NABE 2015 44TH ANNUAL CONFERENCE

NABE 2015
44TH ANNUAL CONFERENCE
LAS VEGAS, NEVADA
MARCH 5, 2015
LIBIA S. GIL
ASSISTANT DEPUTY SECRETARY/DIRECTOR
OFFICE OF ENGLISH LANGUAGE ACQUISTION
PREPARING ALL STUDENTS FOR COLLEGE
AND CAREER:
• NATIONAL PROFILE – CURRENT TRENDS
• PROMISE OF NEW STANDARDS
• IMPLICATIONS FOR ENGLISH LEARNERS
• MOVING FORWARD
2
NUMBER OF K-12 EL
SY 2002-2013
5,000,000
4,854,470
4,800,000
Number of ELs
4,600,000
4,659,143
4,606,371
4,665,488
4,654,675 4,647,016
4,638,543
4,400,100
4,400,000 4,340,006 4,317,002
4,252,376
4,200,000
4,000,000
3,800,000
3,600,000
3,400,000
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
School year
Updated January 2015
Identified ELs
Source: U.S. Department of Education, 2008-10 Biennial Report to Congress and EDFacts/Consolidated State Performance
Reports, SYs 2010-11, 2011-12, and 2012-13
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PERCENT CHANGE IN NUMBER OF ELs:
2011-12
Source: EDFacts/Consolidated State Performance Report, 2004-0-5 to 2011-12.
4
OELA Sept2014
UNACCOMPANIED CHILDREN RELEASED TO SPONSORS
BETWEEN OCTOBER 2013 AND DECEMBER 2014, BY STATE
Source: U.S. Department of Health and Human Services, Office of Refugee Resettlement, retrieved 2/23/15 from
http://www.acf.hhs.gov/programs/orr/unaccompanied-chilren-released-to-sponsors-by-state.
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UNACCOMPANIED CHILDREN RELEASED TO SPONSORS BY
COUNTY, OCTOBER 2013 TO DECEMBER 2014
Source: U.S. Department of Health and Human Services, Office of Refugee Resettlement, Retrieved 2/23/15
http://www.acf.hhs.gov/programs/orr/unaccompanied-chilren-released-to-sponsors-by-county.
6
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NAEP GRADE 8 READING SCORES
FOR ELs AND NON-ELs: 2003-2013
280
270
260
263
262
263
265
266
268
Scale score
250
240
230
223
222
220
222
224
2003
2005
225
219
210
200
2007
National Non-ELs
2009
2011
2013
National ELs
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, and 2013 Reading
Assessments.
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NAEP GRADE 8 MATHEMATICS SCORES
FOR ELs AND NON-ELs: 2003-2013
290
285
280
278
280
282
286
284
Scale score
270
260
250
240
245
243
241
244
245
2005
2007
244
230
220
2003
National Non-ELs
2009
2011
2013
National ELs
Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2003, 2005, 2007, 2009, 2011, and 2013
Mathematics Assessments.
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HIGH SCHOOL GRADUATION RATES
BY STUDENT GROUP
100%
90%
80%
80%
72%
Percentage
70%
61%
60%
59%
50%
40%
30%
20%
10%
0%
SY 2011-12
National average
Students with disabilities
Economically disadvantaged students
English learners
Source: Stetser, M.C., and Stillwell, R. (2014). Public High School Four-Year On-Time Graduation Rates and Event
Dropout Rates: School Years 2010-11 and 2011-12. First Look (NCES 2014-391). U.S. Department of Education.
Washington, DC: National Center for Education Statistics.
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OELA Sept2014
HIGH SCHOOL GRADUATION RATES
BY RACIAL/ETHNIC CATEGORY
100%
86%
90%
80%
80%
65%
70%
Percentage
88%
67%
71%
60%
50%
40%
30%
20%
10%
0%
National average
SY 2011-12
American Indian/Alaska Native
Black
Hispanic
White
Asian/Pacific Islander
Source: Stetser, M.C., and Stillwell, R. (2014). Public High School Four-Year On-Time Graduation Rates and Event
Dropout Rates: School Years 2010-11 and 2011-12. First Look (NCES 2014-391). U.S. Department of Education.
Washington, DC: National Center for Education Statistics.
14
OELA Sept2014
HIGH SCHOOL GRADUATION RATES: SY 2012-13
 In SY 2012-13, the national four-year adjusted
cohort graduation rate (ACGR) was 81 percent for
all public high school students.
90
85
80
75
80
79
81
70
65
National rate
60
English Learners
55
50
57
59
45
40
SY 2010-11
SY 2011-12
SY 2012-13
Source: EDFacts/Consolidated State Performance Report, school years 2010-11, 2011-12, and 2012-13,
http://www2.ed.gov/admins/lead/account/consolidated/index.html. and Stetser, M.C., and Stillwell, R. (2014).
Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 201112. First Look (NCES 2014-391). U.S. Department of Education. Washington, DC: National Center for Education
Statistics. Retrieved 6/6/2014 from http://nces.ed.gov/pubsearch.
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ENROLLMENT AND RETENTION PERCENTAGES OF ELs IN
HIGH SCHOOL: 2011-12
Students Enrolled in High School (9-12)
EL
5%
Students Retained in High School(9-12)
EL
11%
Non-EL
95%
16 million high school students
Non-EL
89%
747,000 students retained in high
school
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection: Data
Snapshot (College and Career Readiness). March 2014.
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PERCENTAGE OF ELs AND NON-ELs PARTICIPATING IN
COLLEGE AND CAREER READINESS RELATED
PROGRAMS: SY 2011-12
8%
7%
7%
6%
5%
5%
4%
3%
2%
2%
2%
1%
0%
Advanced Placement
Gifted and Talented Education
EL
Non-EL
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection,
March 2014.
13
OELA Sept2014
PERCENTAGE OF HIGH SCHOOL ELs ENROLLED AND
RECEIVING OUT-OF-SCHOOL SUSPENSION: 2011-12
Enrollment
EL
10%
Out-of-School Suspension
EL
7%
Non-EL
90%
16 million high school students
Non-EL
93%
747,000 students retained in high
school
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection: Data
Snapshot (Early Childhood). March 2014.
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ENROLLMENT AND RETENTION PERCENTAGES OF ELs IN
ELEMENTARY SCHOOL: 2011-12
Students Enrolled in Elementary School (K-6)
EL
14%
Students Retained in Elementary Schools (K-6)
EL
18%
Non-EL
82%
Non-EL
86%
22 million elementary school students
450,000 students retained in
elementary school
Source: U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection: Data
Snapshot (College and Career Readiness). March 2014.
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NEW STANDARDS FOR COLLEGE AND CAREER READINESS
IMPLICATIONS FOR ENGLISH LEARNERS
• Provides opportunities to re-conceptualize what
literacy and language development means for English
Learners
• Affirms that English Learners are capable of
engaging in complex thinking, reading writing and
comprehension
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NEW STANDARDS FOR COLLEGE AND CAREER READINESS
PRACTICES TO CONSIDER
• Recognize ELs as a heterogeneous population
• Make use of EL backgrounds, prior knowledge and cultural
experiences
• Promote interactive and student-led classroom processes, Els
acquire language best when they practice it themselves
• Provide ELD instruction that is complementary to content area
instruction – language aimed at comprehension and
communication
• Provide opportunities and structures for greater collaboration
between ESL and content area teachers
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NEW STANDARDS FOR COLLEGE AND CAREER READINESS
IMPLICATIONS FOR INSTRUCTION
• Addressing all dimensions of literacy: listening, speaking,
reading and writing
• Teaching language and content simultaneously
• Focusing on non-fiction and increasingly complex content
with reading closely strategies
• Using evidence to support viewpoints
• Developing academic language
• Understanding concepts and processes with higher order
critical thinking
• Emphasizing collaboration, engagement and articulation
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OUR COMMON GOALS
• Ensuring that ELs receive a quality education
• Protecting ELs’ civil rights so that they are not the
victims of discrimination and harassment
• Promoting a more tolerant educational culture that
values inclusion of students of different linguistic and
ethnic backgrounds
• Working collaboratively to achieve common goals
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SIGNIFICANCE OF LAU V. NICHOLS
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“There is no equality of treatment merely by providing students with
the same facilities, textbooks, teachers, and curriculum; for students
who do not understand English…”
Office of Civil Rights/Department of Justice
ENGLISH LEARNER GUIDANCE
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Identifying and Assessing
Providing Language Assistance
Staffing and Supporting
Providing Meaningful Access
Avoiding Unnecessary Segregation
Evaluating EL students for Special Services
Meeting the needs of Students Who Opt Out of EL Services
Monitoring and Exiting EL Students from EL Services
Evaluating Effectiveness
Meaningful Communication with Parents and Guardians
Guidance is available at: http://www2.ed.gov/about/offices/list/ocr/ellresources.html under “Dear
Colleague Letter, English Learner Students and Limited English Proficient Parents” (1/7/15).
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Hojas Informativas: Fact Sheets
 Información para padres y tutores con dominio
limitado del idioma inglés (LEP) y para las escuelas
y distritos escolares que se comunican con ellos
 Information for LEP Parents and Guardians and for Schools and Districts to
Communicate with Them
 Asegurar que los estudiantes aprendices del inglés
participen de forma significativa y equitativa en
programas educativos
 Ensuring EL Students Can Participate Meaningfully and Equally in Educational
Programs
 http://www2.ed.gov/about/offices/list/ocr/ellresources.html
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ENGLISH LEARNER TOOL KIT
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You can access Tools and Resources for Identifying ALL ENGLISH LEARNERS at
http://www2.ed.gov/about/offices/list/ocr/ellresources.html.
