Transcript Low Incidence Special Interest Group Meeting

MELLC MEETING
FEBRUARY 3, 2O12
INCORPORATING THE DART FOR ELLS INTO
ADMINISTRATOR PRESENTATIONS
Presentation by Ann Feldman, ELL Director/ Milford Public Schools in
collaboration with Jenny Klein (DESE) and Sonia Walmsley (Attleboro PS)
THE STATE OF THE STATE:
A REPORT ON ENGLISH LANGUAGE LEARNERS
IN MASSACHUSETTS
MATSOL CONFERENCE, MAY 5-7, 2011
OFFICE OF ENGLISH LANGUAGE ACQUISITION &
ACADEMIC ACHIEVEMENT MASSACHUSETTS
DEPARTMENT OF ELEMENTARY & SECONDARY
EDUCATION
STATE STATISTICS
• ELLs currently constitute the only group of public
school students whose numbers are growing in MA.
• The number of districts enrolling at least one ELL has
nearly doubled since 2000 (177 in 2000 to 324 in
2010)
Source: MATSOL Conference 2011 / State of the State Slideshow / DESE
K – 12 STUDENTS: ALL VS. LEP
Source: National Clearinghouse for Bilingual Education
(www.ncbe.gwu.edu)
ELL ENROLLMENT STATEWIDE IS NEARLY 68,000* AND
HAS INCREASED 51% SINCE 2000
This trend indicates that by 2021, 20% of all students K-12 will be ELLs
67,567
55,730
44,747
2000
49,297
2003
2007
Source: MATSOL Conference 2011 / State of the State
Slideshow / DESE
* As per the 2011-11 SIMS, there are 67,567 ELLs in the State
2010
What Do You Think the Olive Green Shaded States
Represent?
Answer: The olive green states (MA) are those where
20% of more of all children ages 0 – 4 live in households
where a language other than English is spoken.
Language Needs of School-Age Children
Robert A. Kominski and Hyon B. Shin, U.S. Census Bureau; Karen Marotz,
SUNY Albany
Retrieved from U.S. Census Website.
http://www.census.gov/population/www/documentation/paa2008/Language
-Needs-of-School-Age-Children-PAA-2008.pdf
MORE LEP CHILDREN ARE NATIVE
THAN FOREIGN BORN
Source: US Census, 2000.
The figures refer to LEP students, ages 5 to 18, currently enrolled in school.
1st generation
2nd and higher generation
75%
57%
43%
25%
K to 5th Grade
6th to 12th Grade
75% of LEP students in grades K – 5 are born in the US.
OVER 70 LANGUAGES ARE SPOKEN BY
ELLS IN MA
52
Spanish
Portuguese
Percentage of ELLs
by First Language
2010
Chinese Languages
Haitian Creole
Cape Verdean Creole
Vietnamese
Khmer/Khmai
16
Arabic
Russian
7
5
5
Other
4
4
4
2
1
Source: MATSOL Conference 2011 / State of the State
Slideshow / DESE
2001 & 2010 MCAS ELA, Grade 10 –
% of Students Testing P or A on MCAS
What percentage of LEP students in the state tested P or A on
ELA MCAS in 2010?
90
84
78
80
60
50
40
30
20
10
Percent Proficient or Advanced
70
60
57
59
56
51
2001
2010
38
25
19
18
20
14
9
0
All
White
African-American
Hispanic
Students with
Disabilities
LEP
Source: MATSOL Conference 2011 / State of the State
Slideshow / DESE
Low income
2001 & 2010 MCAS Math – Grade 10 –
% of Students Testing P or A on MCAS
90
81
75
80
Percent Proficient or Advanced
70
60
50
57
53
51
49
45
2001
2010
36
40
30
30
16
20
14
18
12
8
10
0
All
White
AfricanAmerican
Hispanic
Students with
Disabilities
LEP
Source: MATSOL Conference 2011 / State of the State
Slideshow / DESE
Low income
THE DROP OUT RATE
What was the drop-out rate of LEP students in
2010?
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
0%
All Students
LEP
Hispanic
African
American
Low-Income
2009
Special
Multi-Race,
Education Non-Hispanic
White
2010
Source: MATSOL Conference 2011 / State of the State
Slideshow / Sorted
DESEby highest rate in 2010 – Source MADESE SIMS 2011
Asian
What was the percentage
of increase in ELLs identified
as also having a disability
from 2001-2002 to
2010-2011
(ELL-SWD) ?
PROPORTION OF LEP AND EP STUDENTS ASSIGNED TO SPED
PROGRAMS
Source: MATSOL Conference 2011 / State of the State Slideshow / DESE
This increase coincided with what
occurrence?
“The number of ELLs identified as also having a disability doubled in MA (a striking
increase of 115.4%) from 2001-2002 to 2010 to 2011.”
From “An Imperative for Change” by Dr. Serpa, Lesley University
14
MILFORD PUBLIC SCHOOLS
DEMOGRAPHICS
MILFORD’S BURGEONING NUMBERS
• We have 769 students who come from homes
where English is not spoken (FLNE / based on the
October 2011 SIMS).
• As of October, 2011, there were 273 English learners
in our schools. Close to 200 of these students attend
our two K – 2 schools, Brookside and Memorial
(representing close to 20% of the total student
population at those schools.)
ENGLISH LEARNERS, FLEPS, AND SPED
STUDENTS IN MILFORD
• As of October 2011 (SY 2012), Milford had 673 Special
Education students.
• 34 of these students are dually designated as ELLSWDs.
• 14 out of our 273 English learners have been referred
but not yet tested.
• 36 of our English learners who have been exited are
on IEPs.
17
MILFORD PUBLIC SCHOOLS- HOME
LANGUAGES OTHER THAN ENGLISH (AS OF
SEPTEMBER, 2011)
Spanish
Arabic
Portuguese
254
32
416
American
Sign
2
Cape
Verdean
1
Chinese
16
Creole
2
French
2
German
1
Greek
1
Hebrew
2
Indian
Dialect
15
Italian
5
Japanese
1
Korean
2
Lao
1
Lugandan
2
Other
10
Pilipino
5
Polish
1
Russian
6
SerbCroatian
2
Thai
2
Vietnamese
7
English Language Learners: Milford Public
Schools September, 2011
140
# of English Learners
120
100
80
60
116
129
40
20
0
1
1
Cape
German
Verdean
Series1
1
1
1
Greek
1
1
2
6
Vietnam SerboChinese
ese
Croatian
1
2
6
16
Arabic
16
Portugu
ese
116
Spanish
129
Enrollment by Race/Ethnicity / October 2011
Race
% of District
% of State
African
2.2
8.3
Asian
2.9
5.7
Hispanic
17.0
16.1
Native American
1.4
0.2
White
75.0
67.0
Native Hawaiian, Pacific Islander
0.1
0.1
Multi-Race, Non-Hispanic
1.7
2.5
Information found at:
http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=01850000&orgtypecode=5&leftNavId=300&
20
DISTRICT ANALYSIS, REVIEW AND
ASSISTANCE TOOLS (DART)
DETAIL FOR ENGLISH LANGUAGE LEARNERS
GENERAL INFORMATION ABOUT THE
DART
• One major goal of DART: to pull together data (SIMS, EPIMS,
staffing information, financing information) in one place in
order to access the general health of district at any one
time.
• The DART gives districts the ability to compare their district to
other districts that look like theirs. You can look at trends
from year to year. This is one-stop shopping for a high-level
overview!
• The DART is meant as a self-improvement tool – it wasn’t
designed as a tool for compliance. We can use this data to
have discussions with school committees, develop
improvement plans, evaluate programs, etc.
DART DETAIL FOR ELLS
• You can get a District Overview of your district + 10 other districts
chosen on the basis of enrollment characteristics (total number and
percentage of English learners, % of low income students). Once the
10 are selected, the one that is highest performing relative to that
group is highlighted in blue. (Note: this doesn’t necessarily mean that
the chosen district is high performing in absolute terms).
