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ENGLISH LANGUAGE LEARNERS EDUCATION HANDBOOK
OFFICE OF ENGLISH LANGUAGE LEARNERS EDUCATION
Randolph Public Schools
A Guide for Teachers, Specialists, Support Staff and Administrators working with English Language Learners which is a compilation of documents from the ELL Director, the Department of Education’s Office of English Language Acquisition (OELA), the Office of English Language , the WIDA Consortium, SIOP the Center for Applied Linguistics, Colorin, Colorado, EL Achieve, different theorists, linguists and advocates for English Language Learners as well as legal guidance references from the state and federal government
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ELL HANDBOOK’S TABLE OF CONTENTS
CONTENT PAGE NUMBERS
1. PURPOSE OF MANUAL 5
2. STAFFING
A. ELL SUPPORT STAFF AND CONTACT INFORMATION 6
B. ELL STAFF IN SCHOOL 7
3. ELL DEPARTMENT MISSION STATEMENT 8
4. FREQUENTLY ASKED QUESTIONS ABOUT ELL STUDENTS IN 9
RANDOLPH PUBLIC SCHOOLS
5. LANGUAGES OF RANDOLPH PUBLIC SCHOOLS ELL STUDENTS 12
6. INITIAL IDENTIFICATION PROCESS FOR ELLS 17
7. LANGUAGE PERFORMANCE DEFINITIONS 19
8. ELL PROGRAM DESCRIPTIONS 21
9. TWO COMPONENTS OF INSTRUCTION FOR ELLS 24
10. ENGLISH LANGUAGE DEVELOPMENT CURRICULUM FOR 29
TEACHING ESL
11. ESL TEXTS & SUPPLEMENTAL MATERIALS & RESOURCES 34
12. RECOMMENDED HOURS OF ESL FOR ELL STUDENTS 36
13. WAIVERS 38
14. OPT-OUT PROCESS 41
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CONTENT PAGE NUMBER
15. REFERRAL PROCESS 43
16. RETELL INIAITIVE 45
17. SEI ENDORSEMENT 47
A. Overview of SEI Related Requirements for Teachers of ELLs
B. Flow chart for SEI Endorsement course
18. WIDA 51-70
A. WIDA: Who we are
B. WIDA Standards
C. Can Do Descriptors (K-12)
D. WIDA LANGUAGE PERFORMANCE DEFINITIONS
E. WIDA Language Objectives
F. WIDA Lesson Plan Share Space
G. WIDA/SEI Walk Through Tool
H. WIDA road map for the WIDA web-site
I. WIDA Website for Randolph Public Schools in practical/functional terms
19. SHELTERED ENGLISH INSTRUCTION STRATEGIES FOR WORKING WITH 71
ENGLISH LANGUAGE LEARNERS
20. A FEW SUGGESTIONS FOR TEACHING ENGLISH LANGUAGE 78
LEARNERS IN THE CONTENT AREAS
21. ACCOMODATIONS AND MODIFICATIONS FOR ENGLISH LANGUAGE 86
LEARNERS AS REPRESENTED IN UNIVERSAL DESIGN FOR LEARNING
22. ASSESSMENTS FOR ENGLISH LANGUAGE LEARNERS 91
23. ENGLISH LANGUAGE LEARNERS WITH SPECIAL EDUCATION CONCERNS 95
24. SUGGESTIONS FOR GRADING ENGLISH LANGUAGE LEARNERS 107
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CONTENT PAGE NUMBERS
25. MONITORING PROGRESS FOR ENGLISH LANGUAGE LEARNERS 110
26. LANGUAGE ASSESSMENT TEAMS 113
27. ELL EXTENDED DAY ACADEMIC & SOCIO-EMOTIONAL SUPPORTS 116
1. ELL Liaisons
2. Tiered Interventions/Additional Supports
28. ELL PARENT COMMUNICATION & INVOLVEMENT 122
Translation & Interpretation
Adult ESL Classes
Multicultural Parent Advisory Council
Enhancing LEP/ELL Parent Involvement
29. ENGLISH LANGUAGE LEARNERS ACRONYMS 126
30. ELL GLOSSARY 128
31. TEACHER & STUDENT ONLINE RESOURCES FOR DEVELOPING ENGLISH 137
32. LAWS AND GOVERNANCE PROTECTING ELLs 144
33. FORMS 148
Home language survey (also available in all languages)
Requesting translation or an interpreter
Referring a student for testing
FLEP monitor form
ELL Progress Reports for Elementary School
ELL Inventory for Content Teacher (LAT annual spring review)
ELL Inventory for ESL Teacher (LAT annual spring review)
Program Reclassification
Waivers and Opt-Out form
34. CREDITS & ACKNOWLEDGEMENTS 170
35. ELL Needs Assessment Tool 173
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“Language is the road map of a culture. It tells you where its people come from and
where they are going.”
Rita Mae Brown
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English Language Learners (ELLs) are students whose first language is not English and who are currently receiving services from a structured content and language program to progress academically while also learning English as a second language. ELLs are a target population who we are all responsible for serving.
The purpose of this handbook is to provide all Randolph Public Schools staff working with English Language learners with a reference guide and a starting point for learning more about expectations, effective practices and more. There are multiple resources available to teachers and other educational professionals on working with ELLs contained in this document. The handbook is a compilation of some of the resources from different primary sources such as Massachusetts Department of Elementary and Secondary Education’s Office of English Language Acquisition, the World Class Instructional Design and Assessment (WIDA), SIOP, EL Achieve, Colorin Colorado, theorists and practioners in Randolph and throughout the field of study focused on second language learning and teaching. Some of the documents are written descriptions of practices. Some documents are simply suggestions. This handbook also contains procedures, policies and resources designed specifically for Randolph Public Schools by the ELL Department. There is information on initial assessment, program structure and placement, how to make a referral for services, the two components of instruction for ELLs, support services, parental involvement, translation, legal requirements and more .
The handbook is a living document and should be updated at least once a year. If you have additional documents you would like to add to this, please contact me and our administrative assistant (Isabel Pires). I encourage all staff to use this reference as a resource to continue strengthening what we do to provide an equitable education for English Language Learners
Thank you!
Kathy Frye
Kathy Frye
Director, English Language Learners Education, & World Languages
Randolph Public Schools
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ELL SUPPORT STAFF
ELL Department; Randolph High School
70 Memorial Parkway,
Room 104
Randolph, MA, 02368
MAIN NUMBER: 781-961-6220
ELL DIRECTOR: Kathy Frye Ext. # 588
ELL ADMINISTRATIVE ASSISTANT: Isabel Pires Ext. # 535
ELL COMMUNITY LIAISONS
Vietnamese: Le Vu Ext. # 548
Haitian Creole: Pierre Fontaine Ext. #584
Portuguese: Teresa Schwarz Ext. # 548
Spanish: Marta Rodriguez Ext. # 584
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ELL TEACHERS
2015-2016
SCHOOLS &
PROGRAMS
ELL TEACHERS
Young Elementary
School
(Elementary SEI Self-
Contained & SEI in
General Education & ESL Instruction)
Lisa Michel (SEI & ESL)-K/1
Ed Wiederer (SEI & ESL) 2/3
John Horstman (SEI & ESL) -4/5
Tatyana Pavlova (ESL)
Donovan Elementary School
(SEI in General Ed. & ESL Instruction)
Anna Bashmakova (ESL)
Taylor Huynh-Thai (ESL)
Geoff Higgins (ESL)
JFK Elementary
School
(SEI in General
Education & ESL Instruction)
Ebru Ozdener (ESL)
Amy Chin (ESL)
Lyons Elementary School
(SEI in General Education & ESL
Instruction)
Diallo Ferguson (ESL)
Kaitlyn Remick (ESL)
Randolph Community Middle School
(Middle School SEI Self Contained and SEI in
General Education & ESL)
Meg Ladd (ESL)
Judi Flaherty (ESL & Science)
Mustapha Coker (ESL & Math)
Gilda Homsi: (ESL & Social
Studies
Randolph High School
(Middle School SEI Self
Contained and SEI in General Education &
ESL)
Hui Ning Marsigliano (ELL Science)
Johanna Guerra (ELL Social Studies)
Tamara Oborsky (ESL/ELA)
Shea Winans (ELL Math)
Paul Barry (ESL/ELA)
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ELL DEPARTMENT MISSION STATEMENT
Our mission is to honor the culture, diversity, knowledge and experiences English Language Learners bring to the classroom while providing an equitable education with multiple types of learning opportunities. . Highly qualified teachers are hired and supported to teach students how to develop academic language that will expand students’ learning experiences in their content area studies. Additionally the ELL department fully understands the role of the parent/guardian and family in the education of the child and strives to do outreach to parents that connects families to the school community.
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FREQUENTLY ASKED QUESTIONS ABOUT ELL STUDENTS IN RANDOLPH PUBLIC SCHOOLS
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Randolph Public Schools ELL Students Randolph Public Schools has a very diverse student population. This fact is partially revealed with its students who are second language learners of English. English Language Learners are also diverse amongst themselves. 1. What is a typical profile for an English Language Learner? There is no one profile for English Language Learners nor is there just a single approach to address their needs. English Language learners have different ages, language proficiency levels, socioeconomic standings, academic backgrounds and expectations, as well as immigrant status. For example, these students may have immigrated to the United States recently or their families may have lived in the U.S. for over a generation. They also live in diverse settings; some ELL students live in an area with other families also from the same cultural background, whereas others live in neighborhoods of primarily non-ELL families. Additionally, students may come from a home where English is spoken frequently, or from a home where English is not spoken at all. 2. How many English Language Learners are there in Randolph Public Schools at this time? English Language Learners are the fastest growing target population in the nation. This is true in Randolph also. The numbers of students are always changing and always increasing. In Randolph alone, the number of English Language Learners in the last 5 years the number has doubled. ELLs are in every school in the district. The ELL Department’s ELL Administrative Assistant sends a database with student’s names and pertinent information to all schools once a month. An example of how the district’s numbers have grown follows:
In September 2010, Randolph Public Schools had a total of 240 ELL students. As of September 2015, Randolph has a total of 509 students 409 = Limited English Proficient 100 = Former Limited English Proficient Students who are still being monitored
(Please see the following chart for information about ELL students by languages and numbers by school) 3. Do all English language learners come to us from other countries? No. Nation-wide 57% of ELLS were born in the United States In Randolph Public Schools, the district does have a large number of students who are coming from other countries. In general, the students who are in the SEI self-contained programs are newcomers and first generation English Language Learners 4. Why do students come to the United States?
Natural disasters in their countries Leaving a war torn country Personal or Family Tragedy Parent’s Jobs Opportunity to receive a better education To be closer to family living in the United States\
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5. When do ELL students usually arrive in the district? Is there any particular time where there are more students than another time? Students arrive throughout the school year. Over 65% of the students do begin school at the beginning of the school year, However, especially in the Newcomer Self Contained programs, it is not uncommon for a student to arrive as late as April or May of the current school year. 6. Where are the district’s ELL students from and what languages do they speak? As of September, 2015, Randolph’s two largest student populations are Haitian Creole and Vietnamese followed by Spanish, French, Portuguese, Chinese (Cantonese and Mandarin) and other low incidence languages. Other languages include Arabic, Cape Verdean Creole, Filipino/Tagalog, Greek, Gujarati, Igbo, Hindi, Khmer, Laotian, Mina, Pashto, Swahili and Yoruba. Additionally for those students whose English language structure differ significantly from standard English, students who come to Randolph speaking Patois or Pidgin English also receive instructional support through ESL instruction and additional supports. (Refer to the table noting languages spoken by the ELL students in schools.) 7. Educational Backgrounds of Students: The educational backgrounds of ELL students vary. In Haiti there are many students who prior to coming to Randolph attended a private school. Some students have interruptions in or limited formal schooling. In Vietnam many students attend school six days a week. Regardless of students’ educational backgrounds, one factor to realize is that education is held as a major priority for most second language learning families. In fact, when examining why many families are here in the United States, it is so that their children can have a better educational opportunity. 8. Language proficiency levels: Students come to schools with different language proficiency levels. They are assessed when parents/guardians register them for school by the district’s bilingual/bicultural liaisons. An intake assessment is given to measure language proficiency. The battery of assessments provides the level of English language proficiency. There are six language proficiency levels ranging from Levels 1-6. (Level 1-Entering; Level 2-Emerging; Level 3-Developing; Level 4-Expanding; Level 5-Bridging; Level 6-Reaching) Please see the WIDA section where you can refer to the descriptions of the language proficiency levels by examining the Language Performance Definitions and/or the Can Do Descriptors. 9. Can a student who does not speak English eventually be successful academically? Yes, in fact, many ELL students are outperforming some of their native speaking English peers. “Regardless of differences, all students have the capacity to learn a second language successfully. Students will be more responsive to instruction that is adapted for culturally diverse backgrounds, and teachers have a responsibility to recognize how different cultural and home experiences affect a child’s behavior, language use, and interpersonal skills” (McLaughlin, 2002).
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LANGUAGES OF
RANDOLPH PUBLIC SCHOOLS
ELL STUDENTS
“If you talk to a man in a language he understands,
that goes to his head.
If you talk to him in his language,
that goes to his heart.”
-Nelson Mandela
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Randolph Public Schools Home Languages (As classified by parents/guardians)
Language Lyons JFK Young Donovan RCMS RHS Total
1 Arabic 1 1 2
2 Cape Verdean Creole
2 1 2 2 7 14
3 Chinese (Cantonese or Mandarin)
1 4 1 5 1 12
4 Filipino/Tagalog 2 1 2 4
5 French 6 2 2 2 12
6 Ghanaian 1 1
7 Greek
8 Gujarati 2 1 1 4
9 Igbo 2 1 3
10 Haitian Creole 10 8 29 13 27 41 128
11 Hazargi (Afghani) 1 1
12 Hindi
13 Khmer 1 1 2
14 Laotian 2 2
15 Lingala 1 1 2
16 Mina (Cameroon)
17 Pashto (Afghani) 2 2
18 Patois English
19 Pidgin English
20 Portuguese 1 2 3 3 5 14
21 Punjabi 1 1
22 Spanish 10 15 14 10 9 10 68
23 Vietnamese 15 13 31 41 16 15 131
24 Swahili 1 1
25 Thai 1 1
26 Telugu 1 1
27 Yoruba/West African 1 1 2
Total ELLs per School
40
45
92
81
64
87
409
As of September 2015, Please note: The languages and number of ELL students change on a daily basis.
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LANGUAGES OF RANDOLPH PUBLIC SCHOOL ELL STUDENTS
As of 9/2015
1. Arabic i/ˈærəbɪk/ (علا ََر ِب ,Arabic is spoken in a wide arc stretching across the Middle East / ُ ةبNorth Africa, and the Horn of Africa. Arabic belongs to the Afro-Asiatic family.
2. Cape Verdean Creole is a creole language of Portuguese basis, spoken on the islands of Cape Verde. Some Cape Verdeans also speak Portuguese.
3. Chinese i/tʃaɪˈniːz/ (汉语 / 漢語; Hànyǔ or 中文; Zhōngwén) is a group of related but in
many cases mutually unintelligible language varieties, forming a branch of the Sino-Tibetan language family. Chinese is spoken by the Han majority and many other ethnic groups in China. Nearly 1.2 billion people (around 16% of the world's population) speak some form of Chinese as their first language.
4. Cantonese, or Standard Cantonese Chinese (simplified Chinese: 广州话; traditional
Chinese: 廣州話), is the prestige language of the Cantonese people. The Cantonese
language is viewed as part of the cultural identity for its native speakers across large areas of southern China, Hong Kong and Macau. Although Cantonese shares much vocabulary with Mandarin Chinese, the two languages are not mutually intelligible because of pronunciation, grammatical, and also lexical differences. Sentence structure, in particular the placement of verbs, sometimes differs between the two languages.
5. (Mandarin Chinese: (i/ˈmænd(ə)rɪn/; simplified Chinese: 官话; traditional Chinese: 官話;
pinyin: Guānhuà; literally: "speech of officials") is a group of related varieties of Chinese spoken across most of northern and southwestern China. One of the most notable differences between Cantonese and Mandarin is how the spoken word is written; with Mandarin the spoken word is written as such, whereas with Cantonese there may not be a direct written word matching what was said.
6. French (le français or la langue français) is the second-most widespread language worldwide after English, as only these two languages are in official use on all continents. French is an official language in 29 countries.It is spoken as a first language in France, southern Belgium, western Switzerland, Monaco, the provinces of Quebec, New Brunswick and some parts of Ontario in Canada, parts of the U.S. states of Louisiana, Maine, New Hampshire and Vermont, among educated classes in North Africa, Haiti, French Polynesia and by various communities elsewhere. 7. Greek (Modern Greek: ελληνικά [eliniˈka] "Greek", ελληνική γλώσσα in its modern form today is the language spoken by at least 13 million people today in Greece, Cyprus, Italy, large parts of Albania, the Balkans, and the Greek diaspora.
8. Gujarati /ɡʊdʒəˈrɑːti/Gujarātī [ɡudʒəˈɾaːt̪i]) is an Indo-Aryan language native to the west Indian region of Gujarat. In India, it is the chief language in the state of Gujarat, as well as an official language in the union territories of Daman and Diu and Dadra and Nagar Haveli.
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9. Haitian Creole (kreyòl ayisyen; pronounced: [kɣejɔl ajisjɛ]̃ French: créole haïtien), often called simply creole or kreyòl, is a French-based creole and is one of Haiti's two official languages, along with French. The word creole is of Latin origin and is a Portuguese term that means, "raised in the home". Haitian Creole is the first language of 90–95% of Haitians 10. Hazargi Hindi or more precisely Modern Standard Hindi is one of the official languages of India.
11. Igbo (i/ˈɪɡboʊ/): (Igbo: is the principal native language of the Igbo people, an ethnic group of southeastern Nigeria. Igbo is also a recognized minority language of Equatorial Guinea. 12. Khmer /kmɛər/ or Cambodian is the language of the Khmer people and the official language of Cambodia.
13. Lao or Laotian is the official language of Laos, and also spoken in the northeast of Thailand 14. Lingala (Ngala) is a Bantu language spoken throughout the northwestern part of the Democratic Republic of the Congo and a large part of the Republic of the Congo, as well as to some degree in Angola and the Central African Republic.
15. Mina: The Mina language, also known by the names Hina and Besleri, is a Chadic language spoken in Northern Cameroon.
16. Pashto (تو ښ ,Pax̌tō IPA: [ˈpəʂt̪oː, ˈpəçt̪oː, ˈpʊxt̪oː]; alternatively spelled Paxto, Pukhto پPakhto, or Pushto), also known in older literature as Afghānīs the native language of the Pashtun people of South-Central Asia, and one of the two official languages of Afghanistan. 17. Patois (/ˈpætwɑː/) is any language that is considered nonstandard. It can refer to pidgins, creoles, dialects, and other forms of native or local speech. Class distinctions are embedded in the term, drawn between those who speak patois and those who speak the standard or dominant language used in literature and public speaking. 18. Pidgin language is a simplified version of a language that develops as a means of communication between two or more groups that do not have a language in common. It is most commonly employed in situations such as trade, or where both groups speak languages different from the language of the country in which they reside (but where there is no common language between the groups). Fundamentally, a pidgin is a simplified means of linguistic communication, as it is constructed impromptu, or by convention, between individuals or groups of people. A pidgin may be built from words, sounds, or body language from multiple other languages and cultures. They allow people who have no common language to communicate with each other. Pidgins usually have low prestige with respect to other languages.
19. Portuguese (português) is a Romance language and the sole official language of Portugal, Brazil, Mozambique, Angola, Cape Verde, Guinea-Bissau, and São Tomé and Príncipe
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20. Punjabi /pʌnˈdʒɑːbi/ is an Indo-Aryan language spoken by 130 million native speakers worldwide, making it the 9th most widely spoken language (2015) in the world. It is the native language of the Punjabi people who inhabit the historical Punjab region of Pakistan and India. It is the only living language among the Indo-European languages which is a fully tonal language 21. Spanish (i/ˈspænɪʃ/, español), also called Castilian[(i/kæsˈtɪliən/, castellano) Spanish is the official or national language of 19 countries in the Americas and totaling at least 418 million native speakers in the Hemisphere. Furthermore, Spanish is spoken fluently by 15% of all Europeans. Spanish is also the most popular language learned in the United States. 22. Tagalog: [tɐˈɡaːloɡ]) is an Austronesian language spoken as a first language by a quarter of the population of the Philippines and as a second language by the majority, officially named Filipino, is the national language and one of two official languages of the Philippines, the other being English. 23. Thai the official language of Thailand 24. Telugu: a Dravidian language spoken mainly in Andhra Pradesh state, SE India. 25. Vietnamese i/ˌviɛtnəˈmiːz/ (tiếng Việt) is the national and official language of Vietnam. 26. Yoruba /ˈjɒrʊbə/[3] (èdè Yorùbá) is a Nigerian language spoken in West Africa mainly in Nigeria. Excerpted from Wikipedia 2/2015 --------------------------------------------------------------------------------------------------------------------------
ANOTHER VALUABLE RESOURCE: Please see Language Transfer Issues for
English Language Learners; By Rigby; a Harcourt Achieve Imprint (Please note: Do not click on this link. Instead copy and paste it in your web browser in order to access the document.) http://www.profdev.ngreach.com/resources/language_transfer_supports.pdf
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INITIAL ELL STUDENT
IDENTIFICATION PROCESS
“We are storytelling creatures, and as children
we acquire language to tell those stories
that we have inside us.”
-Jerome Bruner
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INITIAL ELL STUDENT IDENTIFICATION PROCESS
Parents/Guardians visit Parent Registration Center for student enrollment
Home Language is English
Student is placed in General Education
Guardian completes Registration Forms including Home Language Survey
Home Language Survey indicates language other than English or additional Language
ELL Director reviews every student’s registration packet to determine possible need for language support services.
ELL Director assigns eligible students to a Bilingual/Bicultural Liaison to provide English Language Proficiency Testing
General Education taught by an SEI
endorsed teacher and ESL taught by a certified
ESL Teacher
ELL Director makes Program Placement Decision depending on student’s ELD level, previous
schooling, and other relevant factors
General Education No ELL Services
Required
Newcomer SEI Classroom with
required number of hours for ESL
Teachers have 30 days to amend the preliminary ELD Level based on the student’s performance
ELL Director reviews Registration paperwork. Parents/Guardians are expected to produce copies of medical
records
Bilingual/Bicultural Liaison:
- Reviews/interprets/translates transcripts - Conducts Parent/Guardian & Student interviews - Conducts initial eligibility assessment and make placement recommendations
Program Options
Intake documentation forwarded to Parent Registration to finalize student placement
Results from testing provide District with
initial ELD Level
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INITIAL ENGLISH LANGUAGE DEVELOPMENT ASSIGNMENT
&
WIDA LANGUAGE PERFORMANCE DEFINITIONS
“To have another language is to possess a second soul.”
-Charlemagne
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WIDA Language Performance Definition
When a student is assessed and determined to be an ELL, they are assigned a
WIDA English Language proficiency level.
Level 6-
Reaching Specialized or technical language reflective of the content areas at grade level
A variety of sentence lengths of varying linguistic complexity in extended oral or
written discourse as required by the specified grade level
Oral or written communication in English comparable to English proficient peers
Level 5-
Bridging Specialized or technical language of the content areas.
