HELP We Do Not Have Enough ELL Kids in Our District

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HELP! We Do Not Have Enough ELL Kids in Our
District!

• Washington Association for the Education of
  Speakers of Other Languages
• Dr. Richard Gomez Jr.

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The State of Bilingual Education in Washington

• 2001

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A Multi-Linguistic State

• 159 Languages (66,281 / 6.7)
• 80 Languages Spoken by Fewer than 10 Students
• 7 Languages Spoken by 1000 Students (85)
  Spanish 40,662 (62) Russian 5,480 (8)
  Vietnamese 3,201 (5) Ukrainian 2,895 (4)
  Korean 1,804 (3) Cambodian 1,444 (2)
  Tagalog 1,047 (1.5)
• 185 Districts
• 19 gt 25 50 lt 1 20 gt 1,000
• Source Educating Limited-English-Proficient
  Students in Washington State, December 2000

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Best Reason for Change TTWWADI (Thats The Way
We Always Did It) Isnt WORKING!

• Scores Decline as District LEP Increases
• WASL gt 5 lt 10 65.5 40.9
• WASL gt 25 38.3 18.4
• ITBS gt 5 lt 10 53.6 60.3
• ITBS gt 25 31.2 38.0
• 80 in ESL Pull-Out Type Programs
• 52 in Program Less Than 2 Years
• No Means of Comparing Year-to-Year Gains
• Source Educating Limited-English-Proficient
  Students in Washington State, December 2000

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Research-Based Bilingual Education Instructional
Models

• Two-Way Bilingual Education
• Late Exit with Academic ESL
• Early Exit with Content ESL
• Early Exit with ESL Pull-Out
• Content ESL
• ESL Pull-Out

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Academic Effectiveness of Bilingual Education
Models
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Nine Characteristics of High Performing Schools

• Clear and Shared Focus
• High Standards and Expectations
• Effective School Leadership
• Supportive Learning Environment
• High Level of Community/ Parent Involvement
• High Levels of Collaboration Communication
• Frequent Monitoring of Teaching Learning
• Curriculum, Instruction, Assessment Aligned
  With Standards
• Focused Professional Development

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Two BE Plans for Two WA!

• Plan 1 Districts with Primarily 1 OTE (Other
  Than English) Language
• Elementary Two-Way, Late-Exit, Early Exit with
  Academic Content ESL (Move Away From ESL
  Pull-Out)
• Secondary ESL (Curriculum Guides), Content
  ESL, and Reading Classes
• 4 to 6 Year Academic/Linguistic Plans
• Professional Development in 2LA/Poverty/
  Multi-Cultural
• Recruit BE/ESL Certificated Personnel
• Assessment/Tracking Data

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Two BE Plans for Two WA!

• Plan 2 Districts with Multiple OTE Languages
• Elementary Academic Content ESL (Move Away
  From ESL Pull-Out)
• Secondary ESL (Curriculum Guides), Content
  ESL, and Reading Classes
• 4 to 6 Year Academic/Linguistic Plans
• Targeted Professional Development in
  2LA/Poverty/ Multi-Cultural
• Recruit More BE/ESL Certificated Personnel
• Assessment/Tracking Data

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Two BE Plans for Two WA!

• ESL PULL-OUT Very Seldom Work (Title VII, Title
  I, NEA) Tends to Shift Responsibility For ELL
  Students Education onto Para-Pros and Others
• Encourage Districts to Implement 4 to 6 Year
  Models (Regardless of 35 rule)
• Same Assessment for ALL ELL Students
• Track Students In the BE Program and Continue
  Tracking Even After Leaving

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Pasco Grade 4
WASL
Students Meeting Standard
2000
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NEW Assessment Plan for ELL Students in
Washington (SHB 2025)
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NEW Assessment Plan for ELL Students in
Washington (2025)

• Why Do We NEED This?
• What Will It Measure?
• Plan of Operation and Timeline?
• How Can OSPI/Districts Use This?
• Limitations?

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Plan of Operation/Timeline?

• 9/25/01 ? RFP Published in Papers
• 10/30/01 ? Deadline for Bids
• 11/02/01 ? Proposals Read/Scored
• 11/30/01 ? Top Proposals Presented to
  State-Wide Committee
• 2-3-4/01 ? State-Wide Training Days
• 3/31/01 ? Tests Mailed to SD
• 4/?/01 ? Tests Administered/RT
• 5/31/01 ? Test Analysis Returned

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BE Assessment State-Wide Committee Membership

• Pasco Liz Flynn
• Evergreen College Magda Costantino
• Northshore Carolyn OKeeffe
• OSPI Greg Hall
• OSPI David Anderson
• Migrant Ed Mary Kernel
• Eastmont Patricia Valdez
• Vancouver Debra Hale
• Seattle Martin O'Callaghan
• Spokane Dottie Welton
• Yakima Alice Lara
• Bridgeport Gene Schmidt
• Auburn Mark Gray
• UW Tom Stritikus
• Sunnyside Ruben Carrera
• Shelton Gail Straus

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Tracking Success of Our ELL Students

• A USIC For Each ELL/Migrant Student
• Ability to Track Student Progress Across State
• Ability to Attain Informative and Comparative
  Data at the Student, Instructional Model,
  Building, and School District Level
• Ability to Formulate True Drop-Out Ratio

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Bilingual/Migrant Initiatives

• Migrant/Bilingual Listserv
• Web Pages at OSPI (httpwww.k12.wa.us/migrant)
• ESL Standards (httpwww.k12.wa.us/migrant/Resource
  s)
• Reviewing Schoolwide Application Process
• T.E.A.M.S. Grant
• Institute of Higher Education (IHE) Permanent
  Scholarship Fund

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Increasing the Number of Students of Color in
Washingtons Universities
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Increasing the Number of Students of Color in
Universities

• Conduct Earlier Interventions (Jr. High)
• Automatically Accept Top 10 From Each H.S.
• Develop Mentorship Program for Freshmen
• Develop Aggressive Financial-Aid Plan
• Require a 2LA / Special Ed Class for ALL
  Pre-Service Teachers Ed Lead. Programs
• Use Multiple Measures for Determining Entry into
  Graduate Programs

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MEP Bilingual Ed Programs
K-12 Education
English Language Learners ELLs
English Language Learners (ELLs)


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MEP Bilingual Ed Programs
K-12 Education
Professional Organizations (WEA, WASA, etc.)
English Language Learners ELLs
English Language Learners (ELLs)
Higher Education
Assessment Research
OSPI/ESDs
Policy Making Organizations (Legislature, SBEC,)
Parent and Community
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Presentation Conclusion toWAESOL Conference

• Thank You