Enhancing Instructional Strategies That Support English Language Learner’s Academic Achievement Anissa Wiseman~ Elementary School X~ Bend, Oregon C.A.L. Licensure Program EDLD 610 University of Oregon
Goal of Analysis Project
Current Practices at School X
In the past 30 years, the foreign-born population of the U.S. has tripled, more than 14 million immigrants moved to the U.S. during the 1990s, and another 14 million are expected to arrive between 2000 and 2010.
English Language Learners are the fastest growing segment of the student population~
ELLs now comprise 10.5 percent of the nation’s K–12 enrollment, up from 5 percent in 1990. 2. ELLs do not fit easily into simple categories; they comprise a very diverse group~ Recent research shows that 57 percent of adolescent ELLs were born in the U.S., while 43 percent were born elsewhere. ELLs have varied levels of language proficiency, socio-economic standing, expectations of schooling, content knowledge, and immigration status.
School X will purposefully focus on ELL student progress to raise the level of cohort performance from 43.1% meeting to 68.8% meeting~ the school average(2010-2011). This will be accomplished by intentionally examining which instructional practices are high leverage, and then direct school efforts to implement those with fidelity as a school wide norms. The subject area of mathematics will be the curricular area of focus for the first year. By focusing on one curricular area the intent is to deeply examine instructional practice, but not limit those practices to that area.
3. ELL students are increasingly present in all U.S. states~ Formerly, large ELL populations were concentrated in a few states, but today almost all states have populations of ELLs. 4. ELLs sometimes struggle academically~ Non-native English speakers 14–18 years old are 21 percent less likely to have completed high school than native English speakers.
*OAKS Cut Scores were adjusted up this year, and School X expects that more than 68% of students met the standard. When scores are adjusted back to old cut scores our students improved the 2010-2011 school year. School X will continue to work on improving the total percentage of students meeting OAKS.
Information obtained from, “English Language Learners A Policy Brief….().”
In Bend, the level of diversity among learners language and ethnic groups is very low. The range of ELL populations within all schools is from 0.2%, as a low ELL population school to 21.2%, as a high ELL population school. The outstanding majority of ELL students in Bend are from Spanish Speaking Families. . The ELL population in Bend has grown in pocket neighborhoods, and this growth has been rapid. My elementary school’s percentage of ELL students is high with 12.1% of the population identified as ELL students (School X). The teachers, at school X, work very hard to accommodate the learning needs of the ELL students they serve, however, there is still a noticeable achievement gap in the learning outcomes between ELL students and Non-ELL students. Due to the fact that School X is working on school wide mathematics instruction using The Studio Model of instructional practice, I will limit this scope of this analysis to the curricular area of mathematics and plan to expand to other areas after the analysis is complete.
Data School X School X has 565 students 12.1% of the students are ELL The ELL students are spread equally across the grade levels. Grade 3-8 ELL students did not pass OAKS Math of 11 Grade 4-5 ELL students did not pass OAKS Math of 10 Grade 5-3 ELL students did not pass OAKS Math of 9 1 ELL student exceeded OAKS MATH out of 30
Current Practices: •EBISS practices of student progress monitoring and individual problem solving implemented at each grade level. •SIOP training completed by 75% of classroom instructors, plans to encourage those who are not currently SIOP trained to receive that training. •Master Schedule that protects core academic times for every student to meet and participate in regular classroom instruction. •School wide participation in Studio Trainings including lesson studies, planning, and reflection. We are a total Studio school and a “Greenhouse School” for our district using studio practices. •Designated Math Leader/Specialist 0.5 FTE allocated to Math support school wide. •Grade Level Leader who serves on Curriculum Team-Regular meetings to articulate vertically and adjust practice. •Wednesday School Improvement (2 hours-weekly) for Professional Development. •Grade Level Common Preparation Time. •EasyCBM and other Formative Assessments
University of Oregon
Possible /Suggested New Practices
Intended Results and Conclusions
School X is currently following several nationally recognized and researched “Best Practices” in instruction and learning evaluation models. The list of possible suggestions are “ideas” to enhance the current practices being fostered by the Studio methods and EBISS systems.
When you look at School X’s current results in comparison to the State of Oregon(MIM*) and the rest of the Bend La Pine School District on the same measure you notice School X is doing as well or better compared to those groups.
•Group ELL students by Language Level during instruction •Increase Parental involvement •Collaborate with ELL instructor to pre-teach concepts-provide more practice. •Frequent updates and communication about ELL developmentidentify target and growth toward meeting goal more often. •Systematic interventions in math applied consistently across grade levels and the school. •Agree to send all material be sent home in Spanish when applicable. •Set high expectations-make goal public and review progress frequently. •Use collaborative time to strategically target low performing ELL student-provide evidence for what is working. •Math intervention person assist during “Homework Club”
However, the “Selected” group in this graph is 3rd grade ELL students and that group is not even close to the same level of performance as the total populations being compared. This is an example that demonstrates the ELL population is struggling. The combined facts that ELL students represent the fastest growing segment of the student population, and that ELL students do not easily fit into categories make it of extreme urgency that we address these issues.
The strategic work on improving ELL student’s understanding in math will transfer to the work with other low achieving sub-groups and into curricular areas.
Oregon State Assessment Results in Mathematics 2010-2011 School X
Plan and Timeline for Implementation We are already working extremely hard to meet the needs of this student population. For unknown reasons our efforts are not yet successful. In order for the staff to create change, they must first acknowledge and accept the challenge with the mindset it can be accomplished. This will take the concentrated efforts of each person to succeed, and include more teachers than those who teach grades 3, 4, and 5.
English Language Proficiency Assessment School X Grades K-5 2010-2011
Math Leadership and Administration will guide the Curriculum Team through the process of analyzing the current practices and identifying areas of focus for the school, in order to achieve the goal of increasing ELL student performance as measured by the Oregon State Assessment-The result of this is, closing the achievement gap and increasing the ELL students understanding of higher levels of math.
Present Plan to Math Leadership and Administration
Meet with Curriculum Leadership-Establish Goal as priority.
Assess and Identify ELL students current level Math Leadership/Curriculum Team Identify Priorities from suggested new practices
Curriculum Team provides information to grade levels Data, priorities, and formulates an action plan
Begin Monthly November
Target one ELL student in each class and provide evidence at grade level meeting for promising practices-common prep/Wednesday SI Time
Plan/Hold a parent event that targets ELL parents
Assess ELL students in small group to administer OAKS
Curriculum Leadership review/collect/process results Analyze and recommend school wide practices for following school year.
August, D., & Pease-Alvarez, L. (1996). Attributes of effective programs and classrooms serving English language learners. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning, University of California. Genesse, F., Leary, K., Sounder, W., & Christian, D. ENGLISH LANGUAGE LEARNERS IN U.S. SCHOOLS: An Overview of Research Findings. Journal of Education for Students Placed At Risk, 2005,10(4), 363-385. Squire, James R.(2010) “English Language Learners”. National Council of Teachers of English
Contact Information and Acknowledgements For further information, please contact Anissa Wiseman, [email protected]
. Additional team members included Kevin Gehrig and Kerry Morton, Judy Martin. Studio Support from the Teachers Development Group. POSTER TEMPLATE BY: