1. McKinney ISD Bilingual/ESL Programs
3rd Quarterly Report
Judith Coffman
Director of Bilingual/ESL Programs

2. Agenda Review of Research and Data Program Recommendations
*The information in this section has been previously presented. It is provided for Board preview and will not be part of the Board presentation. This section will be addressed through Board member questions as needed.
Program Recommendations
Audit Update
Program Goals

3. Review of Research and Data

4. Why is providing a Strong bilingual education program important?
The projected Texas population for 2020 according to Texas State Data Center, is 45% Hispanic and 35% Anglo. By 2040 the Hispanic population will increase to almost 60%.
If socioeconomic differences among groups continue, Texas’ future population will be poorer, less educated, more in need of services and less able to support such services.
Quality researched based bilingual programs (Dual Language One-Way & Two-Way) that are well implemented not only close the achievement gap, but will produce an educated bilingual and bi-literate workforce to meet the demands of an increasing Hispanic population.

5. Policy is Impacted by Philosophical Positions
The relationship between minority languages and public policy is defined by two main philosophical positions One is that minority language is a problem to be overcome, while the other is language as a resource.
The belief that a minority language is a problem to overcome is an orientation found in transitional immersion programs such as ESL and transitional bilingual programs (Ex: Late Exit and Early Exit) whereby the goal is monolingualism.
The belief that a minority language is a resource is more closely related to enrichment and heritage immersion programs such as dual language. The language- as-resource philosophy is designed to elicit and build upon the skills and resources that all students bring to the classroom.
Sources: Freeman, 1996 & Hornberger, 1991

6. Additive vs. Subtractive
Additive bilingualism is an enrichment process where students acquire a second language with no fear of native language loss or abandonment of their own cultural identity. They further develop and maintain their first language and cultural identity.
Subtractive bilingualism is an erosive process that refers to the gradual abandonment or subtraction of a child’s primary language and its cultural accompaniments for English.

7. Programs Under the Bilingual Umbrella
Additive bilingualism is an enrichment process where students acquire a second language with no fear of native language loss or abandonment of their own cultural identity. They further develop and maintain their first language and cultural identity.
Subtractive bilingualism is an erosive process that refers to the gradual abandonment or subtraction of a child’s primary language and its cultural accompaniments for English.
Fallacies About Bilingual Education
Why Bilingual Education?

8. Bilingual Education Research Thomas & Collier
Evaluated ESL and bilingual education programs in 23 different districts throughout 15 states from
Collected 2 million pieces of data from students who had entered school in the 1st grade not knowing English and tracked their progress up to the 11th grade (same group of students tracked 1st-11th)
Federally funded and supported by the Department of Education

9. National Research - Models for Educating Spanish Dominant Students
(English Reading)
Enrichment Models 1
NCE 2
Remedial Models
Average reading score of native English speakers 3 4 5 6
National data on different ELL programs. Evaluated ESL and bilingual education programs in 23 different districts throughout 15 states from Houston ISD was one of the 23 districts that participated in this study.
Collected 2 million pieces of data from students who had entered school in the 1st grade not knowing English and tracked their progress up to the 11th grade (same group of students tracked 1st-11th)
Federally funded and supported by the Department of Education
In a dual language classroom, teachers receive specialized training that enables them to teach at an academically rigorous level that is based on language. A study was done on the effects of bilingual education. This graph provides the results of this longitudinal study.
You can see how all students perform at the same level in reading up to 3rd grade. After that, depending on the program they were placed was the success of that student. Lets focus on the two way dual language program.
(Discuss the results and how two way dual develops students that are above average in reading)
These results show the success of students that are in the program until 5th grade. We can see how the foundation they receive allows them to continue being successful beyond the elementary grades.
(Thomas & Collier, 2002)
Program Implementation through 5th Grade only

10. 2013 State Data Summary ESL – Content Base ESL – Pull-out
The following slides compare the 2013 aggregated STAAR results in all the ELL programs provided in Texas.
ESL – Content Base
ESL – Pull-out
Bilingual Early Exit
Bilingual Late Exit
Dual Language (One-Way)
Dual Language (Two-Way)
In reviewing the Texas data, please note that the reading results reflects the same results as the national data
collected by Thomas & Collier.

11. 2013 STAAR State Data Comparing Programs 3rd-5th
(LEP)

12. 2013 STAAR State Data Comparing Programs 3rd-5th
(LEP)

13. District Data Summary of Program Evaluation Data
Longitudinal district data was provided at the
2nd Quarter Board Presentation.
Please review previous information as needed.

14. MISD Goals Based on Findings
Based on program evaluation and longitudinal data (presented at the 2nd Quarter Board Report), the ELL team determined that it was necessary to:
Develop a unified mission and beliefs for the bilingual program based on language acquisition research. (Completed)
Develop systematic implementation of bilingual model that has been successful based on research (One-Way Dual Language Model). (Completed)
Develop a monitoring systems to ensure implementation is consistent district wide. (Currently being developed)
Develop clear expectations and goals for acquisition of both languages. (Completed)
Develop a plan for continued language and literacy development of Spanish speakers at the secondary level (rigor of the Spanish for Spanish Speakers class must increase). (Proposal Completed)
Develop staff development plan and monitoring of implementation of high-yield instructional strategies for ELL students. (Completed)

15. Bilingual Program
Recommendations

16. Bilingual/ESL Programs 2014-15
Vision:
The English Language Learner in McKinney ISD will graduate as prepared and responsible adults with the necessary college and career skills needed to be responsible productive citizens..
Mission:
Our mission is to ensure that all English Language Learners achieve their highest potential through rigorous academic opportunities by providing research-based instructional practices that address their affective, linguistic and cognitive needs.
Bilingual Program Goals:
The MISD Bilingual Program will develop bilingual, bi-literate, and culturally proficient learners who are critical thinkers, leaders, and contributors in a diverse and competitive world.
Bilingual: Students will develop speaking and listening fluency in both English and Spanish at high language proficiency.
Bi-literate: Students will develop reading and writing proficiency in both languages at high academic proficiency.
Culturally Proficient: Students will develop an understanding of how other languages, cultures, and people impact our global society.
ESL Program Goals:
The MISD ESL Program will develop English Language Learners who are critical thinkers, leaders, and contributors in a diverse and competitive world.

17. Critical Features of Dual Language Programs
Integrative Philosophy (Curriculum/Planning/Students)
Participation—Commitment of 5-7 Years
High Expectations in Two Languages
Additive Bilingualism
Separation of Languages for Instruction
Promotion of Equity
Positive Cross-Cultural Understanding
Home-School-Community - Collaboration
Leadership
High Quality Instructional Personnel
Reflective Teachers
Ongoing Professional Development
Program Evaluation

18. Dual Language Programs
Dual Language Immersion Bilingual Education Program/Two Way
A bi-literacy instruction program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Bilingual Education Program/One Way
A bi-literacy instruction program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school.

19. Language of the Day (LOD) Language of the Day (LOD) : K-5th - 50/50
One-Way Dual Language
Two-Way Dual Language
Empower and develop bilingual and bi-literate students who have a positive cross cultural understanding.
Acquisition of second language while maintaining first language. Instruction of all content areas in both Spanish and English.
K-5th grade commitment. ELL students who meet exit criteria will be exited by LPAC but remain in the program to continue benefiting from bilingual / bi-literate instruction.
Initial assessment in both languages and annual assessment in both languages to measure progress.
Parent permission required for participation of ELL students and parent contract for non-ELL students.
All teachers are bilingual certified.
Student population includes only native Spanish Speakers who are ELL
Student population includes native Spanish speakers (ELL) and native English speakers (non-ELL) (Participant Ratio: 60% ELL & 40% non-ELL)
Program entry can occur in grades PK-5
Program entry can occur in grades PK-5 for ELL students and K – 1st for non-ELL students who have not previously participated in Dual Language.
Language of the Day (LOD)
PreK-K - 60/ st-3rd - 50/ th-5th - 40/60
Language of the Day (LOD) : K-5th - 50/50

20. MISD Bilingual Program Recommendations
Dual Language One-Way
PK-3rd - Implement Dual Language
4th – 5th - Continue with Early Exit
PK-4th - Implement Dual Language
5th - Continue with Early Exit
PK-5th - Dual Language Implementation
4th - 5th Grades – Greatest Difference
The transitional bilingual models, such as Early Exit, remove Spanish a little at a time after 2nd or 3rd grade, but the dual language model continues with 50/50 up to 5th grade. The best academic results have come from Dual Language Programs that maintained the students’1st language.
Students who meet the exit criteria before 5th grade will complete their years of Monitor within the bilingual program with parent permission. This is a 6 year program.