• You can look at your individual schools in the district to make
comparisons related to the performance and demographics of your
ELL population.
• You can compare your district to the state and comparable district/s
based on Title III allocations, whether or not they have an ELL
director, the % of students in US schools for their 1st/2nd years, MCAS
scores and SGPs, how students performed on the Open Response
questions on the MCAS, MEPA performance levels, etc.
Looking At General Data
for
Milford Public Schools
Using
DART Detail for ELLs
(District Overview)
Special Student Populations 2011-12 Enrollment
Total Population: 4,152
Selection
% of District
% of State
First Language Not English
18.5 (769)
16.7
Limited English Proficient
6.6 (273)
7.1
Formerly Limited English Proficient
(FLEP/ FELL)
3.0 (125)
2.0
Low-Income
30.6 (1,271)
35.2
Special Education
16.0 (673)
17.0
25
English Language Learners Only 2011-12
Total ELL Population: 273
Selection
Milford Data
State Data
2011 ELL students to 2011 ESL
Teacher FTE
29.0 (ratio of students to
teacher)
44.4 (ratio of students to
teacher)
Most Common Language Spoken by
ELLs in MPS
Spanish (47.3%)
Spanish (53.4%)
2nd Most Common Language Spoken
by ELLs in MPS
Portuguese (42.5%)
Portuguese (6.1%)
Number of Languages Spoken in
District
9 languages
21 languages
Country of Origin of Recent
Immigrants or Those After Two
Years Designated as Being Residents
of USA
79.1% (USA/Territories)
5.5% from Brazil
78.9% (USA/Territories)
4.1% from D.R.
Compared to the State, Milford has a very high percentage of Brazilian students
speaking Portuguese. The LEP student to ESL teacher ratio is much lower in Milford vs.
the state.
26
English Language Learners Only 2011-12
Total ELL Population: 273
Selection
Milford Data
State Data
2011 ESL Teacher FTE
9
1,571.7
2011 Sheltered Content/Other
Bilingual Teacher FTE
.5
774.9
Percentage of ELL Year 1 or 2 in
MA Schools (Grades 2 – 12)
% of ELLs Who Made Progress on
the 2011 Spring MEPA Test
28%
22%
72%
58%
% of ELLs Who Scored Proficient
or Higher on the 2011 MCAS
14% (ELA)
27% (Math)
23% (ELA)
25% (Math)
Median Student Growth Percentile
(SGP)
55 (ELA)
41 (Math)
48 (ELA)
52 (Math)
Milford’s ELLs made a higher percentage of progress on the MEPA as compared with
the State figures, yet the percentage of ELLs scoring proficient or higher on the MCAS
ELA was 14% in Milford vs. 23% in the state.
27
Looking At Individual
School Data
(Milford Public Schools)
Using
DART Detail for ELL
(School Overview)
MILFORD: INDIVIDUAL SCHOOLS' DATA
WOODLAND ELEMENTARY SCHOOL #1
(NOTE: THIS IS A GRADES 3 – 4 SCHOOL ONLY)
# of
Students
Overall
% of Low
Income
620
% of FLNE
31.8%
2011 # of
ESL
Teachers
-------
% of FLEPs
20.6%
#
Sheltered
Content/
Bilingual
FTEs
---------
# of ELLs
6%
% of ELLs
45
7.3%
Most
Common
Language
(%)
2nd Most
Common
Language
(%)
# of
Languages
Spanish
(44.4%)
Portuguese
(42.2%)
4
29
MILFORD: INDIVIDUAL SCHOOLS' DATA
WOODLAND ELEMENTARY SCHOOL #2
(NOTE: THIS IS A GRADES 3 – 4 SCHOOL ONLY)