A variety of sentence lengths of varying linguistic complexity in extended oral or
written discourse, including stories, essays or reports
Oral or written language approaching comparability to that of English proficient peers
when presented with grade level material
Level 4-
Expanding Specific and some technical language of the content areas
A variety of sentence lengths of varying linguistic complexity in oral discourse or
multiple, related sentences or paragraphs
Oral or written language with minimal phonological, syntactic or semantic errors that
do not impede the overall meaning of the communication, when presented with oral or
written connected discourse with sensory, graphic or interactive support
Level 3-
Developing General and some specific language of the content areas
Expanded sentences in oral interaction or written paragraphs
Oral or written language with phonological, syntactic or semantic errors that may
impede the communication, but retain much of its meaning, when presented with oral
or written, narrative or expository descriptions with sensory, graphic, or interactive
support
Level 2-
Emerging General language related to the content areas
Phrases or short sentences
Oral or written language with phonological, syntactic or semantic errors that often
impede the meaning of the communication when presented with one-one to multiple
step commands, directions, questions or a series of statements with sensory, graphic,
or interactive supports
Level 1-
Entering
pictorial or graphic representation of the language of the content areas words, phrases or
chunks of language when presented with one-step commands, directions, WH-, choice or
yes/no questions, or statements with sensory, graphic or interactive support oral language
with phonological, syntactic, or semantic errors that often impede meaning when presented
with basic oral commands, direct questions, or simple statements with sensory, graphic or
interactive support
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ENGLISH LANGUAGE LEARNER
EDUCATION PROGRAMS
In Randolph Public Schools
Fact:
“Learning a second language not only has cognitive and academic benefits, it also supports a greater sense of
openness to and appreciation for other cultures.” -Tochon, 2009
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Randolph Public Schools English Language Education Programs All students who are assessed and identified to be an English Language Learner must be provided with two components of instruction (1.) Sheltered Content English Instruction and (2.) English as a Second Language Instruction (See the chart describing the services offered by grade level.
Randolph Public Schools, offers two types of English Language Education programs for English Language Learners. The intent of these two programs is to provide instruction that best matches the proficiency level of the student. The two academic programs for English Language Learners are: (1) Newcomer English as a Second Language and Academic Content Development Program and (2) Sheltered English Instruction in General Education classrooms taught by SEI endorsed teachers along with ESL instruction, taught by a licensed ESL teacher.
1. Newcomer Intensive English Language Development and Academic Content Program For students who perform at an English Language Proficiency level of 1-2.9 on the W-APT initial intake assessment, Randolph Public Schools offers an intensive English Language and Academic Development Program. In this program, all cores subject matter including math, science and social studies is taught. In addition, the students receive the recommended 2.5 hours of ESL instruction every day. Teachers in this program are dually licensed in E.S.L. and the content area (either elementary education or a content area). The purpose of this program is to learn English well enough to be able to transfer to grade appropriate content instruction in general education. Our Newcomer Intensive English Language Development and Academic Content Program is located at three sites:
I. Martin Young Elementary School: Students receive a full day program of intensive English and academic development. They are scheduled for specials with their English speaking peers.
II. Randolph Community Middle School: Students receive a double period of ESL as well as subject
matter classes by teachers that are dually licensed in ESL and subject matter. Additionally these students are enrolled in elective classes with their English-speaking peers.
III. Randolph High School: Students receive a double period of ESL) as well as subject matter classes that are targeted for the various academic learning needs of students in this program. Students are enrolled in elective classes with their English-speaking peers.
2. English as a Second Language and Sheltered Content Program Identified English language learners who are at an intermediate or higher stage of learning English and can learn grade level content using a sheltered format are placed in the Sheltered Content general education setting and receive ESL from a licensed ESL teacher and Sheltered Content Instruction from a teachers licensed in a content area (elementary education, Science, Math, Social Studies, etc.) All CAT teachers responsible for teaching an ELL must take a Sheltered English endorsement course, offered by the Department of Education. The term sheltered is used to describe instruction that is specifically designed and implemented for English Language Learners to learn English as a second language and all grade specific subject knowledge. A sheltered English content approach refers to instruction that is specifically
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designed and delivered for the purpose of simultaneously learning English and content. Instructional supports and strategies include:
Multiple opportunities for cooperative learning More time to develop oral language The use of varied question types Integrated thematic instruction Hands on activities Use of visuals, Graphic organizers and other types of visual displays which help to organize thinking Connections to experiences, and content instruction that have meaning in their
immediate lives and that take culture into mind.
Secondary English as a Second Language Classes
At the middle and high school there are specific ESL classes for students at different language proficiency levels.
These ESL classes are: 1. Beginning 2. Early Intermediate 3. Intermediate 4. Transitioning
ESL classes are provided until a student scores at least a 5 on the ACCESS test and the language assessment teams determine a students’ readiness to transition out of the program . Students progress from one ESL level to the next as they acquire more proficiency in English. Progress is determined through the use of various assessments including student performance in class; results from annual second language assessments (Language Assessment Scale) in listening, speaking reading and writing; state mandated ACCESS testing; as well as teacher judgment and feedback. Readiness is determined based on a student’s ability to do ordinary classroom work in English Language Arts classes. As students transition out of a program, ELL and General Education Teachers work together to create as seamless an instructional program as possible.
Co-taught High School inclusion Classes (To provide students with an easier transition to general education at the high school level, additionally the high school offers ELL inclusion classes in Social Studies, Math and Science.
ELL Inclusion: In these classes, dually licensed ESL and content area teachers and SEI Endorsed
content area teachers co-teach a classroom of mixed students some who are fluent English speakers
and others who are English Language learners. English Language Learners in these classes are
normally transitioning out of a self contained setting. This class provides them with the support they
need to make that transition.
For higher Level (3) 4 & 5 ELL students
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TWO COMPONENTS OF INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
1. English as a Second language (ESL) 2. Sheltered English Content Instruction (SEI)
“If culture was a house, then language was the key to the front door, to all the rooms inside.”
-Khaled Housseini
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Two components of Instruction for English Language Learners Chapter 71A, Massachusetts General Laws (G.L. c. 71A) requires that limited English proficient (LEP) students, more favorably known as English Language Learners be educated in a sheltered English immersion (SEI) program. This requirement applies to all districts that enroll ELL students, regardless of the number. The two components of instruction which all ELL students must receive are:
1.) Sheltered content instruction Sheltered content instruction is instruction in the content areas using strategies to scaffold instruction Sheltered English instruction is intended to make instruction in academic content areas, delivered in English, more comprehensible to ELL students.
It is important to note that: A classroom becomes an SEI classroom where there is even one ELL student in that class.
• 2.) English as a second language (ESL), also called English language development (ELD) instruction ESL instruction addresses the listening, speaking, reading and writing standards contained in the World Class Instructional Design and Assessment (WIDA) as well as each school district’s English Language Development Curriculum Frameworks.
Pursuant to G.L. c. 71A, districts must promote and support the rapid acquisition of English language
proficiency by LEP students. Thus, districts must ensure that all LEP students receive ESL instruction
corresponding to their needs. For example, students with ACCESS scores of Levels 1, 2, and 3 should receive
proportionally more English language instruction than those at higher performance levels. The following
guidelines for instructional planning reflect the importance of ESL instruction for all LEP students.
Early Childhood and Elementary Levels:
1. ESL, ELL license or approved waiver at the preK-8 or preK-9 level for ESL instruction (instruction focused primarily on learning English rather than subject matter content). For instruction in a particular content area, a teacher licensed in that subject area should be used in conjunction with the ESL teacher, or the ESL teacher may take the appropriate MTEL test(s) and attain the needed educator license for the content area to be taught; or
2. TBE license or approved waiver in any language and in Early Childhood or Elementary license, as appropriate for grade served, and documentation maintained at the local level of timely participation in SEI cohort training to earn the SEI Teacher endorsement.
3. Early Childhood or Elementary license or an approved waiver, as appropriate for the grade served, and documentation of timely participation in SEI cohort training to earn the SEI Teacher endorsement.
Middle and Secondary Levels:
a. ESL, ELL license or approved waiver at the preK-8, preK-9, or 5-12 level, for ESL instruction (instruction focused primarily on learning English rather than subject matter content). For instruction in a particular content area, a teacher licensed in that subject area should provide instruction in conjunction with the ESL teacher, or the ESL teacher may take the appropriate MTEL test(s) and attain the needed educator license for the content area to be taught; or
b. TBE license or approved waiver in any language and subject matter license, and documentation maintained at the local level of timely participation in SEI cohort training to earn the SEI Teacher endorsement. The language of the TBE license need not be the primary language of the students; or
c. Subject matter license or approved waiver and documentation maintained at the local level of timely participation in SEI cohort training to earn the SEI Teacher endorsement.
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Sheltered English Content Instruction (SEI) CRITERIA
SEI in General Ed
SEI Self-Contained
Classroom Composition (ELLs with native English speakers)
(All ELL students)
Students ELD levels High ELD 3 (Developing – ELD level 5 Bridging)
ELD level 1 (Emerging) to Low level ELD 3 (Developing)
Teacher Credentials or Training Needed to teach SEI
Content Area License-(Elementary, ELA, Math, Science, Social Studies) & ESL Credential and/or SEI Endorsement Trained
Dually licensed: ESL license and content area license
Content Taught High ELD level 3-5:ELA Math, Science, Social Studies, scaffolded to meet the needs of the learners
ELD Level 1-low level 3: Math, Science, Social Studies, scaffolded to meet the needs of the learners
Curriculum Standards Used to teach
Common Core & WIDA Common Core & WIDA
Type of objectives that should be used to drive instruction
Mastery Content & WIDA Language Objectives
Mastery Content & WIDA Language Objectives
Appropriate Materials General Education Curriculum with strategies to make content more accessible (Wonders, Discovery, and other general ed. curriculum resources)
Sheltered Content Texts integrating language and content Example in Math: Language Central or Academic Language Notebooks
Integration Follows the schedule of all students; are completely integrated for all subjects
Integrated for specials/electives with native English speaking peers
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(Elementary) English as a Second Language (ESL)
For Elementary schools, Randolph Public Schools ESL teachers provides ESL instruction on a push-in basis in the classroom during literacy block and ESL added support during the intervention block for students who need more supports. It is important to note that ESL is CORE instruction for ELLs and must be taught. CRITERIA ESL IN SELF CONTAINED
CLASSROOM (Young Elem) ESL INCLUSION (PUSH-IN) TO GENERAL ED. CLASS
ESL PULL OUT
Student Population in classroom
All ELL students (usually at an ELD level of 1- low level 3.
ELL Students at ELD level 3 and higher with Native English Speakers
ELL students at higher ELD level 3-5 and Native English Speakers
Minimum Teacher Qualifications
Dually licensed in Content Area and ESL
ESL license
ESL license
Content Taught
ESL (explicit instruction of English as a second language) including but not limited to: language development in all four language domains; building Background knowledge by making connections to similarities and differences in the home language and English, Vocabulary Development, Grammatical Features of Language, Oral Language Development)
ESL (explicit instruction of English as a second language) including but not limited to language development in all four language domains; building Background knowledge by making connections to similarities and differences in the home language and English, Vocabulary Development, Grammatical Features of Language, Oral Language Development)
ESL (explicit instruction of English as a second language) including but not limited to: language development in all four language domains; ;Building Background by making connections to similarities and differences in the home language and English,, Vocabulary Development, Grammatical Features of Language, Oral Language Development)
Materials Used Core ESL texts: 1. Reach for Elementary 2. (Also uses supplementary
materials & texts)
ESL instruction and materials are aligned with the core curriculum. All materials must be agreed upon with the Core classroom and ESL teacher. Examples of materials that may be used are (Hands on activities, leveled readers, ESL approved materials, picture cards, academic word games, oral language activities, etc.
Hands on activities, leveled readers, reference to Wonders curriculum, ESL approved texts and materials including but not limited to; Project Read, Making Meaning,, picture cards, academic word games, oral language activities,
Minimum Time Requirements
ELD Level 1-2.5 hrs/day ELD Level 2: 2.5 hrs/day Lower level ELD level 3
ELD Level 3: at least 1 hour a day ELD Level 4: 2.5 hrs/week ELD Level 5: 2.5hrs wk
ELD Level 3: at least 1 hour a day ELD Level 4 at least: 2.5 hrs/week ELD Level 5:2.5hrs/week
Standards Used
Randolph Public Schools ELD Curriculum Frameworks & WIDA &CCSS
Randolph Public Schools ELD Curriculum Frameworks , WIDA, CCS
Randolph Public Schools ELD Curriculum, WIDA, CCS
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(Secondary) English as a Second Language (ESL)
CRITERIA ESL IN SELF CONTAINED CLASSROOM
ESL INCLUSION (PUSH-IN) TO GENERAL ED. CONTENT AREA CLASS
Student Population in classroom
All ELL students from ELD 1-5
ELL Students at ELD level 3 and higher with Native English Speakers
Minimum Teacher Qualifications
ESL ESL license Dually licensed teacher
Content Taught
ESL (explicit instruction of English as a second language) including but not limited to: language development in all four language domains; building Background knowledge by making connections to similarities and differences in the home language and English, Vocabulary Development, Grammatical Features of Language, Oral Language Development)
ESL (explicit instruction of English as a second language that is integrated with the instruction of language. A focus is on building the academic language of the content. Teachers are building background knowledge by making connections to similarities and differences in the home language and English, Vocabulary Development, Grammatical Features of Language, Oral Language Development)
Materials Used Core ESL texts: 1. Inside for Middle School 2. Edge for High School 3. (Also uses supplementary
materials & texts)
Content support. Examples of materials that may be used are content area texts and Hands on supplemental, ESL approved materials, Keys to Literacy,: picture cards, academic word games, oral language activities, etc.
Minimum Time Requirements
ELD Level 1-2.5 hrs/day ELD Level 2: 2.5 hrs/day Lower level ELD level 3
ELD Level 3: at least 1 hour a day ELD Level 4: 2.5 hrs/week ELD Level 5: 2.5hrs wk
Standards Used
Randolph Public Schools ELD Curriculum Frameworks & WIDA &CCSS
Randolph Public Schools ELD Curriculum Frameworks , WIDA, CCSS
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DESCRIPTION OF RANDOLPH’S ENGLISH LANGUAGE DEVELOPMENT CURRICULUM
“Language is the history of the nation. Language is the path of civilization and culture.”
- Aleksandr Kuprin
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Randolph’s ELD Curriculum Frameworks Introduction
Randolph’s ELD Curriculum Frameworks Randolph Public Schools has an English Language Development Curriclum frameworks written by the
ELL Director and ELL teachers at different grade levels. The ELD Curriculum Frameworks is a document to be used for instructional guidance and as a resource for ESL teachers and (K-12) SEI teachers in both self-contained and general education classrooms working with English Language Learners. It is a tool to guide lesson planning, instruction and assessment for students at different English language development (ELD) or language proficiency and grade levels. Each section of the benchmarks and outcomes section of this document is connected to one of the four language domains (listening, speaking, reading and writing). It is aligned with the Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO), the World Class Instructional Design and Assessment (WIDA) and the English Language Arts Common Core. It is to be used as a supplement to the ELA Common Core Standards. ELPBO: (English Language Proficiency Benchmarks and Outcomes) This document is intended to assist educators in the instruction of limited English proficient (LEP) students. Specifically, the purpose of the document is to:
a.) define for all teachers of LEP students the English Language Proficiency Outcomes that indicate an LEP student has made progress in learning English and/or has moved to a level of performance in English that permits the student’s participation and achievement in academic classroom activities that are not tailored to limited English proficient students; and b.) serve as the basis for defining the Benchmarks and Outcomes that will be annually assessed by the Department of Education’s future English Proficiency Assessment for LEP Students as now required by state and federal law (Massachusetts Chapter 71A and No Child Left Behind, respectively).
WIDA: (World Instructional Design Assessment): The WIDA Consortium has created a comprehensive set of English language proficiency (ELP) standards. These standards are designed to help U.S. schools and teachers of English language learners (ELLs) provide high quality instruction and equitable educational opportunities for all K-12 English as a second language (ESL) students. The WIDA standards address the acquisition of social/instructional and academic English across all content areas.
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Organization of the ELD Curriculum Frameworks The ELD Curriculum Frameworks contains specific benchmarks and outcomes, which are divided into six booklets.
1.) Kindergarten-2nd grade; 2.) 3rd& 4th grade 3.) 5th & 6th grades 4.) ;6th-8th grades(for transitioning purposes); 5.) 9th-12th
Each grade span is divided into five language proficiency levels with specific benchmarks and outcomes expected of the learner.
1. Level 1 (Entering Newcomer) 2. Level 2 (Beginning) 3. Level 3 (Developing) 4. Level 4 (Expanding) 5. Level 5 (Bridging)
Descriptions of what students are able to do at each proficiency level are highlighted. The Listening and Speaking section (though divided by grade spans is similar from one grade span to the next because it relates to language proficiency and not grade level work.)
The Reading and Writing is specific to grade span and language proficiency level. Each grade span refers to specific ELA anchor standards for the common core.
Each proficiency level includes activities and assessments to promote language development.
As many sections as is appropriate include WIDA performance standards.
Definitions of key terms (language objective, English Language Development levels, etc.) at the front of the document can assist teachers and administrators in understanding core elements of ESL instruction.
Explanations of instructional guidelines and principles are referenced. Instructional practices for working with English Language Learners in Randolph Public
Schools are shared. A comprehensive appendix provides teachers with numerous resources (including links
to online web-sites, suggestions for working with parents, a glossary of ELL terms) and much more.
The ELD Curriculum Frameworks is a living document. Over time, it will continue to
be developed, revised and enhanced to meet the needs of our ELL students and their teachers.
Central Themes (adapted version from the Massachusetts Department of Elementary and Secondary
Education’s ELPBO document)
There are three central themes found throughout this document that are critical to the development of
language: (1) the critical role of vocabulary in language development; (2) the critical role that oral
language plays in the development of academic English language proficiency, including vocabulary,
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reading, and writing skills; and (3) the critical relationship between English language acquisition and
instruction in other academic subjects.
1.) Vocabulary is Integral to Language Development
Vocabulary is an essential element in the development of each of the language domains: listening,
speaking, reading, and writing. The development of vocabulary and related skills is therefore
emphasized throughout this document. Whether an LEP student is just beginning to learn English, or is
moving toward competency, vocabulary is fundamental to accessing English, as well as to gaining
knowledge and understanding in the other academic content areas.
2.) Essential Role of Oral Language in the Development of Academic English Proficiency
Activities that include oral interaction can be used to promote acquisition of academic English and
provide critical opportunities for comprehension of academic content. Whenever possible, oral
language activities (listening and speaking) should precede reading and writing activities.
3.) English Language Acquisition and Other Academic Subjects
Educators charged with the instruction of limited English proficient students face a number of unique
challenges. Foremost among these is that of teaching students to understand, speak, read, and write
English while ensuring that they also receive rich and rigorous instruction in mathematics, science and
technology/engineering, history and social science, and other content areas. Academic content learning
need not be delayed or weakened while limited English proficient students acquire English since
language acquisition is enhanced when integrated into academic instruction and activities.
Planning Instruction
Using these curriculum frameworks along with effective, research based instructional materials,
educators are also encouraged to use this document to design and develop school and classroom
assessments that evaluate school and classroom effectiveness in promoting student English
language acquisition. In planning curriculum, instruction, and assessment, educators may
consider using this document to ask and answer the following questions:
Are our current teaching activities and instructional materials well-aligned with the learning
objectives identified in these Benchmarks and Outcomes?
Whatاproductsاofاstudentاactivitiesاcanاbeاusedاasاevidenceاofاstudents’اattainmentاofاtargetedا
Benchmarks and Outcomes?
How can we evaluate student performance so that strengths in student performance can be
supported and weaknesses can be addressed?
Howاcanاourاexpectationsاforاstudents’اlistening,اspeaking,اreading,اandاwritingاskillsاinاEnglishا
be communicated through our instructional materials, and directly to students in the form of
feedback on their performance?
Which aspects of these Benchmarks and Outcomes require special attention by our faculty?
What kinds of professional development is needed for teachers who have no prior training for or
experience with the challenges of students who are limited English proficient?
HowاcanاteachersاofاELLsاworkاtogetherاtoاsupportاLEPاstudents’اacquisitionاofاbothاacademicا
and social vocabulary in English?
Instructional Principles (adapted from Boston Public Schools BPS ESL Curriculum Frameworks & Dr. Raynel Shepard) English as a Second Language instruction is designed to help students whose first language is not English to acquire native-like levels of proficiency in both social and academic English. This proficiency is acquired through a systematic and developmentally appropriate approach to
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teaching the four language domains (listening, speaking, reading and writing). ESL instruction involves explicit teaching of social and academic English through the use of specific language learning techniques. In addition, ESL instruction gives learners the tools to apply their newly acquired language in a culturally appropriate way. Because English language learners need to be successful in school, and ultimately in the world outside school, they must be able to use English to accomplish their personal, social, academic and career goals with the same proficiency as their native English speaking peers. Comprehensive ESL instruction addresses these needs by providing classroom activities in which students learn to use and understand English in a wide variety of academic and social settings. The ELD Curriculum assumes curriculum features will be implemented in formal ESL instruction based on several principles listed below.
1. Classroom instruction should integrate effective ESL instructional approaches such as: Language Experience Approach, Cooperative Learning, the Natural Approach, Cognitive Academic Language Learning Approach (CALLA), integrated thematic instruction, Content based ESL and Language across the Curriculum. These methods reflect valid theoretical assumptions of how ELLs acquire and learn a second language. They are also appropriate teaching strategies for accelerating the language learning process.
2. The curriculum assumes that all lessons and units follow the instructional pattern of introducing, developing, practicing and applying linguistic features, communication strategies
3. Language is best learned through interaction in meaningful contexts and intellectually challenging activities. Emphasis upon the learning of grammatical rules, the overcorrection of linguistic errors, and the drilling of linguistic patterns to develop automatic responses aren’t effective in accelerating communicative competence or academic cognitive competence (Walter, 2003).
4. Focus on understanding and using grammatical rules accurately should be taught within the context of teaching, writing, where students have the time to monitor and correct their input.
5. The curriculum assumes that features from the four language domains are clustered naturally and appropriately. The aim is to introduce an develop language forms and skills in a manner that duplicates, as closely as possible, th natural language experience of the social and academic setting.
PLEASE NOTE: ELL and General Education Teachers have also created model
curriculum units for ESL and SEI classrooms which are available upon request from the
ELL Department and will be part of the new and revised website for English Language
Learners Education.
