Multilingual Learners Office Adapts, Refines Programming

Building on findings from a program evaluation conducted last year, the Office of Multilingual Learners has refined its program offerings, developed guidance for student placements, and gathered and organized teaching resources for staff.

Advancing language proficiency and academic success for multilingual learners (MLs) are strategic goals enumerated in the New Haven Public Schools’ new strategic operating plan, The Path to Excellence. The number of New Haven students who are developing proficiency in multiple languages is growing: Over the period since 2019, the number of multilingual learners has risen from 3,534 to 4,893. 

Achievement Data

Last year, the district had 28.0 percent of students meeting their literacy proficiency growth targets, as measured by the Language Assessment Scales Links (LAS Links) and 24.5 percent meeting their oral proficiency growth targets.

The average percentage of growth target achieved last year was 58.1 percent in literacy and 51.9 in oral, as measured by LAS Links. This year, the district has set a strategic goal of achieving 59.8 percent in literacy and 58.6 percent in oral.

The percentage of students meeting proficiency and exiting out of ML programs was 11.1 percent last year, up a percentage point from the year before. 

ML students lagged in key academic areas. In English language arts, 23.4 percent of NHPS students achieved proficiency, according to the Smarter Balanced Assessment (SBA), whereas 6.4 percent of ML students did. In math, 14.4 of students achieved proficiency, and 7.0 percent of ML students met that standard.

The gaps when comparing SAT results were also large. Overall, 35.3 percent of NHPS students achieved proficiency in English language arts as measured by the SAT, but only 1.1 percent of ML students did. In math, 10.7 percent of students overall achieved proficiency, as opposed to 0.6 percent of ML students.

Program Assessment

Last year, a consultant assessed NHPS’ multilingual programs, employing a survey, focus groups, and analysis of the testing data. The findings included key strengths:

• The dedication and commitment of NHPS teachers and administrators,

• Parent satisfaction with the bilingual programs,

• A supportive culture and climate in the schools for bilingual education programs.

The findings also included key opportunities for improvement:

• Achieving greater clarity and coherence in programming and curriculum implementation across the district,

• Examining the allocation of resources and support,

• Providing ongoing professional development for teachers and administrators,

• Making decisions about programming using assessments and data,

• Looking carefully at students’ expectations and needs in order to establish clear pathways to success.

Action Steps

Based on the review, the ML team looked at the district’s program models and created a detailed continuum of programming. Seven elementary schools now offer a one-way bilingual program, in which students who primarily speak Spanish receive daily literacy and subject-matter instruction in both English and Spanish, and the proportion of English language instruction gradually increases. This model is offered at Clinton Avenue, John Martinez, Truman, Obama, Hill Central, Clemente, and Fair Haven schools. Two elementary schools offer a two-way program, in which students who primarily speak either English and Spanish receive language and subject-matter instruction in both languages, with the goal of becoming bilingual. This model is in effect at John C. Daniels School and FAME. A newcomers center has been established at Clinton Avenue School, where newly arrived non-English speakers receive intensive English language and literacy instruction focusing on the acceleration of academic skills, language acquisition, and acculturation.

At the high school level, two options are available. Sheltered content instruction entails the teaching of grade-level subject matter in English in ways that are comprehensible to multilingual learners and engage them academically, while also promoting English language development. ESOL courses (English as a second language) are offered to students depending on their English language proficiency and time in the program. Sheltered content instruction is available at Wilbur Cross, Hillhouse, and Hill Regional Career high schools. ESOL courses are additionally available at Co-Op, Metro, and High School in the Community. A high school newcomers center is sited at Hillhouse.

In collaboration with the Office of Open Choice and Enrollment, the ML team developed a guidance document for use in identifying ML students and making appropriate placements for them. The team has authored guidance for teachers of one-way, dual language, and ESOL programs, and they created an online compilation of  teaching resources for ready access in addition to developing a comprehensive professional development plan to support all teachers and schools.