Most
Common
Country of
Origin (%)
2nd Most
Common
Country of
Origin (%)
% of ELLs in
Years 1 or
2 (Grades
2 – 12) in
US Schools
USA/
Territories
75.6%
Brazil
8.9%
20%
% of ELLs
MCAS 2011 Scores:
Who Made % of ELLs Scoring
Progress
Proficient or Higher
on 2011
ELA
MATH
MEPA
62%
12%
26%
MCAS 2011 Scores:
Median SGP
ELA
----
MATH
---30
Comparing
School Data
(Those Schools in Milford)
Using
DART Detail for ELLs
(School Overview)
MILFORD: COMPARING BROOKSIDE AND MEMORIAL
ELEMENTARY SCHOOLS #1
(NOTE: THESE ARE BOTH K – 2 SCHOOLS)
# of
Students
Overall
% of
% of FLNE % of FLEPs
Low
Income
# of ELLs
% of ELLs
Brookside
538
32%
25.5%
2%
92
17.1%
Memorial
449
38.1%
23.6%
0%
85
18.9%
2011 # of
ESL
Teachers
#
Sheltered
Content/
Bilingual
FTEs
Most
Common
Language
(%)
2nd Most
Common
Language
(%)
# of
Language
s
Brookside
2.0
-----
Portuguese (50%)
Spanish
(40.2%)
6
Memorial
2.0
-----
Spanish (55.3%)
Portuguese
(41.2%)
5
32
MILFORD: COMPARING BROOKSIDE AND
MEMORIAL ELEMENTARY SCHOOLS #2
(NOTE: THESE ARE BOTH K – 2 SCHOOLS)
Most
Common
Country of
Origin (%)
2nd Most
Common
Country of
Origin (%)
% of ELLs in
Years 1 or 2
(Grades 2 – 12)
in US Schools
% of ELLs
Who Made
Progress on
2011 MEPA
MCAS 2011
Scores:
% of ELLs
Scoring
Proficient or
Higher
Brookside
USA/
Territories
92.4%
Egypt
4.3%
0%
79%
ELA
Math
Memorial
USA/
Territories
92.9%
Brazil
2.4%
17%
76%
ELA
Math
MCAS 2011 Scores:
Median SGP
Brookside
ELA
MATH
Memorial
ELA
MATH
33
Comparing
District Data
Using Comparable
Districts (District Overview)
WHY COMPARE MILFORD TO
ATTLEBORO
• Attleboro is the highest performing district with a similar
demographic background (compared to Milford)
• 10 other districts that we can compare Milford to are:
• Barnstable
• Marlborough
Milford
• Medford
• Norwood
• Peabody
• Stoughton
• Watertown
• West Springfield
Attleboro
• Westfield
COMPARABLE DISTRICTS
Medford
Barnstable
Norwood
Peabody
Marlborough
Milford
Watertown
W. Springfield
Stoughton
Westfield
Selection
Milford
Attleboro
Number of ELLs and Percentage
273 (6.6%)
341 (5.7%)
Low Income %
30.6%
36.8%
FLNE %
18.5%
13.5%
FLEP %
3.0%
1.0%
2011 ELL students to 2011 ESL
Teacher FTE
29 - 1
55.8 – 1
Most Common Language Spoken by ELLs
Spanish (47.3%)
Spanish (58.7%)
2nd Most Common Language Spoken by
ELLs
Portuguese (42.5%)
Khmer/Khmai (13.5%)
Number of Languages Spoken by ELLs
9
24
37
Selection
Milford
Attleboro
Percentage of ELL Year 1 or 2 in MA
Schools (Grades 2 – 12)
28%
13%
% of ELLs Who Made Progress on the
2011 Spring MEPA Test
72%
64%
% of ELLs Who Scored Proficient or
Higher on the 2011 MCAS
14% (ELA)
27% (Math)
27% (ELA)
28% (Math)
Median Student Growth Percentile (SGP)
55 (ELA)
41 (Math)
57.5 (ELA)
60 (Math)
Country of Origin of Recent Immigrants
or Those After Two Years Designated as
Being Residents of USA
79.1%
(USA/Territories)
5.5% from Brazil
90.9%
(USA/Territories)
1.5% from El Salvador
•
•
There is a greater percentage of ELLs Year 1 or 2 in Milford than there are in Attleboro.
