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Successful Bilingual Schools

Successful Bilingual Schools. Six Effective Programs in California. Norm Gold October 2006. Acknowledgements. Cher Lecours, Breeze Hill Elementary School Lloyd Houske, Cahuenga Elementary School Jerry Nerio and Thomas Donfrio, Gascon Elementary School Elena Coronado ,

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Successful Bilingual Schools

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  1. Successful Bilingual Schools Six Effective Programs in California Norm Gold October 2006

  2. Acknowledgements • Cher Lecours, Breeze Hill Elementary School • Lloyd Houske, Cahuenga Elementary School • Jerry Nerio and Thomas Donfrio, Gascon Elementary School • Elena Coronado, Ansgar Larsen Elementary School • Craig Newman and Albert Mendivil, Olivewood Elementary School • Mary Ellen Mendoza, San Fernando Elementary School

  3. Also thanks to: • Donna Heath, Rosalia Salinas, and Shelly Spiegel-Coleman. Their direction, support and patience are most appreciated. • Elizabeth Jimenez and Oscar Medina were members of the research team, conducted site visits, and provided essential guidance to the project. Eduardo Jimenez helped with the data collection.   • Toni Marsnik provided invaluable editorial guidance.

  4. Learning from Success Our most underutilized opportunity to continue improving EL performance may lie in fostering ways for schools and districts to learn from one another. Current state accountability methods identify schools that are underperforming or failing in some way.

  5. We believe it is important for the state to place equal, if not greater, emphasis on districts and schools that are realizing authentic, lasting success with their ELs. To do this, the state will need to establish criteria for identifying successful districts and schools in regard to EL performance, publicly acknowledge them, and create vehicles for disseminating what is occurring in these successful sites to others. Effects of the Implementation of Proposition 227 on the Education of English Learners, K–12 Findings from a Five-Year Evaluation Parrish, et al., 2006, p. VII-3

  6. Legal/ Research Background • Effective/ successful schools research. • State law allows – and many families want -- bilingual education. • Research documents that bilingual instruction is no less effective – and may be more effective – than instruction only in English. • Documentation of successful bilingual schools has been limited.

  7. National Literacy Panel • …research indicates that instructional programs work when they provide opportunities for students to develop proficiency in their first language. Studies that compare bilingual instruction with English-only instruction demonstrate that language –minority students instructed in their native language as well as in English perform better, on average, on measures of English reading proficiency than language-minority students instructed only in English. - August and Shanahan, 2006, executive summary, p. 5

  8. This Study: • Identified and described successful bilingual schools • Meeting state and federal accountability requirements • And other indicators of success • Intended audience: • Policy makers • Parents • Education administrators • Teachers

  9. Procedures • Screened over 150 potential bilingual schools • Selected fifteen for principal interviews and further study • Visited nine schools to confirm programs and data. • Selected six schools for case study analysis

  10. Procedures (continued) • Data screening included: • Five to six years of demonstrated success • API (whole school and subgroups) • EL demographics (number and percent) • Low parent education index • Parents BA+ under 20 %* • High poverty index • Free & Reduced price Lunch over 40 %** • Significant number and percent of Spanish-speaking ELs in bilingual program

  11. Limitations of the Project • Not a comparative study • No English-only or two-way immersion schools included. • Limited review of instruction • These schools are not necessarily representative of all schools with ELs or bilingual education. • Findings are based on state and federal accountability data, not a longitudinal research study of student performance.

  12. The Schools • Breeze Hill Elementary • Vista USD • Cahuenga Elementary • Los Angeles USD • Joseph Gascon Elementary • Montebello USD • AnsgarLarsen Elementary • Hueneme Elementary SD • Olivewood Elementary • National Elementary SD • San Fernando Elementary • Los Angeles USD

  13. Successful outcomes • Students learn academic English • Students do well in reading/language arts and math • Students learn academic Spanish (But, there is limited data.) • Schools are a success on multiple indicators, and as compared with similar schools.

  14. Why use CSTs and API? • There are many concerns about the validity and reliability of the state and federal accountability systems, based on tests only in English, with limited accommodations. • However, in these schools – unlike many others – the Hispanic subgroup performance on API is a reasonable metric for examining the performance of those ever-ELs. Current ELs were 60 – 88 % of Hispanic enrollments. The API is one of the only available common metrics.

  15. Activity: Jigsaw Review Cases • At your tables, assign each person one of the six school descriptions to read. • Take 10 minutes to review and make notes about the case. Prepare to share with table mates. • Share out 1-2 key features of each school. • Total time for this activity: 25 minutes.

