Educating English Language Learners

1. Educating English Language Learners Methuen Public Schools Prepared by Jane Sigillo April 2006

2. Methuen’s English Language Programs • The Language Acquisition Department provides two levels of support for ELLs: • The SEI (Sheltered English Immersion) Program. Taught by teachers certified in ESL/ELL/ELD or bilingual education, the SEI program provides both English language development and sheltered content instruction to beginner and early intermediate ELLs. The CGS houses our K – 8 SEI Program, while Methuen High School provides this program for 9th – 12th graders. 2) The ESL (English as a Second Language) Program. Taught by teachers certified in ESL/ELL or ELD, the ESL program provides English language development instruction in the four language domains (listening, speaking, reading, and writing) in grades K – 8 in each of the grammar schools. This is done mainly through a pull-out delivery model, meaning that the ELL students leave their regular classrooms to attend ESL class. In some cases, the ESL teacher co-teaches in a regular classroom with the regular education teacher.

3. How LEPs Are Identified • When a new family registers its child for MPS, if they indicate that a language other than English is spoken at home, the child is given an English assessment. In this assessment, for students in grades K – 12, the child’s listening and speaking skills are evaluated; in grades 2 – 12, reading and writing skills are also assessed. • Based on the student’s performance on these tests, the student’s level of English proficiency is determined, and a placement recommendation is made. The various English proficiency levels are: • Beginner • Early Intermediate • Intermediate • Transitioning • We generally recommend the SEI program for Beginners and Early Intermediates. • Intermediate students are generally recommended for a mainstream placement with ESL instruction. • Transitioning students are generally recommended for a mainstream placement. • Parents have the right to decline our recommendation for placement in the SEI or ESL program.

4. LEPs by School • CGS: 156* • Marsh: 49 • Tenney: 94 • Timony: 88 • Methuen High School: 85 *Of the 156 LEP students at the CGS, 132 are in the SEI program, and 24 are in the ESL program only. Information accurate as of 4/24/06

5. DOE Guidelines for ESL Instruction In June of 2005, the DOE issued ESL/ELD programming guidelines. Districts must be working towards meeting these guidelines. • For Beginners and Early Intermediates in grades K – 12: - ELD (ESL) instruction 2.5 hours day to full day, delivered by a teacher with an ESL or ELL license. - Content instruction provided in the hours available outside of ELD, delivered by a teacher qualified to teach LEP students. Many content area teachers need to take the required professional development training to teach LEP students.

6. For Intermediate proficiency levels in grades K – 12: • ELD (ESL) instruction 1 to 2 hours per day, delivered by a teacher with an ESL or ELL license. • Content instruction provided in the hours available outside of ELD, delivered by a teacher qualified to teach LEP students. • Currently, in Methuen’s SEI Program at the CGS, these guidelines are being met. • Given the large numbers of LEP students in our K – 8 schools, our ESL teachers met with their LEP students - at most - for 40 minutes each day; in some cases they meet for 40 minutes 3x a week. • Many content area teachers need to take the required professional development training regarding teaching LEP students.

7. For transitioning proficiency levels in grades K – 12: • Assign these students to a teacher who is qualified to teach LEP students. This will enhance the likelihood of continued growth in their English language proficiency and content learning. • Provide additional opportunities for small group instruction and learning during the school day, after school, and during the summer. • Design and implement a regular process for monitoring these students’ academic progress. • Design and provide additional learning support and opportunities. • Monitor the academic progress of former LEP (FLEP) students for two years after reclassifying them. • Many content area teachers need to take the required professional development ELL training.

8. Educating ELLs - Background • In November of 2002, the voters in the Commonwealth of Massachusetts passed a ballot initiative commonly known as Question 2. This legislation changed the way in which English Language Learners were educated in Massachusetts’ public schools, making Sheltered English Immersion the program model for most ELLs in the state. MA DOE 2006

9. Sheltered English Immersion (SEI) has two components: 1) English language development instruction (ELD), often called English as a Second Language (ESL). This must be taught by a teacher who holds a license in ESL or ELL (English Language Learner instruction). 2) Sheltered content instruction. This should be taught by a teacher holding an appropriate teaching license and possessing the additional skills and knowledge required to effectively teach content to ELLs. The state of Massachusetts has determined that any content-area classroom in which even 1 LEP (Limited English Proficiency) student is present is an SEI classroom. Therefore, any teacher who has even 1 LEP student in his/her content-area classroom must present “sheltered” instruction.

10. Professional Development in the Area of ELL Instruction Required of Classroom Teachers of ELLs • As a result of the passing of Question 2 in November of 2002, any general education classroom with even just one English language learner is considered an SEI (Sheltered English Immersion) classroom. This means that the teacher in that classroom must be – or must become – qualified in four areas, or categories, of competency in working with ELLs. • Category 1: Second Language Learning and Teaching • Category 2: Sheltering Content Instruction • Category 3: Assessing Speaking and Listening • Category 4: Teaching Reading and Writing to Limited English Proficient Students • The DOE would like to see general education teachers of ELLs taking at least 1 of these courses per year. • Categories 1 – 3 are currently offered by trained staff within the MPS; MPS professional development providers should be able to offer Category 4 PD for school year 2006 – 2007 and beyond.

11. Glossary of Terms • ELL - English Language Learner • A student who is learning English while learning the various subject matters. • LEP - Limited English Proficient • A student who is learning English while learning the various the subject matters. The DOE defines an LEP student as one whose first language is not English and who cannot perform ordinary classwork in English.

12. SEI – Sheltered English Immersion • The model for instructing ELLs in Massachusetts. Also the name of Methuen’s program for beginner and early intermediate ELLs. This program is housed at the CGS (Comprehensive Grammar School) for grades K – 8, and at Methuen High School for grades 9 – 12. • Sheltered Instruction – - where teachers use specific strategies to teach a specific content area (e.g., social studies or math) in ways comprehensible to the students while promoting their English language development. Some of these strategies include the use of language and content objectives, grouping, vocabulary development, comprehension strategies, and lesson pacing.

13. ELD – English language development, - also known as ESL (English as a Second Language). • ESL – English as a Second Language, - also known as ELD (English language development). ESL instruction is essential if LEP students are to “catch up” to their classmates in academic content areas. Each of Methuen’s four grammar schools has an ESL program taught by certified ESL/ELD teachers; the high school’s SEI department is taught by teachers certified in ESL/ELL.

14. MELA-O – Massachusetts English Language Assessment – Oral - the standardized assessment of ELLs’ listening and speaking skills in English, given yearly • MEPA – Massachusetts English Proficiency Assessment - Massachusetts’ mandated annual assessment of ELLs’ proficiency in the 4 language domains: listening, speaking, reading, and writing. The MELA-O assesses the first 2 domains, while the MEPA R/W assesses reading and writing.

15. FLEP – Formerly Limited English Proficient - A student is “FLEP” when he/she has demonstrated proficiency in the 4 language domains. This determination is made based upon a combination of MEPA scores, classroom performance, and teacher input. When a student is “FLEP,” he/she is exited from the SEI or ESL program, and monitored for a period of two years.

16. AMAOs – Annual Measurable Achievement Objectives - These are 4 categories of achievement objectives for LEP students: 1) progress towards acquiring English language proficiency; 2) attainment of English language proficiency; 3) adequate yearly progress (AYP) of the LEP subgroup on the MCAS in English Language Arts; 4) adequate yearly progress (AYP) of the LEP subgroup on the MCAS in mathematics.