Milford’s ELLs made a higher % of progress on the Spring 2011 MEPA than ELLs in Attleboro.
•
ELLs are scoring lower on the MCAS ELA than either the state or Attleboro.
Comparing
District Data
Using Comparable
Districts (Annual Snapshot)
ANNUAL SNAPSHOT: STUDENT
DEMOGRAPHICS
Milford
All Students
Enrollment #
4,152
ELL Program
Attleboro*
ELL
All Students
273
5,933
% ELL
Sheltered English Immersion (SEI)
State
ELL
All Students
341
953,369
% ELL
ELL
69,856
% ELL
100%
98%
92%
Two-Way Bilingual
0%
0%
2%
Opted out
0%
0%
2%
Other
0%
0%
2%
No Program
0%
2%
2%
GRADES
Grade PK
%All
% ELL
% All
% ELL
% All
% ELL
4%
0%
3%
--
3%
2%
Grades K- 01
16%
49%
15%
28%
14%
23%
Grades 02-05
30%
36%
30%
45%
30%
39%
Grades 06-08
23%
4%
23%
17%
23%
17%
Grades 09-12
27%
11%
30%
11%
30%
18%
PERCENTAGE OF ELL STUDENTS IN
MASSACHUSETTS SCHOOLS FOR THE 1ST OR 2ND
YEAR
Milford
All Grades
273
PK - 01
134
Grades 02 - 05
98
Grades 06 - 08
12
Grades 09 - 12
29
Attleboro*
62%
98%
341
94
152
18%
58%
48%
36%
57
38
69,856
98%
11%
9%
State
41%
17,821
26,943
12,133
96%
16%
24%
26%
12,869
33%
STAFFING/FINANCE
Staffing/Finance
Milford
Attleboro*
State
Staffing (FTE), 2010-11
ELL Director
1.0
1.0
111.0
ESL Teachers
9.0
5.0
1571.7
Sheltered Content Teachers
0.5
--
666.9
Other Bilingual Education
--
--
108.0
ELL Paraprofessionals
--
2.0
353.2
$46,939
$59,759
Federal Title III Allocation
FY11
$11,797,213
Comparing
District Data
Using Comparable
Districts (Curriculum and MCAS)
100
90
80
70
60
50
40
30
20
10
0
2008
2009
2010
2011
% OF ELLS SCORING PROFICIENT OR HIGHER ON MCAS
(CURRICULUM AND MCAS)
•
As stated previously, Milford lags behind the state/Attleboro on the # of students scoring proficient
or higher on the ELA MCAS ONLY.
English Language Arts
100%
90%
90%
80%
80%
70%
70%
60%
60%
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0%
2007
Milford
Attleboro*
State
Mathematics
100%
N
#
%
N
#
%
N
#
%
2008
2009
2010
2007
2011
2007
2008
2009
2010
2011
75
9
12%
195
65
33%
21,822
3,720
17%
61
12
20%
151
33
22%
22,153
3,584
16%
63
8
13%
128
20
16%
24,008
4,595
19%
50
6
12%
147
32
22%
27,116
6,071
22%
76
11
14%
157
43
27%
29,528
6,675
23%
N
#
%
N
#
%
N
#
%
2008
2009
2010
2007
2008
2009
2010
2011
76
20
26%
196
40
20%
21,916
4,289
20%
61
9
15%
152
32
21%
22,443
4,778
21%
72
13
18%
132
20
15%
24,378
5,214
21%
50
8
16%
147
39
27%
27,121
6,603
24%
77
21
27%
158
45
28%
29,878
7,484
25%
2011
MEDIAN ELL STUDENT SGP (CURRICULUM AND MCAS)
•
Although Milford lags behind the state/Attleboro on the # of students scoring proficient or higher
on the ELA MCAS, the SGP is higher than the state’s in ELA, but we lag behind both Attleboro and
the state in mathematics.