21. Impact on Other Programs
Dual Language Two-Way – Caldwell
The model will continue with the same instructional structure.
Some changes will be necessary based on state requirements.
Ratio of student participation – 60% ELL to 40% Non-ELL
This will impact enrollment and the number of dual language classes in Kindergarten (4 classes)
A monolingual class will also be necessary at each grade level beginning with Kindergarten. This will ensure that students who live in the neighborhood are provided a choice in program participation and transfers to Burks will not be necessary.
Certification of teachers – All teachers providing instruction to bilingual students in a Dual Language program, even if only teaching in English, must have a bilingual certification.
Secondary Plan
Language support will continue in Middle School through LOTE (Languages Other Than English). Spanish classes at higher rigor will be available to students who participated in Dual Language in elementary K-5. The goal will be for students to continue developing the language skills and attain 2-3 LOTE High School credits in Middle School. This will allow students to take AP and Dual Credit Spanish classes, learn a 3rd language, or take classes towards a graduation endorsement in High School.

22. MISD Bilingual Program Key Points
What Bilingual Models: Dual Language Two-Way and One-Way
50/50 Structure:
Content will be taught in both languages with equal value and rigor given to both languages.
One-Way Breakdown of the Language of the Day (LOD):
PreK-K - 60/40
1st-3rd - 50/50
4th-5th - 40/60 Goal of 50/50 by when next year’s kinder group enters 4th grade
Two-Way Breakdown of the Language of the Day (LOD): K-5th - 50/50
Why this model: Research
Knowledge obtained in the first language can make second language instruction more comprehensible. With strong native language academic support students are able to develop full academic proficiency.
Developing literacy in the first language is a short cut to literacy in the second language. Literacy transfers from one language to another.
The ultimate goal is for bilingual students to perform at an academic level equal to or higher than their monolingual counterparts and be prepared for college and career in a global society.
How:
Teachers must focus on core academic curriculum in order for English learners to gain more than one year’s achievement in English & Spanish (15 months gain) each consecutive school year in order to close their achievement gaps.
All TEKS are covered at an adjusted pace in both languages. Students must be at grade level in their first language in order to close the gap in English. Subjects are integrated to cover all TEKS.
Focus on primary language literacy in PreK-1. Systematic transition towards reading/writing in English based on research and best practices for acquisition of a second language.
Targeted instruction in English to develop listening, speaking, reading, and writing skills.
Diversity is taught throughout the curriculum.
BILINGUAL, BILITERATE and CULTURALLY PROFICIENT

23. One-Way Dual Language Implementation
Spanish - LOD
English - LOD
Spanish Language Arts
English Language Arts
Math/Science/SS
PK & K
M, T, W
Th, F
150 min Focus on developing strong literacy skills in 1st language.
Language Development:30 min. Focus on developing strong phonemic awareness & vocabulary
Instruction Follows the language of the day (LOD).
1st
M, T
(ten day cycle)
W, Th, F
Language Development:30 min. Focus on developing strong phonemic awareness, phonics, & vocabulary
2nd – 3rd
4th – 5th
Stage I
Early Exit Continues:
Both 4th & 5th Only 5th
Stage II
Modified Dual Language Structure (40/60 LOD) for students who have received 50/50 instruction in grades PK-3.
M, T,
Daily 30 minutes of Spanish Writing/Reading.
Daily minutes of ELAR.
Stage III
Full Dual Language Structure (50/50 LOD) for students who have receive Dual Language One-Way since PreK/Kinder
All content areas are taught in both languages.

24. Essential Components of Dual Language Model
Teachers will adhere to language of the day. No translation or code switching.
Sheltered instruction strategies will be used in both languages and ELPS will be imbedded in all content areas.
This is a PK-5 program. Students who exit and are no longer LEP will remain in the program through 5th grade (with parent permission) to monitor and continue support in both languages.
There will be differentiation for newcomers in 4th & 5th grades.
Curriculum will move forward. No repetition of lesson. Literacy will develop in both languages simultaneously.
Students will be negotiating 2 languages. Input and output ability may differ.
Lesson delivery, centers, and required assignments will be in language of the day.
Students are encouraged to use and develop skills in the language of the day. Newcomers or students at beginning level of language acquisition may select the language of “output” if working in the second language.
Students will be allowed to clarify understanding in either language regardless of day.

25. Newcomer Support

26. Why does MISD need Newcomer Classes?
The number of newcomers continues to rise in MISD and supporting this need is critical to the overall success of our second language learners. A solution for this challenge is to develop newcomer classes that will provided targeted instruction at the students’ levels of academic and linguistic need.

27. Newcomer Center Implementation 2014-15
Implementation of a Newcomer Center at the Middle School and High School levels beginning
MS program will be housed at Faubion. (currently have 29 newcomers)
One class with 1 ESL teacher and 1 paraprofessional
HS program (1 class) will be housed at McKinney High (currently have 24 newcomers)
Newcomer Facilitator will develop newcomer curriculum with instructional accommodations and provide professional development.
Facilitator will work directly with elementary teachers who have newcomer in their classrooms in order to help them adjust instruction to meet the linguistic and academic needs of their students.
Facilitator will provide support to MS & HS classes to ensure the fidelity of program implementation.
Facilitator will develop curriculum for newcomer summer school and coordinate program.
Newcomer Clerk will provide accountability, enrollment, and parental support to campuses
A Newcomer Office house at Greer will provide campus support in registration of newcomers, testing, and accountability documentation.

