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MELLC Meeting February 3, 2o12. Incorporating THE DART for ELLs into Administrator PresentationS. Presentation by Ann Feldman, ELL Director/ Milford Public Schools in collaboration with Jenny Klein (DESE) and Sonia Walmsley (Attleboro PS).

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mellc meeting february 3 2o12

MELLC Meeting February 3, 2o12

Incorporating THE DART for ELLs into Administrator PresentationS

Presentation by Ann Feldman, ELL Director/ Milford Public Schools in collaboration with Jenny Klein (DESE) and Sonia Walmsley (Attleboro PS)

the state of the state a report on english language learners in massachusetts

The State of the State:A Report on English Language Learners in Massachusetts

MATSOL CONFERENCE, May 5-7, 2011

Office of English Language Acquisition & Academic Achievement Massachusetts Department of Elementary & Secondary Education

state statistics
State Statistics
  • ELLs currently constitute the only group of public school students whose numbers are growing in MA.
  • The number of districts enrolling at least one ELL has nearly doubled since 2000 (177 in 2000 to 324 in 2010)

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

k 12 students all vs lep
K – 12 Students: All vs. LEP

Source: National Clearinghouse for Bilingual Education (www.ncbe.gwu.edu)

ell enrollment statewide is nearly 68 000 and has increased 51 since 2000
ELL Enrollment Statewide is Nearly 68,000* and Has Increased 51% Since 2000

This trend indicates that by 2021, 20% of all students K-12 will be ELLs

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

* As per the 2011-11 SIMS, there are 67,567 ELLs in the State

slide7

Answer: The olive green states (MA) are those where 20% of more of all children ages 0 – 4 live in households where a language other than English is spoken.

Language Needs of School-Age Children

Robert A. Kominski and Hyon B. Shin, U.S. Census Bureau; Karen Marotz, SUNY Albany

Retrieved from U.S. Census Website.

http://www.census.gov/population/www/documentation/paa2008/Language-Needs-of-School-Age-Children-PAA-2008.pdf

more lep children are native than foreign born
More LEP Children are Native than Foreign Born

Source: US Census, 2000.

The figures refer to LEP students, ages 5 to 18, currently enrolled in school.

75% of LEP students in grades K – 5 are born in the US.

over 70 languages are spoken by ells in ma
Over 70 Languages are Spoken by ELLs in MA

Percentage of ELLs

by First Language

2010

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

slide10

2001 & 2010 MCAS ELA, Grade 10 –

% of Students Testing P or A on MCAS

What percentage of LEP students in the state tested P or A on ELA MCAS in 2010?

Percent Proficient or Advanced

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

slide11

2001 & 2010 MCAS Math – Grade 10 –

% of Students Testing P or A on MCAS

Percent Proficient or Advanced

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

slide12

THE DROP OUT RATE

What was the drop-out rate of LEP students in 2010?

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

Sorted by highest rate in 2010 – Source MADESE SIMS 2011

slide13
What was the percentage of increase in ELLs identified as also having a disability from 2001-2002 to

2010-2011

(ELL-SWD) ?

proportion of lep and ep students assigned to sped programs
Proportion of LEP and EP Students Assigned to SPED Programs

Source: MATSOL Conference 2011 / State of the State Slideshow / DESE

This increase coincided with what occurrence?

“The number of ELLs identified as also having a disability doubled in MA (a striking increase of 115.4%) from 2001-2002 to 2010 to 2011.”

From “An Imperative for Change” by Dr. Serpa, Lesley University

milford s burgeoning numbers
We have 769 students who come from homes where English is not spoken (FLNE / based on the October 2011 SIMS).

As of October, 2011, there were 273 English learners in our schools. Close to 200 of these students attend our two K – 2 schools, Brookside and Memorial (representing close to 20% of the total student population at those schools.)

Milford’s Burgeoning Numbers
english learners fleps and sped students in milford
English Learners, FLEPs, and SPED Students in Milford

As of October 2011 (SY 2012), Milford had 673 Special Education students.

34 of these students are dually designated as ELL-SWDs.

14 out of our 273 English learners have been referred but not yet tested.

