Office of English Language Learners Presentation to School Committee - Dr. Esparza Assistant Superintendent for the Office of English Language ...
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BOSTON PUBLIC SCHOOLS Office of English Language Learners
Office of English Language Learners
Presentation to School Committee
Dr. Esparza
Assistant Superintendent for the Office of English Language Learners
May 31, 2017
1
BOSTON PUBLIC SCHOOLS Office of English Language Learners
English Learners in the Boston Public Schools
13% Fo
rme
rE
Ls
English Language
Development (ELD) Levels
Ls
-E
on
56% N
44%
of all BPS students are either
ELs
English Learners or Former
English Learners
%
31
Data includes BPS K0-12 students as of April 21, 2017 Aspen SIS enrollment records (includes in-district Horace Mann
charters; excludes 494 student outplacements). Former ELs include students in the 4-year monitoring period and beyond.
2
BOSTON PUBLIC SCHOOLS
The Cultural & Linguistic Diversity of BPS English Learners
Top 10
Countries of
Origin of ELs
Top 10 First
Languages Data includes BPS K0-12
Spoken by students as of April 21, 2017
Aspen SIS (includes in-district
ELs Horace Mann charter schools;
excludes 494 student
outplacements). Chinese includes
speakers of Cantonese,
Mandarin, and Toishanese.
United States includes Puerto
Rico and U.S. territories. Country
of origin indicates student’s
birthplace. 3
BOSTON PUBLIC SCHOOLS Office of English Language Learners
Structural Framework for OELL Programs
EL Instructional Programs EL Parent Engagement
Ensure instructionally sound programs, Create collaborative processes between EL
including supplemental services, aligned parents, community partners and schools
to ELD Principles, CCSS and WIDA. to promote the success of EL children and
families through the creation of a District
Advisory Committee.
EL Professional Learning Newcomers Assessment
Build capacity of teachers, Language Provide language proficiency
Acquisition Team Facilitators, school assessments to identify English
leaders, and central office staff tailored Learners and whether they need
to meet the needs of ELs, Long-Term ELs, native language supports.
SLIFE, ELSWD, and DL learners.
Equity & Accountability Translation & Interpretation
Support schools with and ensure that Ensure communications are translated
district policies meet the civil rights of and interpreted to ensure all parents
ELs in accordance with local, state, and have meaningful access to their
federal requirements. student’s education and district
policies.
Our vision is to provide a culturally and linguistically responsive education with the supports needed to ensure
equitable access to opportunities that promote language acquisition, bilingualism, biliteracy and lifelong learning.
Graphic courtesy of Presentationgo.com 4
BOSTON PUBLIC SCHOOLS
EL Instruction
Pre-Existing State Existing State Desired State
● Contracted with external ● EL Instruction team ● EL Instruction team to utilize
vendors to train teachers on launched Culturally and data collected via the 3 Cs & I
SIOP strategies and on Linguistically Sustaining Observation Protocol and
English Language ELD Principles: 3 Cs & I provide consistent training
Development standards and feedback to teachers to
improve instruction
● Seal of Biliteracy not provided ● Provided Seal of Biliteracy ● Provide the Seal of Biliteracy
to graduates to Muniz Academy to all high school graduates
who have demonstrated
proficiency in a second
language
● Establishing first Haitian
● BPS offers dual language Creole dual language ● Expand dual language
programs in Spanish program in SY17-18 programming that is reflective
● Provided existing programs of our students’ linguistic
with additional Spanish backgrounds
curriculum
● 1-teacher instructional model ● Implemented 2-teacher ● Tailoring Math supports for
for SLIFE with focus on instructional model for students with low math skills
native literacy SLIFE
5
BOSTON PUBLIC SCHOOLS
EL Professional Learning
Pre-Existing State Existing State Desired State
● Coordinated with DESE to ● Implemented 12 RETELL SEI ● Implement targeted RETELL
provide RETELL SEI Endorsement courses for sessions for bilingual
Endorsement courses for our BPS staff counselors and substitutes and
BPS staff provide follow-up RETELL
training
● Provided certain Professional ● Expanded stipended PLC
Learning Opportunities for opportunities, including a ● Create a resource bank on the
BPS staff focus on Long-Term ELs work of PLCs, for r BPS
teachers and staff districtwide
● Dedicated instructional team
● Contracted professional to provide dual language PD ● Provide additional dual
