guidance for defining and implementing two-way immersion ...€¦ · web viewplease note that we...

1

Guidance for Defining and Implementing Two-Way Immersion Programs

© 2018 – Massachusetts Department of Elementary and Secondary Education

Guidance for Defining and Implementing Two-Way Immersion (TWI) ProgramsDecember 2018















Contents Introduction 2Purpose and Audience 4Dual Language Education Design Elements 5

A Background in Program Foundations: Castañeda 5Bilingualism, Bilingual Education, and Dual Language Education 6TWI Program Design and Elements 7Essential Features of Effective TWI Programs 7

Who participates in TWI programs 7Instructional Models for Elementary and Secondary levels 8Instructional Practices 11Support and Resources 12Family and Community 14Assessment and Accountability 16Acknowledgments 17

AppendicesAppendix A. Glossary of Key TermsAppendix B. TWI Implementation Readiness and Planning ToolsAppendix C. Instructional Strategies for Second Language Learning

2 Guidance for Defining and Implementing Two-Way Immersion Programs

Introduction to TWI1

This guidance begins with the Department of Elementary and Secondary Education’s (DESE’s) academic vision for all students . DESE grounded this vision in the belief that all students should experience high-quality education, and it reflects the Commonwealth’s commitment to the academic success and immense potential of English Learners (ELs). Additionally, this guidance emphasizes the importance of maintaining an asset-based approach that builds on the cultural and linguistic strengths ELs bring to their school experience.

We have an imperative to support ELs in our schools, and we must continue to work to eliminate the existing equity gaps experienced by ELs. The most recent data demonstrates persistentaccess and equity gaps for ELs when compared to their non-EL peers2,3.

Governor Baker signed into law An Act Relative to Language Opportunity for Our Kids (LOOK Act) on November 22, 2017. The law provides districts with more flexibility as to the language acquisition programs4 they choose to meet the needs of ELs, while maintaining accountability for timely and effective English language acquisition.

1 Chapter 71A of the General Laws, as amended by chapter 138 of the acts of 2017, defines alternative education programs and services that improve outcomes for English Learners as programs that, “include, but shall not be limited to transitional bilingual education and dual language education’* *“Dual language education” or “2-way immersion”, a program designed to promote bilingualism and biliteracy, cross-cultural competency and high levels of academic achievement for both native English speakers and English learners from a single language background; provided, however, that students shall develop and maintain their first language while adding a second language and shall receive the same core curriculum as all students in the state; provided further, that the instruction for such students shall be provided in 2 languages throughout the program; and provided further, that “2-way immersion” programs may begin in the early grades, including pre-kindergarten and kindergarten, and may continue through the secondary level.Please note that we will use the term Two-way Immersion (TWI) throughout this document. 2 See, for example, the National Academies of Sciences, Engineering, and Medicine’s Promoting the Educational Success of Children and Youth Learning English: Promising Futures (2017) as well as DESE’s Policy Brief: Teacher Equity Gaps in Massachusetts (2017).

3 One in seven EL students drop out of high school, a rate that nearly triples the average dropout rate. ELs are 70% more likely to be assigned to teachers rated “Needs Improvement” or “Unsatisfactory.” ELs are assigned to inexperienced teachers (those with less than three years of experience) 36% more often.ELs are assigned to teachers who do not hold the appropriate license for the class 2.59 times as often.4 This guidance document is intended to address two-way immersion programs as defined in G.L. c. 71A, § 2. The Department anticipates issuing guidance in the future relating to transitional bilingual education and one-way immersion programs.

