identification and placement of english language learners
DESCRIPTION
Identification and Placement of English Language Learners. Presented by: Dr. Gail M. Slater Resource and Training Specialist NYS Spanish Bilingual Education Technical Assistance Center (NYS SBETAC) August 10, 2010. CAROUSEL ACTIVITY. - PowerPoint PPT PresentationTRANSCRIPT
Identification and Placement of English Language Learners
Presented by:
Dr. Gail M. SlaterResource and Training SpecialistNYS Spanish Bilingual Education Technical Assistance Center (NYS SBETAC)
August 10, 2010
CAROUSEL ACTIVITY
1. How do you identify English Language Learners in your classroom/school?
2. How do you assess native language and English language levels of English Language Learners?
3. Based on the identification and assessment tools, in what classes/programs do you place English Language Learners?
4. What are some of the resources you use to meet the needs of English Language Learners?
2
CAROUSEL ACTIVITY
1. How do you identify English Language Learners in your classroom/school?
3
4
IDENTIFICATION
ADMINISTER HLIS
STUDENT’S HOME LANGUAGE IS OTHER
THAN ENGLISH
ADMINISTER LAB-R (SPANISH LAB
IF APPROPRIATE)
STUDENT’S HOME LANGUAGE IS ENGLISH
STUDENT IS NOT AN ELL
5
IDENTIFICATION: HLIS
Trained pedagogues administer the Home Language Identification Survey (HLIS) during the student intake process.
Parents complete the HLIS in order for school staff to determine the child’s language preference.
6
IDENTIFICATION: HLIS
The HLIS is available in the following languages:
Albanian Haitian-CreoleArabic KoreanBengali PolishChinese PunjabiEnglish RussianFrench Spanish
7
IDENTIFICATION: HLISParent Letter/Section Completed by School
8
IDENTIFICATION: HLIS PART 1. LAB-R ELIGIBILITY
9
IDENTIFICATION: HLIS PART 1. LAB-R ELIGIBILITY
10
IDENTIFICATION: HLIS
Student is considered to have a home language other than English when one question (Part I: questions 1- 4)
indicates that student uses a language other than English
AND two questions (Part I: questions 5 – 8)
indicate that student uses a language other than English.
11
IDENTIFICATION: HLIS Part 2. Instructional Planning
12
IDENTIFICATION: HLIS Part 3. Parent Information
CAROUSEL ACTIVITY
2. How do you assess native language and English language levels of English Language Learners?
13
14
ASSESSMENT
ADMINISTER LAB-R (SPANISH LAB
IF APPROPRIATE)
STUDENT SCORES BELOW LAB-R
CUT SCORE
STUDENT SCORES AT OR ABOVE LAB-R
CUT SCORE
ENTITLED TO ELL SERVICES
NOT ENTITLED TO ELL SERVICES
15
ASSESSMENT: LAB-R
COMPONENTS Assessment of 4 Language Modalities:
Listening, Speaking, Reading, Writing Five Levels/Grade Bands
I = K-1II = 2-3III = 4-5IV = 6-8V = 9-12
16
ASSESSMENT: LAB-R
ADMINISTRATION Levels I and II – individually Levels III, IV and V – individually and
in small groups Answer Documents
Levels I and II – recorded by examiner Levels III, IV, and V – recorded by
students Speaking subtest (all levels) recorded
by examiner
17
ASSESSMENT: LAB-R
GUIDELINES FOR LAB-R ADMINISTRATION Level I ~ 30 minutes Level II ~ 45 minutes Levels III, IV and V
Listening ~ 30 minutes Reading ~ 35 minutes Writing ~ 20 minutes Speaking ~ 20 minutes
18
ASSESSMENT: LAB-R
ADDITIONAL GUIDELINES FOR LAB-R ADMINISTRATION Levels I and II
If a student misses three (3) consecutive questions in a subtest, proceed to the next subtest
Levels III, IV, and V Speaking Subtest – not mandatory
Level V Writing Rubric – not mandatory
19
ASSESSMENT: LAB-R
Please note that beginning and intermediate proficiency levels for grades K-8 have been combined. Teacher judgment should be used to determine which is the most appropriate level
for each individual student. Use The Teaching of Language Arts to Limited English Proficient/ English Language Learners: Learning Standards for English as a Second Language (http://www.emsc.nysed.gov/biling/resource/ESL/standards.html) for guidance in
making that determination.
