ERIC Number: ED542864
Record Type: Non-Journal
Publication Date: 2011-Jun
Pages: 28
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effectively Educating PreK-3rd English Language Learners (ELLs) in Montgomery County Public Schools. A FCD Case Study
Marietta, Geoff; Brookover, Elisha
Foundation for Child Development
Despite skyrocketing growth in its English Language Learner (ELL) population, Montgomery County Public Schools (MCPS) has been remarkably effective in improving outcomes for ELL students across the district. Achievement has increased, and gaps between ELL students and their native English-speaking peers have decreased. This success is intentional. So, what can other districts learn from MCPS's work with ELL students? MCPS starts with a clear, concise, and overarching district-wide goal to raise achievement: 80 percent of students will be college-ready by 2014. This powerful goal is for all students--ELL, low-income, wealthy, and gifted. The goal drives decision-making and problem-solving throughout the district, as staff and leadership do "whatever it takes" to make that goal a reality, regardless of student background or language proficiency. Several points have emerged as key factors in moving toward the district's shared goal: (1) Social English is not sufficient to meet academic goals that prepare students for college and life success. ELL students need a comprehensive and aligned PreK-3rd Grade curriculum focused on developing academic English; (2) "Off the shelf" ELL assessments may not provide enough information to identify and support ELL students effectively. Language assessments aligned with academic content standards make it possible for teachers to meet the individualized needs of ELL students; (3) A variety of service models, including pull-out, push-in, and sheltered programs, make it possible to design individualized programs to meet the needs of ELL students; (4) Expecting all ELL instruction to be done by ELL teachers alone is insufficient. High-quality professional development in a range of formats builds the capacity of all staff and leaders to support PreK-3 rd ELL students; (5) A culture of collaboration at all levels of the district is necessary to ensure that PreK-3rd ELL students are well-supported in every school; and (6) A range of dedicated staff and services is required to support ELL families to be partners in their children's education. Appendix includes: "MCPS ELL Curriculum Components (PreK-3rd)". (Contains 6 figures and 20 endnotes.)
Descriptors: Academic Achievement, Public Schools, English (Second Language), Second Language Learning, English Language Learners, Language Proficiency, Individualized Programs, Early Childhood Education, Case Studies, Achievement Gap, Program Effectiveness, College Readiness, County School Districts, Alignment (Education), Program Descriptions, Student Evaluation, Academic Standards, Educational Strategies, Inservice Teacher Education, Guidelines, Organizational Culture, Ancillary School Services, Preschool Curriculum, Elementary School Curriculum, Educational Policy
Foundation for Child Development. 295 Madison Avenue 40th Floor, New York, NY 10017. Tel: 212-867-5777; Fax: 212-867-5844; e-mail: info@fcd-us.org; Web site: http://www.fcd-us.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Foundation for Child Development
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A