mathematics for english language learners (mell) teks refinement tot training
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Mathematics for English Language Learners (MELL)
Mathematics for English Language Learners (MELL)
TEKS Refinement TOT TrainingTEKS Refinement TOT Training
MELL: a joint initiative between TEA and the Texas State University System
2
A Place to BeginA Place to Begin
Underlying Assumptions Teachers have very “full plates” and many
demands TAKS standards are substantive and
challenging ELL students face additional challenges that are
currently reflected in TAKS results
Underlying Assumptions Teachers have very “full plates” and many
demands TAKS standards are substantive and
challenging ELL students face additional challenges that are
currently reflected in TAKS results
MELL: a joint initiative between TEA and the Texas State University System
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A Place to Begin, ContinuedA Place to Begin, Continued
Underlying Assumptions Texas educators are working hard to improve
the performance of all students, including those who are English Language Learners
Educators are interested in acquiring additional knowledge and skills to better address the needs of ELL students
Underlying Assumptions Texas educators are working hard to improve
the performance of all students, including those who are English Language Learners
Educators are interested in acquiring additional knowledge and skills to better address the needs of ELL students
MELL: a joint initiative between TEA and the Texas State University System
4
MELL’s goal is to help educators better meet the instructional needs of English Language Learners
MELL’s goal is to help educators better meet the instructional needs of English Language Learners
MELL: a joint initiative between TEA and the Texas State University System
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2005 Mathematics TAKS Scores by Grade Level and Group
2005 Mathematics TAKS Scores by Grade Level and Group
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
State Afr. Am. Hisp White LEP
6 Math(Eng)7 Math8 Math9 Math10 Math11 Math
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
State Afr. Am. Hisp White LEP
6 Math(Eng)7 Math8 Math9 Math10 Math11 Math
MELL: a joint initiative between TEA and the Texas State University System
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Percentages of Students Meeting 2005 Standards on TAKS (Sum of All Grades Tested)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
STATE AFR AM HISP WHITE LEP
Disaggregated Groups
Percentage Passing
RDG/LA
MATH
WRITING
SCIENCE
SOC STUDY
MELL: a joint initiative between TEA and the Texas State University System
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Achievement in math and science lag behind other academic areas.
Achievement in math and science lag behind other academic areas.
To address this need, TEA has launched a comprehensive math professional development initiative.
MELL is one component of this initiative.
To address this need, TEA has launched a comprehensive math professional development initiative.
MELL is one component of this initiative.
MELL: a joint initiative between TEA and the Texas State University System
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MELL PartnershipMELL Partnership MELL is a partnership between Texas State
University System, its five member universities, and the Texas Education Agency.
Texas State University System Universities Angelo State University Lamar University Sam Houston State University Sul Ross State University Texas State University–San Marcos
MELL is a partnership between Texas State University System, its five member universities, and the Texas Education Agency.
Texas State University System Universities Angelo State University Lamar University Sam Houston State University Sul Ross State University Texas State University–San Marcos
MELL: a joint initiative between TEA and the Texas State University System
9
English Language Learners (ELLs)
English Language Learners (ELLs)
ELLs include all students who have a native language other than English.
In Texas, the vast majority of ELLs are Hispanic students whose native language is Spanish.
ELLs include all students who have a native language other than English.
In Texas, the vast majority of ELLs are Hispanic students whose native language is Spanish.
MELL: a joint initiative between TEA and the Texas State University System
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Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and
1990-2000
Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and
1990-2000
34.14
20.26
10.29 11.52
49.11
60.27
6.467.95
1980-1990 1990-20000
10
20
30
40
50
60
70
Anglo Black Hispanic Other
34.14
20.26
10.29 11.52
49.11
60.27
6.467.95
1980-1990 1990-20000
10
20
30
40
50
60
70
Anglo Black Hispanic Other
Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the Texas State University System
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ELL TrendsELL Trends
The ELL student population is currently a significant percentage of Texas students. 15.3% in 2003-2004 [IDRA Newsletter -
February 2005]
The ELL student population is expected to continue to increase in the coming years.
The ELL student population is currently a significant percentage of Texas students. 15.3% in 2003-2004 [IDRA Newsletter -
February 2005]
The ELL student population is expected to continue to increase in the coming years.
