Middle School World Languages Program Evaluation 2014
Activity/Program/Event
Person(s)
Responsible
Outcomes/Reflections
The World Language Middle School consist of 1 Coordinator and two campus-based Title III Specialist.
Barbara Munday supported 4 middle school campuses; Lamar, Bowie, Houston and Travis
Melody Durham (hired in October) supported 4 middle school campuses: Lady Bird, deZavala, Crockett and Austin
Barbara was housed at Bowie and later moved to Lamar
Melody was housed at deZavala but will be moving to Austin for next year.
As of June 2014, Irving ISD had 14,403 students
attending that were coded English Language
Learners. Of that number 2,152 were enrolled
in the middle school campuses.
Approximately 6% of these numbers are ELL students in their first 3 years in the US.
Approximately 94 percent are long-term ELL, an area of concern and focus for 2014- 2015.
eSchoolPlus 6/5/14
STAAR Results for 2014 (Aware STAAR scores 2014 – Campus summary)
Green indicates gains in scores
Red indicates losses in scores
Campus
2014
2013
Austin
Math
Writing
Reading
6th
41%
40%
7th
27%
43%
34%
8th
50%
6th
48%
53%
15%
7th
35%
34%
26%
8th
83%
6th
40%
53%
12%
7th
18%
28%
21%
8th
62%
7th
53%
22%
25%
8th
86%
51%
Bowie
Math
Writing
Reading
6th
51%
44%
32%
Middle School World Languages Program Evaluation 2014
Crockett
Math
Writing
Reading
6th
32%
25%
2014
7th
10%
25%
16%
8th
63%
6th
26%
46%
7%
7th
15%
19%
29%
8th
73%
6th
38%
59%
13%
7th
21%
34%
38%
8th
74%
6th
42%
62%
31%
7th
15%
38%
35%
8th
79%
6th
30%
60%
23%
7th
21%
31%
26%
8th
58%
6th
51%
53%
7%
7th
14%
30%
29%
8th
45%
6th
52%
53%
13%
2013
7th
22%
19%
16%
8th
55%
48%
deZavala
Math
Writing
Reading
6th
47%
32%
7th
27%
19%
21%
8th
50%
7th
28%
26%
27%
8th
62%
7th
20%
24%
27%
8th
26%
7th
27%
9%
14%
8th
60%
7th
16%
22%
21%
8th
42%
58%
Houston
Math
Writing
Reading
6th
42%
32%
40%
Lady Bd
Math
Writing
Reading
6th
52%
30%
35%
Lamar
Math
Writing
Reading
6th
41%
33%
19%
Travis
Math
Writing
Reading
6th
51%
28%
28%
Middle School World Languages Program Evaluation 2014
TELPAS Results for 2014
Chart on left indicates the AMAO Standards for 2014
Campus
Grade
% prog
Grade % prog
Grade
% prog
Austin
6th
64%
7th
74%
8th
70%
Bowie
6th
68%
7th
68%
8th
70
Crockett
6th
61%
7th
67%
8th
65%
deZavala 6th
57%
7th
67%
8th
72%
Houston
6th
63%
7th
72%
8th
67%
Lady Brd
6th
65%
7th
72%
8th
72%
Lamar
6th
64%
7th
68%
8th
65%
Travis
6th
59%
7th
66%
8th
67%
All grades
levels
met and
were
over the
state
standard
Data from AWARE – TELPAS Testing – Campus summary
Promotion of teachers obtaining their ESL
Supplement Certification, the ESL TExES
Preparation Course was offered 6 time this year
Coordinators
192 Teachers were trained for Exam preparation on all 10
competencies.
Classes will be offered each month during the following 14-15
school year.
Euphoria – ESL TExES Prep Course Enrollment Report
Middle School World Languages Program Evaluation 2014
3 New ESL ELAR teachers trained on the ESL
ELAR Curriculum
Coordinator
Specialist
2 of the 3 followed the curriculum with fidelity along with
returning teachers from other campuses. One teacher needed
additional coaching and helps throughout the year.
Campus walkthroughs in the content areas
throughout the year.