28. Proposed Newcomer Staffing and Budget
Newcomer Budget
Proposed Newcomer Staffing and Budget
Potential Future Growth classes at HS & MS
High School
ESL Teacher
$50,000.00
$100,000.00
Para
$15,000.00
$30,000.00
Total HS
$65,000.00
$130,000.00
Middle School
Total MS
Elementary
Newcomer Facilitator
Accountability, Testing, and Parental Support
Newcomer Clerk
$15,000
Transportation
MS & HS Transportation
$35,000.00
TOTAL COST
$230,000.00
$360,000.00

29. ESL Certification Update

30. ESL Certification
Our elementary ESL program is a "Content Based Program.”  
In accordance with Chapter 89, it requires that all content area teachers be ESL certified.  
To better meet the needs of all English Language Learners and to ensure that students are served by appropriately certified teachers, MISD will require that content area teachers PreK-5 and special education teachers be ESL certified. This will be completed over a two year span.  The cost of the ESL test will be reimbursed.
ESL certification will be required for all new hires.
Our secondary ESL program is a "Pull-out Program".  
In accordance with Chapter 89, it requires ELAR teachers to be certified and all teachers working with ESL students to receive training in sheltered instruction.  
To better meet the needs of all English Language Learners and to ensure that students are served by appropriately certified teachers, MISD will require that all secondary ELAR teachers and secondary special education teachers be ESL certified. This will be completed over a two year span. The cost of the ESL test will be reimbursed.
ESL certification will be required for all ELAR new hires.

32. Region 10 Audit Update

33. AUDIT Process Standards
Coordination of Curriculum
Program Implementation & Compliance
Parental Involvement
Staff & Staff Development
Resources and Budget
Professional Development
Assessment and Use of Data
Scoring Guide
0 = Not Implemented
Indicates urgent priority
1 = Partially Implemented
Indicates moderate priority
2 = Fully Implemented
Low to no priority for planning

34. Audit Scoring Guide 0 = Not Implemented
Indicates urgent priority
1 = Partially Implemented or In Progress
Indicates moderate priority
2 = Fully Implemented or Monitoring
Low to no priority for planning

35. Audit Update
The Region 10 Audit in found three areas deficient (score = 0) These three areas were corrected in
Need to develop program manual - Completed
Program manual was developed with guidelines and program requirements
Wiki was developed to make available all LPAC forms and ensure consistency in use
Further refinement of forms will take place this summer
Need to embed ELPS in content - Completed
Elementary and secondary content curriculum has embedded ELPS
Content curriculum training has embedded ELPS training
Further work will continue this summer
Need for program evaluation - Completed
Program evaluation for was completed by the Bilingual/ESL Department in the Fall of Data and findings were presented to the Board in December 2013.
Program evaluation for will be conducted in the Fall of 2014

36. Overarching Program Goals
The MISD Bilingual Programs will develop bilingual, bi-literate, and culturally proficient learners who are critical thinkers, leaders, and contributors in a diverse and competitive world.
Bilingual: Students will develop speaking and listening fluency in both English and Spanish at high language proficiency.
Bi-literate: Students will develop reading and writing proficiency in both languages at high academic proficiency.
Culturally Proficient: Students will develop an understanding of how other languages, cultures, and people impact our global society.

37. Program Evaluation and Goals
Program/campus goals were developed based on TEA requirements, audit recommendations, program evaluation findings, and guiding principles of effective bilingual and ESL programs.
These goals will be used to ensure ongoing staff development and fidelity of the programs.
Specific strategies to meet program goals will be determined based on data and yearly program evaluations.

38. Program Evaluation and Goals “Moving from Compliance to Commitment”
Program goals will focus on the areas of:
Climate & Culture
Program Structure
Assessment & Accountability
Curriculum & Instruction
Staff Quality & Professional Development
Family & Community
*Working Document of Program Goals – DRAFT
Campus administrators will collaborate with district personnel to determine areas of focus. Based on targeted goals, campus leadership teams will develop strategies that will meet the needs of their campus. The purpose of this system will be to monitor program implementation and fidelity.

39. ❝One language sets you in a corridor for life.
Closing
❝One language sets you in a corridor for life.
Two languages open every door along the way.❞
‒Frank Smith