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RANDOLPH PUBLIC SCHOOLS
ESL TEXTS & SUPPLEMENTARY MATERIALS
“If a child has never heard the word, the child will never say the word; and if you have neither heard it nor said it, it’s
pretty tough to read and to write it.” -Jim Trelease
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RANDOLPH PUBLIC SCHOOLS ESL TEXTS & SUPPLEMENTARY MATERIALS
ELEMENTARY SCHOOL, K- 5TH REACH (primarily used at the Young Elementary School) Supplemental resources of these materials are available to ESL teachers upon request. MIDDLE SCHOOL, 6TH -8TH
Inside (National Geographic) Oxford Picture Dictionary of Content Area HIGH SCHOOL, 9TH -12TH GRADES Edge and Oxford Picture Dictionary of Content Area SUPPLEMENTARY ELL MATERIALS FOR ELEMENTARY
Big Books Leveled Libraries Reading Rods Song Books Poetry Jazz Chants Resources to focus on specific skills (Skills Sharpeners; Oral Language Development) Graphic Organizers Picture Cards Word Cards Strategy Cues Games Hands-on materials connected to content and themes Listening Centers
SUPPLEMENTARY MATERIALS FOR MIDDLE & HIGH
Adapted Texts and Novels Poetry Jazz Chants Conversation Cards Resources to focus on specific skills (Skills Sharpeners; Oral Language Development) Picture Cards Graphic Organizers Maps, Charts and Graphs Strategy Cues Games Technology, i.e. (Rosetta Stone) Interactive materials and realia connected to content and themes
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Recommended hours of Instruction for English Language Learners
based on students’ performance on the statewide (Assessing Comprehension and
Communication in English State-to-State for English Language Learners –ACCESS)
language proficiency test
“Some people are born with the first word of a language resting on their tongue though it may take some time before
they can taste it.” -Shannon Hale
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Recommended hours of instruction for ELLs based on ACCESS for ELLs results (full-day Kindergarten through grade 12)
ACCESS for ELLs Overall (Composite) Score
Recommended Minimum Hours of ESL Instruction
Recommended Hours of Sheltered Content Instruction
Recommended Hours for Specials/Electives (e.g. physical education, art, music, etc.
Entering (Level 1) and Emerging (Level 2)
A minimum of 2 (45) minute periods of ESL instruction every day up to a full day taught by a licensed ESL teacher.
Other hours as available outside of ESL instruction, delivered by a teacher qualified to teach ELLs10 and licensed in the appropriate content area.
The same hours of instruction as former ELLs and native English speaking grade-level peers.
Developing (Level 3)
A minimum of 2 (45) minute periods of ESL instruction every day up to a full day taught by a licensed ESL teacher.
ELA or Reading instruction, delivered by a teacher qualified to teach ELLs.
Expanding (Level 4)
A minimum of 1 (45) minute periods of ESL instruction every day up to a full day taught by a licensed ESL teacher.
Other hours as available for math, science and social studies instruction, delivered by a teacher qualified to teach ELLs.
Bridging (Level 5)
A minimum of 1 (45) minute periods of ESL instruction every day up to a full day taught by a licensed ESL teacher.
The same hours of content area instruction as native English speaking peers delivered by a teacher qualified to teach ELLs and licensed in the appropriate content area.
Reaching (Level 6)
Students at Level 6 should no longer be classified as ELLs and should participate in the general education program with native English speaking peers. Their progress must be monitored for two years after their ELL classification was removed. Such students should also receive additional supports and services if needed.
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WAIVER REQUIREMENTS AND PROCEDURES
“One who knows two languages is worth two people.”
Adapted French proverb
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The circumstances under which a parental exception waiver may be applied for are as follow:
a) Children who already know English: the child already possesses good English language
skills, as measured by oral evaluation or standardized tests of English vocabulary
comprehension, reading, and writing, in which the child scores approximately at or above
the state average for his grade level or at or above the 5th grade average, whichever is
lower; or
b) Older children: the child is age 10 years or older, and it is the informed belief of the school
principal and educational staff that an alternate course of educational study would be
better suited to the child’s overall educational progress and rapid acquisition of basic
English language skills; or
c) Children with special individual needs: the child already has been placed for a period of
not less than thirty calendar days during that particular school year in an English
language classroom and it is subsequently the informed belief of the school principal and
educational staff that the child has such special and individual physical or psychological
needs, above and beyond the child’s lack of English proficiency, that an alternate course of
educational study would be better suited to the child’s overall educational development
and rapid acquisition of English. A written description of no less than 250 words
documenting these special individual needs for the specific child must be provided and
permanently added to the child’s official school records, and the waiver application must
contain the original authorizing signatures of both the school principal and the local
superintendent of schools. Waivers granted under this section cannot be applied for until
after thirty calendar days of a given school year have passed, and this waiver process
must be renewed each and every school year. Any such decision to issue such an
individual waiver is to be made subject to the examination and approval of the local
school superintendent, under guidelines established by and subject to the review of the
local school committee and ultimately the state board of education. The existence of such
special individual needs shall not compel issuance of a waiver, and the parents shall be
fully informed of their right to refuse to agree to a waiver.
Excerpted and adapted from the Department of Elementary and Secondary Education’s Transitional Guidance Document WAIVER PROCEDURES SPECIFIC TO RANDOLPH PUBLIC SCHOOLS General Laws Chapter 71A requires that all children in Massachusetts public schools who are English learners be instructed through the use of sheltered English immersion unless the student is placed in a two-way bilingual program or wishes to “opt out” and be placed in a general classroom not tailored for English learners who wish to participate in a transitional bilingual program or receive some other type of language support may not do so unless they have received a waiver from the requirements of G.L. c. 71A.
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Parents/guardians may seek a waiver from the recommended program by requesting an alternative program, such as bilingual education, or some other type of language support from the Director of English Language Learners Education. Section 5 of G.L. c. 71A provides for waivers for individual students under certain conditions if the parent or guardian annually applies for the waiver by visiting the student’s school and providing written informed consent. At the time of the visit, parents are to be provided with “a full description in a language they can understand” of the educational materials to be used in the different educational program choices and all the educational opportunities available to the student. The final decision to issue a waiver is made by the ELL Director and the district Superintendent under guidelines established by, and subject to the review of, the local school committee. At this time, no parent has requested an alternative program. If an individual school in which 20 students or more of a given grade level receive a waiver the district will offer a bilingual education program or other generally recognized educational methodologies permitted by law.
The circumstances under which a parental exception waiver may be applied for are as follow:
(1) Children who already know English: the child already possesses good English language skills, as measured
by oral evaluation or standardized tests of English vocabulary comprehension, reading, and writing, in which the
child scores approximately at or above the state average for his grade level or at or above the 5th grade average,
whichever is lower; or
(2) Older children: the child is age 10 years or older, and it is the informed belief of the school principal and
educationalاstaffاthatاanاalternateاcourseاofاeducationalاstudyاwouldاbeاbetterاsuitedاtoاtheاchild’sاoverallا
educational progress and rapid acquisition of basic English language skills; or
(3) Children with special individual needs: the child already has been placed for a period of not less than thirty
calendar days during that particular school year in an English language classroom and it is subsequently the
informed belief of the school principal and educational staff that the child has such special and individual
physicalاorاpsychologicalاneeds,اaboveاandاbeyondاtheاchild’sاlackاofاEnglishاproficiency,اthatاanاalternateا
courseاofاeducationalاstudyاwouldاbeاbetterاsuitedاtoاtheاchild’sاoverallاeducational development and rapid
acquisition of English.
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OPTING OUT OF ELL SERVICES
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OPT-OUT OPTION Massachusetts law requires districts to inform parents of their rights to “opt out” of language programs or to request a waiver from the state-mandated sheltered English immersion (SEI) program model.
“Opt out” Requests. Parents of ELLs may notify the district of their wish to have their
child “opt out” of language programs. In such cases, the district must inform the parent of
the services the child would have received if enrolled in the district’s language programs,
as well as the type of support that will be provided to the student if the parent decides to
“opt out”. If parents of ELLs decide to “opt out” of language programs, districts must place
the student in an English language mainstream classroom and maintain appropriate
documentation of the parent “opt out” notice in the student’s file. However, federal and
state law requires that districts provide instructional support to ensure all ELLs, including
those whose parent(s) has chosen to “opt out” of language programs, have access to the
curriculum and meet the same academic standards as their native English speaking peers
(Title VI of the Civil Rights Act of 1964; Equal Educational Opportunities Act of 1974, 20
USC §1703(f); G.L. c. 71A § 7). Districts are also required to annually assess the language
proficiency of all ELL students. Therefore, in practice, a parent’s choice to “opt out”
means their child will not receive separate English as a Second Language (ESL)
instruction focused on language development, but the district still must ensure that
it continues to meet the student’s English-language and academic needs .
Districts can meet their obligation to provide equitable access to the curriculum and
English language development to ELLs whose parents have chosen to “opt out” in a
variety of ways. For example, districts could place such students in classrooms where
they receive sheltered content area instruction with a teacher qualified to teach ELLs1,
provide additional literacy and language support through reading specialists qualified
to teach ELLs, or establish structured opportunities for the students’ content area
teachers to plan content area instruction in collaboration with a licensed ESL teacher.
Districts must also keep a record of how such students are provided meaningful access
to the curriculum and how such students are progressing academically. Finally, ELL
students whose parents have “opted out” of language programs must still be
classified as “ELL” (or “Limited English Proficient” – LEP) on district reports and
participate in the state’s annual language proficiency assessment, ACCESS for
ELLs. Parents must be notified of their child’s participation in such assessments, as
well as assessment results.
See Randolph Public Schools opt out forms in the end of this handbook
Excerpted and adapted from the Transitional Guidance Document for the Education of English
Language Learners.
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ELL REFERRAL PROCESS
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ELL REFFERAL PROCESS The process for registering and placing students in the ELL program is explained in the section under initial identification and assessment. Parents are required to complete home language surveys as part of the registration paperwork. The ELL Director reviews this paperwork along with other paperwork and based on information about the language, previous transcripts, and testing information the decision as to whether or not to test the student’s language proficiency is made. Sometimes the information provided is insufficient and does not provide the school district with the correct information. A student whose paperwork seems to indicate that the student is fluent in English may not be accurate. When this occurs, it is the student’s teacher who has the responsibility of placing a referral to the English Language Learners Education office. A TEACHER’S RESPONSIBILITY TO SUBMIT A REFERRAL FORM FOR ELL TESTING TO THE ELL DEPARTMENT Teachers and administrators refer a student for testing if there are questions, concerns or it is evident that a student’s learning challenges may be related to second language differences. The referral form is included as a part of this handbook in the forms section. RESPONSIBILITY OF THE ELL DEPARTMENT TO ASSESS REFERRED STUDENTS Once a referral form is received the ELL Director assigns a liaison to visit the school and administer the initial W-APT language assessment. TURN AROUND TIME: The turn around time for a student to be tested after the referral has been placed should be no more than one week after receiving the referral. Results from that testing should be provided to the school by the liaison no more than two days after testing has been completed. DETERMINATION FOLLOW-UP: 1.) Determined to be an English Language Learner: If a student is determined to be an English Language Learner and with parent/guardian consent, the student will be designated to be an English Language Learner and will receive ESL instruction for the amount of time needed for his/her proficiency level and should be placed in the appropriate program (Newcomer/SEI self-contained program or General Education with a SEI Endorsed teacher) 2.) Determined that the student is not an English Language Learner: If the W-APT determines that the student is not an English Language Learner, the school will be notified of this and further follow-up regarding the student’s learning challenges will be addressed.
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RETHINKING EQUITY and EXCELLENCE FOR TEACHING ENGLISH LANGUAGE LEARNERS
(Retell) INITIATIVE
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RETELL (excerpted from Massachusetts Department of Elementary & Secondary Education’s RETELL website) www.doe.mass.edu/retell Our state's top priority in K-12 education is to improve outcomes for all students and ensure that all public high school students graduate college and career ready. ELLs are the state's fastest growing group of students, and, as a group, experience the largest proficiency gap when compared to their native English speaking peers. In order to strengthen instruction and better support the academic achievement of ELLs, the state Board of Elementary and Secondary adopted new regulations in June 2012. These new regulations, which include a requirement that all incumbent core academic teachers of ELLs earn a Sheltered English Immersion (SEI) Teacher Endorsement by July 1, 2016, are at the centerpiece of the Department's Rethinking Equity and Teaching for English Language Learners (RETELL) initiative to transform the teaching and learning of ELLs across the Commonwealth.
While there are several pathways to the SEI Teacher Endorsement (see below), most educators will earn it by successfully completing a new SEI Teacher Endorsement Course. The courses have three overarching goals:
1. To help teachers effectively carry out their responsibility for the teaching and learning of ELLs as well as to understand the social and cultural
2. issues that contribute to and impact the schooling of ELLs.
3. To expand teachers' knowledge of how language functions within academic content teaching and learning, and how children and adolescents acquire English as a second language.
4. To provide teachers practical research-based protocols, methods, and
strategies to integrate subject area content, language, and literacy development-per the expectations of the Massachusetts English Language Development World Class Instructional Design and Assessment (WIDA) standards-and thus to support ELL students' success with the 2011 Massachusetts Curriculum Frameworks for English Language Arts and Literacy and Mathematics and other Massachusetts content standards.
This ambitious undertaking will involve tens of thousands of educators at various stages in their careers as well as the organizations that prepare, support, and employ them.
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OVERVIEW OF SEI RELATED REQUIREMENT
FOR LICENSED EDUCATORS
48
SEI Related Requirements for Licensed Educators
Below is a table that summarizes the SEI Teacher Endorsement or PDP requirements based on the new regulations.
Table 1 –Employed Core Academic Teachers who have one or more ELLs in their classroom and their supervising Administrators (for those with a Professional license, please see table 3) License Assigned to a cohort Not assigned to a cohort
Temporary Or Preliminary*
Through Cohort Year or prior to 7/1/14 , whichever occurs first– Can advance the license without the SEI endorsement
After 7/1/14 - SEI endorsement required to advance the license After Cohort Year: SEI endorsement required to advance the license
Prior to 7/1/14 - Can advance the license without the SEI endorsement After 7/1/14 – SEI endorsement required to advance the license.
Initial
Prior to and through cohort year Can advance or extend the license without the SEI endorsement After cohort year – SEI endorsement required to extend the license or advance to Professional
Prior to 7/1/16 - Can advance or extend the license without the SEI endorsement After 7/1/16 – Can advance or extend the license without the SEI endorsement. However, you must have the endorsement or be on track to have it within a year to teach ELLs or to supervise a core academic teacher who provides SEI instruction to ELLs Can advance or extend the license without the SEI Endorsement
*Please note that the Department does not offer a Preliminary license for a Principal/Assistant Principal or Supervisor/Director.
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Table 2 - Candidates seeking either their first MA teacher license or their first administrator’s license License Before July 1,
2014 On or after July 1,
2014 On or after July 1, 2016
Core Academic
Temporary or
Preliminary*
SEI endorsement is NOT required
SEI endorsement is NOT required
SEI endorsement is NOT required to obtain the license, however, you must have the endorsement or be on track to have it within a year to teach ELLs or to supervise a core academic teacher who provides SEI instruction to ELLs
Core Academic
Initial
SEI endorsement is NOT required
SEI endorsement required. SEI component should be addressed via approved program**
SEI endorsement required. SEI component should be addressed via approved program**
*Please note that the Department does not offer a Preliminary license for a Principal/Assistant Principal or Supervisor/Director. ** Teachers seeking licensure through “reciprocity/interstate agreement” may be eligible for the Temporary or Preliminary license and must have the SEI endorsement in order to obtain an Initial license. Administrators may be eligible for a Temporary license. Table 3 - Educators Renewing a Professional license License Assigned to a
cohort Not assigned
to a cohort On or after July 1, 2016
Professional Prior to and through cohort year can renew the license without the SEI endorsement. After cohort year Must have the SEI endorsement to renew
Of the required 150 Professional Development Points, must have at least 15 PDPs related to SEI or English as a Second Language and at least 15 PDPs related to training in strategies for effective schooling for students with disabilities and with diverse learning styles. *Educators who earned the SEI endorsement during a renewal cycle that includes 7/1/16 are deemed to have met the additional 15 PDPs related to SEI or ESL for that renewal cycle. These educators will need to earn the additional 15 SEI/ESL PDPs in future renewal cycles.
What course am I eligible to take if I am a core academic teacher of at least one ELL?
Are you a core academic teacher? No
Do you expect to have ELL in your classroom in SY
2014-15?
Have you taken any category trainings?
Have you taken more than (1)
category training of 1, 2 or 4?
Have you taken more than (2) category
trainings of 1, 2 or 4?
Have you taken more than (3) category
trainings of 1, 2 or 4?
No
No
No
No you taken more than (2) category trainings of
Yes
Register for a SEI Teacher Endorsement Long Bridge course
Register for a SEI Teacher Endorsement Full Course
You are not eligible and do not need to take the SEI course
Register for a SEI Teacher Endorsement Short Bridge course
Yes
Yes
Yes
Yes
Yes
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WORLD CLASS INSTRUCTIONAL DESIGN AND
ASSESSMENT (WIDA)
52
WIDA
Who we are
Mission
WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.
Vision
To be the most trusted resource in the education of Pre-Kindergarten through Grade 12 language learners.
Values
WIDA's Can Do Philosophy: believing in the assets, contributions, and potential of linguistically diverse students
Collaboration: facilitating interaction among educators, state and local educational agencies, researchers, policy-makers, and experts worldwide
Innovation: drawing from research and practice to find the best solutions for students and educators
Service: exceeding expectations with friendly and knowledgeable support of our customers and stakeholders Why is WIDA happening in Massachusetts? World Class Instructional Design and Assessment (WIDA) is a national consortium currently made up of 27 states that have adopted a system of curriculum standards and assessment for ELLs. In Massachusetts, the WIDA standards will replace the English Language Proficiency Benchmarks and Outcomes (ELPBO) as the new state standards for English language development beginning with the 2012/2013 school year. WIDA also utilizes an assessment tool called the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners), which measures English language proficiency and is aligned with the WIDA standards. Referenced from the WIDA Consortium & website
www.wida.us
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CREATING A WIDA LANGUAGE OBJECTIVE (4 x 4) STEPS and QUESTIONS TO ASK YOURSELF
IN CREATING A WIDA LANGUAGE OBJECTIVE
To find the WIDA Resource Guide online just google WIDA resource guide. This will take you directly to the pdf document
Differentiation of Language Objectives: There are different ways to differentiate language objectives. The content always remains the same. However the language domain, language function or instructional support may change depending on a student’s English Language Proficiency level.
Combining Mastery & Language Objectives: Randolph Public Schools offers the option of writing language objectives as part of the matery objective or separate. If integrating it into your mastery objective, you should look at the objective and then incorporate the different parts into your objective.
FOUR (4) STEPS STEP 1: SELECT YOUR LANGUAGE DOMAIN (listening, speaking, reading or writing)
STEP 2: SELECT YOUR LANGUAGE FUNCTION Language functions are Bloom’s Taxonomy action verbs. They describe how students communicate a message. The identical language functions can operate across levels of English language proficiency within a given grade level cluster. What differentiates a lower from higher level of proficiency is the amount and complexity of discourse and/or the expected vocabulary usage
Examples of Language Functions by English Language Development Level ELD Level 1 ELD Level 2 ELD Level 3 ELD Level 4 ELD Level 5 Identify Follow Directions Respond to Repeat
All those at level 1 and… Role Play Paraphrase Retell Share Extract
All those at Level 1 & 2 with increasing complexity as well as and especially… Develop Administer Maintain Compare Contrast Discuss
All those at Levels 1-3 with increasing complexity as well as and especially… Analyze Process Persuade Initiate Skim Compose Request
All those at Levels 1-4 with increasing complexity as well as and especially Evaluate Negotiate Defend Critique Interpret Infer Apply Adjust Revise
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STEP 3: DECIDE ON YOUR CONTENT TOPIC (Social & Instructional language; Language Arts; Mathematics; Science; or Social Studies) These examples only include WIDA’s example genres from ELA and Math.
Please visit the WIDA resource guide (pgs. RG 26-RG 30 to access a complete list for Social & Instructional Language, Science & Social Studies. See the directions above to access this document).
Example Genres & Topics from ELA (Pre-K-K)
Chants & songs; Concepts about print; Fairy tales; Make-believe; Nursery rhymes; Picture books ;
Rhyme; Same & different; Sounds & symbols; (Phonemic awareness); Story elements
Example Topics from Mathematics (Pre-K-K)
Attributes; Equivalency; Geometric shapes; Measurement of time; Non-standard measurement tools
Number sense; Numbers & operations; Patterns; Quantity; Size; Spatial relations; Temperature;
Weight
Example Genres & Topics from ELA (1st & 2nd)
Genres: Fiction (literary text) Folktales; Non-fiction (expository text); Pattern books/Predictable
books; Poetry
Topics: Compound words; Elements of story; Homophones; Phonemic Awareness; Phonics; Rhyming
words; Role play; Sequence of story; Spatial relations; Story telling; Word families
Example Topics from Mathematics (1st & 2
nd)
Basic operations (addition & subtraction); Whole Numbers; Money; Number Sense; Patterns; Place
value; Shapes; Size; Quantity; Standard & metric measurement tools; Symmetry; Weight; Whole
Numbers
Example Genres & Topics from ELA (3rd
-5th
)
Genres: Biographies & autobiographies; Fables; Fairy tales; Folklore; Informational text; Legends;
Mysteries; Myths; Narratives; Prose; Science Fiction; Tall tales
Topics: Affixes & root words; Comprehension strategies; Conventions & mechanics; Editing &
revising; Explicit & inferential information; Fact or opinion; Fluency strategies; Hyperbole; Main
ideas/Details; Organization of texts; Phonemes; Phonology; Points of view; Story elements & types of
genres; Story grammar Text structure & organization
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STEP 3 CONTINUED
Example Genres & Texts from ELA (6th
-8th
)
Genres: Adventures; Ballads; Editorials; Historical documents; Human interest; Mythology; Poetry/Free verse; Science fiction; Technical texts Topics Alliteration; Author’s Purpose; Biographies; Comprehension strategies; Dialogue; Editing; Figures of speech; Literacy devices • Metaphors & similes; Multimedia; Multiple meanings; Personification; Synonyms & antonyms; Test-taking strategies; Word origins Example Topics from Mathematics (6th-8th) Algebraic equations; Area, volume and circumference; Complex two & three dimensional figures; Data interpretation & statistics; Data sets & plots; Decimals; Estimation; Factors; Fractions; Geometric relations; Integers; Line segments & angles; Measures of central tendency (mean, median, mode & range); Metric & standard units of measurement; Parallel lines; Percent; Perimeter; Probability; Ration & proportion; Square root Example Genres & Topics from ELA (9th-12th) Genres: Allusion; Autobiographical & biographical narratives; Comedies; Critical commentary; Epics; Literary genres; Monologues/soliloquy; Multicultural World Literature; Tragedies Topics: Analogies; Author’s perspective/Point of view; Bias; Character development; Convention & mechanics; Literal & figurative language; Multiple meanings; Note taking; Parody; Research; Satire; Symbolism; Word derivations-etymology) Example Topics from Mathematics; (9th-12th) Congruence, Coordinate planes, graphs 7 equations; Data displays & interpretation; Derived attributes; Formulas & equations; Mathematical relations & functions; Multi-dimensional shapes; Powers; Problem Solving; Quadrilaterals; Roots; Scale & proportion; Speed & acceleration; Theoretic probability; Trigonometric functions (sine, cosine, tangent)
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STEP 4: CHOOSE THE INSTRUCTIONAL SUPPORT Sensory Supports Graphic Supports Interactive Supports
Real-life objects (realia) •
Manipulatives •
Pictures & photographs •
Illustrations, diagrams &
drawings • Magazines &
newspapers
•Physical activities •
Videos & Films •Broadcasts
•Models & figures
• Charts •
Graphic organizers •
Tables •
Graphs •
Timelines •
Number lines
•In pairs or partners •
In triads or small groups • In a
whole group • Using
cooperative group
With the Internet (Web
sites) or software programs •In
the native language (L1) •With
mentors
Supports related to the
Language Of Language
Arts
Supports related to the
language of Mathematics
Supports related to the
language of Science
Supports related to the
language of Social Studies
Illustrated word/phrase
walls
Felt or magnetic figures of
story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and other
timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors Rulers,
yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects of
investigation
Posters/Illustrations of
processes or cycles
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
FOUR (4) QUESTIONS:
1.) Does your language objective specifically name the language domain the student will need to use? Listening: process, understand, interpret, and evaluate spoken language in a variety of situations Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences Reading: process, understand, interpret, and evaluate written language, symbols and text with understanding & fluency Writing: engage in written communication in a variety of situations for a variety of purposes and audiences
2.) Is it student friendly? 3.) Is it specific enough? 4.) Is it measureable?
