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Dual Language and English Learning Programs February 20, 2018

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Outcomes

• Report on student progress in the English Learner and

Dual Language programs • Articulate the work the 2017-2018 School Year • Link plans to the Focus 2020 Commitments for English

Learner and Dual Language programs

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Blueprint Commitments

1.18.B Implement effective instruction design for English Learners to ensure successful transition into general education. 1.18.C Design and implement effective program design for Dual Language Learners to achieve college and career readiness.

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ISBE Requirements

Transitional Bilingual Education (TBE)

• Required when a school has 20 or more English Learners with the same home language – Instruction in the home

language for Language Arts, Math, Science, Social Studies

– English as a Second Language (ESL) instruction

Transitional Program of Instruction (TPI)

• Required when there are less than 20 English Learners with the same home language in a school

– English as a Second Language (ESL) instruction

– Home language support as needed

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EL Program Models

Grade

Levels

Type of Program Location(s)

Early Childhood

TBE (Spanish)

TPI (all other languages)

Ann Reid Early Childhood Center

Kindergarten- 5th

Grade

Dual Language* (Spanish)

TPI (all other languages)

Beebe, Elmwood, Mill St., River Woods, Steeple Run

All elementary schools

Junior High

School

Dual Language (Spanish)

TPI (all other languages)

Jefferson Junior High School

High School

TBE (Spanish)

TPI (all other languages)

Naperville North High School

*Dual Language is a form of TBE

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Dual Language Program Model

Grade Level Percentage of Time

Kindergarten – First Grade 80% Spanish -20% English

Second Grade 70% Spanish - 30% English

Third Grade 60% Spanish - 40% English

Fourth Grade – Fifth grade 50% Spanish - 50% English

Grade Level Number of Instructional Periods

Sixth Grade 2 out of 9 periods are in Spanish

Seventh Grade – Eighth Grade 2 or 3 out of 9 periods are in Spanish

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Program Goals

Dual Language (DL)

Dual Language students will achieve college and career readiness as well as bilingualism, biliteracy and multiculturalism by engaging in a rigorous pathway of instruction in two languages.

English Learner (EL)

English Learners will engage in a rigorous pathway of instruction that provides them with meaningful access to core curriculum and opportunities and support to achieve college and career readiness expectations through effective collaboration between qualified EL teachers and classroom teachers.

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SY 17 Program Action Steps

Dual Language

• Develop and support Dual

Language PLC teams • Professional learning for PLC

teams on data literacy • Include Bilingual Reading

Specialists on Dual Language PLC teams

• Continue to develop two-way communication with Dual Language families through the Dual Language Parent Advisory Group

English Learner

• Professional learning for EL teachers on data literacy

• Develop and support EL PLC teams at junior high and high school levels

• Finalize ESL curriculum maps for junior high and high school

• Continue expanding capacity for general education teachers to differentiate instruction for ELs – collaboration between EL and

gen. ed. teachers – professional learning

opportunities

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ACCESS for ELLs

State-defined exit criteria is 4.8 on ACCESS for ELLs

2017 ACCESS for ELLs Percentage of students who met exit criteria

District 203 17.7%

State 5.8%

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Performance Series Reading-Achievement by EL Classification (Grades 2-8)

EL 1st Yr.Monitor

2nd Yr.Monitor

3rd Yr.Monitor

4th Yr.Monitor

Former EL Never EL

52%

10% 13%

11% 12% 9%

7%

27%

15%

36%

16%

28%

16% 15% 16%

30%

23% 25%

23% 23% 25%

5%

45%

28%

47%

37%

53% 53%

2016-2017 PS Reading Achievement

Below Average Average High Average Above Average

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Performance Series Reading-Growth by EL Classification (Grades 2-8)

EL 1st Yr.Monitor

2nd Yr.Monitor

3rd Yr.Monitor

4th Yr.Monitor

Former EL Never EL

57%

66%

58% 62%

57% 53%

61%

PS Reading Growth Target Met 2016-2017

Reading Growth 2016-2017

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Performance Series Math-Achievement by EL Classification (Grades 2-8)

