INCORPORATING THE DART FOR ELLS INTO ADMINISTRATOR PRESENTATIONS MELLC MEETING FEBRUARY 3, 2O12...

INCORPORATING THE DART FOR ELLS INTO ADMINISTRATOR PRESENTATIONS

MELLC MEETING FEBRUARY 3, 2O12

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

MATSOL CONFERENCE, MAY 5-7, 2011

OFFICE OF ENGLISH LANGUAGE ACQUISITION & ACADEMIC ACHIEVEMENT MASSACHUSETTS DEPARTMENT

OF ELEMENTARY & SECONDARY EDUCATION

• 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)

STATE STATISTICS

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

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

44,74749,297

55,730

67,567

2000 2003 2007 2010

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

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


What Do You Think the Olive Green Shaded States Represent?

Language Needs of School-Age ChildrenRobert A. Kominski and Hyon B. Shin, U.S. Census Bureau; Karen Marotz, SUNY AlbanyRetrieved from U.S. Census Website.http://www.census.gov/population/www/documentation/paa2008/Language-Needs-of-School-Age-Children-PAA-2008.pdf

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.

MORE LEP CHILDREN ARE NATIVE MORE LEP CHILDREN ARE NATIVE THAN FOREIGN BORNTHAN FOREIGN BORN

25%

43%

57%

75%

K to 5th Grade 6th to 12th Grade

1st generation

2nd and higher generation

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

52

7

2 1

16

5 5 4 4 4

Spanish

Portuguese

Chinese Languages

Haitian Creole

Cape Verdean Creole

Vietnamese

Khmer/Khmai

Arabic

Russian

Other

Percentage of ELLs by First Language2010


2001 & 2010 MCAS ELAELA, Grade 10 –

% of Students Testing P or A on MCAS

Perc

ent P

rofic

ient

or A

dvan

ced

51

57

25

1814

9

20

84

6056

38

19

59

78

0

10

20

30

40

50

60

70

80

90

All White African-American Hispanic Students withDisabilities

LEP Low income

2001

2010


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

4551

16 14 1218

8

7581

5349

3630

57

0

10

20

30

40

50

60

70

80

90

All White African-American

Hispanic Students withDisabilities

LEP Low income

2001

2010

Perc

ent P

rofic

ient

or A

dvan

ced

2001 & 2010 MCAS MathMath – Grade 10 –

% of Students Testing P or A on MCAS


Sorted by highest rate in 2010 – Source MADESE SIMS 2011

0%

1%

2%

3%

4%

5%

6%

7%

8%

9%

10%

All Students LEP Hispanic African American

Low-Income Special Education

Multi-Race, Non-Hispanic

White Asian

2009 2010

THE DROP OUT RATE


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

What was the percentage What was the percentage of increase in ELLs of increase in ELLs

identified as also having a identified as also having a disability from 2001-2002 disability from 2001-2002

to to

2010-2011 2010-2011

(ELL-SWD) ?(ELL-SWD) ?

PROPORTION OF LEP AND EP STUDENTS ASSIGNED TO SPED PROGRAMS

14

“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

This increase coincided with what occurrence?


MILFORD PUBLIC SCHOOLS DEMOGRAPHICS

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.)

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.

17

MILFORD PUBLIC SCHOOLS- HOME LANGUAGES OTHER THAN ENGLISH (AS OF

SEPTEMBER, 2011)Spanish Arabic Portuguese

254 32 416American Sign

2 Cape Verdean

1

Chinese 16 Creole 2

French 2 German 1

Greek 1 Hebrew 2

Indian Dialect

15 Italian 5

Japanese 1 Korean 2

Lao 1 Lugandan 2

Other 10 Pilipino 5

Polish 1 Russian 6

Serb-Croatian

2 Thai 2

Vietnamese 7

Enrollment by Race/Ethnicity / October 2011

Race % of District % of State

African 2.2 8.3

Asian 2.9 5.7

Hispanic 17.0 16.1

Native American 1.4 0.2

White 75.0 67.0

Native Hawaiian, Pacific Islander 0.1 0.1

Multi-Race, Non-Hispanic 1.7 2.5

20

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

DISTRICT ANALYSIS, REVIEW AND ASSISTANCE TOOLS (DART)