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WIDA Lesson Plan Share Space Template Please fill out the lesson template below. Once completed, you can upload and share your lesson at: www.wida.us/lessons. Please note that the web page will ask you to enter some of the information in the first questions to make that information searchable in our Share Space. Please fill in as many fields as you can in order to provide the most useful information for fellow educators of ELLs. Lesson Title: Author: Subject Area(s): Type an “X” in the box to the left of the subject area(s) addressed in this lesson:
Subject Area(s)
Standard 1: Social and Instructional Language
Standard 2: The Language of Language Arts
Standard 3: The Language of Mathematics
Standard 4: The Language of Science
Standard 5: The language of Social Studies
The Language of Music and Performing Arts
The Language of Visual Arts
The Language of Technology and Engineering
The Language of Health and Physical Education
The Language of the Humanities
Other: ___________________________________
Topic: Grade Levels: Language Domain(s): Type an “X” in the box to the left of the language domain(s) addressed in this lesson.
Language Domain(s)
Speaking
Reading
Writing
Listening
Approximate Duration:
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Content Standards:
Cognitive Function: How will you ensure that all students will have opportunities to engage in the same cognitive challenge?
Language Target:
Language Supports: Type an “X” in the box to the left of any supports that will be used in the lesson.
Sensory Support Graphic Support Interactive Support Real-life objects
(realia) Charts In pairs or partners
Manipulatives Number Lines In triads or small groups
Pictures & photographs
Tables In whole group
Illustrations & diagrams
Graphs Using cooperative group structures
Magazines & newspapers
Timelines
Physical activities Graphic organizers: ______________________________________ ___________________
Using the Internet or software programs Videos & films
Broadcasts
Models & figures In the native language
Other:____________________________________________________
Other:____________________________________________________
With mentors
Other:________________________________
Description of supports: Assessment and Feedback: Content Assessment: Language Assessment:
Context:
Lesson Description:
Reflection:
Photos/Images: Please remember not to include pictures of any students, their names, or their work.
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WIDA/SEI WALK THROUGH CHECKLIST OVERALL GOALS
EVIDENCE OF WIDA IMPLEMENTATION (LOOK FORS)
To assist teachers
in better
understanding
English Language
Development so
that they can
match their
instruction to their
student’sا
language
proficiency
To guide students
in developing
their academic
language in
English that also
focuses on their
success in their
content subjects.
To support the
differentiation of
instruction based
onاaاstudent’sا
ELD level
PLANNING
___ Presence of WIDA Language Objectives with (Language domain, Language function, Content topic,
Instructional Support (Can be woven into the mastery objective/s or apart)
___ Selects supplementary materials to use (graphs, models, visuals).
___ Adapts content instruction (e.g., text, assignment) to all levels of student proficiency. (related to WIDA Can
Do Descriptors & ELD Standards)
___ Plans meaningful activities for using the four language domains (listening, speaking, reading & writing)
BUILDING BACKGROUND KNOWLEDGE
___ Explicitly links concepts to students' experiences.
___ Explicitly links past learning and new concepts
___ Emphasizes key vocabulary words
COMPREHENSIBLE INPUT
___ Uses speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple sentence
structure for beginners).
__ Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
STRATEGIES
___ Provides ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing,
summarizing, categorizing, evaluating, self-monitoring).
___ Uses scaffolding techniques consistently (example: think alouds, reciprocal teaching, numbered heads-
together, text analysis, two-column notes and top down webs)
___ Uses a variety of question types including those that promote higher-order thinking skills throughout the
lesson (e.g., literal, analytical, and interpretive questions).
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INTERACTION
___ Provides frequent opportunities for interactions and discussion between students-cooperative learning
___ Sufficient wait time for student response consistently.
___ Gives ample opportunities for students to clarify key concepts in LI as needed with support
PRACTICE/APPLICATION
___ Provides hands-on materials for students to practice using new content knowledge.
___ Provides activities for students to apply content and language knowledge in the classroom.
___ Provides activities that integrate all language skills (i.e., reading, writing, listening, speaking).
LESSON DELIVERY
___Supports content objectives clearly. Support language objectives clearly.
___Engages students approximately 90-100% of the time (most students taking part/on task).
___ Instruction matches the level of the learner (Refer to Can Do Descriptors)
___Paces the lesson appropriately to the students' ability level.
REVIEW/ASSESSMENT
___Gives a comprehensive review of key vocabulary
___Gives a comprehensive review of key content concepts
___ Assesses different language domains (listening, speaking, reading & writing)
___Provides feedback to students regularly on their output (e.g., language, content, product & process)
___Conducts assessments of student comprehension and leaning throughout lesson on all lesson objectives (e.g.,
spot checking, group response)
Adapted from Echevarria, J., Vogt, M.E., & Short, D. Making content comprehensible to English language
Learners: The SIOP model. Boston: Allyn & Bacon & WIDA (World Class Instructional Design and Assessment)
COMMENTS
67
World Class Instructional Design & Assessment (WIDA) Road Map: When you go to the website what you will see: Go to www.wida.us There you will come to a screen with six columns with different titles. As you click on each title, you will see sub-titles which are listed here. For the purposes of making the visit to this website manageable, areas that are color-coded green are sections that would be best to visit first. Areas in blue are nice to know once you have learned about the tools. Items in black are for those wishing more information and training. ABOUT US STANDARDS &
INSTRUCTION ASSESSMENT PROFESSIONAL
LEARNING RESEARCH CONSORTIUM
Mission & the WIDA
Story (Mission &
History)
Academic Language
(addresses the Can
Do Philosophy and
guiding principles of
WIDA)
Partners & Links
(Professional
partners & other
external web links)
WIDA Staff
Employment
English Language
Development (ELD
Standards-pay
attention to 2007 and
2012 ELP Standards)
Early Language
Development
(Standards for pre-
school teachers)
Can Do Descriptors
(excellent tools for
teaching general
education teachers
about differentiated
instruction
PRIME Correlation
Program
Spanish Language
Development
Spanish Language
Arts
International Contexts
ACCESS for ELLs
(Assessing
Comprehension &
Communication in
English State-to-State
for English Language
Learners)-language
assessment given
annually)
ACCESS for ELLs
2.0 (In school-year
2015-2016, the WIDA
consortium will begin
administration of the
new online ACCESS)
Alternate ACCESS
for ELLs (ACCESS
for SPED students
who also take an
alternate MCAS
W-APT (in-take
assessment given
when students are
registered for school
WIDA Model
(A list of grants &
projects)
(Several opportunities
are offered through
WIDA for continued
professional learning
and listed below.)
Workshops
Academies
CLIMBS &
Certification
LADDER for
Language Learners
WIDA National
Conference
Educator Resources
WIDA for Teacher
Education
Information related to
WIDA research based
practices
About Us
Research Agenda
Data Systems
Information related to
membership
Benefits of
Membership
Members
Regions
International Schools
WIDA Website Walk-through in Practical/Functional Terms
www.wida.us
1.) STUDENT REGISTRATION & INITIAL LANGUAGE ASSIGNMENT
Terms to know: W-APT WIDA Model
When a parent registers a student for school and there is a question as to whether or not the student is an
English Language Learner, he/she is given an intake language assessment administered by bilingual,
bicultural liaisons. In Randolph, for 1st-12
th grade students, the assessment given is the W-APT. For
Kindergarteners, the assessment is the WIDA Model.
The W-APT measures language performance in all four language domains (listening, speaking, reading
and writing).For incoming kindergarteners that come in the first part of the school year, the WIDA model
measures performance in listening and speaking. If they enter school after January, all language domains
are assessed. If districts are using the WIDA model for other grades, all language domains are assessed.
View the categories above. Go to Assessment
Click and scroll down to find the W-APT
Click on that and go to the right of the screen where you will see the test forms
W-APT Log-in information is Username: ma02440000; Password: patriot2812
Return to Assessment and go to the WIDA Model. Click on that and go to the right of the screen where you
will see the technical reports.
2.) INITIAL ENGLISH LANGUAGE PROFICIENCY LEVEL ASSIGNMENT
Term to know:
Language Performance Definitions
Ladder of terms identifying what students will be able to process, understand, produce & use at different
language proficiency levels.(Students are given a level based on performance.) There are 6 proficiency
levels (Level 1= Entering; Level 2 = Emerging; Level 3= Developing; Level 4= Expanding; Level 5 =
Bridging; Level 6=Reaching)
Go to Standards & Instruction
Click on English Language Development Standards
Go to the right hand side and click on 2007 ELP Standards to find Language Performance Definitions
Click on Language Performance Definitions pdf and it will take you to the tool.
3.) INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
Term to know:
English Language Proficiency Standards
There are five WIDA English Language Proficiency (ELP) Standards, which appear in two frameworks:
Summative and Formative. The two frameworks can be used for planning curriculum, instruction and
assessment of English language learners (ELLs). The common elements of the two frameworks are the 1).
ELP standards, 2). language domains, 3). grade level clusters and 4). language proficiency levels.
Overlaying the standards are the Performance Definitions that describe each level of language proficiency
The five ELP standards are 1. The Language of Social and Instructional purposes
2. The Language of English Language Arts
3. The Language of Mathematics
4. The Language of Science
5. The Language of Social Studies
Go to Standards & Instruction
Click & Scroll down to find English Language Development
Go to the right hand side where you will find downloads and click on the 2007 and 2012 ELP Standards
4. TO DIFFERENTIATE INSTRUCTION BY LANGUAGE PROFICIENCEY LEVELS
Term to know: (Can Do Descriptors)
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Can Do Descriptors are commonly used to differentiate instruction for English language learners. They
canاalsoاbeاusedاtoاplanاlessonsاorاobserveاaاstudent’sاprogress.
Go to Standards & Instruction
Click & scroll down to find Can Do Descriptors
Go to the right hand side where you will see downloads.
(Go to the desired grade levels to find the Can Do Descriptors
Please note: The Can Do Name Charts are also useful tools to help teachers see where different students are
in their development and better plan instruction that meets the student where they are
5. TO BETTER UNDERSTAND THE ENGLISH LANGUAGE PROFICIENCY STANDARDS
Terms to know: (Language domains; Model Performance Indicators; Language Functions; Content
Topics; Instructional Supports & Language Objectives)
1.) Language Domains; (listening, speaking, reading & writing) See Page (RG-11)
2.) Model Performance Indicators- isاaاsingleاcellاwithinاtheاstandard’sاmatricesاthatاdescribesاaاspecificا
level of English proficiency for a language domain. A model performance indicator has a language
function, content topic and an instructional support. (See page RG-14) in the WIDA ELP Standards
Resource Guide.
3.) Language Function-is how a student communicates a message. They are not to be equated with the
cognitiveاcomplexityاinvolvedاinاtheاcommunication,اreferringاtoاBloom’sاTaxonomyاverbs
4.) Content Topic- (the topic related to the subject area being taught) A resource for example content topics
can be found in the ELP Standards, 2007
(Pre-K-K-Page 1 of the K-5 ELP Standards guide; 1st-2
nd-Page 13; 3
rd-5
th-Page 27)
(6th-8
th grade-page 41 and 9
th-12
th grade, page 55 of the 6
th – 12
th grade ELP standards)
5.) Instructional Support: Support is an instructional strategy or tool used to assist students in accessing
content necessary for classroom understanding or communication. Support may include teaching
techniques, such as modeling, feedback or questioning. Other types of support involve students using
visuals or graphics, interacting with others or using their senses to help construct meaning of oral or written
language (TESOL, 2006). (See page RG-20-RG 22)
Go to Standards and Instruction
Click and scroll down to English Language Development Standards
Go to the right hand side of the screen where you see downloads.
Click on 2007 ELP Standards
Underneath that, click on the Understanding the WIDA ELP Standards: A Resource Guide
6. MID-YEAR LANGUAGE ASSESSMENT
Terms to know: (ACESS for ELLs & ACCESS 2.0)
ACCESS for ELLs is a secure large-scale English language proficiency assessment given to
Kindergarten – 12th
grade students who have been identified as English Language Learners. The
assessment measures how students are performing in listening, speaking, reading and writing. In
Massachusetts it is given between the middle of January and the middle of February each year. Teachers
whoاareاadministeringاthisاtestاmustاbeا“qualifiedاtestاadministrators”اbyاtakingاandاpassingاtheاACCESSا
quizzes which are all on-line.
Go to Assessment
Click on ACCESS for ELLS
To the right of the screen you will see many downloads including the sample letters, translations of
parent/guardian score reports, the training tool kit, webinars and much more.
To see the information where it requires you to log in, you must have a username and password. In order to
obtain a username and password return to the main screen. Look to the upper right of the screen where you
70
will see Log In. Enter massachusetts as your user name, and patriot as your password. Both must be
entered in all lower case letters. Click LOG IN.
Click Continue on the next screen. Select Massachusetts from the dropdown menu; then select your
District Name. Click Continue. Complete the requested information to create an account, and click
Create My Account if you do not have an account.
Your WIDA-assigned user name and the password you selected will be displayed, and you will be
informed that an email has been sent to you with this information. If you do not see the email, please check
your spam or junk mail folders and/or check with the technology dept. to be certain that your system is not
blocking messages from [email protected] or [email protected].
Return to the Home Page and click Log Out.
Enter your personal user name and password, and log back in.
Select ACCESS for ELLs Training Course & Quizzes. Follow online steps to access the appropriate
training modules listed above.
Lost Passwords
If you lose or forget your personal login information after creating your account, please visit the WIDA
website (www.wida.us/RecoverPassword.aspx) and type in the email address used to create the account to
receive a password reminder email. Do not create a new account.
ACCESS 2.0: In 2015-16, the WIDA Consortium will begin administration of the new, online annual
summative assessment, ACCESS for ELLs 2.0. The online assessment will replace the current paper-
based version of ACCESS for ELLs for Grades 1-12, although the paper-based assessment will continue
to be available as an accommodation and for districts that do not yet have the technology to administer the
assessment online.
Go to Assessment
Click on ACCESS 2.0
A description of the on-line test as well as FAQs on the right hand side of the screen are available for
viewing.
7. MANY OTHER WIDA RESOURCES
If you have gone through this walk-through you will have become familiar with the six categories on the
WIDA web-site:
1. About Us; 2. Standards & Instruction 3.) Assessment 4.) Professional Learning; 5.) Research
6. Consortium
Download Library: Above the six categories it reads Download Library. There you will find everything
you just reviewed as well as other WIDA tools and resources. To further explore the WIDA web-site,
click on this link and take the time to go through the library.
Suggestions for further exploration include items under the following categories:
Newest: new additions to the site
Most Popular: Resources educators are using more frequently.
Resources/Bulletins: Response to Instruction & Intervention (RTI) for English Language
Learners, Videos & Webinars
STRATEGIES FOR WORKING WITH
ENGLISH LANGUAGE LEARNERS
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EXAMPLES OF INSTRUCTIONAL SUPPORTS & STRATEGIES SENSORY INSTRUCTIONAL SUPPORTS
GRAPHIC INSTRUCTIONAL SUPPORTS
INTERACTIVE INSTRUCTIONAL SUPPORTS
SEI STRATEGIES
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities •
Videos & Films
Broadcasts
Models & figures
Charts
Graphic organizers
Tables •
Graphs
Timelines
Number line
Venn-Diagrams
T-charts
Cause and Effect Illustrations
Semantic Webs
In pairs or partners
In triads or small groups
In a whole group
Using cooperative grouping
With the Internet (Web
sites) or software programs
In the native language (L1) •
With mentors
Turn & Talk RAFT Reciprocal Teaching Seven Step Writing Process Partner Reading Text Dependent Questions Numbered Heads Together Cut-n-Grow Ratiocination Language Experience Approach Write-Around
Supports related to the Language Of Language Arts
Supports related to the language of Mathematics
Supports related to the language of Science
Supports related to the language of Social Studies
Illustrated word/phrase walls
Felt or magnetic figures of story
elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and other
timekeepers
Number lines
Models of geometric figures
Calculators
Protractors Rulers, yard/meter
sticks
Geoboards
Counters
Compasses
Calendars
Coins
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects of
investigation
Posters/Illustrations of processes
or cycles
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite photographs
Video clips
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STRATEGIES FOR WORKING WITH ENGLISH LANGUAGE LEARNERS Name of Strategy
Before, During & After
Brief Description Why Use for ELLs? Examples of Use
K-W-L Before During After
What Do You Know? What do you Want to Know/Learn/Understand? What have you Learned?
Activates prior knowledge in any content area. Can informally assess misunderstandings or misinformation. Organizes students’ thinking & writing
Graphic Organizer To begin a unit and build on background knowledge
Language Experience Stories
Before During After
Student(s) develop the text for reading through dictation of personal experiences and interests. Stories dictated by individuals, groups, or whole class.
Especially recommended for beginning level ELLs Connects to personal experiences. Builds on linguistic, social and cultural strengths.
Winter in New England Our School Community
Divide and Slide During After
Developed by Spencer Kagan Students line up/count off; Divide into two even lines; One side remains in place; the other side slides to right after each pair speaks/reads.
Practice oral language or oral reading. Reinforces listening and speaking.
Read Recite Retell
Word Walls Before During After
Visual Representation of target vocabulary words and concepts with pictures and student friendly definitions.
ELLs need multiple exposures to new vocabulary in a variety of contexts. Word Walls can display student work related to vocabulary. “See It – Say It – Write It – Show It”
Multi-lingual word walls Dolch list (younger students) First 1000 Words Content area words
Jigsaw During After
Large text or chapter is divided into smaller units for reading
Students assigned a section to read. All students who read same section discuss main ideas of reading in “expert” groups. Each expert reports to a “home” group where each member reports on his/her section of
Textbook chapter readings News articles Any reading
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Name of Strategy
Before, During & After
Brief Description Why Use for ELLs? Examples of Use
the text jigsaw. materials Focus on Cognates
Before During
Cognates are words in two languages that are similar or identical in spelling and meaning. Ex: false/falso; debate/debate; map/mapa
Transfer of words and concepts from L1 to L2. Supports comprehension. ELLs have to be taught to focus on cognates and beware of false cognates.
Many cognates exist between Romance, Germanic, and English languages
Vocabulary or Concept Maps
Before During After
Students “map” out all they know about a word or concept. Ex: what it is (synonyms), what it is not (antonyms) Ways to use correctly, visual image
Allows students to learn a word or concept receptively and productively. Provides for multiple exposures, practice, and reinforcement
Mind Map
Carousel Brainstorming
Before During After
Different questions/topics placed on charts around room. Small groups discuss and record their thoughts on a topic or question. Groups move from one chart to another; use different colored markers to add more ideas. Groups return to their question. Read new ideas. Share out most important ideas
Same as Brainstorming Promotes speaking and listening English Language Development Provides opportunities to ask questions and learn from others.
Any topic or question
Quick write Before Same as Brainstorming, but done on paper.
Activates Prior Knowledge/Schema; Introduces new topics; engages student interest; Allows teacher to assess what students already know or don’t know.
Notebook entries
Journals
Before During After
Journals as tools for Learning (use notebook pages…save the trees!) Double and Triple Entry Journals: Sample Page Headings… *What I Know/How I Know It *I saw/heard/read in the text (evidence)/I thought/wondered (understanding)
Journal writing supports student understanding and provides opportunities to practice reading and writing strategies.
Readers Notebooks Vocab. Maps Responses to
Literature Notes RT strategies Writers Notebooks Personal Ideas for
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Name of Strategy
Before, During & After
Brief Description Why Use for ELLs? Examples of Use
Journals (continued)
Before During After
*What the text says/What I say *Facts/Questions/Responses *What I Understand/What I Think/Questions I Have/New or Interesting Vocabulary (4 columns)
(See above)>
writing Notes on
elements of writing process
Reciprocal Teaching Strategies
Before During After
Focus on important metacognitive strategies: Predict – Question – Clarify – Summarize
Strategies that students can use to support themselves and one another when reading. Students are learning strategies to use across the curriculum with all kinds of texts, at all grade levels.
Can be used with all reading texts and assignments
Talking to the Text
Before During After
5 Steps: 1. Overview of the entire piece. 2. Chunk the text into smaller, more manageable pieces, 3. Read, underline, annotate 4. Reread 5. Pause – Think - Retell
Promotes active reading. Students are thinking as they read and writing down what they understand as well as what they need to clarify. Students are learning to do what proficient readers do automatically.
Any kind of text. If students cannot mark directly on the text, they can use sticky notes or notebook entries.
Reading a Visual Before During After
1. What do you see? 2. What does this information tell you? 3. What do you think is going on? 4. What are your supporting reasons?
Teaches students that information comes from a variety of sources. Brings students from literal to interpretive thinking through questions, (answers with evidence).
Any type of visual: pictures, maps, charts, graphs, diagrams, etc.
Popcorn Read After Students review what they have read and select two or three “golden lines” they want to share out loud. Lines are read out in popcorn fashion, in no particular order.
English Language Development Students can choose ideas that were important to them and can also select lines that are easy for them to read out loud.
Any reading material
Graphic Organizers
Before During After
Tools for organizing student thinking Used in reading and writing
Increases comprehension Provides visual reference to review important information or organize
Word Maps Story Maps Webs
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Name of Strategy
Before, During & After
Brief Description Why Use for ELLs? Examples of Use
ideas for writing process Venn Diagrams Readers Theater
Before During After
Students read or develop their own scripts based upon poetry, literature, or real events, personal experiences
Improves comprehension and English Language Development
Poetry Literature Events from History
Sentence Starters
Before During After
List of sentence stems or starters to scaffold speaking and writing activities.
Reduces anxiety; lowers affective filter. Students learn how to begin speaking or writing in appropriate ways.
Accountable Talk Questioning with Bloom’s Taxonomy
Write Around Before During After
Silent discussion on paper with small groups. Each person writes thoughts, reactions, questions, or feelings about a topic. Write for 1 or 2 minutes then pass papers to right. Students read written comments and repeat writing process. Keep passing paper until it returns to 1st person who reads entire conversation.
Opportunity to practice reading and writing skills. Opportunity to learn from and comment on ideas of others. Low risk, short amount of time, not a great deal of writing involved. Can express ideas without anxiety of speaking.
Similar to Quick write, with small groups of students.