EL 1st Yr.Monitor

2nd Yr.Monitor

3rd Yr.Monitor

4th Yr.Monitor

Former EL Never EL

51%

8% 7% 6%

12% 8% 9%

19%

11%

19% 16% 17%

13% 14% 16% 17%

28% 27% 26%

21% 25%

14%

63%

46%

51%

46%

58%

52%

2016-2017 PS Math Achievement

Below Average Average High Average Above Average

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Performance Series Math-Growth by EL Classification (Grades 2-8)

EL 1st Yr.Monitor

2nd Yr.Monitor

3rd Yr.Monitor

4th Yr.Monitor

Former EL Never EL

55%

62% 58%

62% 64% 63% 63%

Math Growth Target Met 2016-2017

Math Growth 2016-2017

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Performance Series Trend Data First Year after Exiting EL Program (Grades 2-8)

2014-2015 2015-2016 2016-2017

13%

6% 8%

31%

26%

11%

31%

26%

17%

25%

42%

63%

PS Math Achievement in Monitor Year 1 Spring 2015, 2016 & 2017

Below Average Average High Average Above Average

2014-2015 2015-2016 2016-2017

22%

10% 10%

41%

29%

15% 14%

32% 30%

23%

29%

45%

PS Reading Achievement in Monitor Year 1 Spring 2015, 2016 & 2017

Below Average Average High Average Above Average

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Dual Language Performance Series Reading (2-8)

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Dual Language Performance Series Math (3-8)

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Biliteracy Instruction

Simultaneous Biliteracy

Research shows that children can learn to read and write in two languages at the same time.

•Children need to be taught to develop cross-language connections.

•Paired literacy instruction puts students on a trajectory to biliteracy. (Escamilla et. al., 2014)

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Biliteracy Assessment Data Students with English as Home Language

82% 83% 76%

87% 79%

94% 88%

80%

92% 94% 94% 98%

0

0.2

0.4

0.6

0.8

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Class of '30 Class of '29 Class of '28 Class of '27 Class of '26

F&P in English English as a Home Language

At or Above Grade Level

SY15 SY16 SY17

1st 1st K K K 2nd 2nd 3rd

46% 46% 41%

73% 67%

61%

40%

73% 74% 78%

57%

35%

0

0.2

0.4

0.6

0.8

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Class of '30 Class of '29 Class of '28 Class of '27 Class of '26

F&P in Spanish English as a Home Language

At or Above Grade Level

SY15 SY16 SY17

3rd 2nd 2nd 1st 1st 1st K K K 1st 2nd 3rd 4th 3rd 4th 2nd

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Biliteracy Assessment Data Students with Spanish as Home Language

24% 34% 32%

45% 45%

59% 51%

40% 48%

72%

61% 70%

Class of '30 Class of '29 Class of '28 Class of '27 Class of '26

F&P in English Spanish as a Home Language

At or Above Grade Level

SY15 SY16 SY17

3rd 3rd 4th 2nd 2nd 2nd 1st 1st 1st K K K

39%

52% 55% 60% 61% 58% 55% 56% 56%

79%

66% 57%

Class of '30 Class of '29 Class of '28 Class of '27 Class of '26

F&P in Spanish Spanish as a Home Language

At or Above Grade Level

SY15 SY16 SY17

K 1st 1st 1st 2nd 2nd 2nd 3rd 3rd 4th 3rd 1st K K

K K

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Spanish Language Proficiency

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

K 1 2 3 4 5 6 7 8

LAS Links Español Paper Version November 2016

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

K 1 2 3 4 5 6 7 8

LAS Links Español Online Version November 2017

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Family Engagement

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Next steps

Dual Language

•Increase the amount of higher-level text resources in 4th-8th grades.

•Support Dual Language PLCs in sustaining growth in Reading achievement

•Increase focus on Mathematics instruction

•Continue to work with DL Parent Advisory Group to support student growth

English Learner

• Continue expanding capacity for all teachers to differentiate instruction for ELs – collaboration between EL

teachers, general education teachers and other specialists

– professional learning opportunities

• Continue professional learning for EL teachers on data literacy

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Thank you