understanding the changes needed for addressing ell education programs
DESCRIPTION
Superintendent’s 2008 Summer Leadership Institute. “Setting the Course”. Understanding the Changes Needed for Addressing ELL Education Programs. August 12, 2008 High School of the Future. DO NOW ACTIVITY: - PowerPoint PPT PresentationTRANSCRIPT
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Understanding the Changes Needed for Addressing ELL Education Programs
August 12, 2008
High School of the Future
Superintendent’s 2008 Summer Leadership Institute
“Setting the Course”
DO NOW ACTIVITY:
A sheet has been placed on your
table. Please read the paragraph and
answer the questions
independently.
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Workshop AgendaWorkshop Agenda• Introduction
• Preview Objectives
• Significance of Focusing on ELL and Academic Language Development
• Introduction to Functions and Forms
• Data Analysis
• Department of Teaching and Learning Goals
• Provide Input for Necessary Support
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Workshop Objectives
Principals will develop a greater understanding of:
• Significance of focusing on ELL• Responsibility of managing Academic Language Development for ALL students• Using ESOL data to inform instruction• Support available from Teaching and Learning
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Latino Mosaic Discussion Clip:
The School District of Philadelphia
Drop Out Rate
Guiding Question:
As an instructional leader, what is your responsibility in meeting the academic needs of ALL students, including ELLs, in your school?
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POSSIBLE SENTENCE FRAMES…FORMS
I must…I should…I feel I have to…I believe it is my responsibility to…I should…because…
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LANGUAGE
FUNCTIONS
WHY WE USE LANGUAGE
FORMS
POSSIBLE
SENTENCE
FRAMES
ACADEMIC
VOCABULARY
CUE WORDS
Expressing Obligation
I must…
I should…
I feel I have to…
I believe it is my responsibility to…
I should because…
Must
Should
Responsibility
Duty
Commitment
Obligation
ACADEMIC LANGUAGE DEVELOPMENT TOOL
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QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
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District-wide ACCESS for ELLs2008 English Language Proficiency Levels
District-wide ACCESS for ELLs2008 Proficiency Scores
3590
530
248322532037
0
5001000
1500
2000
25003000
3500
4000
1- Entering 2-Beginning
3-Developing
4-Expanding
5- Bridging
Nu
mb
er
of
Stu
den
ts
2008 English Language Proficiency Levels
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Region Entering Beginning Developing Expanding Bridging Total
Central 9 10 19 5 4 51
East 361 363 606 424 79 1859
West 29 23 31 25 1 109
North 262 331 567 340 45 1562
South 183 178 421 367 57 1223
Northeast 264 217 419 526 164 1621
Northwest 16 13 10 9 3 51
Southwest 78 126 214 130 21 579
Central East 475 568 897 437 101 2524
High School 360 424 414 224 55 1567
Total 2037 2253 3598 2487 526 11,146
2008 ACCESS for ELLs Scores By Region
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2008 ACCESS LEVELS
School Total Ent Beg Dev Exp Bri NA
School ABC 20 3 3 6 2 1 5
All ELLs must be assessed to identify their current English language proficiency level in order to keep our programs in compliance with the Pennsylvania Department of Education and Y.S. mandates.
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2002-2008 PSSA ResultsComparison of Percentage of Students Advanced or Proficient by Group
All Grades Combined MATH
MATH
20% 19%22% 19.90%
28.60% 28.20%
37.40%35.40%
41.90% 40.90%
44.90%
40.20%
49%46.60%
0%
10%
20%
30%
40%
50%
60%
All Students Limited English Proficient
Per
cen
tag
es
2002 2003 2004 2005 2006 2007 2008
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2002-2008 PSSA ResultsComparison of Percentage of Students Advanced or Proficient by Group
All Grades Combined READINGREADING
24%
7%
28%
12.00%
33.60%
17.30%
35.50%
19.50%
38.10%
20.60%
40.60%
25.50%
44.60%
34.80%
0%5%
10%15%20%25%30%35%40%45%50%
All Students Limited English Proficient
Per
cen
tag
es
2002 2003 2004 2005 2006 2007 2008
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Who Are Your ELLs?
CONSIDER…– Countries of birth
– Languages represented in your building
– Approximate number of ELLs in your building
– Numbers of ELLs at each grade level
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ELL Country of Birth Counts- Citywide2008
ESOL Country Counts- Citywide2008
3637
2492
567435
349 287211 202 165 163
2335
303
0
500
1000
1500
2000
2500
3000
3500
4000
USA
Puerto
Rico
China
Domin
ican
Repub
lic
Mex
ico
Vietn
am Indi
a
Russia
Cambo
dia
Alban
ia
Oth
er
Unkno
wn
Nu
mb
er o
f S
tud
ents
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DataSchool Computer Network: ESOL Data
Entry Screen (S21 Screen)
– It is the responsibility of the school principal to monitor the updating and maintenance of data in the S21 Screen
– All ELLs must be claimed on S21 Screen as “Served”
• Allocation of resources are contingent upon accurate data entry
– S21 Screen must be updated on a regular basis starting at the beginning of the school year
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Data – What’s New . . .The following functions have been LOCKED in order
to maintain accuracy:
– (1) LEP Status: • E0- During summer before rollover• E1- Exited 1st year• E2 Exited 2nd year• E-No longer monitored
– (4) Placement Test Date
– (5) Initial Placement Level
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Data – What’s New . . .The S21 Screen has been updated with the
following features:
– History Screen with flashing items: 5+ESOL, Non-Progressing, Start CSAP Process
– Exit of students will be facilitated centrally in June and August, if student has met State mandated exit criteria:
• Access for ELLs Scores of 4.5 – 4.9 and PSSA Rdg Proficient/Advanced
• Access for ELLs Scores of 5 and PSSA Rdg Basic or higher
• Access for ELLs Scores of 5 and TerraNova Scores Rdg of 40% or higher
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Data Analysis Through the creation of S21 lists and SchoolNet
spreadsheets, all administrators and teachers are able to access and analyze ELL-related data
The analysis of this data will assist in the creation of the SIP and guide:
1. Decisions regarding program model choices for the school2. Decisions regarding program model choices for the student3. ELL’s progression on the Pathway to Academic Proficiency4. Differentiated instructional and scaffolding techniques5. Strategic interventions for non-progressing ELLs6. Progression toward AMAO benchmarks
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Teaching and Learning DepartmentGoals for 2008-2009
Teaching and Learning DepartmentGoals for 2008-2009
#1 Support Schools
#2 Maximize effectiveness of Rapid Response Team
#3 Make core curriculum accessible to all students
2323
How the Teaching and Learning DepartmentCan provide SUPPORT for your school
How the Teaching and Learning DepartmentCan provide SUPPORT for your school
• Given your understanding of the Teaching and Learning Department what areas of support do you anticipate?
• What challenges do you foresee and how can we work together to create solutions?
• Given your understanding of the Teaching and Learning Department what areas of support do you anticipate?
• What challenges do you foresee and how can we work together to create solutions?