English Language Arts
Mathematics
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
2008
2007
Milford
Attleboro*
State
N
SGP
N
SGP
N
SGP
2008
2009
2009
2010
2011
2010
2010
2006
23
22
19
41
73.0
52.5
#N/A
55.0
N
SGP
88
91
96
116
N
54.0
58.0
56.0
57.5
SGP
11,594
13,474
16,011
17,497
46.0
48.0
50.0
48.0
N
SGP
2008
2009
2010
2008
2009
2010
2011
2011
23
23
21
41
43.0
34.0
45.0
41.0
87
92
99
117
53.0
53.0
70.0
60.0
11,695
13,727
16,199
17,513
47.0
48.0
53.0
52.0
% OF ELLS AVERAGING 2 OR ABOVE ON OPEN RESPONSE
QUESTIONS / MCAS (CURRICULUM AND MCAS)
•
On both the ELA and Math MCAS tests, our ELLs have difficulties with open response questions
compared with Attleboro. We are doing better than the state average in Math only.
English Language Arts
Mathematics
100%
100%
90%
90%
80%
80%
70%
70%
60%
60%
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0%
2007
Milford
Attleboro*
State
N
#
%
N
#
%
N
#
%
2008
2009
2010
2007
2011
2006
2007
2008
2009
2010
75
18
24%
195
89
46%
21,822
7,079
32%
61
21
34%
151
48
32%
22,153
6,670
30%
63
13
21%
128
42
33%
24,008
7,608
32%
50
8
16%
147
46
31%
27,116
7,520
28%
76
14
18%
157
54
34%
29,528
8,367
28%
2006
N
#
%
N
#
%
N
#
%
76
38
50%
196
85
43%
21,916
6,244
28%
2008
2009
2010
2011
2007
2008
2009
2010
61
13
21%
152
44
29%
22,443
5,006
22%
72
15
21%
132
41
31%
24,378
7,044
29%
50
12
24%
147
56
38%
27,121
8,432
31%
77
27
35%
158
73
46%
29,878
9,730
33%
Comparing
District Data
Using Comparable
Districts (Achievement Gaps)
CPI ACHIEVEMENT GAPS: ELA
Milford
100
90
80
70
60
50
40
30
20
10
0
100
90
80
70
60
50
40
30
20
10
0
2007 2008 2009 2010 2011
2007
Non-FELL/
Non-ELL
Formerly
ELL
ELL
•
N
CPI
N
CPI
N
CPI
State
Attleboro*
2008
2009
2010
2007 2008 2009 2010 2011
2011
2,076
2,051
2,076
2,051
2,002
88.3
88.3
89.6
89.7
90.2
86
75
78
95
80
80.2
79.0
81.7
74.5
78.8
75
61
63
50
76
54.7
59.0
55.2
52.0
58.6
100
90
80
70
60
50
40
30
20
10
0
2007
2008
2009
2010
2007 2008 2009 2010 2011
2011
2007
2,934
2,894
2,892
2,898
2,877
87.9
86.4
88.4
90.4
90.5
60
142
124
63
33
CPI
84.2
85.6
89.9
87.7
90.2
CPI
N
195
151
128
147
157
N
CPI
68.7
60.9
61.5
67.0
68.8
CPI
N
CPI
N
N
CPI
N
2008
2009
2010
2011
471,246 465,767 462,073 459,415 454,856
87.5
86.9
88.2
88.6
89.2
13,107
13,072
12,584
12,137
12,874
76.0
75.8
79.3
80.1
81.7
21,822
22,153
24,008
27,116
29,528
54.6
54.1
57.2
59.8
59.4
The graphs on this and the next slide show that there is still a significant achievement gap between the
FELL/FLEP students in Milford and their mainstream peers. Attleboro has bridged that gap between FLEPs
and their mainstream peers in both Math and ELA. Is this a reflection of their resignation policy?