Anticipation Guide
Before During After
Prepare 4 or 5 statements that relate to the key concepts of a text. Statements should require some thought before students can agree or disagree. Students read each statement and mark their opinion (Agree or Disagree). Then students can discuss with others. Finally, students read text to confirm or adjust their opinions, based upon what the author states.
Sets purpose for reading; provides opportunities for discussion and English Language Development; requires students to support their opinions with evidence from text.
Historical Occurrence Current Event Social Phenomena or Dilemma Any Topic that involves a lot of details with some controversy
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Name of Strategy
Before, During & After
Brief Description Why Use for ELLs? Examples of Use
Drilling Deep Before Strategy teachers model to help students look closely at the features of the text they are reading. Focus on one important feature: how text is organized; how verbs are used; or how time and place expressions are used.
Scaffold to build awareness of how text is organized. Helps to make challenging text more comprehensible. Provides explicit instruction in grammar or syntax.
Lesson on Salem Witch trials. Global Warming Protecting endangered species Immigration Laws
Microselection During After
Students practice finding main idea in a sentence by highlighting important words. Students then paraphrase the sentence without looking at the text.
Scaffold for finding main idea in a paragraph or longer pieces of text. Understanding main idea of each sentence helps students hold the meaning of the whole text as they progress through it. Promotes higher order thinking skills.
Any reading material
Send a Question or Create a Test
After Students work in groups or with partners. Use question stems from all levels of Bloom’s Taxonomy to develop questions based upon any text or unit of study. Questions are “sent” to another group to answer.
Use of questioning as a comprehension strategy. Promotes higher order thinking, interaction, and collaboration with other students.
” Bloom’s Taxonomy
Ratiocination
After It is a process for exact thinking and reasoning: can be used with writing. The process must be explicitly taught because it involves a system of codes (Example: circle all “to be verbs”; Use alternating colors or markers to underline each sentence; Put a wavy line under highly repeated words. Student’s personal choice of focused correction. Could be teacher-directed, could be student-generated
It is way to focus on revision, specificity, fluidity and to help avoid repetition;
Writing Revisions
A FEW INSTRUCTIONAL STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS
SCHOOL ROUTINES ENGLISH LANGUAGE ARTS MATHEMATICS SOCIAL STUDIES SCIENCE
I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is MY response that decides whether a crisis will be escalated or de- escalated and a child humanized or dehumanized. -Hiam Ginot
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Helping ELL Students Adjust to School Routines Explain, demonstrate, and anticipate possible difficulties with everyday routines and procedures whenever time permits. If there is a large ELL population in your school or district, perhaps volunteers could compile pictorial or bilingual guidelines or handbooks with details of policy and procedures. Depending upon the student’s experience(s) with formal education, the need for explanations may vary greatly. Consider the following routines as “teaching opportunities” to prepare the students for American culture:
IN SCHOOL
AFTER SCHOOL
School passes and what they’re used for • Cafeteria routines: Line formation, lunch passes • Fire drills • Assemblies: Pep rallies, awards, awards ceremonies • Contests and competitions • Holidays: Festivities, traditions • Fund raisers • Routine health exams, screening • Suspension • Guidance counseling • Disciplinary methods: In-school suspension • Free lunch: Income verification • Family life education: Sex education
Parent conferences and attendance • PTA meetings • Proms, dances, special events • Field days • After-school and/or Saturday tutoring programs • Clubs, honor societies, sport activities • Detention • Summer school • Standardized testing and exemptions
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• A FEW INSTRUCTIONAL STRATEGIES FOR TEACHING ENGLISH LANGUAGE ARTS TO ELLS
Surround students with environmental print.
Teach concepts of print (Elem. and Second. Students who lack literacy skills)
Analyze the text, linguistically and cognitively, in order to anticipate comprehension problems.
Select simpler reading material on the same subject.
Identify ways of simplifying the key concepts to be taught and present them in the most concrete manner possible.
Identify students’ background knowledge and experiences that relate to the new information.
Plan to draw on those experiences in order to facilitate comprehension.
Select appropriate pre-reading and reading strategies for use with content area texts. Select literature that is a mirror of who they are and where they are from, reflecting values,
traditions & culture.
Use instructional tools that will allow students to access literature such as graphic organizers (clusters, semantic maps, storyboards, matrices, semantic webs, and Venn diagrams) can help students visualize and organize thematic content and characters and keep abreast of plot developments.
Focus on tiered vocabulary words
Provide multiple opportunities for students to work in cooperative groups where more students
can be engaged fully.
Specifically teach the academic language of English Language Arts.
Develop oral language while reading with Think, Pair Shares, Directed Reading Think Alouds
Focus on “accountable talk and academic language related to ELA
Facilitate an integrated thematic approach to teaching. This will provide the students with plenty of exposure to relevant words.
“Chunk the text” into sections. The chunks set a pace at which students can study what they’re
reading. For each section, work with students on synopses of the section. Discuss the text.
Ask students to keep literature logs.
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Spend time on teaching about specific genres.
Compare and contract cognates
Teach about idioms when students are a higher level 3 in their language proficiency.
Incorporate the use of the Language Experience Approach.
Use interactive journals
Ask students to create vocabulary journals
Adapt texts to amplify main ideas and key details.
Differentiate the types of questions being asked.
Be aware of what students are able to do referencing the Can Do Descriptors.
The Writing Process is be helpful for students from Levels 1-3. Realize that both readers and writers workshop will have to be modified in order for ELL
students at the lower proficiency levels to fully participate.
Teach note-taking skills.
Provide students the option to record a lesson. ---------------------------------------------------------------------------------------------------------------- Teach the Text Backwards. The traditional teaching sequence found in most classrooms is as follows: Read the text
Answer the study questions at the end of the chapter
Discuss the material in class
Do selected applications based on the material This method of teaching English Language Learners can be difficult because they may often lack the cultural background knowledge necessary to understand the text in the same way as their English speaking peers. For that reason Teaching the Text Backwards is a more successful strategy for ELLs. The Teach the Text Backwards sequence is as follows:
Do selected applications based on the content material
Discuss the material in class
Answer the study questions at the end of the chapter
Read the text ----------------------------------------------------------------------------------------------------------
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Present a literature unit using an INTO, THROUGH and BEYOND approach. INTO THROUGH AND BEYOND INTO is what occurs before the story begins. Elicit prior knowledge. Build on what they know. Encourage critical thinking by asking different kinds of questions to preview and predict occurrences in the text. Do a “picture walk” paying attention to main ideas and details. Pre-introduce vocabulary words. THROUGH Present the text orally first either by the teacher reading the text or by audio recording. By hearing the text, ELLs get a better sense of inflection, pronunciation, rhythm, and stress, which can aid understanding. ELLs can also develop the skills necessary for comprehension of a complex work of literature—following a sequence of events, identify- ing foreshadowing and flashback, visualizing setting, analyzing character and motive, comprehending mood and theme, and recognizing irony and sym- bols—by taking part in oral and written discussion and activities. BEYOND Deepen students understanding of the text with a variety of different language experiences connected to their reading Facilitate comparative analysis to different texts, movies, etc. Connect the reading to meaningful contexts. Incorporate poetry, songs, rhymes, etc. Reader’s Theater Plays Author’s Tea Literacy Days Family Literacy Events
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A FEW INSTRUCTIONAL STRATEGIES FOR TEACHING MATHEMATICS TO ELLS Teach all the comparison words necessary to understanding and to interpreting
quantitative relationships: more, less, most, least, larger, greater than, equal, half as much, twice as many.
Help students prepare a vocabulary journal or other resource to record number words. Ask students to create two column notes for math vocabulary words. Write the word on one
side and the number symbol on the reverse. Add to the file as new number words are learned.
Rewrite story problems in simpler English. Use short sentences, pictures, known symbols, and other illustrations that give meaning.
Limit the number of problems to be worked. Require a few problems representative of an
essential mathematical concept.
Check a student’s reading skills in English through informal appraisals. Ask the stu- dent to read the problem to you. Question the facts given and needed for a solution.
Give the special mathematical meanings for words commonly used in English, e.g. point, base,
intersection, lateral.
Have students prepare their own glossaries of mathematical terms, including words specific to the field and words having special meanings in mathematics. Never assume understanding of unfamiliar words.
Encourage the use of diagrams and drawings as aids to identifying concepts and to seeing
relationships.
Give a problem requiring several steps to solve. Have students number each step in its proper sequence. Provide practice in ordering the steps only; don’t ask for an answer or solution; just for the information given, the facts needed, and the process. Ask for appropriate labels for each step.
Teachers should encourage beginning English speakers to write answers to complex problems in
their primary language, even when the teacher does not understand it. The student, a bilingual peer, or a bilingual teacher/aide can translate it later. This strategy allows ELLs to concentrate on one skill at a time—first on their mathematical thinking, then on their English. By dividing the task into a two-step process, the student can develop both mathematical reasoning and English proficiency. As students become more fluent in English, this two-step process will no longer be needed.
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A FEW INSTRUCTONAL STRATEGIES FOR TEACHING SOCIAL STUDIES TO ELLS
Supplement the reading material with films, globes, maps, charts, realia, etc.
Be alert to language, concepts, and values which may be unclear in written materials because of cultural differences.
Assist students in developing individual systems for referring to needed terms specific to
history, geography, and government.
Demonstrate to students how to use a table of contents, index, and glossary. Give them the needed terms, such as page, section, paragraph, chapter, part, appendix, etc.
Maintain a resource book of historical and geographical information about the country and
history of each student.
Show students ways in which to use a time line.
Provide students with biographies of famous people from a wide variety of cultural groups.
Explicitly teach the words that signal sequence—in the first place, next, then, following, before, etc.
Collect fiction books that are in simplified English. Many fiction works contain a wealth of
factual material.
Check with the publisher to find out if your textbook has a bilingual language version in the languages your students speak. This will be a helpful resource for your limited English proficient students who are literate in their native language.
Dramatize certain times in history
Structure a debate with clear ways for everyone to communicate.
Record your lecture so that the emergent English learner can listen to it more than once.
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A FEW INSTRUCTIONAL STRATEGIES FOR TEACHING SCIENCE TO ELLS Give practice in reading cause and effect relationships and the language signals that show them.
For example, “if” and result clauses, conditional statements, and action-reaction expressions.
Teach the many forms of graphs used in science. Have students draw them, label their parts, and interpret them.
Use real materials, objects, and apparatus to demonstrate concepts or principles.
Accompany demonstrations with simple language followed by written charts that summarize
each step.
Teach the steps to problem solving, and provide the vocabulary to identify each step. The steps are as follows: a. Identify the problem b) Define or delimit the problem c) Gather data d) Sift data e)
Suggest theories or make hypothesis f) Draw conclusions
Give practice in both skills of problem solving and the language, which explains the process.
Develop the skill of finding facts and noting details by asking students to list all the information in a given paragraph.
Ask students to keep written records of scientific events, for example, a chronicle of space
flights, a diary of the sea, lab experiments, a progress report of plant growth.
Point out words that have special meanings in science and other meanings in different contexts. Such words are “test” meaning prove and “test” meaning trial.
Help students to acquire a vocabulary of expressions that provide clues to likenesses and
differences. Science reading demands the ability to distinguish small details that may denote important similarities and differences. Word lists may include the following: same, alike, congruent, duplicate, resemble, agree, parallel, copy, match, double, affinity, alien, atypical, diverse, disparate, unlike, unrelated, etc. Use in spoken context, find in written material, and use in science lessons.
Provide selections that include several causes and effects. Help students identify causes, find
their effects, and relate them to one another. For example, “A careless camper who does not put out his campfire and acres of valuable timber burned; or, a year of little or no rain and poor crops, dry wells, and a shortage of irrigation water.
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ACCOMODATIONS AND MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS AS
REPRESENTED IN UNIVERSAL DESIGN FOR LEARNING PRINCIPLES AND GUIDELINES
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ACCOMODATIONS AND MODIFICATIONS FOR
ENGLISH LANGUAGE LEARNERS
Although we often use the terms accommodations and modifications synonymously they have two different meanings. As Erich Strom notes in his article on Accommodations and Modifications: How they are the Same and How they are Different, “accommodations change how a student learns. Modifications change what a student learns.” All English Language Learners should be receiving grade level content instruction. However, due to language differences, possible limited formal schooling, separation from families or their home or country of origin and traumatic experiences they may have endured, they need scaffolding support. The amount of support an English Language learner needs depends on the students’ English language proficiency level, their amount or lack of schooling and their individual circumstances, personality, amount of support in the home in English etc. English Language Learners are expected to be doing grade level work. However, if they are very limited in English and/or have gaps in their education due to limited or no formal schooling, being able to meet these expectations is a challenge which we as educators must consider as we differentiate instruction. The goal is to provide more accommodations than modifications although both are sometimes needed in order to promote success in both English and the academic content.
Universal Design for Learning (UDL) presents us with an excellent framework to think about how we differentiate instruction to provide tiered interventions of support. No matter what student we are working with we know that not all learners are the same and one size does not fit
all. “Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to plan lessons/units of study or develop curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific "Checkpoints" for options are highlighted, followed by examples of practical suggestions. http://www.udlcenter.org/aboutudl/whatisudl/3principles
The following table refers educators to the principles, guidelines, strategies and tools mentioned in UDL taken directly from the UDL checkpoints and other reference sources. The table below separates accommodations and modifications and guides us to specific actions teachers can take to provide an accessible learning environment and experiences where there can be multiple opportunities for representation, expression and engagement through teaching and learning. Because the goal is to teach students grade level content there are far more accommodations than modifications listed.
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ACCOMODATIONS & MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS (THE HOW VS THE WHAT) FOLLOWING UDL PRINCIPLES, GUIDELINES, STRATEGIES & TOOLS
Accommodations “Multiple Means of Representation”
Listen to audio recordings instead of reading text Work with fewer items per reading Native language clarification from teachers or peer Record a lesson, instead of taking notes Have another student share class notes Be given an outline of a lesson
Use visual presentations of verbal material, such as word webs and visual organizers Be given a written list of instructions Provide more visuals; picture cards, graphic organizers, tables, charts, maps, diagrams, etc. Provide physical objects and spatial models to convey perspective or interaction
Accommodations “Multiple Means of Expression”
Give responses in a form (oral or written) that’s easier for student
Dictate answers to a bilingual scribe who can interpret Capture responses on an audio recorder Use a spelling dictionary or electronic spell-checker Use a bilingual dictionary Clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or narratives) through alternatives that: - Highlight structural relations or make them more explicit - Make connections to previously learned grammatical structures - Make relationships between elements explicit (e.g., highlighting the transition words in an essay, links between ideas in a concept map, etc.)
Make all key information in the dominant language (e.g., English) also available in first languages (e.g., Haitian Creole) for learners
Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages (example: cognates-English-fruit; French-fruit; English-soccer/French-soccer; English-chocolate/French-chocolat etc.)
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Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and common terms Focus on tier 1, 2 and 3 vocabulary words Provide electronic translation tools or links to multilingual glossaries on the web Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc)
Accommodations: “Multiple Means of Engagement”
Work or take a test in a different setting, such as a quiet room with few distractions Take a test in small group setting Take more time to complete a task or a test Have extra time to process oral information and directions Take more time to complete a project Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines) Use advanced organizers (e.g., KWL methods, concept maps) Pre-teach prerequisite concepts through demonstration or models Bridge concepts with relevant analogies and metaphors Highlight or emphasize key elements in text, graphics, diagrams
Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships Use multiple examples and non-examples to emphasize critical features Highlight previously learned skills that can be used to solve unfamiliar problems Give explicit prompts for each step in a sequential process Provide interactive models that guide exploration and new understandings Introduce graduated scaffolds that support information processing strategies “Chunk” information into smaller elements Progressively release information (e.g., sequential highlighting)
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Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.) Incorporate explicit opportunities for review and practice Provide templates, graphic organizers, concept maps to support note-taking Provide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept maps) Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.)
Modifications: “Multiple Means of Representation”
Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
Get graded or assessed using a different standard than the one for classmates Be excused from particular projects
Modifications: “Multiple Means of Expression”
Complete fewer or different homework problems than peers Write shorter papers Answer fewer or different test questions Create alternate projects or assignments
Modifications: “Multiple Means of Engagement”
Be excused from particular projects Spend time with teacher, tutors or student leaders/mentors in an extended day program to receive more supports
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ASSESSMENTS FOR ENGLISH LANGUAGE LEARNERS
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ASSESSMENTS FOR ENGLISH LANGUAGE LEARNERS What are the initial assessments used to determine if a student is an English Language Learner when registering for school?
W-APT (Randolph Public Schools uses this initial assessment) IPT Woodcock Munoz LAS R/W
W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The W-APT is one component of WIDA's comprehensive assessment system.
W-APT test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:
4. Social & Instructional Language 5. Language of Language Arts 6. Language of Mathematics 7. Language of Science 8. Language of Social Studies
Test forms are divided into five grade-level clusters:
d. Kindergarten e. Grades 1-2 f. Grades 3-5 g. Grades 6-8 h. Grades 9-12 Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.
The W-APT is designed to be individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling." Must English language learners take MCAS tests? English language learners must participate in the MCAS tests that are scheduled for their grades. The only exception applies to English language learners who are in their first year of enrollment in a U.S. school. First-year English language learners are students who first enrolled in school in the U.S. after March 1 of the previous year. Schools can decide whether or not to test first-year English language Learners in the English Language Arts MCAS test. All English language learners, including first-year students, must participate in the Mathematics and Science & Technology/Engineering MCAS tests.
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MCAS Participation Requirements for ELL Students
CONTENT AREAS BEING TESTED PARTICIPATION REQUIREMENT
ELA MATH SCIENCE
Arrived in March of the previous
year and not yet been in the
United States for a year
OPTIONAL Required Required
Here in the United States for
at least a year
Required
Required
Required
Results for first-year English Language Learners who do not participate will not be included in Randolph Public Schools' MCAS results. What language is used for MCAS tests? MCAS tests are in English. English language learners in grade 10 who speak Spanish and have been enrolled in a U.S. school for fewer than three years may choose to take the English/Spanish version of the grade 10 Mathematics MCAS test (and the retest in grades 11 and 12) if they can read and write in Spanish at or near grade-level. How do English language learners with disabilities participate in MCAS? English language learners who are disabled and/or receiving special education services must participate in MCAS. They can participate by taking either the MCAS tests, with or without accommodations, or the MCAS Alternate Assessment (MCAS-Alt). The year before scheduled statewide assessments, an Individualized Education Program (IEP) or 504 Team meets to determine how an individual student with a disability will participate in MCAS testing. Do students take a standard language performance test to determine language proficiency? Yes, the test currently being given in Massachusetts is part of the World Class and Instruction Design and Assessment Standards (ACCESS) What is the ACCESS test? Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. ACCESS for ELLs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards: (Social & Instructional Language ; Language of Language Arts; Language of Math; Language of Science and the Language of Social Studies
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Test forms are divided into five grade-level clusters: (Kindergarten; Grades 1-2; Grades 3-5; Grades 6-8; Grades 9-12) Within each grade-level cluster (except Kindergarten), ACCESS for ELLs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each students' range of language skills When is the ACCESS given? The window test administration time for the ACCESS tests is between the middle of January and the middle of February. English Language Learners take the ACCESS test until they become proficient in English and are reclassified as “Former Limited English Proficient (FLEP).” Students who become reclassified during the school year must take the ACCESS in spring of that school year. Must English language learners with disabilities take the ACCESS tests? English language learners with disabilities must participate in ACCESS testing using the accommodations, if any, listed in their IEPs or 504 Plans. If a student needs an accommodation, such as Braille, that is not available for the ACCESS test, the IEP or 504 Team should consider whether a different accommodation, such as reading the test aloud, would be appropriate. The alternate ACCESS is similar to the alternate MCAS. If a student is to take the alternate MCAS, they should also take the Alternate ACCESS. Some students with disabilities, such as those who are deaf or hard of hearing, may not be required to participate in ACCESS. Can dictionaries be used on state assessments? • Any student who is currently classified by the school as “Limited English Proficient (LEP)” or who has ever been identified as LEP in the past may use an approved bilingual word-to-word dictionary for all MCAS tests. These dictionaries may not include definitions or other information. A list of Massachusetts-approved bilingual dictionaries for over 70 languages is online at www.doe.mass.edu/mcas/participation Printed copies of bilingual dictionaries not on the list may be approved. To discuss the approval of other word-to-word dictionaries, the school must call ESE at 1 (781) 338-3625. Schools provide students with the dictionaries. Bilingual dictionaries may not be used when taking the ACCESS test. Other Tests given to measure language performance Bilingual Verbal Ability Test: used for measuring verbal ability, or the unique combination of cognitive/academic language abilities possessed by bilingual individuals in English and another language. The need for this test is based in the reality that bilingual persons know some things in one language, some things in the other language, and some things in both languages. Bilingual Syntax Measure: Measures oral language proficiency in English and Spanish for English and Spanish speaking students Guidelines for the testing of English Language Learners; http://www.ets.org/s/about/pdf/ell_guidelines.pdf
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ENGLISH LANGUAGE LEARNERS WITH SPECIAL EDUCATION CONCERNS
Providing answers to frequently asked questions using a variety of resources
Center for Applied Linguistics Multicultural Students with Special Needs by Rosemary McKinnon Connecticut Administrators of Programs for English Language Learners Dual language development & disorders: A handbook on bilingualism and
second language learning CHECKLIST FOR POSSIBLE INDICATORS OF A LANGUAGE LEARNING DISABILITY FOR ENGLISH LANGUAGE LEARNERS
FREQUENTLY ASKED QUESTIONS About ELL SPED Referrals
AVOIDING OVER-IDENTIFICATION
AVOIDING UNDER-IDENTIFICATION
RECOMMENDED PROCEDURE
HOW TO DETERMINE WHETHER OR NOT A SPED REFERRAL IS APPROPRIATE FOR
AN ENGLISH LANGUAGE LEARNER
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English Language Learners with Disabilities Culturally Linguistically Diverse Learners is another term used widely by the Special Education field that is synonymous with the term English Language Learner. For the purpose of this section in respect to Special Education, the terms English Language Learners and Culturally Linguistically Diverse Learners will be used interchangeably.
SOME BASIC FACTS TO CONSIDER ELL Representation in Special Education Patterns
Students in General Education programs are referred to at higher rates than those in bilingual or self contained programs.
ELLs who opt out f education for English Language Learners are the most likely to be referred and placed.
Catherine Collier (2012) notes that ELLs are underrepresented in special education overall but overrepresented in specific categories
Speech/language impairments Learning disabilities Combination of speech impaired and learning disabled.
Before even questioning whether or not an English Language Learner/Culturally Linguistically Diverse Learner also has special needs if not already assessed to have a disability, certain information needs to be kept in mind. Students who are acculturating into a new culture often experience difficulties and differences. Differences may include
Experience Language Culture Child-rearing history Religion Socio-economic status Urban-rural context Risk factors (number severity)
Common Side Effects of the Acculturation Process
Heightened Anxiety Confusion Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors Intensity of culture shock is cyclical. It affects families as well as students.
