Meeting the Challenges of NCLB for LEP in Orange County Public Schools, Florida

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Meeting the Challenges of NCLB for LEP in Orange
County Public Schools, Florida

• Council of Great City Schools
• 47th Annual Fall Conference
• October 2003
• Tomasita Ortiz, Director Multilingual Student
  Education Services
• Website www.sll.ocps.k12.fl.us

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Topics for Presentation

• Florida META Agreement Mandates
• NCLB, Title III Mandates
• Overview of Demographics in OCPS
• Mission Statement
• Goal for LEP Programs
• Educational Reform Plan for LEP
• Description
• Effectiveness of initiative
• Implications for other great city schools
• Public and policymaker awareness

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Educational Reform Plan

• Conducted Research on exemplary program models
  for LEP
• Developed a three year implementation action plan
• Communicated educational reform plan to
  administrators, educators, parents and community
  advocates
• Invited Dr. Virginia Collier and Wayne Thomas to
  the Annual Bilingual/ESOL Summer Institute (2002)
• Invited Dr. Virginia Collier and Dr. Wayne Thomas
  to Superintendents Retreat (2003)
• Initiated specialized training on program models
  and research practices (September 2003)

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The Case for Improving and Renewing Education
Programs for Language Enriched Pupils
(Collier/Thomas Research)

• Federally funded research by the Department of
  Education (1996-2001)
• Findings
• Large nationwide achievement gap between average
  native speakers of English and LEP
• Low-scoring group of LEP is quickly growing in
  the nation
• Typical programs for LEP help them close the
  achievement gap by 1-2 NCEs only
• The bilingual vs. English only distinction is
  politically turbulent but not educationally
  meaningful.

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The Case for Improving and Renewing Education
Programs for Language Enriched Pupils
(Collier/Thomas)

• Implications of this longitudinal research
• Concentrate on long term academic achievement
  versus short term quick fix programs that
  concentrate on short term academic success
• Define program success in terms of educational
  gap closure in all subjects between LEP and
  Non-LEP
• Select program models that are enrichment models
  versus remedial programs
• Closely monitor if the program models implemented
  produce sustained gains
• Reduce the achievement gap by at least 3 NCEs or
  more each school year
• Improve program model implementation and support
  each year, and monitor students longitudinally
  until they graduate
• Analyze the relationship between quality of
  instruction in the program models implemented and
  student outcomes (Expected gains)
• Implement data driven instruction based on
  research practices for LEP

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Specialized Training

• Program Models in OCPS
• One Way Developmental Bilingual Education
• Two Way Developmental Bilingual Education
• Sheltered Instruction
• Mainstream Instruction with ESOL
• Language Arts/ESOL
• Language Arts/ESOL Curriculum
• Sunshine State Standards
• National ESL Standards
• Cognitive Academic Language Learning Approach
• Sheltered Instruction Observation Protocol (SIOP)

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Sheltered Instruction Strategies Are Used In ALL
Program Delivery Models
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Cummins' Language Proficiency Model The Key To
Comprehensible Instruction For LEP
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What is Expected in OCPS in the Curriculum for
LEP?

• Implementation of the
• Collier Thomas Research
• Cummins Proficiency Model
• Stephen Krashens Research on L2
• CALLA Approach (Anna Chamot)
• Content Based ESOL Approach (Deborah Short)
• Sunshine State Standards
• National ESL Standards
• Current Best Practices in Teaching

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OCPS Program Delivery Models for LEP

• Two Way Developmental Bilingual Education Program
• One Way Developmental Bilingual Education Program
• Sheltered Instruction Program
• Basic Mainstream Instruction/ESOL
• In schools with insufficient numbers of LEP
• Language Arts/ESOL
• Integral component of all program models
• Language Arts class for secondary students

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Two Way Developmental Bilingual Education

• Provides highly organized instruction in English
  and a second language
• Provides English language acquisition through
  content-based ESOL to LEP
• Provides Spanish language acquisition through
  content-based Spanish as a Second Language
• to Non-LEP
• Provides an accelerated curriculum to ensure
  students achieve competence in English and a
  second language
• Comprehensible instruction is ensured by
  implementing the Cummins Proficiency Model