CPI ACHIEVEMENT GAPS: MATH
Milford
100
90
80
70
60
50
40
30
20
10
0
2007
Non-FELL/
Non-ELL
N
CPI
N
2008
2009
State
Attleboro*
2010
100
90
80
70
60
50
40
30
20
10
0
2011
2,085
2,055
2,071
2,047
2,006
79.4
81.1
83.2
82.3
83.7
83
75
77
94
80
74.1
77.7
71.1
66.5
67.8
76
61
72
50
77
60.9
55.7
53.1
56.5
57.8
100
90
80
70
60
50
40
30
20
10
0
2007
2008
2009
2010
2011
2007 2008 2009 2010 2011
2,926
2,900
2,902
2,893
2,885
78.1
78.6
80.4
84.6
85.2
60
142
123
63
33
CPI
81.7
79.8
83.7
82.1
87.9
CPI
N
196
152
132
147
158
N
CPI
56.9
56.1
51.5
64.3
64.2
CPI
N
CPI
N
N
CPI
N
470,533 466,156 462,493 459,377 454,965
77.7
79.2
80.1
81.4
81.6
13,016
13,068
12,603
12,134
12,869
66.1
68.8
70.8
73.3
75.0
21,916
22,443
24,378
27,121
29,878
50.4
51.9
53.1
56.2
56.3
Formerly ELL
CPI
N
ELL
CPI
Comparing
District Data
Using Comparable
Districts (MEPA and MCAS)
MEPA: % OF ELLS AT EACH
PERFORMANCE LEVEL
Students
Incl.
Milford
Attleboro*
State
•
Level 1
Level 2
Level 3
Level 4
Level 5
#
269
26
40
88
67
48
%
100%
10%
15%
33%
25%
18%
284
10
60
111
82
%
100%
4%
7%
21%
39%
29%
#
66,010
4,676
7,985
20,035
20,483
12,831
%
100%
7%
12%
30%
31%
19%
#
21
There is a larger percentage of ELLs in Attleboro at levels 4 and 5 than in Milford. This may be a
reflection of differences in proficiency levels of students in the district and/or the fact that
Attleboro’s are kept in the program longer and given the support they need before they are ready
to enter mainstream classrooms.
MEPA DOMAINS: MEPA WRITING /
COMPARING SCALED SCORES
Writing
0%
Milford
4%
20%
24%
4%
Writing Scaled
Score
60%
80%
44%
Attleboro* 1% 8%
State
40%
43%
17%
22%
42%
46%
0-5
6-11
100%
6%
31%
12-17
18-23
6%
24-30
3%
MEPA DOMAINS: MEPA WRITING
(AVERAGE SCORES)
District
Students Included
Average
Score
Milford
269
14.9
Attleboro*
284
17.1
66,010
15.3
State
MCAS/MEPA: LOOKING AT SCORES ON
MCAS BASED ON MEPA LEVELS / ELA
MCAS Performance Levels
Warning/Failing
Needs Imp.
#
#
%
#
Only students tested in both MCAS and MEPA
MEPA Performance Levels
Total
MCAS Performance Levels
Proficient or
Higher
%
#
Attleboro*
%
Total
Warning/Failin
g
#
#
%
Needs Imp.
