English Language Learners Education & World Languages

1. English Language Learners Education & World Languages “The state of affairs” March 1st, 2012

2. State Requirements for ELL student services and programs An ELL student is a student who is learning English as a Second Language and has been identified via an intake assessment of limited English proficiency skills. All ELL students must receive two components of instruction: (1) explicit English as a Second Language (ESL) instruction from a licensed ESL teacher who uses an ESL standards based curriculum to teach (2) Sheltered Content Instruction taught by a teacher holding a subject area license for the subjects/grades taught, and must have either completed or be working on completing the four categories of effective instruction for ELLs ELL students are provided with “Educational Program Options.” and support services (tutorial, supplemental texts, translation and interpretation, home based visits, advocacy and guidance)

3. Randolph’s English Language LearnersElementary School

4. Randolph Public SchoolsSecondary Schools

5. What is Randolph Public Schools doing for our English Language Learners? Providing sheltered content instruction by “qualified” teachers who have been trained to work with English Language Learners (self-contained SEI classrooms and general education classrooms) Providing English as a Second Language by credentialed ESL teachers. The number of hours in which these students receive services varies based on their language proficiency levels. Accessing support services as needed (after school tutorial, enrichment programs, counseling with bilingual professionals, working with schools to make sure that effective models of instruction are followed and bilingual, bicultural staff are available to provide assistance. Reaching out to ELL families so that parent involvement and education is increased and enhanced.

6. Newest ELL Support Services ELL Inclusion (RCMS: Science, Math & Social Studies) (RHS: Social Studies & Math) Language Assessment Teams MCAS Math Prep E.S.L. for adults Multicultural Parent Advisory Council Growth in participation for the ELL Summer School Enrichment Program 6th-12th grades Service Learning (Student-Centered)

7. Randolph Public Schools has still not met it’s Annual Measureable Achievement Objectives (AMAOS). Title III of the federal Elementary and Secondary Education Act (NCLB) requires states to establish English language proficiency (ELP) standards aligned to state academic content standards, yet suitable for ELL students learning English as a second language and annually assess the English language proficiency of each ELL student using a valid and reliable assessment of English language proficiency aligned to ELP standards (NCLB 2002, Public Law 107-110, 115 Statute 1425). Three specific AMAOs have been established under the law: AMAO 1: Progressing in English language acquisition annual increases in the number or percentage of students making progress in learning English AMAO 2: Exiting or reaching English language proficiency annual increases in the number or percentage of students attaining English language proficiency by the end of each school year AMAO 3: ELL-Adequate Yearly Progress (AYP)AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics

8. ELL Department’s Greatest Challenges Limited number of staff and other resources (hands-on materials, technology, funding for field trips) ELL students are in every classroom. All teachers working with these students must receive professional development (Category Trainings, Collaborative Teaching, Modified Guided Reading, Cultural Competency training, Enrichment Courses for ESL teachers, day-to-day support) ELL students need more extended day opportunities with academic enrichment and language development and a more focused orientation on welcoming them into “American schooling”. Many ELL parents/guardians need more resources such as bilingual, bicultural staff, translations and interpretations, E.S.L. to increase their involvement in their students education.

9. ELL Changes & Challenges within the state As school districts throughout Massachusetts move towards implementing and using the Common Core standards, the Massachusetts Department of Elementary and Secondary Education’s Office of English Language Acquisition has also had to make significant changes. ESL standards are changing: English Language Proficiency Benchmarks and Outcomes (ELPBO) – World Instructional Class Design Assesement (WIDA) Spring, 2012: Last administration of MEPA R/W & MELA_O tests 2012-2013 School Year: First administration of the new ELL test (ACCESS) SEI Category trainings are being enhanced and will continue to be offered

10. ELL Goals for the next two years Targeted Professional Development for all teachers with recognition for their participation and involvement Group ELL students with teachers who either hold a “dual license” in ESL and another subject area or hold a primary credential for their grade or subject area and have been trained in the ELL Category training and more. Enhance “quality” inclusionary practices in classrooms with consistent administrative understanding and support. Make sure that schools have sufficient staff to provide enough quality instruction in English as a Second Language as determined by students’ English language development level. Hire a ELL Curriculum & Instruction Developer who can provide teachers with more day-to-day support in working with ELL students. Solidify the understanding that ELL liaisons play a significant role in providing outreach to both students and their families. Continue to create rich opportunities for ELL families to be involved.

11. World Languages in Randolph Public Schools

12. Why do RPS students take a world language? • Students are interested in languages • Students understand the benefits it will bring in going to college and/or acquiring more life skills. • Students are heritage speakers of more than one language and want to further develop their language skills. • There are few electives at the high school • The schedule slots them into a world language class

13. Benefits to studying another language Cognitive: enhances higher-order thinking skills - analysis, interpretation, comparison and contrast, improvisation, synthesis, listening skills and memory Academic: WL study improves academic performance in English grammar & vocabulary, math, reading, and writing. (Andrade, 1989; Armstrong & Rogers, 1997 Communicative: can increase your knowledge of vocabulary & grammar in your own language and augment your interpersonal skills by developing your ability to interpret, discuss, interact, and recognize patterns of behavior/gestures/social cues Economic: can lead to more job opportunities Interdisciplinary: leads to higher academic achievement (across all subjects). Societal: can increase one’s awareness of other cultures, thus increasing mutual understanding and communication

14. Randolph Public School’sChallenges for World Languages World Languages is not a graduation requirement. Although the state’s core requirements suggest that it become so. As a result, students attitudes towards learning a language is not as serious as it could be. Limited Resources (District-wide Budget Crisis & very small world languages budget) No funding available for teachers to participate in professional development (conferences, workshops) specifically targeted towards their field.

15. Learning a second language… Is exposing our students to a late start (i.e. the last 2 or 3 years in high school) introductory level of language (1 or 2 years) enough to make them proficient speakers, readers and writers of another language?Does the “smidgen” of language that many of our high school students receive represent “rigor” and “relevance” for the 21st century globalized world for which they must be prepared, and in which they can compete and collaborate fairly and successfully? It is NOT a matter of “making way for languages as a core subject in the curriculum, it is a matter of understanding that the content of a language class DOES reinforce the concepts taught in other subjects Rita Oleksak, 2007 ACTFL President, from a testimony before the senate committee.

16. World Languages Proposal (Goals for the next two years) Build the World Languages Department’s resources and opportunities for students to master a second language Middle School: 1.) Create an exploration of languages course. 2.) Continue to enhance the Spanish classes focusing on project based learning as well as explicit learning and teaching of grammar. 3.) Add French. High School: 1.) Make World Languages a graduation requirement. 2.) Continue to enhance the Spanish classes focusing on project based learning as well as explicit learning and teaching of grammar. 3.) Add more French classes to honor and reflect the wishes of a large population of our students and families 4.) Add Chinese and Sign Language.

17. And on a last note… Language is the road map of a culture. It tells you where its people come from and where they are going.❞‒Rita Mae Brown If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞‒Nelson Mandela