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Student Population

• The classroom is composed of equal numbers of LEP
  and non-LEP

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Objectives

• Promote bilingual education as an enrichment
  program for all learners
• Promote bilingualism and biliteracy in two
  languages
• Prepare students for our global workforce
• Provide equality in education for LEP and Non-LEP
• Seek cross-cultural understanding between both
  linguistic groups of students
• Acquire the academic language needed to express
  scientific concepts for grade level courses

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Resources

• Instructional materials and textbooks are in both
  languages of instruction
• Bilingual dictionaries are provided in the
  languages of instruction
• Staff members are highly qualified and proficient
  in the language of instruction
• Parents work collaboratively with the school to
  ensure the success of the program

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Certification Requirements

• Appropriate grade level and subject area coverage
• State requirements to comply with ESOL training
  mandates
• Refer to the program model guide for specific
  requirements

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Curriculum

• Provides contentbased Sheltered Instruction
  Strategies
• Provides literacy in the native language
• Addresses linguistic and academic objectives
• Focuses on grade level academic achievement in
  both languages
• Focuses on teaching for transfer
• Aligned with the Florida Sunshine State Standards
• Highly interactive instruction

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One Way Developmental Bilingual Education

• Uses two languages for the purpose of academic
  instruction
• Provides continued language and literacy
  development in the native language
• Provides English language acquisition through
  content-based ESOL
• Provides grade level subject matter in English
  and the native language

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Student Population

• All students who participate in this program are
  LEP and speak the same native language

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Objectives

• Attain high levels of proficiency in English
• Achieve academically in all subject areas in the
  native language and in English
• Demonstrate mastery of the Florida Sunshine State
  Standards
• Acquire the academic language needed to express
  scientific concepts for grade level courses
• Seek high levels of cross-cultural understanding

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Resources

• Equal access to high quality resources
• Technology that promotes the development of
  communicative competence in English and academic
  language
• Bilingual dictionaries
• Grade level textbooks in English and the native
  language
• Highly qualified teachers who are proficient in
  the language of instruction

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Certification Requirements

• Appropriate grade level and subject area coverage
• State requirements to comply with ESOL training
  mandates
• Refer to the program model guide for specific
  requirements

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Curriculum

• Aligned with the Florida Sunshine State Standards
• Designed to accommodate the different levels of
  English language proficiency of LEP
• Addresses linguistic and academic competencies
• Focuses on teaching for transfer

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Two Way Developmental and One Way Developmental
Bilingual Education Models

• The only difference is the student population
• Two Way LEP and Non-LEP
• One Way LEP who speak the same language
• Both models are enrichment programs
• Students are recruited to participate in the
  models
• Students achieve highest levels of gap closure

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Sheltered Instruction

• Provides for the simultaneous development of
  subject area instruction and English language
  proficiency
• Instruction is provided at the level of English
  proficiency of the LEP in the class

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Student Population

• Language Enriched Pupils at the intermediate and
  advanced level of English proficiency
• LEP may be from the same language background or
  from diverse language backgrounds

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Objectives

• Attain high levels of academic content language
  to express scientific concepts for grade level
  courses
• Attain high levels of linguistic skills in
  English through ESOL
• Master the Florida Sunshine State Standards
• Develop high levels of appropriate use of
  learning strategies through the Cognitive
  Academic Language Learning Approach (CALLA)
• Develop high levels of cross-cultural
  understanding

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Resources

• Equal access to grade level textbooks and
  materials
• Interactive technology to promote mastery of
  linguistic and academic standards
• Bilingual dictionaries
• Qualified bilingual paraprofessionals that speak
  the native language of the students

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Certification Requirements

• Appropriate grade level and subject area coverage
• State requirements to comply with ESOL training
  mandates
• Refer to the program model guide for specific
  requirements

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Curriculum

• Adapted to make instruction comprehensible
• Implements the Cummins Language Proficiency
  Model
• Addresses linguistic and academic objectives
• Rigorous, challenging and highly interactive
• Reflects grade level Florida Sunshine Standards