development training from in connection with dual language training opportunities
vendors to support dual language experts on Haitian reflective of BPS’ other
language programs Creole academic language linguistic communities
standards and authentic
literature
● Focused PD for ELSWD on ● Focused PD on instructional ● Expand PD for ELSWD to
identification and framework for ELSWD reach teachers, bilingual
assessment ● PLC on supporting students counselors and other school
experiencing trauma staff
6
BOSTON PUBLIC SCHOOLS Office of English Language Learners
Integrating Content, Connections, Comprehensibility
and Interactions into Universal Design for Learning
● Determine key ● Combine ● Build connections
concepts in language visual/context clues between what
● Design content and with verbal/written students are learning
language objectives communication and what they know
● Choose texts and ● Control range, ● Organize lessons
materials that clarify diversity, and that build on
content repetition of key previous knowledge
● Use grade-level words and ● Use a variety of
curriculum vocabulary groupings
● Build on previous ● Check frequently for
learning comprehension
7
BOSTON PUBLIC SCHOOLS Office of English Language Learners
National Professional Development Grant:
EL Teaching Frames for Literacy
1 Disciplinary Discussions
2 Disciplinary Interactions
3 Acquisition of Disciplinary Language
4 Disciplinary Thinking Processes
5 Disciplinary Uses of Evidence
BOSTON PUBLIC SCHOOLS
Supplemental Services for ELs
Pre-Existing State Existing State Desired State
● Served 2,042 students in ● Served 2,452 students in ● Planning on serving 3,000
Before/After and Summer Before/After and Summer students in Before/After
School programs School programs and Summer School
programs
● No standard pre- and ● Implemented aligned pre-
post- assessments across and post-assessments for ● Standardize pre-and-post
all supplemental program supplemental programs in assessments across all EL
sites various school sites (over summer program sites that
30% growth in language operate in partnership with
acquisition) CBOs
● Collaborated with CBOs ● Launched Neighborhood
to provide SLIFE students Language Intervention ● Provide dual enrollment
with access to Robotics program to provide SLIFE and supplemental
programming and students and their parents vocational opportunities for
curriculum with support in acquiring SLIFE and other secondary
academic English ELs
● Transportation not ● T-Passes provided for ● Provide school bus and
provided for Summer secondary students T-Pass transportation to
Programs attending EL summer students in compensatory
programs services group
9
BOSTON PUBLIC SCHOOLS
Newcomers Assessment and Counseling Center
Pre-Existing State Existing State Desired State
● Relocated to the Bolling ● Hired testing scheduler ● Hire 4 additional testers in
Building for greater to ensure families’ an effort to provide more
accessibility specific language needs flexible schedules that
are met meet the needs of parents
● Created native language ● Redesigning the native ● Implement revised native
assessments to identify language assessment for language assessments
SLIFE students SLIFE students to be
standards-based and
grade-based
● Utilized Pre-LAS for ● Implemented K1 - ● Adopt WIDA online
Kindergarten testing and KWAPT for March screener to provide better
LAS for Gr 1-12 testing testing of new and alignment of initial testing
incoming K2 students with annual testing
(entering SY17-18)
● NACC assessed students ● Bilingual dictionaries ● Identify EL students
entering exam schools for provided for all ELs and eligible for exam school
English proficiency extended time for ISEE entrance and work with
examination OAG to provide EL ISEE
prep sessions
10BOSTON PUBLIC SCHOOLS
Translation and Interpretation
Pre-Existing State Existing State Desired State
● Translation and ● Launched the Translation ● Implement hybrid model of
Interpretation were and Interpretation Unit, providing services with internal
provided by individual utilizing internal staff and staff, state approved vendors,
departments contracts with VRI, individual vendors, and
state-approved vendors language lines
● Translations of ● As of April, fulfilled over ● Increase ability to provide
District-Wide Documents 21,000 translations and instantaneous interpretation
and Special Education interpretations requests services through piloting a
documents via new website language line at schools with a
wide variety of language needs
● No system for training or ● Developed system to train and piloting video remote
assessment of local individual vendors on interpretation
vendors existed Sp.Ed terminology and
