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