MELL: a joint initiative between TEA and the Texas State University System
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Percent of Texas Population by Age Groupand Ethnicity, 2040*
Percent of Texas Population by Age Groupand Ethnicity, 2040*
* Projections are shown for the 1.0 scenario
17.719.3 19.9 20.3 19.8 19.3 19.4 20.5 20.6 21.9
25.3 26.5 27.2
39.8
69.967.8 66.5 65.5 66.0 66.8 66.4
64.362.6
60.6
56.7 55.252.3
37.1
< 5 years5 to 9 years
10 to 14 years15 to 19 years20 to 24 years25 to 29 years30 to 34 years35 to 39 years40 to 44 years45 to 49 years50 to 54 years55 to 59 years60 to 64 years65 + years
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0Percent
Anglo Hispanic Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the Texas State University System
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Projected Percent of Net Change Attributable to Each Race/Ethnicity Group for 2000-2040*
Projected Percent of Net Change Attributable to Each Race/Ethnicity Group for 2000-2040*
*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2040.
Anglo4.2%
Black5.6%
Hispanic77.6%
Other12.6%
*Using U.S. Census count for 2000 and Texas State Data Center 1.0 population projection scenario for 2040.
Anglo4.2%
Black5.6%
Hispanic77.6%
Other12.6%
Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the Texas State University System
14
Dr. Steven Murdock, StateDemographer of Texas,http://txsdc.utsa.edu/
MELL: a joint initiative between TEA and the Texas State University System
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Pressing NeedPressing Need
There is a pressing educational, economic and societal need to increase math achievement of ELL students
There is a pressing educational, economic and societal need to increase math achievement of ELL students
If current population trends continue and states do not improve the education of all racial/ethnic groups, the skills of the workforce and the incomes of U.S. residents are projected to decline over the next two decades.
If current population trends continue and states do not improve the education of all racial/ethnic groups, the skills of the workforce and the incomes of U.S. residents are projected to decline over the next two decades.
The National Center for Public Policy and Higher Education, November 2005 Policy AlertThe National Center for Public Policy and Higher Education, November 2005 Policy Alert
MELL: a joint initiative between TEA and the Texas State University System
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What Research Suggests About Math
and English Language Learners
What Research Suggests About Math
and English Language Learners
MELL: a joint initiative between TEA and the Texas State University System
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Teaching Strategies for LEP Students
Teaching Strategies for LEP Students
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Stress understanding rather than rote computational
procedures. Provide profound exposure to manipulative, concrete,
sensory, and hands-on activities, not to replace discussion, but to support it.
Use cooperative learning (small group activities) and minimize individual seatwork.
Provide opportunities for peer tutoring—preferably by another LEP or bilingual student who understands the concepts.
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Stress understanding rather than rote computational
procedures. Provide profound exposure to manipulative, concrete,
sensory, and hands-on activities, not to replace discussion, but to support it.
Use cooperative learning (small group activities) and minimize individual seatwork.
Provide opportunities for peer tutoring—preferably by another LEP or bilingual student who understands the concepts.
MELL: a joint initiative between TEA and the Texas State University System
19
Teaching Strategies for LEP Students, Continued
Teaching Strategies for LEP Students, Continued
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Include guided practice with close monitoring of
students. Use reinforcement, reward, and total motivational
systems. Emphasize multicultural referents and relevancy in
lessons. Use second language texts, materials, and resources as
much as possible.
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Include guided practice with close monitoring of
students. Use reinforcement, reward, and total motivational
systems. Emphasize multicultural referents and relevancy in
lessons. Use second language texts, materials, and resources as
much as possible.
MELL: a joint initiative between TEA and the Texas State University System
20
Teaching Strategies for LEP Students, Continued
Teaching Strategies for LEP Students, Continued
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Use limited, simplified instruction (using caution to retain
the essence of the original content and problems); limited use of pronouns and adjectives; instruction with pauses and repetition; concerted efforts to be aware of and to explain any culturally-based terms.
Use basic mathematics vocabulary in the second language for individualized instruction whenever possible. Note that vocabulary should not be used to focus on key words but should be used in context to develop understanding.
Model expected student behavior..
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12. Use limited, simplified instruction (using caution to retain
the essence of the original content and problems); limited use of pronouns and adjectives; instruction with pauses and repetition; concerted efforts to be aware of and to explain any culturally-based terms.
Use basic mathematics vocabulary in the second language for individualized instruction whenever possible. Note that vocabulary should not be used to focus on key words but should be used in context to develop understanding.
Model expected student behavior..
MELL: a joint initiative between TEA and the Texas State University System
21
Teaching Strategies for LEP Students, Continued
Teaching Strategies for LEP Students, Continued
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12.