#
%
Proficient or
Higher
#
%
Only students tested in both MCAS and MEPA
76
18
24%
45
59%
13
17%
Level 1
0
--
--
--
--
--
--
Level 2
2
--
--
--
--
--
--
Level 3
11
9
82%
1
9%
1
9%
Level 4
26
7
27%
18
69%
1
4%
Level 5
37
1
3%
25
68%
11
30%
Total
154
22
14%
89
58%
43
28%
Level 1
0
--
--
--
--
--
--
Level 2
2
--
--
--
--
--
--
Level 3
16
7
44%
9
56%
0
0%
Level 4
65
10
15%
47
72%
8
12%
Level 5
71
4
6%
32
45%
35
49%
157
25
16%
89
57%
43
27%
Formerly ELL
33
2
6%
8
24%
23
70%
MEPA Performance Levels
Milford
Total
All MCAS tested students
All MCAS Tested Students
ELL
76
18
24%
47
62%
11
14%
Formerly ELL
80
4
5%
39
49%
37
46%
Non-ELL,Non
FELL
2,002
121
6%
369
18%
1,512
76%
Non-ELL,Non
FELL
2,877
178
6%
594
21%
2,105
73%
All Students
2,158
143
7%
455
21%
1,560
72%
All Students
3,067
205
7%
691
23%
2,171
71%
ELL
AMAO Reports
ATTLEBORO AMAO
Progress
Overall
Attainment
Overall
District Target
61%
District Target
44%
District
Performance
# of Students
Included
64%
239
District
Performance
# of Students
Included
54%
284
AMAO History
2008 2009 2010 2011
Progress
Yes
Yes
No
Yes
Attainment
Yes
Yes
Yes
Yes
Adequate Yearly Progress (AYP) No
English Language Arts
Yes
No
No
Adequate Yearly Progress (AYP) Yes
Mathematics
No
No
No
MILFORD AMAO
Progress
District Target
Overall
Attainment
61%
District Target
Overall
29%
District
Performance
# of Students
Included
72%
191
District
Performance
# of Students
Included
33%
269
AMAO History
2008 2009 2010 2011
Progress
Yes
Yes
Yes
Yes
Attainment
Yes
Yes
Yes
Yes
Adequate Yearly Progress (AYP) No
English Language Arts
No
No
No
Adequate Yearly Progress (AYP) No
Mathematics
No
No
No
Things to Look At When
Comparing Your District to
Others
POINTS TO PONDER
• Are you comparing “apples to apples” when you look at data
from comparable districts? Look at:
•
•
•
•
•
•
•
The socio-economic levels of students
Background of the ELLs in the district (SIFE considerations/L1 literacy,
countries and languages of origin, etc.)
Entering and exiting criteria of the district / assessment considerations
The ratio of teachers to students
ELL curriculum, programming in both districts
The district model (transitioning considerations, looking at cohorts, etc.)
qualification of teachers and administrators (# of SEI teachers and
administrators trained, licensure, collaboration), how teachers are entered
into the EPIMS
• Importance of visiting comparable districts and speaking with
ELL directors/administrators to get a clearer picture of their
programs.
Discoveries About the ELL
Program at Attleboro
COMPARING PROGRAMS AND INITIATIVES IN
ATTLEBORO VS. MILFORD 1
(PHONE INTERVIEW WITH SONIA WALMSLEY, ELL COORDINATOR)
• Structure of Attleboro’s schools
• 1 high school
• 3 middle schools
• 5 elementary schools (K – 4) – compare with K – 2/3-4 model in Milford)
• Exiting criteria in Attleboro
• Students are not exited until they pass the MCAS
• Professional Development for Administrators
• The district superintendent has made training administrators about English
learner education a priority. All administrators have taken a 3-day course
incorporating Category 1 skills and knowledge as well as how to evaluate
teachers working with English learners.
• Teacher Evaluations/Observations
• Attleboro has implemented Learning Walk observations for teachers. The
ELL director attends these Walk Through observations with school
administrators, looking specifically for implementation of sheltered
strategies, language objectives, etc.
COMPARING PROGRAMS AND INITIATIVES IN
ATTLEBORO VS. MILFORD 2
(PHONE INTERVIEW WITH SONIA WALMSLEY, ELL COORDINATOR)
• Professional Development for Sheltered Content Teachers
• Last year, 280 teachers took at least one of the four categories of training.
Attleboro’s goal is to offer 10 cohorts of PD classes per year.
• Professional Development for ESL Teachers
• ESL teachers get professional development (facilitated by the director and
ESL teachers)during early release days as well as during two full release
days during the course of the school year. Student placement based on
MEPA results are discussed during these meetings, as well as other
important issues.
• Dual Certification for SEI Teachers
• Attleboro had 14 teachers take the ESL MTEL prep course last year for dual
certification.
• Newcomers Program
• Attleboro set up two Kindergarten programs for students at Levels 1 and 2.
One class is for Spanish speakers only; the other is for students speaking a
variety of different languages.
Questions, Comments,
Concerns?