36 of our English learners who have been exited are on IEPs.

milford public schools
Milford Public Schools

Information found at: http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=01850000&orgtypecode=5&leftNavId=300&

20

district analysis review and assistance tools dart

District Analysis, Review and Assistance Tools (DART)

DETAIL FOR ENGLISH LANGUAGE LEARNERS

general information about the dart
General Information about the DART
  • One major goal of DART: to pull together data (SIMS, EPIMS, staffing information, financing information) in one place in order to access the general health of district at any one time.
  • The DART gives districts the ability to compare their district to other districts that look like theirs. You can look at trends from year to year. This is one-stop shopping for a high-level overview!
  • The DART is meant as a self-improvement tool – it wasn’t designed as a tool for compliance. We can use this data to have discussions with school committees, develop improvement plans, evaluate programs, etc.
dart detail for ells
DART Detail for ELLs
  • You can get a District Overview of your district + 10 other districts chosen on the basis of enrollment characteristics (total number and percentage of English learners, % of low income students). Once the 10 are selected, the one that is highest performing relative to that group is highlighted in blue. (Note: this doesn’t necessarily mean that the chosen district is high performing in absolute terms).
  • You can look at your individual schools in the district to make comparisons related to the performance and demographics of your ELL population.
  • You can compare your district to the state and comparable district/s based on Title III allocations, whether or not they have an ELL director, the % of students in US schools for their 1st/2nd years, MCAS scores and SGPs, how students performed on the Open Response questions on the MCAS, MEPA performance levels, etc.
looking at general data for milford public schools using dart detail for ells district overview
Looking At General Data

for

Milford Public Schools

Using

DART Detail for ELLs

(District Overview)

milford public schools26
Milford Public Schools

Compared to the State, Milford has a very high percentage of Brazilian students speaking Portuguese. The LEP student to ESL teacher ratio is much lower in Milford vs. the state.

26

milford public schools27
Milford Public Schools

Milford’s ELLs made a higher percentage of progress on the MEPA as compared with the State figures, yet the percentage of ELLs scoring proficient or higher on the MCAS ELA was 14% in Milford vs. 23% in the state.

27

looking at individual school data milford public schools using dart detail for ell school overview
Looking At Individual

School Data

(Milford Public Schools)

Using

DART Detail for ELL

(School Overview)

milford individual schools data woodland elementary school 1 note this is a grades 3 4 school only
Milford: Individual Schools' DataWoodland Elementary School #1(Note: This is a Grades 3 – 4 School Only)
milford individual schools data woodland elementary school 2 note this is a grades 3 4 school only
Milford: Individual Schools' DataWoodland Elementary School #2(Note: This is a Grades 3 – 4 School Only)
comparing school data those schools in milford using dart detail for ells school overview
Comparing

School Data

(Those Schools in Milford)

Using

DART Detail for ELLs

(School Overview)

milford comparing brookside and memorial elementary schools 1 note these are both k 2 schools
MILFORD: COMPARINGBrookside AND Memorial Elementary SchoolS #1(Note: ThESE ARE BOTH K – 2 Schools)
milford comparing brookside and memorial elementary schools 2 note these are both k 2 schools
MILFORD: COMPARING Brookside AND Memorial Elementary SchoolS#2(Note: ThESE ARE BOTH K – 2 Schools)
comparing district data using comparable districts district overview
Comparing

District Data

Using Comparable

Districts (District Overview)

why compare milford to attleboro
Why Compare Milford To Attleboro
  • Attleboro is the highest performing district with a similar demographic background (compared to Milford)
  • 10 other districts that we can compare Milford to are:
    • Barnstable
    • Marlborough
    • Medford
    • Norwood
    • Peabody
    • Stoughton
    • Watertown
    • West Springfield
    • Westfield

Milford

Attleboro

comparable districts
Comparable Districts

Barnstable

Medford

Marlborough

Milford

Norwood

Stoughton

Peabody

Watertown

Westfield

W. Springfield

slide38

District Overview: Comparing Milford to Attleboro

  • There is a greater percentage of ELLs Year 1 or 2 in Milford than there are in Attleboro.
  • Milford’s ELLs made a higher % of progress on the Spring 2011 MEPA than ELLs in Attleboro.
  • ELLs are scoring lower on the MCAS ELA than either the state or Attleboro.
comparing district data using comparable districts annual snapshot
Comparing

