Reaching and Teaching English Language Learners

Wake County Public School SystemHigh School Principals MeetingApril 24, 2014

Steve WestTitle III/ESL Coordinating Teacher, 9-12

Where is the finish line for English Language Learners?

"Nearly every problem an English language learner (ELL) faces is magnified by limitations to the student’s ability to consume and produce high-quality English. Every hurdle is a little higher; every finish line is a little farther away. ESL places additional demands on time, resources, and personnel, and involvement from families is often more difficult to obtain.“ Brian Crosson, ESL Teacher

Manassas Park (VA) High School10 Things Every School Leader Should Know About ESL

Outcomes

Throughout the presentation today, we will begin the discussions about how to: Ask critical questions about the ESL

program in your building; Implement effective structures and

strategies to support academic achievement of English Language Learners (ELLs);

Utilize resources for ELLs and their teachers.

English as a Second Language

Focus of the ESL classroom: To help LEP students obtain English

proficiency in order to participate fully and successfully in all academic areas.

What should my ESL teacher be doing?

Critical Question:

Procedural and Instructional Requirements

What opportunities do you create for your ESL teacher to collaborate with content teachers?

Critical Question:

What is the ACCESS test and what do the scores mean?

Critical Question:

ACCESS for ELLs: What is it? ACCESS for ELLs is a large-scale language proficiency

test for K–12 students.

Developed in partnership with the Center for Applied Linguistics.

A comprehensive, standards-driven system designed to improve the teaching and learning of English language learners (ELLs).

First implemented in 3 states in 2005; Administered to approximately 1,000,000 students in 31 states during 2012-2013.

ACCESS for ELLs: Purpose To monitor student progress in

English language development on a yearly basis.

To serve as one criterion in determining when ELLs have attained language proficiency comparable to that of their English-proficient peers.

English Language Proficiency Levels

ACCESS for ELLs:Score Sheet

Reading

Writing

Composite

Speaking

Listening

ACCESS results are returned to the LEP Contact in late May/early June…Ask your LEP Contact for a score report for your school.

What does progress look like for ELLs and what should be expected?

Critical Question:

Annual Measurable Achievement Objectives (AMAOs)

Analyze Scale

Scores

Compare individual

student g

rowth on

EOGs from year to

year

AMAO 1: Progress Includes all LEP students with at least two

data points (two years of test results). Progress is met by:

1) increase to next overall English Language Proficiency level,

2) increase the previous overall score by .5, or 3) meet exit criteria.

Progress is also measured by earning credits

LEP Status Exit Criteria Reading Score: Minimum of 4.0 + Writing Score: Minimum of 4.0

+ Composite Score: Minimum of 4.8

= EXIT LEP STATUS

ACCESS for ELLs:Score Sheet

Did this student exit LEP status?

Reading

Writing

Composite

ACCESS Scores: Only one piece of the puzzle As with all assessments, ACCESS for

ELLs scores should be considered one of multiple criteria used in educational decision making.

How are placement decisions made for ELLs?

Critical Question:

Language Instruction Education Program (LIEP)

Services for All LEP Students

LIEP Services Provided for ALL LEP Students  ESL teachers are expected to infuse content language from C-MAPP (our local electronic curriculum warehouse that includes CCSS standards) into their daily lessons.

These lessons incorporate the domains of language from our Essential Standards, the WIDA standards. Some ESL teachers serve more than one school. ESL teachers at our low incidence schools may be at that school only 1 or 2 days per week. ESL teachers work closely with other teachers who provide LIEP services and collaborate on a regular basis to monitor progress and ensure that these students succeed. Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled

to allow consistent and appropriate LIEP services. Many classroom teachers have been trained in SIOP and/or best practices for LEP students. Intervention support (Tier II Interventionists – Not ESL) may be provided to students in any category of service. ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.

 

Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled to allow consistent and appropriate LIEP services.

ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.

How do the services for ELLs at each level look?

Critical Question:

Comprehensive Services

Moderate Services

Transitional Services

Who is responsible for ensuring that ELLs are actively engaged?

EVERY

TeacherEVERY

Teacher

EVERY

Teacher

How well is the LIEP Continuum of Services being implemented at your school?

Critical Question :

S.A.S.I.

Student Achievement through Sheltered Instruction

What are some other critical questions you can be asking at your school?

Now that you know about the ESL program…

Questions to Consider:LIEP What information does your school

use to determine an ELL’s level of service?

What do you think your ESL teacher’s perception is of how well the LIEP Continuum is being implemented at your school?

Are ELLs engaged in and producing academic language in all classes?

Questions to Consider:Scheduling How do you schedule ELLs?

Who is involved in the scheduling process?

How do you choose which courses are appropriate for them?

Annual Measurable Achievement Objectives (AMAOs)

Would you like some

data?

AMAO 1: Progress Includes all LEP students with at least two

data points (two years of test results). Progress is met by:

1) increase to next overall English Language Proficiency level,

2) increase the previous overall score by .5, or 3) meet exit criteria.

Progress is also measured by earning credits

AMAO #1 Progress Data

Newcomers

AMAO 1 Progress: Includes all LEP students with at least two data points (two years of test results). Progress is met by 1) increase to next overall ELP level, 2) increase the previous overall score by .5, or 3) meet exit criteria.

State Goal: 57.1%

WCPSS: 59.13%

This information is n

ow available in Quickr.

Helpful ResourcesPrint, Translation and Websites

Resources Available to ELLs and Teachers of ELLs

ESL Teacher Title III/ESL Central Services Staff www.wida.us Discovery Education

10 Things Every School Leader Should Know About ESL

iPads – 8 Schools Set of 10 used for English language development

Rosetta Stone – 8 Pilot Schools English language development Native language literacy

Helpful Resources: Teacher Tools Dave’s ESL Café: One of the most popular sites for teachers of ELLs.

www.eslcafe.com

ColorinColorado: A bilingual site for families and educators of English language learners. http://www.colorincolorado.org/

Wordsift: WordSift helps anyone easily sift through text and quickly identify important words that appear in the text. http://www.wordsift.com/

Bogglesworld: Activities and materials for teaching ELLs. www.bogglesworld.com

Discovery School Puzzlemaker: Easy to use tools for making crossword puzzles, word searches and other word games. www.puzzlemaker.com

Helpful Resources: Websites El Pueblo: Non-profit advocacy group committed

to strengthening the Latino community in North Carolina.www.elpueblo.org

A Guide to Learning English: Information for mainstream teachers of ESL students.www.everythingesl.net

Learn NC: On-line teaching and learning tools for educators including bilingual and ESL resources.www.learnnc.org

Helpful Resources:Print Collaboration and Co-Teaching: Strategies

for English Learners Andrea Honigsfeld and Maria G. Dove Corwin (2010)

The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher Barbara Law and Mary Eckes Portage and Main Press (2000)

Helpful Resources:Print 99 Ideas and Activities for Teaching

English Language Learners with The SIOP Model Mary Ellen Vogt Jana Echevarria

Fifty Strategies for Teaching English Language Learners – Second Edition Adrienne Herrrell and Michael Jordan Pearson Education, Inc. (2004)

Helpful Resources:Print The Handbook for Educators Who Work

with Children of Mexican Origin – Third Edition UNC-Chapel Hill School of Education

Research Triangle Schools PartnershipSchool of EducationUniversity of North Carolina – Chapel HillCB #3500Chapel Hill, NC 27599-3500(919) 966-8000

Helpful Resources:Translation A Bilingual Dictionary of School

Terminology Barbara Thuro Ammie Enterprises (2000)

School Letters in English and Spanish Ammie Enterprises (2000)

Hola! Communicating with Spanish-Speaking Parents Joni Britt Good Apple: A Division of Frank Shaffer

Publications, Inc. (1997)

Contact Information

Steve West Title III/ESL Coordinating

Teacher, 9-12 swwest@wcpss.net (919) 431-7483