries • BPS students speak over 80 different first languages • 40% of BPS students are either currently learning English or mastered academic English while attending BPS schools Data as of April 17, 2012 from MyBPS > ELD Level tabs & May 24, 2012 “AllBPSwithTests.xls” file generated by BPS OIIT 8

  9. What is the distribution of ELLs - by language? 9 Data as of April 17, 2012 from MyBPS > ELD Level tabs

  10. What is the distribution of ELLs - by program? Data as of April 17, 2012 from MyBPS > ELD Level tabs 10

  11. What is the distribution of ELLs – by grade? Data as of April 17, 2012 from MyBPS > ELD Level tabs 11

  12. How many BPS students need ELL services? Data as of April 17, 2012 from MyBPS > ELD Level tabs and FLEP data from “all with tests form 3/24/2012 FLEP = Formerly Limited English Proficient 12

  13. How many BPS students are ELL with disabilities? Data source: MyBPS/ELD Tab as of 04/09/2012 13

  14. What is the distribution of ELLs with disabilities by language? 14

  15. How do SY2011 and SY2012 compare in terms of ELD levels? 15

  16. How many ELLs at the elementary Level (Grades K-2 to 5) are receiving services? * BPS course schedule, OIIT’s allwithtesta.xls file, and HR Category training file were periodically analyzed by BPS OELL over the past two school years to compile this data 16

  17. How many ELLs at the secondary level (Grades 6 to 12) are receiving services? * Count by unique student ID ‡ Count by core content classes on ELL students schedules BPS course schedule, OIIT’s allwithtesta.xls file, and HR Category training file were periodically analyzed by BPS OELL over the past two school years to compile this data 17

  18. What are the drop out rates of ELLs - by program? Data from Research, Assessment Evaluation 18

  19. What is the enrollment process for English language learners? 19

  20. How many students were tested at intake – by language group? Distribution of Non-Spanish First Languages Spanish: 1628 * Haitian Creole: 332 * Cape Verdean Creole: 243 * Chinese: 136 * Portuguese: 79 * Vietnamese: 79 * Somali: 64 * Arabic: 49 * Other: 249TOTAL TESTED: 2859 STUDENTS 20

  21. How many students were tested - by English language development level? 21

  22. Outline of Presentation • Descriptive Data: Knowing our English English Language Learners • Academic achievement data: Creating a more accurate, data driven understanding of ELL academic achievement 22

  23. Process for analyzing data and conducting research • Make the problem manageable: Look for patters and focus in on a problem that we can address • Clarify your question: What do we need to know and for what purpose? • The process to answer the question • Can we answer our question with data that is available? • What data do we have and what conclusions can we draw? • How does it relate to other available data? • How can we triangulate/verify the results of our analysis? • Keep in mind action at multiple levels: district, grade level (E, K-8, M, H), school, program strand, classroom 23

  24. BPS Commissions Two Studies (Spring 2010-Fall 2011) • Uriarte, Miren; Karp, Faye; Gagnon, Laurie; Tung, Rosann; Rustan, Sarah; Chen, Jie; Berardino, Michael; Stazesky, Pamela; de los Reyes, Eileen; and Bolomey, Antonieta, "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools" (2011). Gastón Institute Publications. Paper 154. http://scholarworks.umb.edu/gaston_pubs/154. • Tung, Rosann; Diez, Virginia; Gagnon, Laurie; Uriarte, Miren; Stazesky, Pamela; de los Reyes, Eileen; and Bolomey, Antonieta, "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools" (2011). Gastón Institute Publications. Paper 155. http://scholarworks.umb.edu/gaston_pubs/155 24

  25. What do ELLs need in terms of instruction? Academic Language 25

  26. What do the ELA & Math MCAS data tell us when disaggregated by MEPA Level? 26 Data from 2011 MADESE DART for ELLs.

  27. Commissioned research on BPS ELL's test results yields similar findings BPS SY 2009 Elementary School (grades 3-5) Findings English Proficiency Level MCAS ELA Pass Rate (NI+P+A) MEPA Level 1 0.0% MEPA Level 2 15.6% MEPA Level 3 31.2% MEPA Level 4 74.8% MEPA Level 5 95.3% 84.0% English Proficient The Mauricio Gaston Institute for Latino Community Development and Public Policy (2011) found that: “the command of English required to pass standardized tests designed for English proficient students, such as the MCAS, far exceeds the levels of English proficiency represented by MEPA Levels 1–3, and to some extent 4. 27

  28. What are the key findings? • FACT: • MCAS testing relies strongly on academic English and reading comprehension. • CONCLUSIONS: • The English mastery necessary to pass MCAS exceeds the level of academic English understood by ELLs with MEPA levels 1,2, and 3. • MCAS only measures content knowledge of ELLs at MEPA levels 4&5. • MEPA level 4 confirms that a student has acquired some academic English and can score Needs Improvement on MCAS • MEPA level 5 confirms that the student has mastered the academic English necessary to demonstrate content knowledge, and can score Proficient or Advanced on MCAS 28

  29. Questions? 29

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