District Data

Using Comparable

Districts (Annual Snapshot)

comparing district data using comparable districts curriculum and mcas
Comparing

District Data

Using Comparable

Districts (Curriculum and MCAS)

of ells scoring proficient or higher on mcas curriculum and mcas
% of ELLs Scoring Proficient or Higher on MCAS(Curriculum and MCAS)
  • As stated previously, Milford lags behind the state/Attleboro on the # of students scoring proficient or higher on the ELA MCAS ONLY.
median ell student sgp curriculum and mcas
Median ELL Student SGP (Curriculum and MCAS)
  • Although Milford lags behind the state/Attleboro on the # of students scoring proficient or higher on the ELA MCAS, the SGP is higher than the state’s in ELA, but we lag behind both Attleboro and the state in mathematics.
of ells averaging 2 or above on open response questions mcas curriculum and mcas
% of ELLs Averaging 2 or Above on Open Response questions / MCAS (Curriculum and MCAS)
  • On both the ELA and Math MCAS tests, our ELLs have difficulties with open response questions compared with Attleboro. We are doing better than the state average in Math only.
comparing district data using comparable districts achievement gaps
Comparing

District Data

Using Comparable

Districts (Achievement Gaps)

cpi achievement gaps ela
CPI Achievement Gaps: ELA
  • The graphs on this and the next slide show that there is still a significant achievement gap between the FELL/FLEP students in Milford and their mainstream peers. Attleboro has bridged that gap between FLEPs and their mainstream peers in both Math and ELA. Is this a reflection of their resignation policy?
comparing district data using comparable districts mepa and mcas
Comparing

District Data

Using Comparable

Districts (MEPA and MCAS)

mepa of ells at each performance level
MEPA: % of ELLs at Each Performance Level
  • There is a larger percentage of ELLs in Attleboro at levels 4 and 5 than in Milford. This may be a reflection of differences in proficiency levels of students in the district and/or the fact that Attleboro’s are kept in the program longer and given the support they need before they are ready to enter mainstream classrooms.
points to ponder
Points to ponder
  • Are you comparing “apples to apples” when you look at data from comparable districts? Look at:
    • The socio-economic levels of students
    • Background of the ELLs in the district (SIFE considerations/L1 literacy, countries and languages of origin, etc.)
    • Entering and exiting criteria of the district / assessment considerations
    • The ratio of teachers to students
    • ELL curriculum, programming in both districts
    • The district model (transitioning considerations, looking at cohorts, etc.)
    • qualification of teachers and administrators (# of SEI teachers and administrators trained, licensure, collaboration), how teachers are entered into the EPIMS
  • Importance of visiting comparable districts and speaking with ELL directors/administrators to get a clearer picture of their programs.
slide61
Comparing Programs and Initiatives in Attleboro vs. Milford 1(Phone interview with Sonia Walmsley, ELL Coordinator)
  • Structure of Attleboro’s schools
    • 1 high school
    • 3 middle schools
    • 5 elementary schools (K – 4) – compare with K – 2/3-4 model in Milford)
  • Exiting criteria in Attleboro
    • Students are not exited until they pass the MCAS
  • Professional Development for Administrators
    • The district superintendent has made training administrators about English learner education a priority. All administrators have taken a 3-day course incorporating Category 1 skills and knowledge as well as how to evaluate teachers working with English learners.
  • Teacher Evaluations/Observations
    • Attleboro has implemented Learning Walk observations for teachers. The ELL director attends these Walk Through observations with school administrators, looking specifically for implementation of sheltered strategies, language objectives, etc.
slide62
Comparing Programs and Initiatives in Attleboro vs. Milford 2(Phone interview with Sonia Walmsley, ELL Coordinator)
  • Professional Development for Sheltered Content Teachers
    • Last year, 280 teachers took at least one of the four categories of training. Attleboro’s goal is to offer 10 cohorts of PD classes per year.
  • Professional Development for ESL Teachers
    • ESL teachers get professional development (facilitated by the director and ESL teachers)during early release days as well as during two full release days during the course of the school year. Student placement based on MEPA results are discussed during these meetings, as well as other important issues.
  • Dual Certification for SEI Teachers
    • Attleboro had 14 teachers take the ESL MTEL prep course last year for dual certification.
  • Newcomers Program
    • Attleboro set up two Kindergarten programs for students at Levels 1 and 2. One class is for Spanish speakers only; the other is for students speaking a variety of different languages.