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Basic Mainstream Instruction Language Arts /ESOL

• Provides for the simultaneous development of
  subject area instruction and English language
  proficiency
• Implements comprehensible instruction by using
  appropriate ESOL strategies
• Provides a strong language acquisition program
  specifically designed for LEP

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Basic Mainstream Instruction Language Arts /ESOL

• In this model the teacher has a dual role
• Classroom teacher for LEP and Non-LEP
• ESOL teacher for LEP in the classroom

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Student Population

• LEP and Non-LEP are scheduled together in the
  classroom in schools with insufficient numbers of
  LEP to implement Bilingual Education or Sheltered
  Instruction Models
• LEP in the same grade level are clustered
  together to facilitate the implementation of the
  program

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Objectives

• Develop listening, speaking, reading and writing
  skills through second language acquisition
  exemplary practices
• Acquire grade level curriculum with high levels
  of comprehensibility
• Acquire the academic language needed to express
  scientific concepts for grade level courses
• Develop high levels of appropriate use of
  learning strategies through the Cognitive
  Academic Language Learning Approach
• Develop high levels of cross-cultural
  understanding

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Resources

• ESOL textbooks exclusively designed for LEP to
  develop language acquisition skills in addition
  to the language arts series
• Supplemental textbooks in the native language
• Adapted materials to accommodate the different
  English proficiency levels of LEP
• Interactive materials to facilitate language
  acquisition in the classroom
• Bilingual dictionaries
• Visual aides to promote comprehensible
  instruction
• Qualified bilingual paraprofessionals that speak
  the native language of the students

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Certification Requirements

• Appropriate grade level and subject area coverage
• State requirements to comply with ESOL training
  mandates
• Refer to the program model guide for specific
  requirements

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Curriculum

• Adapted to make instruction comprehensible for
  LEP
• Implements the Cummins Language Proficiency
  Model
• Strong Language Development Component to ensure
  language acquisition

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Curriculum

• Addresses linguistic and academic objectives
• Rigorous, challenging and highly interactive
• Reflects grade level Florida Sunshine Standards
• Reflects the National ESL Standards

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Curriculum

• The CALLA Approach is integrated in the
  curriculum
• The Sheltered Instruction strategies are
  integrated in the curriculum

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Curriculum

• The teacher has a process in place to ensure that
  comprehensible instruction for LEP is not
  jeopardized while teaching the curriculum to the
  native speakers of English in the classroom.

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ESOL/Language Arts

• English instruction to promote proficiency in
  listening, speaking, reading and writing skills
• ESOL/Language Arts is an integral component of
  ALL program delivery models for LEP

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Student Population

• LEP from different linguistic backgrounds
• Students may be at different stages of the second
  language acquisition process

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Objectives

• Develop English language acquisition in
  listening, speaking, reading and writing
• Promote attainment of grade level Florida
  Sunshine State Standards for Language Arts
• Promote the attainment of the National ESL
  Standards
• Promote academic achievement in English

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Resources

• ESOL textbooks designed exclusively for LEP
• Grade level language arts textbooks
• Technology that promotes the development of
  language acquisition
• Materials and textbooks to ensure mastery of the
  National ESL Standards
• English proficient teachers

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Certification Requirements

• Appropriate grade level and subject area coverage
• State requirements to comply with ESOL training
  mandates
• Refer to the program model guide for specific
  requirements

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Curriculum

• Aligned with the National ESL Standards
• Aligned with the Florida Sunshine Standards for
  the grade level
• Focuses on Cummins Language Proficiency Model
• Integrates the CALLA Approach

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Curriculum

• Designed to accommodate the different levels of
  English language proficiency of LEP
• Addresses linguistic and academic competencies
• Infuses Content-Based ESOL strategies
• Integrates Sheltered Instruction strategies

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Factors to Consider

• Customized Training to reflect best practices for
  each program delivery model

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Factors to Consider

• Registration for training on any of the OCPS
  district program models go to http//singmeup.ocp
  s.net
• For resources, research, links, best practices
  and compliance updates go to the Multilingual
  Student Education Services website at
  www.sll.ocps.net