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Potential Sources of Cultural Mismatch All students do not share the experiences and background knowledge that teachers,
textbooks, and curriculum standards may assume. Children from culturally and linguistically different backgrounds have different
experiences and knowledge than mainstream teachers and children. Four questions a teacher should be able to answer about their English Language Learners:
1. What is the student’s current social language proficiency in both languages? 2. What is the student’s current academic language proficiency in both languages? 3. Is the rat of development and acquisition normal? 4. What are the most instructional strategies to use?
Socio-cultural Checklist Academic Area(s)
Order of Concern
Intervention Selected
Duration of Intervention
Outcomes of Intervention
Acculturation Cognitive Learning
Culture & Language
Experiential Background
Sociolinguistic Development
Information about Assessments for ELLs/CLDs to keep in mind:
There is not such thing as a nonbiased test Assessment is more than testing Prevention is better than failure. Measure progress, not achievement.
Prior to Formal Evaluation for ELLs/CLDs
Make sure that the standardized instruments being used to measure a disability does not have a cultural and linguistic bias
Review administration options for accommodation for language and culture issues Document how you have accounted for linguistic and cultural differences, and in regards
to procedures and instrument selection.
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Important Clarifications regarding the appropriate assessment of an ELL student for a disability Under Title Vi of the Civil Rights Act
1. In order to properly evaluate a child who s limited English proficient a public agency should assess the proficiency in English as well as in his or her primary language to distinguish language proficiency from learning disability needs; and
2. An accurate assessment of the child’s language proficiency should include objective
assessment of listening, speaking, reading and writing. Indicators that may validate the need for SPED evaluation
Prior communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially when this lack is noticed by the parents.
English language development that appears to significantly different than that of peers whoa re also learning English as a second language
Documentation that students acquisition of English is within normal range for his peer
group, age, culture/language population, length of time in ESL, etc. but there are specific learning and/or behavior problems unrelated to culture shock or language transtion
Specific sensory, neurological, organize, motor or other conditions that impact learning
and behavior when having reliable documentation that culture shock or language transition contributes but is not the determining factor for the learning and behavior problems
Student is demonstrating limited phrasing and vocabulary in both languages indicating
that she has not acquired morphologic structures by the appropriate age. Again, both languages may be marked by a short length of utterance.
Students response to specific structured interventions addressing his presenting problem is documented to be more than 40% below ELL/CLD peers within individualized instructional intervention.
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CHECKLIST FOR POSSIBLE INDICATORS OF A LANGUAGE LEARNING DISABILITY FOR ENGLISH LANGUAGE LEARNERS
Culturally and linguistically diverse learners with language learning disabilities demonstrate problems in both the primary language and English. These problems may be observed in the following areas: _____ Difficulty in learning language at a normal rate, even with targeted assistance \ _____ Deficits in vocabulary _____ Short mean length of utterance _____ Communication difficulties at home _____ Communication difficulties when interacting with peers from a similar background _____ Auditory processing problems (e.g., poor memory, poor comprehension) _____ Lack of organization, structure, and sequence in spoken and written language; _____ Slow academic achievement despite adequate academic English proficiency _____ Family history of special education/learning difficulties _____ Slower development of siblings (as per parent report) _____ Reliance on gestures rather than speech to communicate _____ Inordinate slowness in responding to questions _____ General disorganization and confusion _____ Difficulty paying attention _____ Need for frequent repetition and prompts during instruction _____ Need for a program of instruction that’s more structured than that used with other
students _____ Difficulties affecting grammar and sentence structure _____ Difficulties in the use of precise vocabulary and overuse of words such as stuff, things, you
know, etc… _____ Inappropriate social use of language (e.g. interrupts frequently, digresses from topics is insensitive to the needs or communication goals of conversational partners, cannot stay on the topic of discussion, cannot take turns in conversation _____ Poor sequencing skills _____ Communication is disorganized, incoherent and leaves listener confused _____ Overall communication skills that are substantially poorer than those of peers Excerpt taken from Rosberry-McKibbin, C. (2004) Multicultural Stdents with Special Language Needs (2nd Edition) Oceanside, CA: Academic Communication Associates
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Frequently Asked Questions About ELL SPED Referrals
1. Can students receive both ELL and special education services?
Yes. Regulations mandate that students participate in both programs. Once a child qualifies for special
education services, educators must look at his or her specific social, language, and academic needs and
select the appropriate instructional program to meet those needs, while ensuring the minimum amount
of fragmentation of the academic day. This collaborative model includes participation in both
programs. 2. Can ELLs who have had little or no previous formal education in their home countries be
referred for special education? Yes, but if the disability requiring special education services is due to lack of instruction in either reading or math, then the child cannot be identified as a child with a disability. While a student’s previous formal education history will likely affect the student’s academic performance in United States schools, limited schooling in and of itself does not constitute a true disability. However, since many countries do not offer special education alternatives, students with special needs are frequently excluded from school in those countries. These students may not have received appropriate services. In other cases, the student’s difficulty in a U.S. school may be the result of a lack of formal education rather than disability.
3. Does language code-switching signify a problem? Language mixing or code switching involves alternating words or phrases from one language to
another. Evidence of this process is not necessarily an indication of inadequacy in language
development. Code switching is not necessarily due to an inability to come up with the right word or
phrase in a language; it may reflect a skill that evolves through high levels of proficiency in both
languages. Research has shown that code switching among normal bilingual speakers allows for
greater precision in communication, especially of cultural topics. Language mixing is typical as
children start to acquire vocabulary and language skills in a second language.
4. How should special education teachers, ELL teachers, general education teachers, and speech
and language pathologists work together as a team? Ideally, collaboration is occurring to shape a program of services for which all children can benefit
from the expertise these individuals provide. Yet, it becomes more important for focused conversations
to begin around an individual student as soon as the student begins to exhibit academic difficulties. In
the case of preschool children, the collaboration should be no different and should begin to be more
individually focused as soon as the child exhibits developmental delays. The expertise of educators in
different disciplines can help establish changes in the curriculum, develop appropriate strategies to
help the ELL student, and monitor student progress. A team approach promotes support for
differentiated instruction and the sharing of ideas and materials. The team can also determine timelines
for further action and the need for further assessment.
5. Do ELLs need an IEP or 504 plan to receive accommodations on tests? No. All ELLs are entitled to receive testing accommodations on state, district and classroom tests, although these accommodations are limited in number and differ from what is available for students with an IEP or 504 Plan. The accommodations for all ELL students include the use of a bilingual state approved, word-word bilingual dictionary. If an ELL is determined to have a disability, decisions for accommodations are determined in a team meeting by both SPED and ELL team members. All accommodations must be included in the child’s IEP or 504 plan.
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6. What should teachers do if a language minority student, who has never been designated as an
ELL begins to exhibit difficulty in the classroom? Teachers should try different strategies for targeted intervention. If these strategies and intervention
does not work, the teacher should refer the student for testing to the ELL department using the
appropriate form. A bilingual, bicultural liaison will visit the school to administer the intake
assessment and will sometimes also do a classroom observation.
7. If research indicates that it can take from five to seven years (or longer) to acquire cognitive
academic language proficiency, shouldn’t we wait that length of time before referring a student
for special education? No. ELL students may exhibit disabilities at any point in the process of acquiring a second language.
8. How do we know if an ELL should be referred for special education services? When a student is not proficient in English and is experiencing an unusual amount of academic difficulties, it can be a challenge to determine if the difficulty stems from the language difference or from a true disability that has an adverse impact on education that would require the provision of special education and related services. In many cases, school personnel may never know for sure the reason behind the student’s difficulties. However, there are recommended procedures to help reach the most accurate conclusions possible. In the end, even if school personnel are not totally confident in the accuracy of the conclusion, the important result of the process is that the student receives appropriate services and the best chance for academic success.
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Avoiding Over-identification
Language learning takes time; it is normal for ELLs to need many years to become proficient in the
Englishاlanguage.اELLsاshouldاnotاbeاconsideredا“deficient”اsimplyاbecauseاtheyاareاnotاyetا
proficient in English, in the same way that a native speaker of English should not be considered
“deficient”اsimplyاbecauseاtheyاhaveاnotاyetاlearnedاcalculus!اResearchاinاsecondاlanguageا
acquisition states that most ELLs learn basic conversational language relatively quickly (1-3 years),
but take much longer to master academic language (5-7 years or longer) Therefore we cannot assume
that because an ELL is having academic difficulties the ELL has a disability. Here is a summary of
characteristics of typical ELLs which may be mistaken as signs of learning or behavioral disabilities.
Learning Issues (What it may seem like) Reason Difficulty Seen in Typical ELLs Academic Learning difficulties ELLs often have difficulty with grade-level academic
language and concepts because it takes at least five
years for nonnative speakers to display native-
speaker like functioning in academics.
Language disorder Lack of fluency and correct syntax is a natural part of
learning a new language. Students may require more
“waitاtime”اasاtheyاprocessاanاutteranceاinاoneا
language and translateاintoاanother.اThisا“waitاtime”ا
may be misinterpreted as a language processing
issue.
Attention and memory problems ELLs may have difficulty paying attention and
remembering if they cannot relate new information to
their previous experiences in their respective
cultures. ELLs may also be experiencing exhaustion
due to the task of learning in a language in which
they are not yet proficient.
Withdrawn behavior When students are learning a new language and
adaptingاtoاaاnewاcultureاaا“silentاperiod”اisاnormal.ا
Also, this behavior might be appropriate in the
student’sاculture.ا
Aggressive behavior The student may not understand appropriate school
behavior and language in the US. Also this behavior
mayاbeاappropriateاinاtheاstudents’اculture.ا
Social and Emotional problems When students are learning to live in a new culture
and using a new language, social and emotional
problems often develop.
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Avoiding Under-identification
Even though it takes time to learn a language, we need to recognize that some ELLs, just as students in
the English-speaking population, do have disabilities that may make them eligible for special
education.اAsاmentionedاabove,اbecauseاitاisاdifficultاtoاdetermineاifاanاELL’sاdifficultiesاstemاfromا
learning a new language or from a true disability, some school districts are reluctant to consider
referring ELLs for special education services until the student has been learning English for a pre-
determined number of years – usually two or three. This practice of waiting a number of years before
referring a student for special education services is detrimental to ELLs who may truly have
disabilities.
Here are some possible reasons for initiating a special education referral for an ELL:
cademic/behavioral difficulties in both first and second languages.
peers.
ate instructional
strategies, alternative instruction, or academic interventions.
seen in the
classroom setting.
Recommended Procedure should be involved. It is often the ELL staff that best
knows the strengths and limitations of the ELL, and can help determine if the difficulties the student is
experiencing are excessive when compared to other ELLs of similar background.
collected from as many sources and in as many ways as possible both at school and at home. All the
information together should be used to determine if a referral to special education is warranted.
native-language assessment is often desirable at a certain point in the process. The school must
ensure that the evaluations are in the language most likely to yield accurate information on what the
child knows and can do academically, developmentally, and functionally, unless it is clearly not
feasible to provide or administer. It is important to keep in mind, however, that an ELL may have lost
some proficiency in the native language if he/she has not been learning academics through that
language. In fact, some ELLs, especially those born in this country may only have oral skills in their
native language because they began their schooling in English. However, if it is found that the ELL is
dominant in the native language, any further testing to determine if the student has a disability will
yield more accurate results if administered in the dominant language. A true disability will manifest
itself in all languages that the student knows.
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Is this Special Education Referral Appropriate for an English Language Learner?
Here are questions to ask which will help assure that school personnel have collected all pertinent
information available in order to determine if a referral for special education is warranted.
1.) AGE APPROPRIATE DEVELOPMENT IN FIRST LANGUAGE
Has the child been regularly exposed to L1 literacy related material?
Isاtheاchild’sاvocabularyاinاL1اwellاdeveloped?
Was theاchild’sاfirstاlanguageاfluentاandاwellاdevelopedاwhenاshe/heاbeganاlearningاEnglish?
Haveاtheاchild’sاparentsاbeenاencouragedاtoاspeakاand/orاreadاinاtheاfirstاlanguageاatاhome?
NOTES AND COMMENTS:
2.) STUDENT’S PERSONAL DATA AND FAMIILY HISTORY
Has theاstudents’اpersonalاdataاandاfamilyاhistoryاbeenاinvestigatedاandاreviewed?
Are there issues related to any one or more of the following?
Homelessness
High Degree of Mobility from one country, state or district to another
Missing or Absent Parent
Parent living in another country
Poor Attendance
NOTES AND COMMENTS:
3.) HEALTH DATA
Hasاtheاstudents’اhealthاdata,اbothاpastاandاpresentاbeenاinvestigatedاandاreviewed?
Areاthereاissuesاwithاanyاofاtheاfollowingاthatاmayاpossiblyاcontributeاtoاtheاstudents’اdifficulty to learn?
Impaired Hearing or Vision
Chronic Dental Pain
Malnutrition
Post-Traumatic Stress Syndrome (natural crisis, war torn country, personal tragedy)
NOTES AND COMMENTS:
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4.) PREVIOUS SCHOOLING
Haveاtheاstudent’sاpreviousاschoolاrecordsاbeenاlocated, translated, reviewed and analyzed?
If past records are not available, have other means of gathering data been implemented?
Has the student participated in a bilingual, SEI or ESL program(s) in previous years?
Has the student had the benefit of interrupted formal schooling throughout his/her educational
career?
Hasاtheاstudent’sاpreviousاschoolingاbeenاatاtheاsameاlevelاofاrigorاasاhis/herاcurrentاschooling?
Doesاtheاlanguageاofاinstructionاinاtheاstudent’sاpreviousاschoolingاmatchاtheاlanguageاofا
instructionاinاtheاstudent’sاcurrentاlearningاenvironment?
NOTES OR COMMENTS:
5.) DATA REGARDING STRENGTHS AND WEAKNESSES RELATED TO STUDENTS’
LINGUISTIC AND LITERACY DEVELOPMENT
Has data reflecting both strengths and difficulties been collected, regardingاtheاstudent’sاlinguisticا
and literacy development?
Has language use patterns and language dominance determined appropriately?
Examples of data on strengths and weaknesses could include:
Results from assessments in previous years
Results of standardized language proficiency tests (always in L2 and in L1 whenever possible) that
are less than 4 months old
Student work samples
Teacher observations and narratives
Language Testing from Initial Intake
NOTES AND COMMENTS:
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6.) DATA REGARDING STUDENT’S CULTURAL DEVELOPMENT
Hasاdataاbeenاcollectedاregardingاtheاstudent’sاculturalاdevelopment?
Is the teacher aware of similarities and potential mismatches or conflicts with the school
culture? If so what are they?
Has the student demonstrated the necessary resilience and coping skills to navigate the new,
non-native culture as well as the native, family or community culture?
NOTES AND COMMENTS:
7.) INSTRUCTIONAL SUPPORT
Is the student receiving ESL instruction by a licensed and qualified ESL teacher?
Has the student been placed in the right academic program (SEI-Self-contained vs. SEI-General
Education with Inclusion)
Does the teacher have sufficient training in how to implement needed interventions?
Does the teacher have sufficient materials and resources to implement the interventions?
Is there sufficient documentation to articulate the success or failure of a suggested intervention?
Have other additional supports been provided to the student as needed?
a. Title I
b. After school programs
c. One on one tutoring
d. Reading Assistance
e. Summer School
f. Counseling
g. Extracurricular activities
NOTES AND COMMENTS:
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SUGGESTIONS FOR GRADING ENGLISH LANGUAGE LEARNERS
“One teacher once asked her supervisor if she should flunk all of her ELL students because they did not meet the
requirements of the 10th grade curriculum. The supervisor replied: “You must judge them on what they CAN Do.”
-Pawan & Craig, 2011
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SUGGESTIONS FOR GRADING ENGLISH LANGUAGE LEARNERS
(In accordance with Title III of the No Child Left Behind Act, English Language Learners (ELLs) will
attain English proficiency, reach high levels of academic attainment, and meet the same statewide
academic standards as non-ELL students. Students will receive targeted language support in SEI self-
contained classrooms in addition to instructional modifications and assessment accommodations in SEI
general education classes. (Please see the section on Program Placements for a description of SEI in
self-contained vs. general education classrooms).
Teachers must implement the accommodations and modifications determinedاbyاtheاstudent’sاinitialا
educationalاlanguageاplanاorاtheاLanguageاAssessmentاTeam’sاrecommendationsاasاnotedاinاtheا
Program Recommendation form and documented inاtheاstudents’اindividualizedاEnglishاLanguageا
Learner (ELL) plan.
Grading of ELL students should reflect daily instructional accommodations as well as testing
accommodations, and should not penalize the student for not yet being fully fluent in English.
ELLs should receive grades based on accommodations or alternative assignments appropriate to the
student’sاlanguageاproficiencyاlevel,اandاreceiveاtheاsameاreportاcardاthatاisاusedاinاgeneralاeducation.
An ESL progress report and report card should go home at the same time as the regular report card.
General education and ESL teachers should communicate and collaborate with each other prior to
sending home report cards and progress reports.
Elementary report cards have been translated and should go home at the same time as report cards in
English.
Access to the same content should be provided while supporting instruction at the ELLs current
language proficiency level.
Comments should be used to explain that grades are based on instructional accommodations, modified
materials, or alternative assignments (when applicable).
Illustrativeاsamplesاofاstudent’sاgrowthاinاperformanceاshouldاalsoاbeاnotedاsoاthatاparents/guardianا
receive a comprehensive picture of student growth and achievement
Assign scores to individual student achievement or growth based on a scoring rubric or an agreed-on
standard to reflect mastery of classroom objectives.
Assign weights to different aspects of student performance as reflected in class assignments (e.g.,
projects, reports, and class participation).
Reach agreement with other teachers and with students on the interpretation of the summed score with
respect to grades.
If you assign grades for group work, assign separate grades for the group product and for individual
contributions.
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Use anecdotal records to support grades. Use the language of the rubric to help you write anecdotal
comments, describing specifically what each student should know and be able to do, and use examples
to communicate.
Distinguish between language proficiency and content-area knowledge and skills.
Assign multiple grades per class
Tomlinson, 2006:
1.) Traditional standards-based
2.) Personal, effort, progress, growth in linguistic and content goals
Jung & Guskey, 2010:
1. Product (standards-based_
2. Process (effort/motivation/participation)
3. Progress (improvement over time)
In expressing concerns, focus on (1) what the student knows and can do and (2) your plan or strategies
forاhelpingاtheاstudentاimprove.اReferاtoاWIDA’sاCanاDoاDescriptors
https://www.wida.us/standards/CAN_DOs/
Include authentic assessment (with portfolios) as an additional way to assess performance and growth
to establish classroom grades. Teachers using authentic assessments evaluate students on samples of
classroom performance that may include reports, projects, and/or group work. In authentic assessment,
student performance is often rated using scoring rubrics that define the knowledge students possess,
how they think, and how they apply their knowledge.
Because the rubrics are specific (or at least should be) their use tends to reduce teacher-to-teacher
variations in grading, especially if the teachers base their ratings on a common set of anchor papers.
Provide timely, specific, comprehensible feedback that gives students the information they need to
improve.
Explain passing criteria in advance and show models of work that meets and does not meet
expectations for an assignment.
Just a note: In some school districts, a student is given a passing grade (P) or a Failing grade (F)
for his/her ability to perform specific tasks (examples below.) It is important to note that a
Pass/Fail grade for ELLS may only be used if true for general education.
Is prepared for class with needed materials
Is attentive during instruction and group work
Asks questions or requests help when needed
Tries all the work assigned to him/her
Uses reference materials (like a bilingual dictionary, word banks, vocabulary journals, graphic
organizers, top down webs, two-column notes)
Attempts as much of an assignment as he or she can
Completes homework/classwork and tests to the best of their ability
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MONITORING PROGRESS FOR ENGLISH LANGUAGE LEARNERS
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MONITORING LEPS/FLEPS OVERVIEW
Every School’s Responsibility Every school in Randolph is responsible for monitoring their LEP/ELL and Formerly Limited English Proficient (FLEP) students from the time they are identified to be LEP/ELL until two years after re-designating a student to be FLEP. Responsibility for monitoring LEP/ELL and Formerly Limited English Proficient (FLEP) students is true wherever LEP/ELL and FLEP students are enrolled including SEI self-contained programs, or in general education classrooms. To make sure monitoring is facilitated successfully, below is some helpful information to remember. 1.) Access to data defining LEP/ELL and FLEP students School site administrators & teachers need to know who their LEP/ELL and FLEP students are. Access, familiarity and utilization of the ELD level data, appropriate assessments and other current data related to English language development and academic progress is essential. All LEP/ELL and FLEP students must participate in appropriate assessments. ELD level data will be updated on a weekly basis and sent to schools. Information on Assessment can be found in the assessment section. 2.) English Language Development (ELD) folders All teachers working with these students must maintain current and accurate records on their LEP/ELL and FLEP students in the form of an English Language Development folder. The contents of an English Language Development folder are defined by federal, state and district guidelines and include:
Initial intake assessment and program placement information Annual assessment data: W-APT, ACCESS and MCAS Current & prior records on the LEP/ELL student, student’s schedules, an ISSP if the student
failed the MCAS Parental notification (report cards, progress reports, invitations to parent meetings, etc) in the
family’s home language Evidence of monitoring LEP/ELL and Opt-Out students that were reclassified and/or identified
as needing extra support Evidence that FLEP students are being monitored by the schools for a period of two years from
the date of re-designation to include a review at the end of each marking period of tests, grades, benchmarks, classroom work on grade level
Follow-Up Support given to LEP/ELL students and/or FLEP students including those LEP/ELL students identified with special needs.
School Based Assessments (writing samples, student work, portfolios)
3.) Former LEP/ELL Students (FLEPs)
FLEP students are to be monitored in each school by the school principal or designee and ELL teachers and/or the Language Assessment Team for two years, following report card periods. FLEPs who fail during the first year due to language proficiency may be re-classified as LEP/ELL and receive support services to ensure that LEP students have access to the full curriculum, and they identify FLEP students who need additional support. The ELL Teachers in each school monitor a student’s progress to ensure that FLEP students have access to
the full curriculum, and they identify FLEP students who need additional support.
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Language Support and Monitoring Plan Starting in the spring, 2015, students in all grades who have transitioned from an ELL program are required to have a language support and monitoring plan. These plans serve as the monitoring and support mechanism for these students. Although decisions regarding individual students will vary, language support services ordinarily include individual instruction or tutoring, in-class instructional support, small group instructional support, and/or mentoring or counseling.
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LANGUAGE ASSESSMENT TEAMS
114
LANGUAGE ASSESSSMENT TEAMS
The education of LEP/ELL & FLEP students is a responsibility to be shared by all staff. who are a part of enhancing student success for all.
School Leader (Principal/Headmaster orVice-Principal/Assistant Headmaster)
1. Participates in the school’s Language Assessment Team. 2. Maintains ongoing communication with the Language Assessment Team and the Office of
English Language Learners Education on a regular basis regarding student, teacher and program concerns.
Language Assessment Team (LAT) Facilitators The ELL Director assigns ELL teachers to be the school’s Language Assessment Team’s (LAT) facilitator. The Language Assessment Team Facilitator assists the Instructional Leadership Team and Grade/Subject Teams to ensure that every LEP and FLEP student receives a full program of instruction. This person facilitates and coordinates 5 annual meetings as well as the annual spring review which is designed to
Attends the initial LAT facilitator start-up meeting in the fall facilitated by the Director of the Office of English Language Learners, to bring back relevant information to the school regarding the teams.