Under state and federal law, English learners must be taught to the same academic standards and be provided the same opportunities to master such standards as other students (G.L. c. 71A, § 7; Equal Educational Opportunities Act, 20 USC § 1703(f); Title III of ESEA, as amended by ESSA, § 3102). Instruction provided to ELs must be meaningful and appropriate for their English language proficiency level.

https://malegislature.gov/Laws/SessionLaws/Acts/2017/Chapter138

https://malegislature.gov/Laws/SessionLaws/Acts/2017/Chapter138

http://www.doe.mass.edu/research/reports/2017/10teacher-equity.pdf

https://www.nap.edu/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english

https://www.nap.edu/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english

http://www.doe.mass.edu/candi/


State law and regulations5 require providing students classified as ELs an appropriate English learner education through a sheltered English immersion program or an alternative instructional program that meets the requirements of federal and state law (collectively referred to as “English Learner Education Programs”). Alternative education programs are defined as programs that, “include, but shall not be limited to transitional bilingual education and dual language education.”6

There is ample evidence that bilingual education programs7, such as dual language programs are effective for both ELs and native English speakers8. Currently, less than 3% of ELs in Massachusetts are educated in bilingual education programs.

5 G.L.c.71A, § 2 and state regulations 603 CMR 14.046 Dual Language Education programs are programs “designed to promote bilingualism and biliteracy, cross-cultural competency and high levels of academic achievement for both native English speakers and English learners from a single language background; provided, however, that students shall develop and maintain their first language while adding a second language and shall receive the same core curriculum as all students in the state; provided further, that the instruction for such students shall be provided in two languages throughout the program; and…may begin in the early grades, including pre-kindergarten and kindergarten, and may continue through the secondary level.” 7 An educational program that involves teaching academic content in two languages, English and another language. Program types determine the varying amounts of each language used in instruction. Bilingual education programs include dual language education or two-way immersion and transitional bilingual education programs, as defined in M.G.L. c. 71A, § 2, and any other bilingual program types that may be approved by the Department8 Howard, Sugarman, & Christian, 2003; Lindhom-Leary, 2001; Steele, et al., 2017; Thomas & Collier, 2012

http://www.doe.mass.edu/lawsregs/603cmr7.html?section=14


Purpose and Audience

The DESE is issuing this updated guidance to assist school district personnel in planning and implementing Two-Way Immersion (TWI) programs that ensure ELs learn English and another language other than English, have access to rigorous academic content, and meet the same challenging expectations for college and career held for all Massachusetts students.

Purpose

This document may be used as a tool for planning and evaluating TWI programs and ultimately to improve the education of ELs in TWI programs. More specifically, this guidance has the following purposes:

Increase clarity about TWI programs. Identify essential linguistic and instructional features of TWI programs. Improve TWI program design, delivery, and ongoing evaluation to support

ELs to meet college, career, and civic standards as described in the Massachusetts Curriculum Frameworks.

Audience

The primary intended audience for this guidance is district and school leaders and teams responsible for building, improving, and evaluating TWI programs and for developing the systems and strategies to support best practices. A secondary audience includes educators seeking to deepen their understanding of TWI programs. Information in this guide may also be useful for family liaisons, community organizations, and parents/guardians who wish to learn more about how TWI programs are developed and structured.

http://www.doe.mass.edu/frameworks/


Dual Language Education Design Elements

A Background in Program Foundations:

Castañeda

Important federal and state laws, court decisions and policies shape dual language programs as we know them in Massachusetts today. In 1974, the United States Supreme Court affirmed the rights of ELs to have equal access to a meaningful opportunity to participate in educational programs in Lau v. Nichols.9 In the Castañeda v. Pickard case in 1981, a court established a three-pronged test for determining the soundness of a program serving ELs, and whether schools are taking "appropriate action" to address their needs as required by the Equal Educational Opportunities Act (EEOA).10

The Foundation: Castañeda’s Three-Pronged Test1. Sound Theory: The educational theory underlying the language

assistance program is recognized as sound by some experts in the field or is considered a legitimate experimental strategy.

2. Effective Implementation: The program and practices used by the district are reasonably calculated to effectively implement the educational theory adopted by the district.

3. Student Growth: The program succeeds when producing results indicating that students’ language barriers are actually being overcome.

Castañeda does not mandate that a district or school use a particular method, language of instruction, or type of ELE program.

