Presentation to School Committee Office of English ...€¦ · Presentation to School Committee Dr....

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BOSTON PUBLIC SCHOOLS Office of English Language Learners

Office of English Language LearnersPresentation to School Committee

Dr. Esparza

Assistant Superintendent for the Office of English Language LearnersMay 31, 2017

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English Learners in the Boston Public Schools

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.

44% of all BPS students are either English Learners or Former

English Learners

56%

Non-

ELs

13%

31%

ELs

ELs

FormerEnglish Language

Development (ELD) Levels

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BOSTON PUBLIC SCHOOLS

The Cultural & Linguistic Diversity of BPS English Learners

Top 10 Countries of Origin of ELs

Top 10 First Languages Spoken by ELs

Data includes BPS K0-12 students as of April 21, 2017 Aspen SIS (includes in-district 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.


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Structural Framework for OELL Programs

Graphic courtesy of Presentationgo.com

EL Parent EngagementCreate collaborative processes between EL parents, community partners and schools to promote the success of EL children and families through the creation of a District Advisory Committee.

Newcomers AssessmentProvide language proficiency assessments to identify English Learners and whether they need native language supports.

Translation & InterpretationEnsure communications are translated and interpreted to ensure all parents have meaningful access to their student’s education and district policies.

EL Instructional ProgramsEnsure instructionally sound programs, including supplemental services, aligned to ELD Principles, CCSS and WIDA.

EL Professional LearningBuild capacity of teachers, Language Acquisition Team Facilitators, school leaders, and central office staff tailored to meet the needs of ELs, Long-Term ELs, SLIFE, ELSWD, and DL learners.

Equity & AccountabilitySupport schools with and ensure that district policies meet the civil rights of ELs in accordance with local, state, and federal requirements.

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.


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EL Instruction

Desired StateExisting StatePre-Existing State

● Contracted with external vendors to train teachers on SIOP strategies and on English Language Development standards

● Seal of Biliteracy not provided to graduates

● BPS offers dual language programs in Spanish

● 1-teacher instructional model for SLIFE with focus on native literacy

● EL Instruction team launched Culturally and Linguistically Sustaining ELD Principles: 3 Cs & I

● Provided Seal of Biliteracy to Muniz Academy

● Establishing first Haitian Creole dual language program in SY17-18

● Provided existing programs with additional Spanish curriculum

● Implemented 2-teacher instructional model for SLIFE

● EL Instruction team to utilize data collected via the 3 Cs & I Observation Protocol and provide consistent training and feedback to teachers to improve instruction

● Provide the Seal of Biliteracy to all high school graduates who have demonstrated proficiency in a second language

● Expand dual language programming that is reflective of our students’ linguistic backgrounds

● Tailoring Math supports for students with low math skills


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EL Professional Learning


● Coordinated with DESE to provide RETELL SEI Endorsement courses for our BPS staff

● Provided certain Professional Learning Opportunities for BPS staff

● Contracted professional development training from vendors to support dual language programs

● Focused PD for ELSWD on identification and assessment

● Implemented 12 RETELL SEI Endorsement courses for BPS staff

● Expanded stipended PLC opportunities, including a focus on Long-Term ELs

● Dedicated instructional team to provide dual language PD in connection with dual language experts on Haitian Creole academic language standards and authentic literature

● Focused PD on instructional framework for ELSWD

● PLC on supporting students experiencing trauma

● Implement targeted RETELL sessions for bilingual counselors and substitutes and provide follow-up RETELL training

● Create a resource bank on the work of PLCs, for r BPS teachers and staff districtwide

● Provide additional dual language training opportunities reflective of BPS’ other linguistic communities

● Expand PD for ELSWD to reach teachers, bilingual counselors and other school staff

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Integrating Content, Connections, Comprehensibility and Interactions into Universal Design for Learning

● Determine key concepts in language

● Design content and language objectives

● Choose texts and materials that clarify content

● Use grade-level curriculum

● Build on previous learning

● Combine visual/context clues with verbal/written communication

● Control range, diversity, and repetition of key words and vocabulary

● Check frequently for comprehension

● Build connections between what students are learning and what they know

● Organize lessons that build on previous knowledge

● Use a variety of groupings

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National Professional Development Grant:EL Teaching Frames for Literacy

Disciplinary Discussions

Disciplinary Interactions

Acquisition of Disciplinary Language

Disciplinary Thinking Processes

Disciplinary Uses of Evidence

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Supplemental Services for ELs

Desired StateExisting StatePre-Existing State● Served 2,042 students in

Before/After and Summer School programs

● No standard pre- and post- assessments across all supplemental program sites

● Collaborated with CBOs to provide SLIFE students with access to Robotics programming and curriculum

● Transportation not provided for Summer Programs

● Planning on serving 3,000 students in Before/After and Summer School programs

● Standardize pre-and-post assessments across all EL summer program sites that operate in partnership with CBOs

● Provide dual enrollment and supplemental vocational opportunities for SLIFE and other secondary ELs

● Provide school bus and T-Pass transportation to students in compensatory services group