Coordinator
Director
Math and Reading were a focus, but all core content classes
visited. Met with teachers that had large numbers of LEP failures
during conference periods.
Also used PLCs to answer and talk about strategies, with a focus
on oral interaction, using sentence stems, explicit vocabulary
lessons. Need to have conversations about how to use word
walls correctly, and how to help the long-term ELL progress for
next year. Continue to have conversations on understanding how
to use ELL accommodations
ALEKS:
This was a supplemental support program for
the ELLs using artificial intelligence to place and
help students master grade level subjects. It is
a supplemental program that must be used
regularly to be effective.
Teachers
Principals
Specialists
Coordinator
Read180 and System 44
Read180 was used on every middle school
campus and this was the first year System 44,
for students with Lexile levels below 400, was
implemented on all middle school campuses.
Teachers
Principals
Specialists
Coordinator
This program was difficult to assess this year. All campuses were
given an opportunity to use it for their ELL. Two middle school
campuses found ways to use it in their ESL Math classes and in
their math improvement classes. I saw significant gains from
students who used it all year on those two campuses, not so much
for those that started it in the middle of the year.
I believe we will discontinue use of ALEKS for next year as Irving
ISD has bought “Think Through Math” for all students and
teachers can use that program as it is almost similar to ALEKS.
Evaluation and report will be developed and presented by
Scholastics.
Like any program used, the key components to student success is
the teacher buy-in and skill. Only 3 of the 8 teachers were
actually Reading certified, most were generalist. Barbara Munday
did an outstanding job of mentoring the teachers, model-teaching
strategies and constantly monitored the classes. Some teachers
really improved their skills and used the program with fidelity.
The student scores reflected this.
Middle School World Languages Program Evaluation 2014
Frustration comes when evaluating a program is determined by
how many students pass STAAR reading. Most of these students
started the program reading at “Below Basic”, three to six years
below their grade level. Most are long term ELLs who are not
progressing in their reading or language development. Research
shows that in reading, a student has to advance level by level until
they catch up to their grade level which takes additional time.
(Atwell 1998)
Right now, Read180 and System 44 is the only supplemental aide
that addresses ELL students language and reading needs.
Need: Qualified “reading certified” teachers for these classes
Middle School World Languages Program Evaluation 2014
Middle School Title III Tutors
Specialists
Coordinator
World Languages hired 20 tutors and 11 of
those were on the middle school campuses and
one on an assigned elementary campus.
Of the 11 hired, six were the most effective. We had them work
with many ELLs on the campuses they were assigned to but
reported on specific struggling students. All those students
showed significant growth in either their math or ELAR classes.
Note: What I learned,
All the tutors hired that were college students, quit during the
year, did not send report regularly, caused issues on campus.
My best tutors were retired teachers who still want to work with
kids, teachers with babies who only wanted to work part time and
students who are working on their teaching degree. They must
have the background and purpose.
All attended training after being hired.
Interviewing teachers and administrators concerning the tutors,
they felt this was the most effective support from World
Languages. Many asked for more.
Next Year: Every campus to have an ELAR and Math tutor. Hire
before schools starts, train and have them ready to go when
school starts for targeted students. Evaluate every 3 months and
reassign as needed.
ESL ELAR Curriculum
Outside Consultant
Chapter 89 4.F The English as a second
language program shall be an integral part of the
regular educational program required under
Chapter 74 of this title. School districts shall use
state-adopted English as a second language
instructional materials and supplementary
materials as curriculum tools. In addition, school
districts may use other curriculum adaptations
that have been developed.
Note: After reviewing curriculum with ELL ELAR teachers, we
have lost some of the quality and resources that were available to
teachers last year.
1. Specific strategies for differentiation of lessons for
beginner and intermediate with specific strategies for
making lessons comprehensible
2. Literacy centers with ideas included
3. Project-based learning lesson for each unit
4. Rotation centers with ideas for listening, speaking,
Middle School World Languages Program Evaluation 2014
reading and writing.
5. Use of Literacy carts included in lessons
6. Extra audio and music with poems added to lessons.
7. More examples, texts, and poems taken from ESL
curriculum and not from Springboard.