20
WEBSITE: http://www.emsc.nysed.gov/biling/resource/ESL/standards.html
WEBSITE: http://www.emsc.nysed.gov/biling/resource/res.html
The Teaching of Language Arts to Limited English Proficient/ English Language Learners:
A Resource Guide for All Teachers
21
WEBSITE: http://www.emsc.nysed.gov/biling/resource/NLA.html
22
23
ASSESSMENT: LAB-RNon Entitlement Letter
CAROUSEL ACTIVITY
3. Based on identification and assessment tools, in what classes/programs do you place English Language Learners?
24
25
PROGRAM PLACEMENT
ENTITLED TO ELL
SERVICES
ENTITLEMENT LETTER
PARENT SURVEYAND PROGRAM
SELECTION FORM
PARENT ORIENTATION
(DVD)
TRANSITIONALBILINGUALPROGRAM
ESL PROGRAM
DUAL LANGUAGE TWO WAY
26
PROGRAM PLACEMENT:Entitlement Letter
27
PROGRAM PLACEMENT:Parent Survey
28
PROGRAM PLACEMENT:Program Selection Form
29
PROGRAM PLACEMENT:Parent Orientation
Placement in appropriate program within 10 days of enrollment
Program placement is for one school year
Information on types of programs available for ELLs Commissioner’s Regulations Part 154
mandated programs for ELLs Title III (NCLB) supplementary programs
for ELLs
30
PROGRAM PLACEMENT:Parent Orientation
Resources Parent Orientation DVD Parent Brochure Translated materials and on-site
interpretation services NYC Department of Education Division
of Students with Disabilities and English Language Learners
PROGRAM PLACEMENT: PARENT BROCHURE
31
PROGRAM PLACEMENT: PARENT BROCHURE
32
33
PROGRAM PLACEMENT:Parent Orientation
Orientation Video for Parents of English Language Learners
34
PROGRAM PLACEMENT:Description of Programs
PROGRAMS
BILINGUAL
ENGLISH as a
SECOND LANGUAGE
TRANSITIONALBILINGUAL
DUAL LANGUAGE/TWO WAY
SELF-CONTAINED
PUSH-IN PULL-OUT
35
PROGRAM PLACEMENT:Placement Letter
36
PROGRAM PLACEMENT:Required Units of ESL/ELA Instruction
REQUIRED UNITS OF ESL/ELA INSTRUCTION
Grades EnglishLevels of Proficiency
Beginning Intermediate Advanced
K - 8ESL 2 2 1
ELA - - 1
9 - 12ESL 3 2 1
ELA - - 1
37
PROGRAM PLACEMENT:Continued Entitlement/Program Exit
NYSESLAT administered annually in the spring to
determine continued entitlement used to assess language proficiency for
appropriate program placement (beginning, intermediate, advanced and proficient levels)
students remain entitled until scoring at the proficient level on the NYSESLAT
38
PROGRAM PLACEMENT:Continued Entitlement Letter
39
PROGRAM PLACEMENT:Non Entitlement/Transition Letter
CAROUSEL ACTIVITY
4. What are some of the resources you use to meet the needs of English Language Learners?
40
41
WEBSITE: English Language Learnershttp://schools.nyc.gov/Academics/ELL/default.htm
42
WEBSITE: Educator Resources http://schools.nyc.gov/Academics/ELL/Educator Resources/default.htm
43
WEBSITE: Family Resources http://schools.nyc.gov/Academics/ELL/Family Resources/default.htm
44
WEBSITE: Parent Information http://schools.nyc.gov/Academics/ELL/FamilyResources/Parent+Information.htm
WEBSITE: Parent Information http://schools.nyc.gov/Academics/ELL/FamilyResources/Parent+Information.htm (continued)
45
46
WEBSITE: http://www.emsc.nysed.gov/biling/resource/ESL/standards.html
WEBSITE: http://www.emsc.nysed.gov/biling/resource/res.html
The Teaching of Language Arts to Limited English Proficient/ English Language Learners:
A Resource Guide for All Teachers
47
WEBSITE: http://www.emsc.nysed.gov/biling/resource/NLA.html
48
49
WEBSITE:LAB-R Memo
http://schools.nyc.gov/NR/rdonlyres/479AA0A9-3807-44C4-904D-5EFB780C37E5/81324/MEMO220092010LABRrevised1209.pdf
(New memo due out August 23, 2010)
Please note: Students that are registered during the summer, whose Home Language Survey is other than English, are not tested
before September.
An Autobiography in Five Short Chapters by Portia Nelson
Let’s read the following five shortchapters as learning experiences
of a teacher
50
An Autobiography in Five Short Chapters
Chapter I
I walk down the street.There is a deep hole in the sidewalk.I fall in,I am lost…I am helpless. It isn’t my fault.I take forever to find a way out.
51
An Autobiography in Five Short Chapters
Chapter II
I walk down the same street.There is a deep hole in the sidewalk.I pretend I don’t see it.I fall in again.I can’t believe I am in this same place, but it isn’t my fault.
It still takes a long time to get out.
52
An Autobiography in Five Short Chapters
Chapter III
I walk down the same street.There is a deep hole in the sidewalk.I see it is there.
I still fall in…it’s a habit. My eyes are open.
I know where I am.It is my fault.I get out immediately.
53
An Autobiography in Five Short Chapters
Chapter IV
I walk down the same street.There is a deep hole in the sidewalk.I walk around it.
54
An Autobiography in Five Short Chapters
If you see read these chapters as your learning experiences as a teacher, what would you do in the next chapter?
55
An Autobiography in Five Short Chapters
Chapter V
I walk down another street.
56