Be aware of how other countries and cultures teach basic mathematical concepts.
Use programs that are designed to increase hands-on activities and relevancy and minimize abstraction.
Use such methods as Direct Instruction (e.g., Active Mathematics Teaching, or Cognitively Guided Instruction
Mather, J., & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students?. The Journal of Educational Issues of Language Minority Students, 13, 1-12.
Be aware of how other countries and cultures teach basic mathematical concepts.
Use programs that are designed to increase hands-on activities and relevancy and minimize abstraction.
Use such methods as Direct Instruction (e.g., Active Mathematics Teaching, or Cognitively Guided Instruction
MELL: a joint initiative between TEA and the Texas State University System
22
New InsightsNew Insights
Recent research is showing that academic achievement among ELLS is greatest when students receive dual language instruction.
Thomas, W., & Collier, V. (2003). A national study of school effectiveness for language minority students’ long-term academic achievement (CREDE Research Brief # 10), Center for Research on Education, Diversity and Excellence.
Recent research is showing that academic achievement among ELLS is greatest when students receive dual language instruction.
Thomas, W., & Collier, V. (2003). A national study of school effectiveness for language minority students’ long-term academic achievement (CREDE Research Brief # 10), Center for Research on Education, Diversity and Excellence.
MELL: a joint initiative between TEA and the Texas State University System
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How is dual language different than bilingual?
How is dual language different than bilingual?
Dual Language Instruction alternates
between English only classes and native language only classes.
Dual Language Instruction alternates
between English only classes and native language only classes.
Bilingual Education A combination of two
languages used throughout the day
Bilingual Education A combination of two
languages used throughout the day
MELL: a joint initiative between TEA and the Texas State University System
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Language AcquisitionLanguage Acquisition
A complex process influenced by many variables Just as first language acquisition varies
substantially among children, so will second language acquisition
Consider your own experiences in a foreign language class (some students have a natural ability while others struggle)
Mathematics involves a specialized language and vocabulary
A complex process influenced by many variables Just as first language acquisition varies
substantially among children, so will second language acquisition
Consider your own experiences in a foreign language class (some students have a natural ability while others struggle)
Mathematics involves a specialized language and vocabulary
MELL: a joint initiative between TEA and the Texas State University System
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Today in TexasToday in Texas
Given current fiscal and human resources, statewide dual language instruction is presently not a viable option in Texas secondary schools, especially in mathematics.
Currently our best available option is to provide teachers with professional development and instructional resources targeted at enhanced instruction for ELL students.
Given current fiscal and human resources, statewide dual language instruction is presently not a viable option in Texas secondary schools, especially in mathematics.
Currently our best available option is to provide teachers with professional development and instructional resources targeted at enhanced instruction for ELL students.
MELL: a joint initiative between TEA and the Texas State University System
26
Mathematics and ELLS:Different Populations
Mathematics and ELLS:Different Populations
MODERATE EnglishProficiency & MODERATE MathProficiency
MODERATE EnglishProficiency butLIMITED MathProficiency
LIMITED EnglishProficiency BUT MODERATE MathProficiency
LIMITED EnglishProficiency & LIMITED MathProficiencyM
ATH PROFICIENCY
LANGUAGE PROFICIENCY
MELL: a joint initiative between TEA and the Texas State University System
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Classrooms as GreenhousesClassrooms as Greenhouses
MELL has posed this question:
“What conditions provide optimal growth for ELL students in mathematics?”
MELL has posed this question:
“What conditions provide optimal growth for ELL students in mathematics?”
MELL: a joint initiative between TEA and the Texas State University System
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MELL doesn’t have THE answerMELL doesn’t have THE answer
But we do have a current consensus based upon: review of the research analysis of professional development programs teacher input, and prolonged professional dialogue.
But we do have a current consensus based upon: review of the research analysis of professional development programs teacher input, and prolonged professional dialogue.
