One-Way Dual Language Enrichment for ELLs

Dr. Leo Gómez – Presenter

Texas Commission for Public School Finance Texas Education Agency

June 5, 2018

ELL Instructional Models

Effective

Additive/Enrichment Subtractive/Remedial Dual Language

- Two-Way

- One-Way

TBE - Late Exit

TBE – Early Exit

Content-Based ESL

ESL Pullout

Ineffective

2

3

Why is TBE & ESL Bad for ELLs? Limited use or no use of L1 = limited access to grade-level content & skills Remedial Model = remedial instruction Remedial instruction = watered-down curriculum; ability grouping focus on

interventions and language acquisition vs. content Remedial instruction results in poor performance on:

Language and Academic tasks District Benchmarks and Standardized Tests Graduation Rates

Poor ELL achievement at elementary level significantly impacts school accountability and increases long-term ELLs

3

National Research - Long-Term ELL Achievement

N N = 210,054 C

E

0

10

20

30

40

50

60

70

0 1 2 3 4 5 6 7 8 9 10 11

Two-Way DL

One-Way DL

Early Exit BE +

2

Content ESL Early-Exit + Trad. ESL Content-Based ESL

ESL Pullout

No Services

Average Reading Performance – native English Speakers

(Thomas & Collier, 2002)

Average English Reading Performance – ELLs

Note: Program Implementation through 5th Grade only

Remedial Models

Enrichment Models

1

3 45

6

4

National Research Findings - ELL Achievement…

ELLs with limited proficiency in English must NOT be placed in short-term programs of only 1-3 years. In this study and all other research studies following ELLs long term, the minimum length of time it takes to reach grade-level performance in second language (English) is 4-5 years.

ELLs with at least 4-5 years of primary language schooling reach grade-level performance in English. As a group, students with limited or noprimary language schooling (either in home or host country) are not able to reach grade-level performance in English

When ELLs initially attend segregated, remedial programs, these studentsdo not close the achievement gap after reclassification and placement in the English mainstream. Instead, they maintain or widen the gap in later years

(Thomas & Collier, 2002)

5

6

National Research Findings…

The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling

(Thomas & Collier, 2002)

One-Way DLE for All ELLs!

One-Way DLE is Strongest Bilingual Education Program

One-Way DLE does not require both language groups

All ELLs can be served District-Wide!

Reduce Long-Term ELLs!

Increase ELL Achievement (elementary & secondary)!

Increase Graduation Rates!

7

8

2018 5th Grade ELL Reading – McAllen ISD

# Students Approaches Meets Masters

Dual Language 42 92% 77% 44%

Gifted & Talented 27 89% 81% 63%

Early-Exit TBE 76 80% 45% 11%

Regular Program 48 75% 60% 21%

McAllen ISD – 5th All 1681 83% 62% 31%

ELL Reading – Dual Language vs. Early-Exit or ESL

2017 All Grades ELL Reading – State (AEIS)

Approaches Meets Masters

Dual Language 67% 36% 19%

Early-Exit TBE 61% 32% 16%

ESL (content-based) 46% 20% 7%

PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT

Campus

Liberty

Murphy

Austin

LBJ

RYMS

Alamo

Kennedy

Escalante

Total

2016 Middle School Language and Culture Advanced Placement (AP) Data

33 32 16

32 14 3

13 8 1

22 9 1

18 8 3

25 14

44 26 11

25 14 5

212 125 40

• A score of 3 is weighed as earning 6 college credit hours

• A score of 4 is weighed as earning 9 college credit hours

• A score of 5 is weighed as earing 12 college credit hours

Total

81

49

22

32

29

39

81

44

377

9

INDEPENDENT SCHOOL DISTRICT

Campus Total

PSJA ECHS 15 15

PSJA Memorial ECHS 10 1 1 12

PSJA North ECHS 66 19 3 88

PSJA Southwest ECHS 32 6 38

PSJA T. Jefferson ECHS 25 1 26

Total 148 27 4 179

• A score of 3 is weighed as earning 6 college credit hours • A score of 4 is weighed as earning 9 college credit hours • A score of 5 is weighed as earing 12 college credit hours

10

EOC for DL Ells 100% 96 95%

90% 85%

80% 78%

70% 66%

60%

50%

4096

30%

20%

10%

0% Algebra I Biology US History English I English II

·' - • 2015 • 2016 • 2016 All Students • 2016 State Ells

COLLEGE3 UDY COHlllCHD COMPUIE

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