Bilingual Report

8/3/2019 Bilingual Report

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Carrollton-Farmers BranchIndependent School DistrictExecutive Summary Report

Date District Objective Agenda Item #

December 1, 2011 Objective 1 Continuously increase student achievement II.A

Agenda Item: Presentation on Student Achievement: Bilingual/ESL Education Program

Summary: The Bilingual/ESL Department will present its annual report to the Board of Trustees regardingthe ELL students in the district, LEP student achievement data, and the bilingual and ESL programs.

Attachments:

PowerPoint presentation is attached.

Administrative Recommendation:

Budget/Funding

Not applicable.


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All students will meet the State of Texas Assessments of Academic Readiness

(STAAR) at the satisfactory or advanced level and graduate college-ready and/or

workforce ready without remediation.

BilingualESL

BoardofTrustees

December

2011


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The Goal of the Carrollton-Farmers Branch ISD is highachievement for all students.

Supporting Objective 1:

Continuously increase student achievement

Supporting Objective 2:Continuously improve the learning environment for students and staff

Supporting Objective 3:Continuously increase operational effectiveness

Supporting Objective 4:Continuously increase stakeholder confidence and support of our school system


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The Goal of the Carrollton-Farmers Branch ISD is

high achievement for all students.

Supporting Objective 1: Continuously increase student achievement

Commissioners Rules 89.1265. Evaluation

(a) All districts, required to conduct a bilingual

education or English as a second language

program, shall conduct periodic assessmentand continuous diagnosis in the languages of

instruction to determine program impact and

student outcomes in all subject areas.


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Commissioners Rules DualLanguage 89.1603

The development of fluency and literacy inEnglish and another language for all students,

paying special attention to limited English

proficient (LEP) students participating in theprogram

(c) A minimum of 50% of instructional time must

be provided in the language other than EnglishJuly 23, 2007


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Language Acquisition Theory

Discourse from several different areas ofscholarship & inquiry share theories of language

acquisition

Linguistics: the nature of language Psycholinguistics: language & mind

Sociolinguistics: how language works in society

Psychology:

Sociology: human interaction & culture

Anthropology:


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0

10

20

30

40

50

60

70

1 2 3 4 5 6 7 8 9 10 11 12

No Services

ESL Pullout

Content-Based ESL

Early-Exit + Trad.ESL

Early Exit BE +Content ESL

One-Way DLE

Two-Way DLE

Enrichment Model

N

CE

Bilingual Program implementation through 5th

grade (Thomas & Collier, 2002)

Average English Reading Performance - ELLs Remedial Models

Average English Reading Performance - English Speakers

National Data:Long-Term Academic Achievement


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C-FBs Bilingual Program

One-Way Dual Language Fluent Spanishspeakers receiving instruction

in two languages

Two-Way Dual Language

English & Spanish Fluentspeakers receivinginstruction in two languages


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Prior to 2009 Early Exit program

Time-based 50-50 model


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One-Way Dual Language ProgramSpring of 2009 Restructured program

Kinder through 5th grade

Subject-based 50-50 model

Phased in over time

Current model used for Pre-K, K, 1, 2, 3


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Two-Way Dual Language Program 2006-07 2010-11

Time-based 50-50 model

Blanton, Stark, & Thompson

2011-2012

Subject-based 50-50 model Stark & Thompson


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C-FBs English as a SecondLanguage (ESL) Program

Elementary Classroom teachers ESL certified

Middle School

Newcomers course

ESL I, II, III & Read 180 or addl English Class

High School

Newcomers course

ESOL I & ESOL II (4 yrs. or less in US schools)


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STELLAR -Strategies for Teachers ofEnglish Language Learners Achieving Results

To build the professional capacity ofmainstream teachers of English Language

Learners (ELLs) through professionaldevelopment in order to impact theachievement of ELLs.


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STELLAR -Strategies for Teachers ofEnglish Language Learners Achieving Results

ELL strategies using ESL Protocol

Model Classrooms

GLAD Guided Language Acquisition DesignStrategies English Language Proficiency Standards (ELPS)


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STELLAR: Campuses Teachers of science, social studies,

mathematics, and language arts Vivian Field Middle School = 37

DeWitt Perry Middle School = 37

R.L. Turner High School = 26(add 4 a year)

Central Elementary = 8(add 4 a year)

Dan F. Long Middle School = 5 (New2011)

Creekview High School = 7(New2011)


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Language ProficiencyAssessment Committee (LPAC)

Initial IdentificationTesting decision

Annual reviewMonitor students


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C-FBELLs 10-11 6509

EXIT (First yr. monitors) 886

Second Yr. Monitors 969

Former LEP Bil 2002Former LEP ESL 1557

TOTAL 11,922

45.57%Current ELL, Monitor, Former ELL


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Languages: Bilingual-ESL

52 languages other than English Spanish 83.8%

Vietnamese 3.1%

Korean 2.7%

Telegu 2.2%


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Languages C-FB ISD

91 languages other than English in C-FB English 51.29%

Spanish 39.44%

Vietnamese 1.75%

Korean 1.51%

Telegu 0.96%


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All students will meet the State of Texas

Assessments of Academic Readiness

(STAAR) at the satisfactory or advanced

level and graduate college-ready and/orworkforce ready without remediation.

Bilingual Report

Documents

Transcript of Bilingual Report