MELL: a joint initiative between TEA and the Texas State University System
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MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
30
MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
31
MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
32
MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
33
MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
34
MELL Classroom Practices Framework
MELL Classroom Practices Framework
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
Consists of six components which include enabling practices and indicators. Learning Atmosphere and Physical Environment Instructional Practices Mathematics Content and Curriculum Language Practices Family and Community Involvement Assessment of Student Learning
MELL: a joint initiative between TEA and the Texas State University System
35
Some Culminating ThoughtsSome Culminating Thoughts
The good news is that the instructional practices that promote ELL success also work well for other students
However, what is optimal for other students may, in fact, be necessary for ELLs as it appears that the success of ELL students (even more so than other students) is highly dependent upon a conducive learning environment
The good news is that the instructional practices that promote ELL success also work well for other students
However, what is optimal for other students may, in fact, be necessary for ELLs as it appears that the success of ELL students (even more so than other students) is highly dependent upon a conducive learning environment
MELL: a joint initiative between TEA and the Texas State University System
37
MELL ProductsMELL Products ELL Research Synthesis
Reviews the scientifically-based research literature regarding English Language Learners (ELL) and the teaching of mathematics for secondary students (particularly 11th grade students).
A Summary of Mathematics Professional Development Models Used in the State of Texas Identifies and summarizes twelve models of
professional development in mathematics that are used in Texas. Summaries include an overview and an analysis and the format is consistent across models to facilitate comparisons.
ELL Research Synthesis Reviews the scientifically-based research literature
regarding English Language Learners (ELL) and the teaching of mathematics for secondary students (particularly 11th grade students).
A Summary of Mathematics Professional Development Models Used in the State of Texas Identifies and summarizes twelve models of
professional development in mathematics that are used in Texas. Summaries include an overview and an analysis and the format is consistent across models to facilitate comparisons.
MELL: a joint initiative between TEA and the Texas State University System
38
MELL ProductsMELL Products An Analysis of Existing PD Models
Analysis of each of the 12 identified PD models by identifying components of each that link to the six categories of the Classroom Practices Framework: 1) Learning Atmosphere & Physical Environment; 2) Instructional Practices; 3) Mathematics content & curriculum; 4) Language Practices; 5) Family & Community Involvement; and 6) Assessment of Student Learning.
An Analysis of Existing PD Models Analysis of each of the 12 identified PD models by
identifying components of each that link to the six categories of the Classroom Practices Framework: 1) Learning Atmosphere & Physical Environment; 2) Instructional Practices; 3) Mathematics content & curriculum; 4) Language Practices; 5) Family & Community Involvement; and 6) Assessment of Student Learning.
MELL: a joint initiative between TEA and the Texas State University System
39
MELL ProductsMELL Products Teachers Guide
A guide designed for teachers to make mathematics more meaningful and understandable for the English Language Learner (ELL). The initial focus of this guide is for grades7-11 and includes general teaching strategies that help the ELL when learning mathematics content.
Teachers Guide A guide designed for teachers to make
mathematics more meaningful and understandable for the English Language Learner (ELL). The initial focus of this guide is for grades7-11 and includes general teaching strategies that help the ELL when learning mathematics content.
MELL: a joint initiative between TEA and the Texas State University System
40
MELL ProductsMELL Products MELL Quick Start Module
A professional development tool designed to explore the issues surrounding the teaching of mathematics to English Language Learners and strategies to enhance learning. The module parallels the MELL Classroom Practices Framework and consists of various professional readings, activities, and resources. [The module is offered for graduate credit through Sul Ross State University and a non-credit version is available through the MELL website (www.tsusmell.org)].
MELL Quick Start Module A professional development tool designed to explore
the issues surrounding the teaching of mathematics to English Language Learners and strategies to enhance learning. The module parallels the MELL Classroom Practices Framework and consists of various professional readings, activities, and resources. [The module is offered for graduate credit through Sul Ross State University and a non-credit version is available through the MELL website (www.tsusmell.org)].
MELL: a joint initiative between TEA and the Texas State University System
41
2005-06 MELL Scope of Work 2005-06 MELL Scope of Work
Expand MELL products to encompass middle school and elementary instruction
Critical Campus Partnerships Statewide Math Professional Development
Collaborative
Expand MELL products to encompass middle school and elementary instruction
Critical Campus Partnerships Statewide Math Professional Development
Collaborative
MELL: a joint initiative between TEA and the Texas State University System
42
Web AddressesWeb Addresses
TSUS MELL Initiativewww.tsusmell.org
TSUS Education Policy Implementation Centerwww.education.txstate.edu/epic
TSUS MELL Initiativewww.tsusmell.org
TSUS Education Policy Implementation Centerwww.education.txstate.edu/epic
MELL: a joint initiative between TEA and the Texas State University System
44
For Additional InformationFor Additional Information
MELL Contact Information: Dr. Leslie Huling, Director Education Policy Information Center [email protected] (512) 716-4532
MELL Contact Information: Dr. Leslie Huling, Director Education Policy Information Center [email protected] (512) 716-4532