Facilitates and supports the activities of the LAT in specific areas: a.) Analysis of formative assessment data for ELL students in ELL programs b.) Instructional and support services for ELLs that meet federal and state mandates; and c.) Review of ELL students’ ELD (English Language Development) levels on an ongoing basis Language Assessment Team A Language Assessment Team needs to be formed at each school site. The members of this team may vary from site to site always including the LAT facilitator and teachers who are familiar of the classroom performance of the LEP/ELL and FLEP students. The team should involve teachers from ELL and general education classrooms, a SPED representative and an administrator. Other people who LAT Facilitators may want to include are guidance counselors, coaches, and members of the Instructional Leadership Team (ILT). All participating teaching staff will be paid for their work at the contracted hourly pay. Language Assessment Team Meetings The team must meet at least five times during the school year. The team’s first meeting should include scheduling meetings for the school year. The meetings take place before or after school. The decision as to when the team meeting occurs is based on the team’s availability. Once the schedule of meetings is determined, it should be shared with the school principal and a copy sent to the ELL Director.
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Responsibilities of Language Assessment Team members include: Taking part in monitoring the progress of (FLEP) Former LEP students Making sure that ELLs have equitable access to school electives and enrichment
opportunities. Disseminating information pertaining to students’ ELD level, language needs and/or any
other special need related to language to other classroom teachers. (Monitoring LEP/FLEP) students on a regular basis.
Discussing the progress of individual LEP/ELL students, Reviewing language proficiency and academic data Making decisions about projects the team may be working on How to best share information with the rest of the staff Collaboration between ELL and general education teachers.
Annual Reclassification of LEP/ELL Status Every school should annually review the language proficiency and academic progress of all LEP/ELL students. This review occurs each spring (late May or early June). The Language Assessment Team and teachers working with these students consult with each other and the ELL Director to make a reclassification decision. Schools may not transition a student before he/she is ready to do so. The decision made in this meeting leads to changing an ELD level and/or reclassifying a student from LEP to FLEP. Parents are invited to attend these meetings regarding their student’s progress.
1) In May or the beginning of June, a formal end of the year meeting is held. Time is reserved for reviewing each student’s ELD level and determining reclassification.
2) The Language Assessment Team Facilitator facilitates this meeting. The Language Assessment Team members are active participants. Teachers working with LEP/ELL students are scheduled to participate in the re-designation process. A roving substitute is hired in each school. During this meeting, the team reviews the students’ progress toward academic English proficiency and language development. The ELD level is updated on the electronic ELD level data sheet and shared with the English Language Learners Education Department. Parents are invited to attend these meetings regarding their student’s progress.
ELL/SPED Students: The Language Assessment Team process does not replace any procedures mandated under Chapter 766 or P.L. 94-142. The decision to monitor and update the ELD levels of SPED students should be a collaborative process with the SPED team at that school site.
Reclassification of ELD status at other times of the school year 1. After a student has received their initial assessment, the teacher has 30 days to request another
assessment for reclassification should the teachers believe the results from the W-APT initial assessment are incorrect.
2. It is also possible to transition a student out of the program if evidence provides the team with good reason that another placement would be beneficial for the student in January if the teachers have sufficient evidence that another placement would be best for the student. These decisions will always take place with the ELL Director and representing ELL teachers.
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ELL INSTRUCTONAL SCHOOL DAY & EXTENDED DAY ACADEMIC &
SOCIO-EMOTIONAL SUPPORTS
A. ELL COMMUNITY LIAISONS B. INTERVENTIONS & ADDITIONAL SUPPORTS
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Description of Randolph Public Schools English Language Learners (ELL) Liaisons Frequently Asked Questions and Answers
What is an English Language Learners (ELL) Community liaison? The ELL Community liaison is a bilingual, bicultural resource person who supports students, their families and the school employees who work with English Language Learners by communicating and collaborating between the school and home to facilitate a close working relationship that can provide needed supports to Randolph Public Schools ELL students. All liaisons are well educated in second language acquisition and are native speakers of the dominant languages of the students in the district. As of the school year 2014/2015, Randolph Public Schools has over 400 English Language Learners. Over 50% of the parents/guardians in the entire school district speak a different language other than English in the home. ELL Community liaisons provide links between school and home for all of these students and families so that strong school/family partnerships can be built and maintained. What are the responsibilities of an ELL Community liaison? The responsibilities of an ELL Community liaison are varied and numerous. Tasks include:
1. Advocate between the home and the school representing parents in situations where translation or interpretation is needed for the parent to better understand
2. Administer comprehensive and thorough assessment of listening, speaking, reading and writing for students entering in school Kindergarten – 12th grades).
3. Assess native language literacy and math for ELLs enrolling in the school district. 4. Work closely with the Special Education department to screen ELLs with existing
individual education plans (IEP) and those potentially needing Special Education Services. 5. Present the results of language, literacy and math assessments to the Director of ELL who
will determine an initial English Language Development (ELD) level. 6. Work closely with the Parent Information Center and school principals to determine
appropriate placement of ELLs into a program and school that best meets students needs 7. Provide clear and objective information to families with explanations in the language the
families understand (their primary language or English) to ensure that the parent are able to make important decisions about their student’s academic and support services
8. Conduct an orientation program for enrolling ELLs and their families that addresses social cultural adjustments, family support services, higher education and Randolph Public Schools requirements and expectations.
9. Provide “in school” assessments of ELLs as requested by schools to determine appropriate program placement.
10. Assist in coordinating and implementing an ELL parent advisory council (Multicultural Parent Advisory Council-MPAC)
11. Participate in training designed to support the ability to train parents in better understanding U.S. schooling compared to schooling in their country of origin.
12. Facilitate adult education, parent and child engagement and parent education training 13. Create informational materials for different constituencies (parents, counselors,
principals, community agencies) in the primary languages of the school district 14. Ensure that all families are treated respectfully answering needs on a timely basis. 15. Perform other duties as requested by the Superintendent and Director of the English
Language Learners Education program
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Who are the ELL Community liaisons and how do I contact them? The ELL Community liaisons office is at Randolph High School in Room 104. However, because they are out in schools on a frequent basis, it is best to reach them via email. In the school year 2014/2015 the ELL Community liaisons are the following individuals: Haitian Creole & French: Pierre Fontaine [email protected] Vietnamese: Le Vu [email protected] Spanish: Marta Rodriguez [email protected] Portuguese: Teresa Schwarz [email protected]
If I am not successful at contacting the liaisons what should I do?
If you are not able to reach a liaison with email attempts please contact the ELL & World Languages administrative assistant (Isabel Pires) at 781-961-6220, extension # 535. You may also email her at [email protected] You may also contact the ELL Director (Kathy Frye) at 781-635-8351 or [email protected] What are the working hours or schedules for an ELL Community liaison? ELL Community liaisons normal hours are from 8:30-4:00. However, they are often expected to attend evening events and meetings for parents. When this happens, their schedules are adjusted and may change on that day. Who do the ELL Community Liaisons report to? The ELL Community liaisons report to the Director of English Language Learners Education & World Languages.
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ELL Department Interventions for Students: Additional Support
Tiered Level
Academic support available
Description/purpose Contact person & email
Tier 1 Initial Program Placement &
Adjustment to the Acculturation Process
in the United States
The ELL liaisons administer the initial intake assessments to measure language proficiency and place students in the correct classrooms and programs.
Director: Kathy Frye [email protected] OR Administrative Assistant: Isabel Pires [email protected] LIAISONS (Haitian Creole): Pierre Fontaine; [email protected] (Vietnamese): Le Vu [email protected] (Spanish): Marta Rodriguez [email protected] (Portuguese): Teresa Schwarz [email protected]
Tier 1 Translation of documents for all parents/guardians who do not speak English in the home. (Includes school and district notices, events, etc.) by professional translators
To communicate effectively to parents/guardians in a language they understand, the ELL Department contracts outside translators who are paid at a by page rate.
Administrative Assistant & Director (See contact information above)
Tier 1 Translation of transcripts by bilingual/bicultural liaisons
To interpret records that will help guidance counselors determine appropriate program placement
Administrative Assistant: Or liaisons (See the contact information above)
Tier 1 Interpretation at meetings for parents or students who are limited English proficient
To communicate effectively to parents/guardians in a language they understand
Administrative Assistant & Liaisons (See the contact information above)
Tier 1 College & Career Preparation for immigrant students-Randolph High School
A course specifically designed for English language learners who need other reinforcements to go on to college and access financial aid or job placement opportunities as well as prepare to take the TOEFL.
ELL Director & or high school teacher teaching the Intermediate & Advanced ESL classes
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Tiered Level
Academic support available
Description/purpose Contact person & email
Tier 2 Extended Day support for all ELL students needing extra help
Teachers stay after school at least twice a week to support students in need of extra help.
Teacher of the class where student is struggling See the list of ELL teachers in the section on ELL staffing.
Tier 2 Extended Day School in summer
An enrichment academy specifically designed for incoming 2nd-12th grade English Language Learners that includes ESL and mathematics instruction that is project based and includes experiential learning
Director: Kathy Frye [email protected] OR Administrative Assistant: Isabel Pires [email protected]
Tier 1 Community Service for High School Youth
Provides ELL students who are needing community service hours with volunteer opportunities
Director & or Administrative Assistant (See contact information above)
Tier 1 Multicultural Parent Advisory Council
The Multicultural Parent Advisory Council offers second language learning parents/guardians and families to voice concerns, receive education about schooling in the United states and further their learning about community resources available to them and their students.
Director: Kathy Frye [email protected] (Administrative Assistant): Isabel Pires at [email protected] LIAISONS (Haitian Creole): Pierre Fontaine; [email protected] (Vietnamese): Le Vu [email protected] (Spanish): Marta Rodriguez [email protected] (Portuguese): Teresa Schwarz [email protected]
Tier 2 & 3
Crisis Intervention Assist guidance counselors, nurses, social workers, psychologists and other physical and mental health employees who need assistance in communicating with students or parent/guardian and/or making home visits.
Director & or Administrative Assistant (See contact information above)
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Tiered Level
Academic support available
Description/purpose Contact person & email
Tier 2 & 3
Parent Outreach, Education & Involvement
Outreach to community based organizations such as health clinics, counseling agencies, homeless organizations, and other service related government and private agencies and organizations that assist immigrant families
Director: Kathy Frye [email protected] (Administrative Assistant): Isabel Pires at [email protected] LIAISONS (Haitian Creole): Pierre Fontaine; [email protected] (Vietnamese): Le Vu [email protected] (Spanish): Marta Rodriguez [email protected] (Portuguese): Teresa Schwarz [email protected]
A resource for Tiered Interventions for Support from WIDA is Developing a Culturally and Linguistically Responsive Approach to Response to Instruction & Intervention (RtI2) for English Language Learners can be found by doing an online search.
Enter WIDA-RtI2 for Ells on your search engine to retrieve the document.
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ELL PARENT COMMUNICATION & INVOLVEMENT
Translation & Interpretation
Adult ESL Classes
Multicultural Parent Advisory Council
Enhancing LEP/ELL Parent Involvement
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TRANSLATIONS & INTERPRETATIONS
Translations (Written Communication): The Randolph Public Schools’ Office of English Language Learners Education contracts outside translators on a contracted basis who are available to translate written communication in the dominant languages in the community including (Haitian-Creole, French, Vietnamese, Spanish, Portuguese, Cape Verdean Creole and Chinese) The department is also responsible for reaching out to translators and interpreters of lower incidence languages when needed. Policy documents, report cards and progress reports, important notices pertaining to transportation, health, food services, special education, etc.., are given priority.
Interpretation (Verbal Communication)
Bilingual ELL liaisons administer the initial tests to students. ELL liaisons provide orientations to the educational process and procedures to families in a
language they understand. All parental notification forms informing parents of their child’s enrollment, participation,
assessment or exit out of a language program are translated in the five primary languages of the students enrolled in Randolph Public Schools.
ADULT ESL CLASSES 1.) Randolph Public Schools acknowledges its strong partnership and collaboration with Randolph Community Partnership 70 Memorial Parkway
Randolph, MA 02368 Executive Director: Susan Hearn. http://www.rcpinc.org/aboutus.html 781-961-8888 Randolph Community Partnership offers Adult Education Programs specifically designed for its community of adult learners extending into Randolph, Holliston, Stoughton, Quincy & Milton. Such classes include ESOL, GED, Citizenship, and other supplemental classes. Classes meet twice a week. All primary classes are held on Tuesdays and Thursdays from 6:30-9:30 pm. Supplemental classes meet on Wednesdays from 6:30-8:30 pm. These classes run for anywhere from 4-16 weeks, depending on the class. RCP follows the same school calendar as Randolph Public Schools so they observe the same holiday/vacation schedule as well as snow days 2.) The Office of English Language Learners Education & World Languages also offers ESL classes for students at all levels. Due to Randolph Community Partnership’s waiting list, the department offers these classes to adult family members of RPS students. These classes also take place on Tuesdays and Thursday evenings. The classes run in the evenings from 6:00-8:00 pm and are taught by credentialed teachers. In addition to the support from teachers, the program offers small group and individual supports from high school volunteers who work side by side the adult to provide them guidance in learning English as a Second language.
Office of English Language Learners Education 70 Memorial Parkway
Randolph, MA 02368
Director: Kathy Frye [email protected] (781) 961-6220, ext# 588 or Isabel Pires at ext# 535
OTHER ADULT ESL CLASSES IN THE COMMUNITY: In addition to RCP and RPS ESL classes, there are other independent and private ESL classes offered by other community based organizations from time to time such as the Turner Library, the STARS program, local churches and more.
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Multicultural Parent Advisory Council
The Multicultural Parent Advisory Council (MPAC) is an advisory council of parents/
guardians who speak a different language other than English in the home. MPAC provides a forum to communicate with the district on matters relevant to their students’ needs and to encourage parent involvement.
The Multicultural Parent Advisory Council (MPAC) meets once every month in the school year. Parents/guardians of English Language Learners are invited to serve on this advisory council and be an integral part of the discussions and planning that will impact education, parent communication and involvement in Randolph Public Schools.
All advisory council meetings are also open to all Randolph Public Schools families to attend. The MPAC will provide a respectful environment where parents who are learning English as a second language can voice concerns, explore solutions and provide recommendations to enrich existing programs and services.
Haitian Creole, French, Spanish, Portuguese, and Vietnamese interpreters are present at all meetings. Interpreters for other languages may be available upon request.
Mission Statement:
• To involve all parents and guardians of second language learning students in their child’s education
• To support the partnership between the school community (students, families, teachers, paraprofessionals and administrators) in a friendly and organized manner
• To enhance academic instruction and support services
• To promote effective communication between home and school
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ENHANCING LEP/ELL PARENTAL INVOLVEMENT SUGGESTIONS Create a safe environment. Communicate to parents on a regular basis, not just for
disciplinary or academic challenges. Let parents know that they are welcome and wanted to be involved in their child’s education. In some cases this may require educating parents about cultural differences and how their role in parent involvement in the United States may be different than their role in parent involvement from their country of origin.
Take inventory of the school staff and determine which teachers and/or paraprofessionals are knowledgeable and part of the school community. Utilize that knowledge by encouraging them to take leadership roles in involving second language learning families.
Tap on your parents’ strengths. All parents have something to offer. What might they be interested in contributing to the school in terms of their knowledge, resources, etc.
Host a few “coffee hours” for your ELL families, asking our ELL liaisons to assist you for translation /interpretation.
Ask your parents what they want and need from you, the school and the district. Encourage families to participate in the Multicultural Parent Advisory Council for second
language learning parents If you see a family in need, contact the ELL Department to learn about other resources. Send parental notification home in a language the parents can understand. Follow up parental notification about family events with phone calls from bilingual staff.
(Connect Ed) Ask for liaisons to come to family meetings and events. Train parents in how they can be involved in the classroom. Look for alternative ways to involve parents. Parent involvement does not always mean
parents working in the classroom with students. Host family literacy, math and computer literacy nights. Facilitate family work days to focus on projects connected to the school. (This is often a good
way to involve both mothers and fathers.) Become familiar with the many community resources available to second language learning
families in their neighborhoods. Invite guest speakers to speak to parents about issues concerning them (literacy, homework,
learning English as a second language, adolescence, gang violence prevention, discipline, nutrition, local resources, etc.)
Create homework assignments for students that encourage them to ask their parents about their own life stories. Share those stories with each other.
Invite parents in to the classroom to be teachers of a skill they may want to share with students and/or other parents.
Hire babysitters to care for younger children when parent/family meetings are scheduled. Provide incentives: raffles, food, door prizes and field trips. Network with community based organizations to assist the school in hosting events, providing
resources, facilitating meetings or parent information sessions in their native language.
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ENGLISH LANGUAGE LEARNERS ACRONYMS
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ENGLISH LANGUAGE LEARNERS ACRONYMS
ACCESS =Assessing Comprehension and Communication In English State-to-State
for English Language Learners
BICS = Basic Intercommunication Skills
CALP = Cognitive Academic Language Proficiency
ELD = English Language Development
ELL = English Language Learner
ESOL = English for Students of Other Languages
ESL = English as a Second Language
HLS = Home Language Survey
LEP = Limited English Proficient (Student)
MABE = Massachusetts Association of Bilingual Educators
MATSOL = Massachusetts Association for Teachers of Second Languages
OELA = Office of English Language Acquisition
SEI = Sheltered English Immersion or Instruction
SLIFE= Students with limited or interruptions in formal education
SIOP = Sheltered Instruction Observational Protocol
TBE = Transitional Bilingual Education
TESOL = Teachers of English to Students of Other Languages
W-APT = WIDA ACCESS Placement Test
WIDA = World Class Instructional Design and Assessment
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ELL GLOSSARY
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ELL Glossary
Academic Language: Spoken and written forms of language which refer to academic language functions (such as analysis, comparing, sequencing) generally associated with academic subject matter in a formal schooling context. For example, academic written language would not tend to use contractions, whereas an informal email to a fried would be more likely to include contractions Accent: a manner of pronunciation peculiar to a particular individual, location, or nation.[1] An accent may identify the locality in which its speakers reside (a geographical or regional accent), the socio-economic status of its speakers, their ethnicity, their caste or social class, their first language (when the language in which the accent is heard is not their native language), and so on ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. Acculturation: is the process that people experience when they encounter a new and different culture. In this process, individuals learn about the cultural norms and practices of the new culture but do not lose connection and access to their own culture. Similar to second language development, the process of acculturation takes time and is facilitated when individuals’ home language and culture are affirmed in an additive environment while elements of the new culture are learned and experienced Background Knowledge: existing knowledge that the language learner already has. In the second language comprehension process, at least three types of background are potentially activated: (1) linguistic information, (2) knowledge of the world (one’s store of concepts and experiences), and (3) knowledge of discourse structures or how various types of authentic discourse (conversations, radio broadcasts, newspaper articles, political speeches) are generally organized. BICS Basic Interpersonal Communication Skills: Face-to face conversational fluency, including mastery of pronunciation, vocabulary, and grammar. • English language learners typically acquire conversational language used in everyday activities before they develop more complex, conceptual language proficiency. CALLA (Cognitive Academic Language Learning Approach): an approach that capitalized on the knowledge and skills that learners already possess, while encouraging them to develop new and more effective strategies for learning (developed by Chamot and O’Malley). CALP: Language proficiency associated with schooling, and the abstract language abilities required for academic work; A more complex, conceptual, linguistic ability that includes analysis, synthesis and evaluation.
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Can Do Descriptors: The Can Do Descriptors are WIDA tools designed to support teachers by
providing them with information on the language students are able to understand and produce in the
classroom. They can also be used to plan lessons or observe students' progress. They provide an opportunity to link language development across all academic content areas. CASAS: Comprehensive Adult Student Assessment System to measure English as a Second Language skills and other; life-skill competencies. Chunking: putting small groups of words together into meaningful phrases. Cloze Procedure: a reading or listening comprehension test technique that eliminates every n-th word (usually fifth) in a passage. Students then fill in blanks with the appropriate word. Cognates: Words having a common linguistic origin. For example, café and coffee derive from the Turkish kahve Collocation: the way words combine with other words in predictable ways. Pre- fabricated chunks of words. Communicative Competence: the ability to recognize and produce language correctly, idiomatically, fluently, and appropriately in a variety of communicative settings. The term includes grammatical competence, sociolinguistic competence, discourse competence, and strategic competence, both orally and in writing. Content area: Subject matter course or curriculum such as mathematics, history, science Content-based ESL: using subject matter, such as topics, themes, course materials (math, science, social studies) as a basis for second language teaching. Contextualized: sounds, vocabulary, and grammar presented within a meaningful context to facilitate learning. Cooperative Learning: learning that takes place when students of various abilities and backgrounds are placed together in pairs and small groups to work on tasks with instructor supervision and support. The instructor assesses the group’s work, not the individuals’. Cross-Cultural: materials or activities that present the cultures of the learners’ native languages and that of the target language. Cultural Assimilation: a socio-political response to demographic multi-ethnicity that supports or promotes the assimilation of ethnic minorities into the dominant culture. The term assimilation is often used with regard to immigrants and various ethnic groups who have settled in a new land. New customs and attitudes are acquired through contact and communication. The transfer of customs is not simply a one-way process. Each group of immigrants contributes some of its own cultural traits to its new society. Assimilation usually involves a gradual change and takes place in varying degrees; full assimilation occurs when new members of a society become indistinguishable from older members.
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Cultural reciprocity is a process by which educators and other service providers recognize, examine and explain their own cultural perspectives taking time also to listen to and value the perspectives of the students and families they serve. School personnel can work collaboratively in order to provide services in a way that respects families’ value systems. Culturally responsive teaching is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning (Ladson-Billings, 1994). According to The Educational Alliance (2006), some of the characteristics of culturally responsive teaching include: • Positive perspectives on parents and families • Communication of high expectations • Learning within the context of culture • Student-centered instruction • Culturally mediated instruction • Reshaping the curriculum • Teacher as a facilitator Dialect: A particular variety of language spoken in one place by a distinct group of people. Dialect reflects the methodology that is unique to second language acquisition while incorporating topics and vocabulary of grade level content areas. Diction: An author’s choice of words based on their correctness, clearness or effectiveness Differentiated instruction This theory allows teachers to take students’ diverse learning characteristics into account when planning and implementing instruction in order to give every student access to the curricular material, the thinking and the academic language of a unit of study. Teachers can organize instructional activities based on students’ interests, abilities, language proficiency levels, preferred learning styles, or varying delivery modalities and build in the necessary learning scaffolds as well as extension activities to maximize access and engagement for all students. Direct Method: based on the way children learn their native language: through direct association of words and phrases with objects and actions, without the use of native language as the intervening variable. Discourse: Formal, extended expression of thought on a subject, either spoken or written Distance Learning: an educational approach that uses various channels, such as online services, video, telephone, mail, etc., to instruct learners at libraries, community centers, home, or other locations outside of the traditional classroom setting. . EFL (English as a Foreign Language): English language learning learned in a non- English-speaking environment. ELA (English Language Arts): K–12 national language arts standards for both native and non-native speakers of English. ELD (English Language Development): a course of study that teaches English to not-native speakers of English employing methodology that is unique to second language acquisition English Language Development Level is the level of English proficiency an English Language Learner performs based on an initial assessment, language performance standardized assessment, grades, and teacher feedback
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ELL (English Language Learner): students learning English as a second language ESL English as a Second Language instruction (same as ELD) a course of study that teaches English to not-native speakers of English employing methodology that is unique to second language acquisition ESOL (English to Speakers of Other Languages): the preferred name for ESL in the adult and El-High sectors and in some U.S. states. Experiential Learning: learning derived from activities that are somewhat natural; activities where both the left (analytical) and the right (holistic) sides of the brain are engaged; where content is contextualized, skills integrated, and purposes real. It also refers to how one applies generalizations from a concrete experience to new situations, and to a route to social and moral development. False Beginners: a low-level language learner who has previously studied the language but failed to achieve full mastery for that level. When applied to materials, it implies the use of a faster pace in earlier texts, and the inclusion of a quick review of concepts and language previously learned. First Language: One’s home or native language, that which is first spoken as a child Fluency: A term used to describe oral proficiency or reading level, including automaticity/rate and comprehension Formulaic language: Oral Language used by young children in their first language and by second language learners in the early stages of proficiency Genre: A category or type of writing (such as essays, letters, stories)> Grammar: The structure and features of a language, usually perceived as rules and standards, that, if followed, produce acceptable or standard writing and speaking (excerpted from ELA) Graphic organizers: Visual, non-linguistic representations (such as T-charts, Venn diagrams, story maps) that help students organize information into specific patterns (such as description, time-sequence, cause-effect). Idiom: A phrase or expressions that mean something different from what the words actually say (for example, “bring out the best in people” means to make someone show or use the good qualities they have). Inflections: Parts of words that indicate or alter meaning (such as end, err) when attached to a word. Language Experience Approach: n approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.