DESE recognizes three ELE program types as sound under prong one of the Castañeda test:

• Two-Way Immersion (TWI)• Transitional Bilingual Education (TBE)• Sheltered English Immersion (SEI)

The Castañeda test serves as a foundation for the development of all ELE programs, including TWI programs. It can be a powerful tool for helping districts design, evaluate, and improve all ELE programs.

9 Lau v. Nichols, 414 U.S. 563 (1974).10 Castañeda v. Pickard, 648 F.2d 989 (5th Cir. 1981). See also: see: English Learner Tool Kit for SEAs and LEAs , chapter 2; Guidance on Identification, Assessment, Placement, and Reclassification of English Learners.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiNj7eZhJrcAhXmuFkKHcaVDz0QFggqMAA&url=https%3A%2F%2Fwww2.ed.gov%2Fabout%2Foffices%2Flist%2Foela%2Fenglish-learner-toolkit%2Feltoolkit.pdf&usg=AOvVaw07VbUsuNu9OKQuMMucN2XY


A Background in Program Foundations: Bilingualism, Bilingual Education and Dual Language Education (Sound Theory: Prong One)

There is mounting evidence of the value of bilingualism and asset-based bilingual education programs such as TWI. Specifically, there is substantial evidence that TWI has academic and cognitive benefits for both ELs11 and non-ELs. Likewise, there is a sizeable body of research on the social benefits of bilingualism at both the individual and societal levels. “Indeed, language learning is not only a means to improve communication, but more importantly a key avenue to promoting global understanding.”12

Bilingual education is an umbrella term for many types of programs, including TWI, in which students receive instruction in two languages. All students, including ELs, develop high levels of bilingualism through sustained bilingual educational programs that: provide sufficient and ongoing exposure to both languages of instruction for at least (six years or more (Collier, 1989; Cummins, 1981; Lindholm-Leary & Borsato, 2006; Saunders & O'Brien, 2006; Hill, 2004);13 ensure access to standards-aligned high-quality curriculum across the content areas; and utilize pedagogical approaches aligned with current understandings of bilingual language and literacy development.

Two important principles of bilingual education contribute to successful programs.14 First, bilingual approaches should be used when working with ELs in order to allow students’ cognitive and social emotional development to be continuous.15 As students are learning English and learning to do school work in and through English, they are engaged in age-appropriate learning tasks in their home language that are cognitively challenging and encourage critical thinking. Second, bilingual education programs take advantage of the phenomenon of transfer, in which students use knowledge and skills developed through one language when learning in another language. Bilingual educators leverage this phenomenon by strategically building on and extending skills and content learned in one language while teaching in the other language.16

11 Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245. 12 Della Chiesa, B., J. Scott and C. Hinton (Eds.). (2012). Languages in a global world: Learning for better cultural understanding (p. 472). OECD Publishing, http://dx.doi.org/10.1787/9789264123557-en13 Collier, V. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 509-531.Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles:California State University; Evaluation, Dissemination, and Assessment Center.Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 176-222). New York: Cambridge University Press.Saunders, W., & O'Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 14-63). New York: Cambridge University Press.Hill, E. G. (2004). A look at the progress of English learner students. Sacramento, CA: Legislative Analyst Office.14 Cummins, J. (2012). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading and Writing, 25 (2012) 1973—1990. 15 García, O., Johnson, S. I., & Seltzer, K. (2016). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon Publishing.16 Thomas, W. & Collier, V. (2012). Dual language education for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico—Fuente Press.


TWI Program Design and Elements (Prong One):

According to the 3rd edition of the Guiding Principles for Dual Language Education (Howard et al., 2018), the term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and sociocultural competence—a term encompassing identity development, cross-cultural competence and multicultural appreciation—for all students.

Two-Way Immersion (TWI) programs typically include approximately an equal number of students who are monolingual or dominant in English at the time of enrollment and students who are monolingual or dominant in the partner language at the time of enrollment. There may also be students who have proficiency in both languages at the time of enrollment. In TWI programs, no less than one third and no more than two thirds of the student population are monolingual or dominant in either English or the partner language at the time of enrollment.