ethics as well as language ● Implement more robust quality
fluency assurance protocols
● Employees self-identify
their language proficiency ● Developed Spanish
during hiring process language proficiency ● Develop additional language
screeners for proficiency screeners for
Paraprofessionals teachers
11BOSTON PUBLIC SCHOOLS
Equity and Accountability
Pre-Existing State Existing State Desired State
● Ensuring timely ● Demonstrated that ● Work collaboratively with DOJ
submission of compliance District compliance has to create metrics for
reports and that reports increased in terms of demonstrating substantial
accurately reflected the both ESL and SEI compliance
level of services provided instruction from qualified
at the school-level upon teachers, representing ● Create an EL Master Plan
integrating ESL the district’s highest level that will serve as a resource
scheduling into Aspen of compliance to date and tool for all BPS staff to
SIS from 29% in SY14-15 to use as to understand and
75% in SY16-17 implement the EL program
● Significant number of ● EL Liaisons collaborating ● Create a Language Appraisal
DOJ monitoring visits and with specific schools to Team process and handbook
calls support Equity & that will centralize guidance
Accountability, including for school-based teams that
ESL scheduling, DESE support ELs and FELs
CPR, DOJ and META
school visits
● Create an online monitoring
● Create LATF calendar of ● Creating online process of Former ELs to
al EL accountability accountability system to ensure that students are
deadlines; guidance centralize all making adequate academic
provided at LATF requirements progress after they have
meetings exited (4-yr monitoring)
12BOSTON PUBLIC SCHOOLS
English Learners and ESSA
DESE’s Proposed Core Indicators for Tiering Schools:
★ MCAS Performance ★ High school graduation
★ MCAS Growth-to-Standard ★ English Learner progress and
★ MCAS Gap closing attainment of English proficiency
% of BPS English Learners Making Progress
toward English Proficiency Starting in
SY18-19, for the
first time, schools
in MA will now be
held accountable
for English
Learners’
progress in
learning English.
Data includes ELs in all BPS schools (i.e., includes in-district Horace Mann charters).
DESE’s making progress indicator is calculated based on Student Growth Percentiles
13
for ACCESS (SGPAs).BOSTON PUBLIC SCHOOLS
EL Parent Engagement
Pre-Existing State Existing State Desired State
● Designed and led workshops ● Established District English ● Implement school-based EL
for families regarding updates Learner Advisory Committee Parent Advisory Committees
on supplemental programs conferences to support as part of School Site Council
and college and career prep parents in learning about
district initiatives to support
ELs and ELSWD ● EL Parent Team provides
● EL Parent Team was part of culturally competent parent
NACC and focused mostly on ● Established standalone EL engagement training and
counseling parents to make Parent Team to focus on EL support to schools
program choices upon parent engagement
completion of the English
language assessment ● Expand professional learning
● Launched SEI Kindergarten opportunities for parents to
● EL Parent Team supported Summer Orientation deepen their knowledge of
Parent University and Workshops at Boston their child’s curriculum
provided Technology Goes Children’s Museum in
Home to EL parents multiple languages ● Create toolkit to share with
immigrant students and
● Connected families to families including up-to-date
resources outside of Boston ● Created BPS We Dream information on immigrant
Public Schools based on Together.org website with rights and a preparedness
needs resources to support plan
immigrant students and
families
14BOSTON PUBLIC SCHOOLS Office of English Language Learners
EL Parent Engagement: SEI Kindergarten Kick-Off
SEI Kindergarten Kickoff
Summer 2016
# of
Language
Participants
Arabic 5
Cape 15
Verdean
Chinese 73
Spanish 53
Somali 21
Vietnamese 36
Total 203
15BOSTON PUBLIC SCHOOLS Office of English Language Learners
Resources for Immigrant Student and Families
"We will continue to stand
up for all of our students
and families, regardless of
their immigration
statuses… We will
welcome and teach every
single student who enters
our classrooms. Diversity
and inclusion are at the
core of our values as a
school system and as a
city. We are a 'Culture of
We,' and we are one BPS
family."
— Superintendent Tommy
Chang, January 28, 2017
16BOSTON PUBLIC SCHOOLS
EL Parent DELAC Conference
17BOSTON PUBLIC SCHOOLS
Culturally and Linguistically Sustaining Practices for ELs:
Equity, Coherence, and Innovation
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