● Served 2,452 students in Before/After and Summer School programs

● Implemented aligned pre- and post-assessments for supplemental programs in various school sites (over 30% growth in language acquisition)

● Launched Neighborhood Language Intervention program to provide SLIFE students and their parents with support in acquiring academic English

● T-Passes provided for secondary students attending EL summer programs


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Newcomers Assessment and Counseling Center


● Relocated to the Bolling Building for greater accessibility

● Created native language assessments to identify SLIFE students

● Utilized Pre-LAS for Kindergarten testing and LAS for Gr 1-12 testing

● NACC assessed students entering exam schools for English proficiency

● Hired testing scheduler to ensure families’ specific language needs are met

● Redesigning the native language assessment for SLIFE students to be standards-based and grade-based

● Implemented K1 - KWAPT for March testing of new and incoming K2 students (entering SY17-18)

● Bilingual dictionaries provided for all ELs and extended time for ISEE examination

● Hire 4 additional testers in an effort to provide more flexible schedules that meet the needs of parents

● Implement revised native language assessments

● Adopt WIDA online screener to provide better alignment of initial testing with annual testing

● Identify EL students eligible for exam school entrance and work with OAG to provide EL ISEE prep sessions


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Translation and Interpretation

Desired StateExisting StatePre-Existing State● Translation and

Interpretation were provided by individual departments

● Translations of District-Wide Documents and Special Education documents

● No system for training or assessment of local vendors existed

● Employees self-identify their language proficiency during hiring process

● Launched the Translation and Interpretation Unit, utilizing internal staff and contracts with state-approved vendors

● As of April, fulfilled over 21,000 translations and interpretations requests via new website

● Developed system to train individual vendors on Sp.Ed terminology and ethics as well as language fluency

● Developed Spanish language proficiency screeners for Paraprofessionals

● Implement hybrid model of providing services with internal staff, state approved vendors, VRI, individual vendors, and language lines

● Increase ability to provide instantaneous interpretation services through piloting a language line at schools with a wide variety of language needs and piloting video remote interpretation

● Implement more robust quality assurance protocols

● Develop additional language proficiency screeners for teachers


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Equity and Accountability

Desired StateExisting StatePre-Existing State● Ensuring timely

submission of compliance reports and that reports accurately reflected the level of services provided at the school-level upon integrating ESL scheduling into Aspen SIS

● Significant number of DOJ monitoring visits and calls

● Create LATF calendar of al EL accountability deadlines; guidance provided at LATF meetings

● Demonstrated that District compliance has increased in terms of both ESL and SEI instruction from qualified teachers, representing the district’s highest level of compliance to date from 29% in SY14-15 to 75% in SY16-17

● EL Liaisons collaborating with specific schools to support Equity & Accountability, including ESL scheduling, DESE CPR, DOJ and META school visits

● Creating online accountability system to centralize all requirements

● Work collaboratively with DOJ to create metrics for demonstrating substantial compliance

● Create an EL Master Plan that will serve as a resource and tool for all BPS staff to use as to understand and implement the EL program

● Create a Language Appraisal Team process and handbook that will centralize guidance for school-based teams that support ELs and FELs

● Create an online monitoring process of Former ELs to ensure that students are making adequate academic progress after they have exited (4-yr monitoring)

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English Learners and ESSA

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 for ACCESS (SGPAs).

% of BPS English Learners Making Progress toward English Proficiency

DESE’s Proposed Core Indicators for Tiering Schools:★ MCAS Performance ★ MCAS Growth-to-Standard★ MCAS Gap closing

★ High school graduation ★ English Learner progress and

attainment of 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.


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EL Parent Engagement

Desired StateExisting StatePre-Existing State● Designed and led workshops

for families regarding updates on supplemental programs and college and career prep

● EL Parent Team was part of NACC and focused mostly on counseling parents to make program choices upon completion of the English language assessment

● EL Parent Team supported Parent University and provided Technology Goes Home to EL parents

● Connected families to resources outside of Boston Public Schools based on needs

● Established District English Learner Advisory Committee conferences to support parents in learning about district initiatives to support ELs and ELSWD

● Established standalone EL Parent Team to focus on EL parent engagement

● Launched SEI Kindergarten Summer Orientation Workshops at Boston Children’s Museum in multiple languages

● Created BPS We Dream Together.org website with resources to support immigrant students and families

● Implement school-based EL Parent Advisory Committees as part of School Site Council

● EL Parent Team provides culturally competent parent engagement training and support to schools

● Expand professional learning opportunities for parents to deepen their knowledge of their child’s curriculum

● Create toolkit to share with immigrant students and families including up-to-date information on immigrant rights and a preparedness plan

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EL Parent Engagement: SEI Kindergarten Kick-Off

SEI Kindergarten Kickoff Summer 2016

Language# of

Participants

Arabic 5

Cape Verdean

15

Chinese 73

Spanish 53

Somali 21

Vietnamese 36

Total 203

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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

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EL Parent DELAC Conference

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Culturally and Linguistically Sustaining Practices for ELs:Equity, Coherence, and Innovation

Presentation to School Committee Office of English ...€¦ · Presentation to School Committee Dr....

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