  16. Breeze Hill Elementary • Vista USD, San Diego County • TBE for ELs; some Spanish as second language for English speakers. • Strong, continuous leadership and community support. • Teamed and leveled ELD. • API Deciles: 6 / 6 • Ave. API growth (’00-’05) 32 points/ year. • Hispanic API: 682

  17. Breeze Hill API Growth

  18. Cahuenga Elementary • Los Angeles USD, LA County • School-wide commitment to languages and cultures. • Spanish TBE, K-2 • Also: Korean TBE and Korean Two-way program at school. • Balanced curriculum includes music, dance, world cultures. • Sustained, long-term leadership. • Deciles: 7 / 10 • Ave. API growth (’00-’05) 47 points/ year. • Hispanic API: 733

  19. Cahuenga API Growth

  20. Joseph Gascon Elementary • Montebello USD, LA County • A K-4 school, with TBE program K-3rd. Additional Spanish support in 4th grade. • Leveled ELD is presented at all grades. • API Deciles: 3 / 6 • Ave. API growth (’00-’05) 50 points/ year. • Hispanic API: 694

  21. Gascon API Growth

  22. Ansgar Larsen Elementary • Hueneme Elementary SD, Ventura County • School-wide commitment to bi-literacy. Accelerated Reader in both languages. • Teachers and principal coordinate interventions. • API Deciles: 3 / 8 • Ave. API growth (’00-’05) 31 points/ year. • Hispanic API: 668

  23. Larsen API Growth

  24. Olivewood Elementary • National Elementary SD, San Diego County • Bilingual program, K-3, with ELs in 4th and 5th receiving L1 support. • District and school support literacy in two languages. • API Deciles: 5 / 10 • Ave. API growth (’00-’05) 38 points/ year. • Hispanic API: 726

  25. Olivewood API Growth

  26. San Fernando Elementary • LA USD, Los Angeles County. • TBE, K-3 with L1 support in 4th and 5th grades. • Project MORE training included program design, theory, and instructional approaches. • School-wide support for language and culture. • ELD assessments 3 times/year • Deciles: 3 / 9 • Ave. API growth (’00-’05) 37 points/ year. • Hispanic API: 684

  27. San Fernando API Growth

  28. Results • These schools demonstrate that it is possible to provide bilingual education that results in English acquisition and academic success. • The six schools met 11 of the 12 Title III AMAO targets, 2005. • They exceeded state average CELDT performance in 5th grade, and met or exceeded these averages in four of six cases in grade 4. • A cautionary note about AYP for ELs.

  29. Math results, 2005 AYP • Hispanic students and ELs met and far exceeded AYP targets and state average in math in all schools. Range: Hispanic scores 40 – 64.3% at or above proficient; ELs 34.8% - 71.2%* Target: 26.5% State average: 32.6% *Included Spanish & other ELs at one school.

  30. ELA results, 2005 AYP • In 5 of six schools Hispanic students met or exceeded AYP targets in ELA. Three of 6 schools met AYP for ELs. Range: Hispanic 22.8 – 30.2 % at or above proficient; ELs, 19.1% - 38.9% * Target 24.4% State average: 26.9% *Included Spanish & other ELs at one school.

  31. API Results • Hispanic API scores grew by far more than the annual targets, ranging from 155 – 248 points from 2000 to 2005. • This was an average yearly gain of 31 to 50 points. • School-wide API comparison deciles range from 6 to 10. Four of the schools are at deciles 8 to 10.

  32. Spanish Results • There was limited data on performance in Spanish. • Three schools that did report either SABE/2 or APRENDA data had scores that met or exceeded statewide performance in Spanish, and average reference percentiles in reading and math that ranged from the 65th to 88th percentile.

  33. SUMMARY: The six schools, 2005

  34. Some Common Elements • Bilingual programs were a school-wide effort. • Teachers collaborated and team-taught, particularly for ELD instruction. • Staff demonstrated extensive language and cultural competence. • Staff displayed overall school support for language and cultural diversity.

  35. Common Elements, cont… • Staff demonstrated a focus on the individual student and differentiated instruction. • The school culture emphasized teaching to rigorous academic standards. • Staff articulated rigorous expectations of staff and students. • Consistent leadership supported and benefited programs and instruction.

  36. Thank You! • CITE AS: Gold, N. (2006) Successful Bilingual Schools: Six Effective Programs in California. San Diego: San Diego County Office of Education. Download from: http://www.sdcoe.net/lret2/els/pdf/SBS_Report_FINAL.pdf • PROJECT DIRECTION: Donna Heath, Senior Director, English Learner Services Printed reports may be ordered for $10.00 each from: Oscar Medina,English Learner Services <omedina@sdcoe.net> Curriculum, Instruction & Assessment San Diego County Office of Education 6401 Linda Vista Road, Room 324 San Diego, CA 92111

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