Essential Features of Effective TWI Programs (Effective Implementation: Prong Two)

The student body of TWI programs includes native English speakers and native speakers of the partner language who are learning English. These programs can be effective for students at varying proficiency levels in English and the partner language, students with special needs, and students who come from a range of socioeconomic backgrounds and educational experiences when they first enter the program.

The design of TWI programs allows students to master academic content while becoming bilingual, biliterate, and multiculturally competent. Although there is flexibility in how TWI programs are structured and implemented, certain features of TWI programs are essential. Essential components for TWI programs include:

1. maintaining a minimum of 50% of the daily instructional time in the partner language (at the secondary level, this may vary);

2. opportunities for students to integrate language and content instruction that are intentional and carefully planned;

3. high academic expectations for all students; and 4. initiating the program in the primary grades (PreK–K) and extending the

program through at least the elementary school level (grade 5).


Instructional Models for Elementary and Secondary Levels of Effective DLE/TWI/TWI Programs (Effective Implementation: Prong Two)

TWI Program Models in PreK-8:

Adhering to the percentages of instructional time in English and the partner language is critical in order to give students the best opportunities to become bilingual and biliterate. There are two main TWI program models, generally referred to as “50/50” and “90/10.”

In the 50/50 model, instructional time in English and the partner language is divided evenly at all grades, meaning that content and literacy instruction occur in both languages from the outset. The language distribution can vary based on time, teacher, and/or content area. The most common approach is to provide instruction through one language in the morning and through the other language in the afternoon. This approach is frequently, but not always, combined with the use of a separate teacher for each language, as well as the division of content (e.g., math in one language and science in the other). An example of a 50/50 schedule is listed below:


In a 90/10 model, students receive 90% of instruction in the first year in the partner language and 10% in English. Over time, the proportion of instruction in the partner language gradually decreases while the percentage of instruction in English gradually increases, until a proportion of 50% instructional time in each language is achieved. Some flexibility exists in these starting proportions (for example, some programs start with 80% instruction in the partner language and 20% instruction in English); however, by third or fourth grade, all TWI programs should reach a ratio of 50% instructional time in each language to ensure that students achieve high levels of fluency and literacy in both languages. In most 90/10 or 80/20 models, initial literacy is provided to all students through the partner language, with English literacy added by at least Grade 3, if not earlier. Regardless of approach, all 90/10 or 80/20 programs should provide formal literacy instruction in both languages by third grade.

Example of a K-8 “80/20” TWI Model:

Cheryl Urow, Center for Teaching for Biliteracy, www.TeachingforBiliteracy.com

The decision for which program model to implement depends upon a number of factors, including district support, language proficiency of teachers and staff, parent and community preferences, and availability of instructional materials. 17

17 For further guidance on selecting a program model, please refer to Howard, E., Olague, N., & Rogers, D. (2003). The dual language program planner: A guide for designing and implementing dual language programs. Center for Research on Education, Diversity & Excellence.

http://www.TeachingforBiliteracy.com/

10


TWI Program Models in Grades 6-12:

Currently there is limited research on TWI programs at the secondary level. They differ from TWI programs at the elementary level in a few key areas: student population, availability of trained dual-language content teachers, and instructional resources to support the academic content. Most students attending middle or high school TWI programs, enter from elementary or middle school TWI programs with strong academic language, literacy, and content knowledge and skills in both languages. ELs with literacy in their home language may also enter at any point in the Grades 6–12 pathway.

Secondary programs generally offer a 60/40 ratio of English to the partner language, while some maintain the 50/50 ratio throughout the secondary grade levels (6-12). Courses in English language arts and in language arts of the partner language are fundamental to the goals of bilingualism. In addition to the language arts course, the instruction in one or two content courses (science, math, or history) is generally in the partner language.