DETAIL FOR ENGLISH LANGUAGE LEARNERS

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

• 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 DataLooking At General Data

for for

Milford Public Schools Milford Public Schools

UsingUsing

DART Detail for ELLsDART Detail for ELLs

(District Overview)(District Overview)

Special Student Populations 2011-12 EnrollmentTotal Population: 4,152

Selection % of District % of State

First Language Not English 18.5 (769) 16.7

Limited English Proficient 6.6 (273) 7.1

Formerly Limited English Proficient (FLEP/ FELL)

3.0 (125) 2.0

Low-Income 30.6 (1,271) 35.2

Special Education 16.0 (673) 17.0

25

English Language Learners Only 2011-12Total ELL Population: 273

Selection Milford Data State Data

2011 ELL students to 2011 ESL Teacher FTE

29.0 (ratio of students to teacher)

44.4 (ratio of students to teacher)

Most Common Language Spoken by ELLs in MPS

Spanish (47.3%) Spanish (53.4%)

2nd Most Common Language Spoken by ELLs in MPS

Portuguese (42.5%) Portuguese (6.1%)

Number of Languages Spoken in District

9 languages 21 languages

Country of Origin of Recent Immigrants or Those After Two

Years Designated as Being Residents of USA

79.1% (USA/Territories)5.5% from Brazil

78.9% (USA/Territories)4.1% from D.R.

26

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.

English Language Learners Only 2011-12Total ELL Population: 273

Selection Milford Data State Data

2011 ESL Teacher FTE 9 1,571.7

.5 774.92011 Sheltered Content/Other Bilingual Teacher FTE

Percentage of ELL Year 1 or 2 in MA Schools (Grades 2 – 12)

28% 22%

% of ELLs Who Made Progress on the 2011 Spring MEPA Test

72% 58%

% of ELLs Who Scored Proficient or Higher on the 2011 MCAS

14% (ELA)27% (Math)

23% (ELA)25% (Math)

Median Student Growth Percentile (SGP)

55 (ELA)41 (Math)

48 (ELA)52 (Math)

27

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.

Looking At Individual Looking At Individual

School DataSchool Data

(Milford Public Schools) (Milford Public Schools)

UsingUsing

DART Detail for ELLDART Detail for ELL

(School Overview)(School Overview)

MILFORD: INDIVIDUAL SCHOOLS' DATAWOODLAND ELEMENTARY SCHOOL #1

(NOTE: THIS IS A GRADES 3 – 4 SCHOOL ONLY)

# of Students Overall

% of Low Income

% of FLNE

% of FLEPs

# of ELLs % of ELLs

620 31.8% 20.6% 6% 45 7.3%

29

2011 # of ESL Teachers

# Sheltered Content/ Bilingual FTEs

Most Common Language (%)

2nd Most Common Language (%)

# of Languages

------- --------- Spanish (44.4%)

Portuguese (42.2%)

4

MILFORD: INDIVIDUAL SCHOOLS' DATAWOODLAND ELEMENTARY SCHOOL #2

(NOTE: THIS IS A GRADES 3 – 4 SCHOOL ONLY)

Most Common Country of Origin (%)

2nd Most Common Country of Origin (%)

% of ELLs in Years 1 or 2 (Grades 2 – 12) in US Schools

% of ELLs Who Made Progress on 2011 MEPA

MCAS 2011 Scores: % of ELLs Scoring Proficient or Higher

ELA MATH

USA/Territories

75.6%

Brazil8.9%

20% 62% 12% 26%

30

MCAS 2011 Scores: Median SGP

ELA MATH

---- ----

ComparingComparing

School Data School Data

(Those Schools in Milford) (Those Schools in Milford)

UsingUsing

DART Detail for ELLsDART Detail for ELLs

(School Overview)(School Overview)

