I am Roosevelt

Languages
500
450

Number of Students

400
350
300
250
200
150
100
50
0

Home
Hmong

Spanish

Somali

Other

English

Language
other than
English

Number of students
Series1

11

303

85

55

411

454

Fact 1: More students have a Home Language other than

English.

Academic Progress for English

Language Learners
Reading Measures of Academic Progress (MAP) for English Learners
2014
100
Percentage of Students

90
80
70
60
50
40

Met

30

Partially Met

20

Not Met

10

0
Fall

Winter

Spring

Foundational Skills and

Fall

Winter

Spring

Literature

Fall

Winter

Spring

Informational Text

Vocabulary
Fall 226

Winter 34

Spring 204

Fact 2: Less than 10 percent of English Language Learners are

making a years growth based on Spring MAP Reading data in
2013-2014.

Met Goal: Reading MAP for EL and Not EL in 2014

45
40

Percentage of Students

35
30
25
Met-EL

20

Met-Not EL

15

10
5
0
Fall

Winter

Spring

Foundational Skills and Vocabulary

Fall

Winter

Spring

Literature

Fall

Winter

Spring

Informational Text

Fact 3: Less than 40 percent of our non English Language Learners

are making a years growth based on Spring MAP Reading data in
2013-2014.

Math MCA

Reading MCA

2012

2013

2014

2012

2013

2014

All

23.3%

25.6%

28.5%

38.2%

30.2%

28%

Black

12.4%

15.5%

22%

38.7%

21.7%

22.3%

Hispanic

18.4%

23.5%

23.4%

29.6%

20.3%

21%

White

43.9%

41.5%

40.8%

56.3%

53.7%

47.9%

Native American

7.4%

4.8%

27.8%

25.9%

19.2%

14.3%

EL

5.8%

6.3%

14.9%

3.4%

2.1%

4.4%

Sp Ed

4%

7.3%

17.2%

9.9%

5.1%

22%

Fact 4: __________________________________________________________
_______________________________________________________________.

What are the Dual Language

Programs in MPS?

Dual Language
Research
Collier & Thomas
North Carolina
2010

HS Scope and
Sequence for
Spanish
Language Arts
(AP)

Project GLAD

Guided Language
Acquisition Design

La Cosecha
Dual
Language
Conference,
New Mexico

Role of complex text in the

development of bilingual
students

Project GLAD is a model

of professional
development dedicated to
building academic
language and literacy for
all students, especially
English language learners.

Pictorial
Input Chart

Large, color coded illustrations on

chart paper that introduce a concept
and use academic language to label
items or concepts around the
illustration.

Narrative
Input Chart

Large charts that teachers use when

telling or reading a story. During the
telling, the teacher attaches pictures
to the chart which depict important
components of the story.

Expert
Groups

Small heterogeneous groups of students in

which each student becomes an expert on a
particular subject. They take notes on the
subject and then go back to share the
information with the rest of their team.

Numbered
Heads

The teacher asks a question, the table team

confers about the response, and then the
student with the selected number responds
for the entire group.

1.

2.

3.

How do you make text accessible to

language learners?
How do you plan for peer interaction?
How do you bridge students native
language and target language?

Theory of Action:
If teachers implement effective instructional
strategies that support academic language
acquisition and collaborate with language teachers,
English/Bilingual Learners will meet two indicators
of Acceleration 20/20 in reading.
8 percent annual increase in students meeting or
exceeding standards in reading for MPS lowestperforming students.
5 percent annual increase in students overall
meeting or exceeding state standards in reading.
http://www.ocde.us/ProjectGLAD/Pages/default.aspx