DETERMINING WHICH STUDENTS ARE ENGLISH LEARNERS
KEY POINTS
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•
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All potential ELs must be assessed with a valid and
reliable assessment to determine if they are in fact
ELs.
Parents and guardians must be informed in a timely
manner of their child’s ELP level and EL program
options.
LEAs are required to communicate information
regarding a child’s ELP level and EL program
options in a language the parent understands.
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IDENTIFYING ALL ENGLISH LEARNERS TOOLS
HOME LANGUAGE SURVEYS
Tiếng Việt (VIETNAMESE)
•
1. Có nói tiếng nào khác tiếng Anh không được nói ở nhà quý vị không? o Không o Có ___________________________ (hãy
cho biết tiếng nào)
•
2. Con quý vị có nói tiếng nào khác tiếng Anh không? o Không o Có ___________________________ (hãy cho biết tiếng nào)
•
3. Con quý vị đã học tiếng nào đầu tiên? __________________________ (hãy cho biết tiếng nào)
•
4. Quý vị muốn nhận được thông tin từ trường học bằng tiếng nào? __________________________ (hãy cho biết tiếng nào)
CHINESE
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1. 除了英语之外，您家是否还说其他语言？ ο 否 ο 是 ___________________________（请说明是哪种语言）
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2. 除了英语之外，您的孩子是否还说其他语言？ ο 否 ο 是 ___________________________（请说明是哪种语言）
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3. 您的孩子最先学习的是哪种语言？__________________________（请说明是哪种语言）
ARABIC
IDENTIFYING ALL ENGLISH LEARNERS
RESOURCES
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Abedi, J. (2009). English language learners with disabilities: Classification, assessment, and accommodation issues. Journal of Applied
Testing Technology, 10 (4), pp. 1–30. Davis, CA: University of California/Davis, National Center for Research on Evaluation,
Standards, and Student Testing. Retrieved from http://www.testpublishers.org/assets/
documents/Special%20issue%20article%202.pdf
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This article addresses issues concerning the assessment, identification, and classification of ELs with disabilities. Accommodations for
ELs with disabilities are discussed and recommendations for more accessible assessments for these students are provided.
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Bailey, A. (2011). Lessons from AZ’s EL identification issues: How guidance could strengthen process. NCLB Advisor, 6(4), pp. 5–8.
Retrieved from http://eveaproject.com/doc/A%20%20Bailey%27s%20 Piece%209_26_11%20SO.pdf
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This article reviews the limitations of Arizona’s single-question HLS and provides ways these surveys can be improved and
complemented to ensure ELs are identified for assessment and receive the services they need.
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Bailey, A. and Kelly, K. (2010). ELPA Validity Evaluation: Creating Enhanced Home Language Survey Instruments. Retrieved from
http://www.eveaproject.com/doc/ HomeLanguageSurveyInstrument.pdf
PRESIDENT’S PROPOSED 2016 BUDGET
• Increasing equity and opportunity
• Expanding high-quality early learning programs
• Supporting teachers and leaders
• Improving higher education
• Investing in what works
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ESEA REAUTHORIZATION
BELIEFS
• Equal educational opportunity is a national priority and a national
responsibility
• Equity and excellence matter
• Every child entitled to education…success for college, career and life
• Right to know how student are progressing annually
• Educational opportunity is NOT optional
Arne Duncan, January 2015
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Proposed
ED’s Systemic Strategy for English Learners
Goal 1: Ensure all English Learners are college and career ready for a global society by building on students’
linguistic and cultural assets
Goal 2: Ensure all education policies and initiatives successfully address opportunities for English Learners
Elevate national focus
on ELs and integrate ELs
in all reform efforts
Engage families and
community partners
Ensure equity and
address opportunity gaps
English Learners:
A National Asset
and Investment
Establish OELA as the
credible national Knowledge
hub on ELs
Increase all
school/district/state
leaders’ and teachers’
effectiveness in serving ELs
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Increase evidence-based
Knowledge, practice and
assessment
Identify effective
approaches that
integrate native
languages and cultures
to promote multi-literacy
11.12.14
STATES OFFERING DUAL LANGUAGE PROGRAMS IN
SY 2011-12 AND SEALS OF BILITERACY IN 2015
Source: EDFacts/Consolidated State Performance Report, 2011-12 and http://sealofbiliteracy.org/.
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Questions? Suggestions?
libia.gil@ed.gov