MILFORD: COMPARING BROOKSIDE AND MEMORIAL ELEMENTARY SCHOOLS #1

(NOTE: THESE ARE BOTH K – 2 SCHOOLS)

# of Students Overall

% of Low Income

% of FLNE

% of FLEPs

# of ELLs

% of ELLs

Brookside

538 32% 25.5% 2% 92 17.1%

Memorial 449 38.1% 23.6% 0% 85 18.9%

32

2011 # of ESL Teachers

# Sheltered Content/ Bilingual FTEs

Most Common Language (%)

2nd Most Common Language (%)

# of Languages

Brookside 2.0 ----- Portuguese (50%)

Spanish (40.2%)

6

Memorial 2.0 ----- Spanish (55.3%) Portuguese (41.2%)

5

MILFORD: COMPARING BROOKSIDE AND MEMORIAL ELEMENTARY SCHOOLS #2

(NOTE: THESE ARE BOTH K – 2 SCHOOLS)

33

MCAS 2011 Scores: Median SGP

Brookside ELA MATH

Memorial ELA MATH

Most Common Country of Origin (%)

2nd Most Common Country of Origin (%)

% of ELLs in Years 1 or 2 (Grades 2 – 12) in US Schools

% of ELLs Who Made Progress on 2011 MEPA

MCAS 2011 Scores: % of ELLs Scoring Proficient or Higher

Brookside USA/Territories

92.4%

Egypt4.3%

0% 79% ELA Math

Memorial USA/Territories

92.9%

Brazil2.4%

17% 76% ELA Math

ComparingComparing

District Data District Data

Using Comparable Using Comparable

Districts Districts (District Overview)(District Overview)

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

Attleboro

Milford

COMPARABLE DISTRICTS

Barnstable Marlborough

Milford

Medford

Norwood Peabody Stoughton

Watertown W. Springfield Westfield

Selection Milford Attleboro

Number of ELLs and Percentage

273 (6.6%) 341 (5.7%)

Low Income % 30.6% 36.8%

FLNE % 18.5% 13.5%

FLEP % 3.0% 1.0%

2011 ELL students to 2011 ESL Teacher FTE

29 - 1 55.8 – 1

Most Common Language Spoken by ELLs

Spanish (47.3%) Spanish (58.7%)

2nd Most Common Language Spoken by ELLs

Portuguese (42.5%) Khmer/Khmai (13.5%)

Number of Languages Spoken by ELLs 9 24

37

Selection Milford Attleboro

Percentage of ELL Year 1 or 2 in MA Schools (Grades 2 – 12)

28% 13%

% of ELLs Who Made Progress on the 2011 Spring MEPA Test

72% 64%

% of ELLs Who Scored Proficient or Higher on the 2011 MCAS

14% (ELA)27% (Math)

27% (ELA)28% (Math)

Median Student Growth Percentile (SGP)

55 (ELA)41 (Math)

57.5 (ELA)60 (Math)

Country of Origin of Recent Immigrants or Those After Two Years Designated as Being Residents of USA

79.1% (USA/Territories)5.5% from Brazil

90.9% (USA/Territories)

1.5% from El Salvador

• 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.

ComparingComparing



Districts Districts (Annual Snapshot)(Annual Snapshot)