8. John Seidlitz review and blessing on curriculum
Goal: To add these components in the incoming year.
Middle School Parent Roundtables
Coordinator
Campus Administrator
Specialists
Attendance was good at 4 of the 8 campuses. Parents
participated in survey. Change for next year, complete the
summits in the Fall. Create as special event, possibly Spoken
Word perform.
(A significant number inquired how to help their student be
successful in MS) Note: work in conjunction with parent services.
Middle School ELL Student Summits
Coordinator
Campus Administrator
Specialists
Very successful event on all campuses. All students by grade level
were given the opportunity to understand the ESL program, their
options and how to be more successful and make academic goals.
Administrators, teachers, and (most importantly) students
appreciated the information. Many students told me they were
motivated to work toward exiting.
Breakfast With The STARS Event
Irving Schools
Foundation
A total of students who
received scholarships:
Total of students receiving
scholarship who are or have
been an English Language
Learner:
Total number of students
who were coded Bilingual at
one time:
Total number of students
117 students
63 students
Percent: 54%
37 students
Percent: 32%
24
Middle School World Languages Program Evaluation 2014
who were coded ESL at one
time:
Total number of students
who were coded Parent
Denial at one time:
Total number of students
currently LEP
Percent: 20%
2
1
Data from: Irving Schools Foundation, April 2014
Irving ISD PIEMS Data, April 2014
Middle School Exits for 2014
Coordinator
LPAC leads
School
6th
7th
8th
Austin
Bowie
Crockett
deZavala
Houston
Lady Bird
Lamar
Travis
16
14
12
13
7
16
13
13
10
6
26
15
16
31
6
15
18
4
9
23
23
Totals
58
42
41
54
19
60
42
50
Total Exit for Middle School ___366___
JOURNEYS
JOURNEYS Specialists
Coordinator
Teachers
A JOURNEY after-school program was continued on every campus
for the 3rd year.
Having one part-time person for high school and middle school
was too much, so this program needed additional support.
It was decided to have only one field trip and it was for the 8th
graders to Northlake College. We had 120 students attending
from all 8 campuses.
Middle School World Languages Program Evaluation 2014
Middle School Guidelines for ELLs
New for this year
Coordinator
Director
Redone at EOY with updates
Improvement on uses needed: making it more available to all
working with ELLs, refer to it during campus visits. Give out at
PLCs.
Summer School #1
ESL 8th Grade SSI (Student Success Initiative)
Specialist
Coordinator
This summer school focused on the newcomers that did not pass
the 8th grade STAAR Reading and Math exams. Specific teachers
were chosen with specific skills and strategies for ELLs. The
material was more that their linguistic level but all SE were taught
with this high interest texts and use of a lot of interactive
materials.
Summer School #2
ELL Enrichment Camp
For Newcomers 1-3 years
Specialist
Coordinator
This Enrichment Camp focused on middle school newcomer
students to build a foundation for success the following year.
Besides working on reading, writing, math and science, students
develop the affective part of their lives by learning about
developing character, making choices, becoming a leader and
specific oral language skills.
TAC §89.1210 ELLs shall be provided
instruction using second language methods in
English to introduce basic concepts of the
school environment, which instills confidence,
self-assurance, and a positive identity with their
cultural heritages
New For 2014 – 2015
1. ELL Middle School Debates
Students in the ESL ELAR classrooms
will work on Socratic Seminars
throughout the year which will follow
with a district debate on current issues in
the spring.
Middle School World Languages Program Evaluation 2014
2. Specific Training for teachers
with long-term ELLs
“10 Ways to Move Your Long-Term
ELL to Success” We will focus on
teachers identifying the LTELs in their
classroom and using strategies to build
their academic language and literacy.
3. New Plan for Sheltered Classes:
Campuses may develop sheltered
teams of core content teachers or
determine all core content
teachers will obtain sheltered
training.
Campuses with Sheltered teams
will place ESL students in the
identified sheltered core content
classes only.
Campuses who do not determine
sheltered team teachers will plan
and ensure that all core content
teachers are sheltered trained