This document outlines an English language development initiative at Meadows Elementary School. It discusses challenges like a high English learner population and low test scores. The initiative focuses on developing language knowledge through contextualized instruction, collaborative discussions, reading and writing practice. Initial positive results included higher standardized test scores and improved language skills. However, less than 70% of teachers felt adequately trained and some gaps remained between English learner groups. The summary highlights the initiative, challenges it addressed, and mixed implementation results.

1. MAP - Language
Mrs. Pérez

2. Norms
•
Do your best participating!
•
Use technology wisely.
•
Be original but also build on other ideas.

3. x
•
Instrucción Sistematica del Idioma Ingles.
•
Being Bilingual
•
Personal Experience
•
Scenarios
•
Scenarios Debrief
•
Aha Moments
•
Meadows Elementary Challenge
•
What is ELD?
•
Language Development Initiative
•
•
Take Away
Reflections

4. Instrucción Sistemática del
Idioma Ingles
El programa de Desarrollo del Idioma Ingles (ELD)
•
Desarrollo natural de los conocimientos
lingüísticos (Estándares ELD)
•
Construcción de un vocabulario básico y general
•
Uso de estructuras gramaticales tanto simples
como complejas
•
Contextos tanto cotidianos como académicos

5. Instrucción Sistemática del
Idioma Ingles
•
Tiempo dedicado a la enseñanza del lenguaje de
manera regular
•
Se toma en cuenta el dominio del idioma inglés de
los estudiantes.
•
Enseñanza no académica vinculada a la lectura y el
lenguaje.
•
Por sí mismo, un curso de ELD no es suficiente para
garantizar el éxito académico de los estudiantes.

6. Preguntas
¿?

7. Being Bilingual
•
•
•
How are you feeling?
Can you communicate your ideas?
Can you understand ideas communicated to you?

8. Personal experience
How does it feel to be an English Language Learner in
an American School?

9. Scenarios
•
How your scenario
influence your role as an
educator and/or school
leader?

10. Scenarios Debrief
•
How your scenario
influence your role as an
educator and/or school
leader?
•
What challenges related to
bilingual and ESL
education do educators
and/or school leaders
encounter?

11. “Aha”
Moments
Think about how will you use
this information to guide your
decisions about student
learning
for
ESL
and
bilingual students? Write
your major takeaways in the
reflection form.

12. Meadows Elementary
Challenges
•
English Language Learners population of
53.6% (Texas Education Agency, 2013)
•
88%
of
students
Disadvantage.
•
The mobility rate of 18.9%.
•
Campus size: 549 students
•
60% of students at Phase-in 1 below
Level II - writing STAAR test.
•
33% of students at Phase-in 1 below
Level II - Reading STAAR test.
•
72.7% of students at-risk.
•
52.6%
of
students
bilingual/ESL education.
Economically
enrolled
in

13. •
Assess students by English proficiency level as determined
•
Functional language approach with purposes for communication and structure
interactions.
•
Real world activities and academic interactions
•
Variety of aspects of English (rhythm and cadence, pronunciation, colloquial
expressions, formal and informal registers)
•
Organized method of language instruction.
•
Includes written practice to develop in-depth understanding of English
•
Develops fluency of all modes of communication.
(E.L. Achieve/2014)

14. Language Development Initiative
Language Knowledge
•
Teaches language in different
contexts and for various
purposes.
•
Develops meta-linguistic
awareness for flexibility in
making language choices.
•
Teaches language in detail to
comprehend when reading or
listening.
(E.L. Achieve/2014)

15. Language Development Initiative
Collaborative Discussions
•
Oral language activities into
every lesson on a regular
basis
•
Small-group and whole class
collaborative interactions
•
Interactions and activities
builds communicative
competence
(E.L. Achieve/2014)

16. Language Development Initiative
Knowledge and Ideas
•
Instruction based on meaningful
purposes for using language
•
Explicit identification of the
vocabulary, text structure,
syntax, and grammatical forms
•
Students use language for a
wide range of purposes and
registers
(E.L. Achieve/2014)

17. Language Development Initiative
Reading and Writing
•
Grade-appropriate content topics
•
Visuals, templates, and other
explicit scaffolds, to learn essential
vocabulary and language patterns
•
Informational articles into lessons
•
Calls out features of text structures
and functional language for high
leverage text types
(E.L. Achieve/2014)

18. Language Development Initiative

19. Language Development Initiative

20. Language Development Initiative

21. Results
Nearly 90% of the participants
expected
students
standardize
positive
results
achievement
test
in
on
and
improvements in students’ writing,
speaking and listening skills.

22. Results
Teachers have to allocate time at
least 4 times/week to provide
language
acquisition
instruction to students.
explicit

23. Results
Less than 70% of teachers at least agree that they have received appropriate training and learning
opportunities in order to implement the change on campus. Only 57% feel they have the adequate
resources and time to implement ELD instruction in the classroom with effectiveness.

24. 3rd Grade BI/ESL - MAP Reading
•
Teachers have consistently
implemented the initiative.

25. 4th Grade BI/ESL - MAP Reading
•
The closing gap is less
evident in grades 4th than
in grades 3rd.

26. 5th Grade BI/ESL - MAP Reading
•
Teacher buy-in
•
Science fair and field trip
•
lack of time allocation

27. “Take Away”
•
Think about ELD, how can you
use MAP data to drive language
acquisition initiatives in your
campus?
•
How this information is relevant
for your campus?
•
What connections have you
made?
•
How will you use this information
to improve student achievement
among bilingual and ESL
students.

28. Share your Reflections
How will you use this
information to improve student
achievement among bilingual
and ESL students.

29. Thank you!
“Life is not the way we
want it to be. Life is the
way it is. But we can
decide to either make
dust with the block of
life or to build castles of
possibility.”
Greses A. Pérez

30. My contact Information
Greses A. Pérez
greses.perez@pisd.edu
gperezgonzal@smu.edu