Milford Attleboro* State

All Students ELL All Students ELL All Students ELL

Enrollment # 4,152 273 5,933 341 953,369 69,856

ELL Program % ELL % ELL % ELL

Sheltered English Immersion (SEI) 100% 98% 92%

Two-Way Bilingual 0% 0% 2%

Opted out 0% 0% 2%

Other 0% 0% 2%

No Program 0% 2% 2%

GRADES %All % ELL % All % ELL % All % ELL

Grade PK 4% 0% 3% -- 3% 2%

Grades K- 01 16% 49% 15% 28% 14% 23%

Grades 02-05 30% 36% 30% 45% 30% 39%

Grades 06-08 23% 4% 23% 17% 23% 17%

Grades 09-12 27% 11% 30% 11% 30% 18%

ANNUAL SNAPSHOT: STUDENT DEMOGRAPHICS

All Grades

PK - 01

Grades 02 - 05

Grades 06 - 08

Grades 09 - 12

PERCENTAGE OF ELL STUDENTS IN MASSACHUSETTS SCHOOLS FOR THE 1ST OR

2ND YEAR


STAFFING/FINANCE

Staffing/Finance


Staffing (FTE), 2010-11

ELL Director 1.0 1.0 111.0

ESL Teachers 9.0 5.0 1571.7

Sheltered Content Teachers 0.5 -- 666.9

Other Bilingual Education -- -- 108.0

ELL Paraprofessionals -- 2.0 353.2

Federal Title III Allocation

FY11 $46,939 $59,759 $11,797,213

ComparingComparing



Districts Districts (Curriculum and MCAS)(Curriculum and MCAS)

English Language Arts Mathematics

2007 2008 2009 2010 2011 2007 2008 2009 2010 2011

Milford

N 75 61 63 50 76 N 76 61 72 50 77

# 9 12 8 6 11 # 20 9 13 8 21

% 12% 20% 13% 12% 14% % 26% 15% 18% 16% 27%

Attleboro*

N 195 151 128 147 157 N 196 152 132 147 158

# 65 33 20 32 43 # 40 32 20 39 45

% 33% 22% 16% 22% 27% % 20% 21% 15% 27% 28%

State

N 21,822 22,153 24,008 27,116 29,528 N 21,916 22,443 24,378 27,121 29,878

# 3,720 3,584 4,595 6,071 6,675 # 4,289 4,778 5,214 6,603 7,484

% 17% 16% 19% 22% 23% % 20% 21% 21% 24% 25%

% 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)


2007 2008 2009 2010 2010 2006 2008 2009 2010 2011

MilfordN 23 22 19 41 N 23 23 21 41

SGP 73.0 52.5 #N/A 55.0 SGP 43.0 34.0 45.0 41.0

Attleboro*N 88 91 96 116 N 87 92 99 117

SGP 54.0 58.0 56.0 57.5 SGP 53.0 53.0 70.0 60.0

StateN 11,594 13,474 16,011 17,497 N 11,695 13,727 16,199 17,513

SGP 46.0 48.0 50.0 48.0 SGP 47.0 48.0 53.0 52.0

• 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)


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Milford

N 75 61 63 50 76 N 76 61 72 50 77

# 18 21 13 8 14 # 38 13 15 12 27

% 24% 34% 21% 16% 18% % 50% 21% 21% 24% 35%

Attleboro*

N 195 151 128 147 157 N 196 152 132 147 158

# 89 48 42 46 54 # 85 44 41 56 73

% 46% 32% 33% 31% 34% % 43% 29% 31% 38% 46%

State

N 21,822 22,153 24,008 27,116 29,528 N 21,916 22,443 24,378 27,121 29,878

# 7,079 6,670 7,608 7,520 8,367 # 6,244 5,006 7,044 8,432 9,730

% 32% 30% 32% 28% 28% % 28% 22% 29% 31% 33%

• 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.

ComparingComparing



Districts Districts (Achievement Gaps)(Achievement Gaps)

CPI ACHIEVEMENT GAPS: ELA

Milford Attleboro*State

2007 2008 2009 2010 2011 2007 2008 2009 2010 2011 2007 2008 2009 2010 2011

Non-FELL/

Non-ELL

N 2,076 2,051 2,076 2,051 2,002 N 2,934 2,894 2,892 2,898 2,877 N471,24

6465,76

7462,07

3459,41

5454,85

6

CPI 88.3 88.3 89.6 89.7 90.2 CPI 87.9 86.4 88.4 90.4 90.5 CPI 87.5 86.9 88.2 88.6 89.2

Formerly ELL

N 86 75 78 95 80 N 60 142 124 63 33 N 13,107 13,072 12,584 12,137 12,874

CPI 80.2 79.0 81.7 74.5 78.8 CPI 84.2 85.6 89.9 87.7 90.2 CPI 76.0 75.8 79.3 80.1 81.7

ELLN 75 61 63 50 76 N 195 151 128 147 157 N 21,822 22,153 24,008 27,116 29,528

CPI 54.7 59.0 55.2 52.0 58.6 CPI 68.7 60.9 61.5 67.0 68.8 CPI 54.6 54.1 57.2 59.8 59.4

• 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?