Language Allocation:

Within these general models, it is important to remember that a wide range of language allocation practices exist, as languages can be divided by subject, time, and/or teacher. For example, some schools teach all day in the partner language and alternate with full days of English. Other schools teach half of each day in the partner language and the other half of the day in English. Still others, e.g., half-day models, may choose specific subjects to align with specific languages.

11


Instructional Practices: (Effective Implementation: Prong Two)

District, school, and TWI program personnel strategically develop plans for the use of two languages for content and language/literacy instruction. Teachers ensure that curriculum content learned in one language is accessible in the other language (transfer). Making connections between what students learn in each language is a core practice to enhance learning. English as Second Language (ESL) also referred to as English Language Development (ELD) There is always time devoted to the explicit instruction of the language forms and features of English in TWI programs. Dual language programs tend to use the term “ELD” to refer to the English language instructional component of the program, because all students, not just ELs, receive English language instruction (in addition to content delivered in English). The state currently uses the term “ESL.”

The exact structure and format of this instruction varies based on program model. ESL is a required component for all ELE programs to meet the needs of ELs participating in the district’s TWI program. (For more information, please refer to the following: 1. Next Generation ESL Project: Model Curriculum Units and 2 . Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners).

In Massachusetts, instruction for ELs in a TWI program should be designed around two main building blocks:

English as a Second Language (ESL)Taught by ESL-licensed teacherAdditional linguistic support ELs need through systematic, explicit, sustained focus on language and literacy in the context of the FrameworksOccurs for a specific amount of time each day or week, as determined by school, according to student need

TWI Taught by Core academic teachers (CATs) responsible for the English portion of a DLE/TWI program can hold SEI or BEE. See 603 CMR 7.15(9)(c)1.b.(“A core academic teacher responsible for the instructional component provided in English must hold the Bilingual Education Endorsement or the SEI Endorsement.”)

TWI Program A two-component program model

http://www.doe.mass.edu/frameworks/

http://www.doe.mass.edu/ell/guidance/default.html


http://www.doe.mass.edu/ell/curriculum.html

12


Support and Resources: (Effective Implementation: Prong Two)

Administrators, teachers, and staff in TWI programs must understand and support the mission and goals of the program. To ensure this, all program personnel must have a deep understanding of the theoretical rationale of immersion education and must be able to implement the chosen program model with fidelity.

Additionally, it is crucial that supervising administrators, teachers, and specialists have appropriate Massachusetts licenses and endorsements. These personnel and support staff (e.g., office staff, assistant teachers, and parent liaisons) should also demonstrate a knowledge of sociocultural competence as well as the educational theory of bilingualism, and biliteracy. TWI programs should be diverse communities of linguistically and culturally aware educators who come together to reflect, support, and learn from each other as they negotiate and monitor the similarities and differences across instruction in two languages and cultures.

District Commitment: Actions and Policies to Enact A district-level commitment to supporting TWI education is essential. Districts should demonstrate this commitment by establishing policies that are inclusive of the goals and essential elements of the program. Examples of this commitment include the following:● Carefully reviewing demographic data to consider trends and changes in linguistic populations;● Providing assessment instruments to assess students in both languages of instruction;● Ensuring that there is a commitment by staff to the program goals at the district and school levels;● Allocating appropriate and equitable funding for teacher hiring and training, curriculum and classroom materials, initial program planning, and resources for parent engagement;● Establishing procedures for ensuring sociocultural competence, such as training related to racial and linguistic equity;● Equitably meeting the needs of TWI programs through all district-level departments (student services, curriculum, professional development and human resources);● Appointing school leaders who have the training and expertise to develop and articulate a clear vision for the program; ● Providing ongoing professional development specifically designed for TWI administrators, teachers, and staff; ● Creating a well-established parent information center, including trained bilingual/multicultural staff, to meet with parents to discuss and explain TWI program options; and

13


● Making written materials with the definition and program features of TWI programs available to parents in all partner languages. For a TWI Program Indicator Checklist, use Appendix C.

School Leadership

It is important to have culturally and linguistically knowledgeable school leaders (e.g., principal, assistant principal, instructional coach) who are responsible for the day-to-day decision-making and operation of the TWI program. In some cases, the principal may designate a TWI program coordinator who supervises and oversees the program. First and foremost, school leaders should possess the commitment and confidence to ensure the success of the selected program model. The principal, program coordinator, instructional coaches, and teacher leaders should have knowledge of second language development as well as bilingual and immersion education theory and research. They should also have the ability to navigate cross-cultural differences and intergroup experiences, the awareness of how to build equity across languages, and familiarity with instructional methodologies and effective classroom practices in a TWI setting. A principal, assistant principal, or supervisor/director who supervises or evaluates a core academic teacher assigned to provide instruction to an English learner in a bilingual education setting, such as dual language education or two-way immersion program, or transitional bilingual education program, must hold the Bilingual Education Endorsement or the SEI Endorsement.

Teacher and Administrator Qualifications

One critical consideration in launching a program is the hiring and placement of qualified bilingual education teachers. As in any quality education program, teachers must possess knowledge of the subject matter, curriculum, instructional strategies, methods of differentiation, and assessment.

A core academic teacher assigned to provide instruction in a bilingual setting to an EL in a language other than English must be properly qualified in the field and grade level of the assignment, and hold the Bilingual Education Endorsement. A core academic teacher assigned to provide instruction in a bilingual setting to an EL in English, as well as certain administrators supervising/evaluating core academic teachers in bilingual settings with ELs, must also be properly qualified in the field and grade level of the assignment, but may hold either the Bilingual Education or SEI endorsements.

14


Family and Community

Districts must inform parents and guardians of ELs of their child’s rights to language supports that will allow the child to participate meaningfully in school programs and activities.

They must also receive information about their right to select any ELE program available in the district so long as it is appropriate for the age and grade level of the student. Parents of ELs and their communities should have access to information about what constitutes a quality, well-implemented TWI program so that they can support the program and their child’s successful participation in the program. Districts are responsible for providing parents of ELs with simple, easy to understand descriptions of the purpose, method and content of the available ELE programs. Parents should also be aware that in order to reap the full benefits of a TWI program, students need to stay in the program for five to eight years.

Examples of parent education may include: TWI curriculum and instructional nights; provision of TWI school handbooks (made available in the partner language as well as English); and specific parent and community trainings in areas such as dual language acquisition in the primary grades, promoting bilingualism for students with special needs, understanding the benefits of bilingualism and biliteracy, and avenues for parent/teacher partnership in a TWI program. Information for families on TWI is available from a number of websites in a number of languages.18

TWI programs offer parent and community members the opportunity to interact at the school and district levels with trained bilingual staff who are proficient in their home languages. In building school/family partnerships, it is critical that school educators and leaders support and promote the equitable participation and leadership capacity of parents of students who speak the partner language in school governance, such as school-site councils, parent advisory councils, and other groups.

Districts can also recruit parents of students who speak the partner language for the school’s volunteer program to assist with the identification and integration of resources from the community, and in the overall advocacy of the program’s goals and success.

18 See the Center for Applied Linguistics FAQ for resources on parent information materials in English and Spanish.

15


Legal Requirements for Implementing TWI Programs for ELs (Effective Implementation):

TWI programs enroll ELs who speak a common home language. It is important to recognize that ELs in such programs may vary on a number of other important characteristics, including country of origin, immigration status, home language literacy experiences, prior schooling experiences, individual learning needs, and level of English proficiency.

As in other programs, districts must annually assess ELs’ language proficiency and academic achievement to determine whether such students are able to do regular schoolwork in English, and to remove the English learner classification once ELs demonstrate the ability to do regular schoolwork in English.