CPI ACHIEVEMENT GAPS: MATH


Non-FELL/Non-ELL

N 2,085 2,055 2,071 2,047 2,006 N 2,926 2,900 2,902 2,893 2,885 N470,53

3466,15

6462,49

3459,37

7454,96

5

CPI 79.4 81.1 83.2 82.3 83.7 CPI 78.1 78.6 80.4 84.6 85.2 CPI 77.7 79.2 80.1 81.4 81.6

Formerly ELL

N 83 75 77 94 80 N 60 142 123 63 33 N 13,016 13,068 12,603 12,134 12,869

CPI 74.1 77.7 71.1 66.5 67.8 CPI 81.7 79.8 83.7 82.1 87.9 CPI 66.1 68.8 70.8 73.3 75.0

ELL

N 76 61 72 50 77 N 196 152 132 147 158 N 21,916 22,443 24,378 27,121 29,878

CPI 60.9 55.7 53.1 56.5 57.8 CPI 56.9 56.1 51.5 64.3 64.2 CPI 50.4 51.9 53.1 56.2 56.3

ComparingComparing



Districts Districts (MEPA and MCAS)(MEPA and MCAS)

MEPA: % OF ELLS AT EACH PERFORMANCE LEVEL

Students Incl. Level 1 Level 2 Level 3 Level 4 Level 5

Milford # 269 26 40 88 67 48

% 100% 10% 15% 33% 25% 18%

Attleboro* # 284 1021

60 111 82

% 100% 4% 7% 21% 39% 29%

State # 66,010 4,676 7,985 20,035 20,483 12,831

% 100% 7% 12% 30% 31% 19%

• 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.

MEPA DOMAINS: MEPA WRITING / COMPARING SCALED SCORES

Writing

Writing Scaled Score

District Students IncludedAverage

Score

Milford 269 14.9

Attleboro* 284 17.1

State 66,010 15.3

MEPA DOMAINS: MEPA WRITING (AVERAGE SCORES)

MCAS/MEPA: LOOKING AT SCORES ON MCAS BASED ON MEPA LEVELS / ELA

AMAO ReportsAMAO Reports

AMAO History 2008 2009 2010 2011

Progress Yes Yes No Yes

Attainment Yes Yes Yes Yes

Adequate Yearly Progress (AYP) - English Language Arts

No Yes No No

Adequate Yearly Progress (AYP) - Mathematics

Yes No No No

ATTLEBORO AMAO

ProgressProgress District Target

District Performance

# of Students Included

Overall 61% 64% 239AttainmentAttainment District

TargetDistrict Performance


Overall 44% 54% 284

AMAO History 2008 2009 2010 2011

Progress Yes Yes Yes Yes

Attainment Yes Yes Yes Yes

Adequate Yearly Progress (AYP) - English Language Arts

No No No No

Adequate Yearly Progress (AYP) - Mathematics

No No No No

MILFORD AMAO

ProgressProgress District Target

District Performance


Overall 61% 72% 191AttainmentAttainment District

TargetDistrict Performance


Overall 29% 33% 269

Things to Look At When Things to Look At When Comparing Your District to Comparing Your District to

OthersOthers

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.

Discoveries About the ELL Discoveries About the ELL Program at AttleboroProgram at Attleboro

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.

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.

Questions, Comments, Questions, Comments, Concerns?Concerns?

INCORPORATING THE DART FOR ELLS INTO ADMINISTRATOR PRESENTATIONS MELLC MEETING FEBRUARY 3, 2O12...

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