Another term used to refer to the process of removing a student’s EL classification is “reclassification”. Exit from EL status is a high-stakes decision because a premature exit may place a student who still has linguistic needs at risk of academic failure, while unnecessary prolongation of EL status (particularly at the secondary level) can limit educational opportunities, lower teacher expectations, and demoralize students. ACCESS for ELLs 2.0 is the state’s language proficiency assessment, and districts must first consider the results of ACCESS for ELLs 2.0 to identify students as candidates for reclassification. School-based teams must also consider other relevant data to determine whether students can perform ordinary classroom work in English, and whether or not such students should exit the ELE program. It is a violation of EEOA when districts do not exit ELs from a language acquisition program after they have acquired English proficiency.

Districts must follow the requirements for identification and placement of ELs in TWI. Refer to the most recent document for guidelines: Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners .

Note: Reclassification from EL to Former EL (FEL) does not alter the student’s TWI program status. TWI students remain enrolled in the TWI program, even after their reclassification.



16


Assessment and Accountability: (Prong Three)

As with all educational programs, assessment and accountability take place at the state, district, program, and student levels. The focus of assessment at each of these levels varies, but overall assessment is essential for ensuring the quality of programs, growth of student learning, guiding instruction, and program and professional development.

Utilizing both formative and summative assessment provides a complete picture of student learning over time.19 Teachers should be skilled in using a variety of formative assessments to document the language and literacy development of their students, differentiate future instruction, and provide immediate feedback to students. Districts should be flexible in their interpretations of summative assessments that were designed for monolingual populations and programs. A resource for understanding formative and summative assessments can be found in the WIDA Bulletin Focus on Formative Assessment .

TWI students (ELs, FELs and non-ELs) are working toward establishing biliteracy and academic skills in English and the partner language, and these skills need to be assessed and analyzed with equivalent standards. In addition to assessing content knowledge and skills, TWI programs need to assess and monitor students’ oral and written academic language development in two languages over time. Assessments in both languages should be given equal weight. Teachers must understand what language skills they need to develop at each grade level and in each language. Teachers should be trained to analyze students’ language and literacy development along a biliteracy continuum. A biliteracy continuum means that students will demonstrate a wide range of abilities as they develop their language and literacy skills over time. This biliteracy continuum depends on variables such as student demographics, program model, and the degree of difference between a student’s primary language and the partner language. Programs should collect their own data to identify the biliteracy continuum particular to their program.

The Language Opportunity for Our Kids (LOOK) Act creates a new opportunity for districts to consider the programmatic needs of English Learners (ELs). The Department of Elementary and Secondary Education (DESE) encourages all districts to take stock of their current English Learner Education (ELE) programs to ensure they are optimal for supporting ELs to develop their English language skills while they access grade-level content. For more information, please refer to this Quick Reference Guide (QRG).

19 http://www.ccsso.org/resource-library/formative-assessment-examples-practice

http://www.doe.mass.edu/ell/resources.html?section=proposal

http://www.doe.mass.edu/ell/resources.html?section=proposal

https://wida.wisc.edu/grow/pl/us-based-pl/formative-language-assessment

17


Acknowledgements

Ester de Jong, University of Florida

Cheryl Urow, Illinois Resource Center (IRC), Center for Applied Linguistics (CAL), Author

Elizabeth Howard, University of Connecticut

Joan LaChance, University Of North Carolina at Charlotte

Marla Perez-Selles, Senior Research at WestEd Meg Burns, Lesley University

Deborah Sercombe, University of Massachusetts Boston

Phyllis Hardy, Multistate Association for Bilingual Education, Northeast

Mary Cazabon, Lesley University Patrick Proctor, Boston College

Appendices:

Appendix A. Glossary of Key TermsAppendix B. TWI Implementation Readiness and Planning ToolsAppendix C. Instructional Strategies for Second Language Learning

© 2018 – Massachusetts Department of Elementary and Secondary Education

http://www.doe.mass.edu/ell/guidance/twi-appendix-c.docx

http://www.doe.mass.edu/ell/guidance/twi-appendix-b.docx

http://www.doe.mass.edu/ell/guidance/twi-appendix-a.docx

guidance for defining and implementing two-way immersion ...€¦ · web viewplease note that we...

Documents