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Language Function: The purpose that language serves in oral or written form, for example, describing, persuading, etc. Language Objective: Massachusetts uses WIDA standards. Therefore the language objectives used are WIDA Language objectives. They are the tools that name the intention and set the language performance goal in a class. WIDA language objectives include language domains (listening, speaking, reading and/or writing); language functions-referencing Bloom’s taxonomy action verbs, content topics and instructional supports. They should be posted and shared with students along with or incorporated into mastery objectives. Language Performance Definitions: is the definition for the level of language proficiency English language learners are able to process, understand, produce or use English. Learning Strategies: Conscious plans or behaviors of students (such as repeating what is heard or finding a different way of saying something (that assists in organizing, completing, and assessing work). LEP: (Limited English Proficient student) the term usually used in elementary and secondary education, for students identified as needing Linguistic support is an instructional strategy or tool used to assist students in accessing content necessary for classroom understanding or communication. Support may include teaching techniques, such as modeling, feedback, or questioning. Other types of support involve students using visuals or graphics, interacting with others, or using their senses to help construct meaning of oral or written language (TESOL, 2006). Literacy: the ability to read, write and compute well enough to function in a community or on a job. The process by which individuals come to understand the world around them and to use print to enhance their participation in the world Manipulatives: an object which is designed so that a learner can perceive a concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts in a developmentally appropriate, hands-on and an experiential way. Massachusetts Association for Teachers Students of Other Languages (MATSOL): An organization of educators and other professionals who work with, advocate for and research best practices for English Language Learners Morpheme: the smallest unit of a word that carries meaning Meaning: the signification or semantics, both lexical (i.e., the dictionary definition of a word) and grammatical (e.g., a conditional signals a cause and effect). Meta-cognition: learning to learn; thinking about the learning process. Non-verbal communication: Aspects of communication that do not involve language or are used in conjunction with language (such as intonation, stress, pauses, gestures, facial expressions, or body language).
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Phonemic awareness: Awareness that spoken language consists of a sequence of phonemes, the smallest units of speech that signal a difference in meaning. Phonetic: Represents the sounds of speech with a set of distinct symbols, each denoting a single sound. Pragmatics: the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker, and so on Prior Knowledge: The student’s experience or academic background that relates to new knowledge or skills. Knowledge of the students’ prior experience can assist the teacher and the learner in planning instruction and applying learning strategies Realia: real objects or picture of them, such as money, maps, menus, want ads, clothing, food, and so on. Register: the term for distinguishing between formal and informal speech; variety of language appropriate to the setting, the participants, and the purpose of the interaction. RETELL: is an acronym which stands for a Massachusetts state initiative (Rethinking Equity and Teaching for English Language Learners) RETELL’s initiative includes the inclusion of an SEI Endorsement for relicensure, the use of WIDA standards and tools and the administration of an annual language performance test which originates from WIDA called the-ACCESS Retelling: an activity where students summarize and retell a story or conversation; one of the best ways to test comprehension. Schema Theory: readers interact with what they are reading, bringing their experiences to bear on it. The more students’ personal experience or knowledge (extant linguistic knowledge) can be used, the more easily they will read. Calling on this knowledge is referred to as activating the student’s schema. Semantic Fields: associative networks of words; groups of words that have related meaning or function. SEI Endorsement: is a key part of the state initiative called Rethinking Equity and Teaching for English Language Learners (RETELL), to close proficiency gaps for ELL students. The SEI endorsement is a criterion for licensure, or license renewal, advancement or extension
Sheltered instruction is an instructional approach to teaching English language learners which focuses on making the instructional input (oral and written) teachers provide be more comprehensible and understandable for limited English proficient students. This approach to instruction integrates the teaching of academic language together with academic content. Language and content can become more comprehensible through visual and linguistic scaffolds such as photographs, video clips, graphic organizers, sentence frames, math manipulatives, a variety of readings on a particular topic of instruction, and previewing instruction through the home language, among other strategies.
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Sight vocabulary: Words that a student reads automatically as whole words with meaning
Skills-Based: focuses on pieces of language, building from the smallest units of language (for example, sounds to words and phrases) or breaking down the larger segments of language into individual units. Skimming: quickly running one’s eyes over a text to get its gist. Social language: oral language used in social or peer settings, usually conventions (such as “Hi, how are you?”), in contrast to more formal “academic language”. Spiraling: reusing or recycling vocabulary, grammar, or concepts throughout a text. Strategy-Based: a focus on the strategies needed to improve learning. When applied to reading, it is a whole-language model that views reading as a successful integration of conceptual abilities, background knowledge, and processing strategies. Reading, writing, and oral language are components of a mutually supporting communication system, and should therefore be presented together. Structure of language: grammar. Survival Skills: linguistic, cultural, and practical information that people need to get along in everyday life. Survival Writing: nonacademic, everyday writing, such as filling out forms and writing memos and notes. Syntax: The order in which words are put together to form a sentence, phrase, etc. Target Culture: The culture being learned, in contrast to one’s own home or native culture TESL (Teaching English as a Second Language): the M.A. degree that prepares teachers of English to Speakers of Other Languages. TESOL (Teachers of English to Speakers of Other Languages): the international organization for professionals in the field of ESL. Thematic: grouping according to common themes. TOEFL (Test of English as a Foreign Language): the prerequisite standardized test for admission into U.S. colleges and universities by non-native speakers of English. (Total Physical Response-TPR): a teaching method that focuses on listening comprehension, utilizing direct commands, and physical responses to such commands.
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Transitional Bilingual Education: is an educational theory that states that children can most easily acquire fluency in a second language by first acquiring fluency in their native language. Fluency is defined as linguistic fluency (e.g. speaking) as well as literacy (e.g. reading and writing).
The goal of transitional bilingual education is to help transition a student into an English-only classroom as quickly as possible. A bilingual teacher instructs children in subjects such as math, science, and social studies in their native language, so that once the transition is made to an English-only classroom, the student has the knowledge necessary to compete with his peers in all other subject areas. The length of time a student is taught English while learning other subjects in their first language is typically three years. Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. Two Way Immersion: a program, which serves both language minority and majority students in the same classroom. These programs use each group of students’ first language for academic instruction at certain points during the program. They aim for bilingualism and biculturalism for both groups of students. Whole Language: refers to literacy training. It is based on the following eight principles: Learning in the classroom and out of the classroom is not different; Language learning is a social event; classrooms have a workshop atmosphere where learners interact and share; emphasis is on process; classrooms are organized to support individual growth; Language is the means of creating and communicating new knowledge; The four language processes (listening, speaking, reading, writing) are interrelated and interdependent ; Authentic reading materials provide the best models for language; The purpose of language is to create meaning; Learners must be involved in real language activities. WIDA: World-Class Instructional Design and Assessment is an organization that focuses on the advancement of academic development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. WIDA ACCESS Placement Test: (W-APT) is an English language proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The W-APT is one component of WIDA's comprehensive assessment system. Word Family: Word that share rime in patterns of onset-rime (such as c-at, h-at, b-at) Word order: The correct order of subject, verb, adjectives, and other parts of speech in an utterance or sentence. Different languages use different word order. Word stress: The location of emphasis on a word in an utterance, providing a specific meaning t the utterance. Change of word stress will change the intent or meaning of the utterance.
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TEACHER & STUDENT ONLINE RESOURCES FOR LEARNING ESL
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Teacher & Student Online Resources for learning ESL Interesting Things for ESL Students http://www.manythings.org/e/easy.html One Stop English http://www.onestopenglish.com Dave's ESL Cafe on the Web http://www.eslcafe.com/
Dave's ESL Cafe is an amazing site that includes the ESL Quiz Center & the ESL Help Center (both for students), the ESL Search Page (to help you find ESL resources), and the ESL Idea Page (where both teachers and students can share ideas). Still the premier ESL web site on the Internet
The Internet TESL Journal http://iteslj.org/
A rich resource site with information on CALL, culture, world-wide associations and conferences, and job information.
grammarONLINE http://www.edufind.com/english/grammar/index.cfm
Five units: passive voice, adjective clauses, noun clauses, comparatives, and verb participles. Includes structure, recognition, and proper usage.
The Newbury House Online Dictionary http://nhd.heinle.com/home.aspx
This online dictionary contains over 40,000 entries and is based on the Newbury House Dictionary of American English. Providing simple and clear definitions, this online tool provides a wealth of sample sentences, idioms, and a wide array of cultural facts and figures.
John and Sarah's TEFL Pitstop http://www.lingolex.com/jstefl.htm
Sarah provides several ideas for games that ESL/EFL teachers can use to reinforce language learning. Directions and game-boards to print out
Center for Applied Linguistics http://www.cal.org/
CAL provides access to most of the products that ERIC used to provide, including digests. The general CAL website is a valuable resource on language acquisition.
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Antimoon.com: Learn English Effectively http://www.antimoon.com/
This is an English learning site like none I have encountered. The focus of the site is motivation and techniques for effectively learning English. The authors of the site do not see grammar exercises as the way. There are reviews of techniques, pronunciation guides, and accounts of how the authors learned English. Requires an intermediate reading level.
Developing Teachers.com http://www.developingteachers.com/
Listed as a web resource for the developing language teacher, this site provides newsletters about teaching, teaching methodologies, lesson plans, and weekly teaching tips. Newsletters and tips are archived, but you can also subscribe to receive these by email. Developing Teachers.com is a commercial site that also offers email courses for language teachers.
Everything ESL everythingESL.net
Good things for elementary ESL classes. Includes lesson plans, teaching tips from a variety of sources, the owner's pick of ESL resources, and discussion boards. There is also a discussion board where you can ask the site owner questions. (updated 05.29.06)
English-Zone http://english-zone.com/index.php
A huge array of activities for English learners and teachers There are online activities as well as lessons that can be reproduced for classroom use. There is way too much on the site for me to list it all here. All skills are covered, and there is also a phrasal verbs and a preposition dictionary with exercises for reinforcement.
1-Language.com http://www.1-language.com/
An extensive selection of resources for the ESL teacher, from flashcards to grammar lessons There's real time chat, for students who want to chat with others, and forums (although somewhat sparse in postings as of this listing). One of the best things are current news articles, which are available as readings and audio recordings. Each article is accompanied by various exercises.
Using English.com
A compendium of quite a lot of different things. There are discussions, a bulletin board, a grammar reference, online tests, and more. Many more materials than when the site was first reviewed several years ago.
Mark's ESL World A site with lots and lots of links, organized into resources for teachers, students, and job seekers. There are also chat and discussion pages. Nothing unique to this site, but it pulls together many things into one place.
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ESL Web-quest Projects Web-quests are cooperative Internet-based research activities that usually culminate in a written or oral research report. They involve research, critical analysis of sources, and organization of information found. This web site focuses on web-quests and resources to support them. The author tries to break down web-quests into its various components, and while the information is not always easily processed, it is comprehensive. These particular web-quests are targeted more to secondary and higher.
Grammar Grabbers (book) Grammar can be deadly serious, so a little levity might be useful. Bill Cutler provides humorous but practical grammar and style advance on his website. Since it's humor, many ESL students will need to be somewhat advanced to get all the jokes, but teachers may find the points useful.
The Reading Matrix: An Online Journal The Reading Matrix is an international online peer-reviewed journal that focuses on issues of reading and second language instruction. The journal is purely online, but it is indexed in ERIC. Articles are in PDF or HTML format. Access is free, and the journal also includes an archive of previous issues. Published twice a year
English Daily An ESL site with a distinctive Asian focus Grammar, idioms, folk tales, and lessons using advertisements
Textalyzer This is a website with a very specific function. You input a block of text or a website, and the textalyzer analyzes the text/website for complexity and reading level. You also get syllable counts and average words in a sentence. A potentially useful tool for any teacher who wants to use web materials with their class.
esl Resource Center A variety of lesson ideas for all areas, from pronunciation to grammar. The mission statement emphasizes that the site is free and developed by ESL teachers. You may find a useful lesson here for your next class. There are also areas for chatting and posting job stuff, but I didn't look at those features.
American English Institute This is a commercial site for online English courses, but there are quite a few free activities available after a student registers as a community member (free). There are basic grammar exercises, explanations of slang, and resources such as an audio dictionary. The site makes a lot of use of multimedia, and there are several shockwave games to practice conversational exchanges and vocabulary. Registering for a class gives access to all their materials.
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Vocaboly This is a website for a shareware program called Vocaboly. Using this program, you can review vocabulary through a variety of exercises, tests, and games. Of specific interest to EFL students is its TOEFL vocabulary. You can download the program for free and then pay for it if you find it useful. Teachers and learners can customize the program with their own vocabulary. The program is only available for Windows.
Learning Vocabulary Can Be Fun
There are five online games for students to practice vocabulary: word search, crossword, hangman, matching, and multiple choice quiz. The vocabulary is grouped in categories. Since the items are fixed, you would need to check that your lesson includes the vocabulary used. The interfaces are very good, with cute graphics and sounds.
Breaking News English
Ready to use lesson plans that address speaking, reading, and listening skills. Each lesson plan has a reading (intermediate and a low-advanced version of each reading is available), which serves as the basis for discussion, word development, and a variety of listening exercises. A Word/PDF version of each lesson is available (formatted for duplication) as well as an MP3 of the reading to use for the listening exercises.
MES English http://www.mes-english.com/
Unlike many other resources, this site focuses on ready-to-print games that focus on younger English learners. The games include variations on Pokemon, Monopoly, and Battleship. There are also materials to work on Phonics. The materials are in PDF format and need to be printed out for classroom use. Instructions for use are provided, but some of the materials, such as the Big Town cards, can be easily adapted by a teacher for his/her own classroom needs. Mark Cox also has a series of Flash grammar games at his companion site,
ESL City Another site that focuses on younger learners. There is a large compendium of worksheets on topics such as months, holidays, and vocabulary (a la picture dictionary workbook sheets). I found two very interesting things. First, you can email the author to create customized worksheets from your ideas. Second, under "Writing - Beginning," you can create customized printing practice using your own text. For flash card sets, you need to register.
SIT Resources http://www.sit.edu/
The School for International Training (SIT) offers a graduate certificate for working with English Language Learners. SIT also provides a good resource list for those working with ELL, including links for such topics as assessment, content area instruction, and culture.
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Center for Research on Education, Diversity and Excellence http://crede.berkeley.edu/
The Center offers publications, newsletters online readings and references to books, multi-media, professional development series through interactive workshops, seminars, and online courses, speaker series and more
ESL Independent Study Lab While many sites organize links by topic, this site goes two steps further. First, it focuses on links that allow students to work (somewhat) independently. Second, it organizes the links by level. Includes links for all skill levels and TOEFL, plus the site creator's favorite picks for content area instruction.
English Language Online Tools
While ostensibly targeted to English language learners, I find the site of greater potential use for teachers. The tools analyze a text in a variety of ways. One highlights "complicated" vocabulary, with links from each "complicated" word to Wikipedia. Another highlights difficult vocabulary and pops up a list of synonyms for the vocabulary when you move your mouse over the word. A third analyzes the readability of the text. Also includes a dictionary.
Room 108 www.room108.com The site creator provides a wide range of materials for primary age students, from worksheets to sing-alongs. There are also games to work on parts of speech and phonics. I can't judge the usefulness of the site, but there are not as many sites focused on the lower grades, so I'm including it. The music can be a bit distracting, so you'll want to lower the volume on your computer
Easy English Times This newspaper is dedicated to ESL learners. While the newspaper itself requires a subscription fee (including online access to the issue itself), the web site to support the newspaper provides some useful resources. The site also has tips for how to use any newspaper with a class.
Learn English Feel Good http://www.learnenglishfeelgood.com
The contents of the site are quite worthwhile. There are exercises, worksheets, video clips with listening comprehension questions, idioms, and a discussion of differences between UK and US English
Hello World http://www.hello-world.com/English/
This site is appropriate for beginning level English learners of any age. Activities are interactive and address more than one learning modality. For example, an activity on describing people allows the user to click on radio buttons that change the appearance of a cartoon figure. Each click is accompanied by a spoken sentence that describes the change in the cartoon figure.
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Inspiration Lane This site uses a BLOG to pull in definitions, vocabulary activities, short readings, and pictures to support language learning. Clearly these things are already available on the web, but the site pulls them together for you in one place. The website is organized like an online magazine with recurring features, and previous activities are archived. Note that the Quote of Day, This Day in History, and Article of the Day are not archived because they are dynamically updated.
Sherton English This site is focused on helping Spanish-speakers learn English and is sponsored by the Argentinian English Course, Sherton English. The site provides resources for grammar, irregular verbs, and vocabulary. The site is bilingual, and a link at the bottom allows you to choose English for the main language of the site. Sherton English is also responsible for the Funny Lessons site listed above.
Readable Blog This blog provides links to free resources of interest to ESL/EFL teachers.
Learn English
In many ways this is a simple vocabulary site. There are 40 categories of words and over 1,000 vocabulary items. It is interactive. The menu structure is easy to use, and each vocabulary word is reinforced with audio to provide pronunciation of the word. Words are thematically grouped with sets of vocabulary words for flashcard-like practice.
ESL Genius This website is largely a collection of ideas to stimulate classroom communication. There are role-plays, discussion topics, ideas for debates, and other activities. As the website states, the ideas are not your typical "safe" ESL topics, and while they may not be for everyone, they provide something beyond what you find in every ESL textbook. There are also some materials for students - essentially short dialogs with a variety of responses. However, given that there are no explanations, these are not really materials for students to use on their own.
WIDA www.wida.us WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.
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LAWS and GOVERNANCE PROTECTING THE EQUITY and EDUCATIONAL RIGHTS OF
ENGLISH LANGUAGE LEARNERS
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Laws & Guidance Governing the Education of English Language Learners
There is no equality of treatment merely by providing students with the same facilities, textbooks,
teachers, and curriculum; for students who do not understand English are effectively foreclosed from
any meaningful education.”
Lau vs. Nichols (1974)
Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]
US Department of Education Office of English Language Acquisition: Federal agency for Language
Enhancement, and Academic Achievement for Limited English Proficient Students (OELA);
http://www.ed.gov/about/offices/list/oela/index.html
Massachusetts Department of Education Office of English Language Acquisition: a department within the
Massachusetts state department of education focused on providing, monitoring and improving a quality
education for all second language learners. [email protected]
Office of Civil Rights: serves student populations facing discrimination and the advocates and institutions promoting systemic solutions to civil rights problems. An important responsibility is resolving complaints of discrimination. Agency-initiated cases, typically called compliance reviews, permit OCR to target resources on compliance problems that appear particularly acute. OCR also provides technical assistance to help institutions achieve voluntary compliance with the civil rights laws that OCR enforces. An important part of OCR's technical assistance is partnerships designed to develop creative approaches to preventing and addressing discrimination The mission of the Office for Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.
No Child Left Behind: Signed into law by President George W. Bush on January 8th, 2002, the No Child Left Behind Act (NCLB) is the principal federal law affecting education from kindergarten through high school. NCLB is built on four pillars: 1.) expanded local control and flexibility; 2.) doing what works based on scientific research; 3.) accountability for results; and 4.) more options for parents. The main goal of NCLB is to help all students in the Commonwealth to reach proficiency in English language arts/reading and mathematics by the year 2014.
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RETELL: Rethinking Equity for Teaching English Language Learners: a state iniative that came about as a result of the Department of Justice’s findings that instruction for English Language Learners were not being adequately prepared for by qualified teachers. This initiative brought about significant changes to the education of English Language Learners in the State of Massachusetts including joining a consortium of several other states in using English Language Development Standards, providing a standardized course taught by ELL leaders in the field and the integration of the use of the annual language performance test-ACCESS.
Title I Part A: provides federal dollars for supplemental educational opportunities for disadvantaged children who are most at risk of failing to meet the State’s challenging content and performance standards. Title I gives districts the opportunity to create two types of school-based programs: Targeted Assistance and School-wide.
A Targeted Assistance program is one in which individual students in a school are targeted to receive Title I services. Students are identified based upon multiple, educationally related objective criteria. Services may be delivered in a number of ways. Title I teachers in Targeted Assistance schools are responsible for providing these services, coordinating with other school personnel as needed, and involving parents in the planning, implementation and evaluation of the Title I program.
A School-wide program permits an eligible school to use Title I Part A funds in combination with State and local resources and most other federal education program funds to upgrade the entire educational program of the school to raise the academic achievement of all students. In contrast to Targeted Assistance programs, School-wide programs are not required to deliver services to specific students, since every student in the school is involved in the program.
Title III: from the No Child Left Behind Act is the federal legislation governing the education of English Language Learners. The Language Instruction for Limited English Proficient and Immigrant Students program assists school districts in teaching English to limited English proficient students and in helping these students meet the same challenging state standards required of all students. The number of limited English proficient children attending American schools has grown dramatically, primarily because of immigration, with state education agencies reporting that limited English enrollment rose from 2.1 million in the 1990-1991 academic years to more than 3.7 million in 1999-2000. Although their numbers are increasing, their educational attainment remains low. A congressionally mandated study found that these students receive lower grades, are judged by their teachers to have lower academic abilities, and score below their classmates on standardized tests of reading and math. In Massachusetts, Title III funds are distributed to school districts enrolling 100 or more limited English proficient (LEP) /English Language Learners (ELLs).
Question 2: Chapter 386 of the Acts of 2002 (known as “Question 2”) was an initiative petition on the November 5, 2002 ballot that the voters approved. Question 2 amended in its entirety the Transitional Bilingual Education statute, G.L. c. 71A, and is the new Massachusetts law governing the education of students who are English Language Learners.
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G.L, c 71A (Transitional Bilingual Education): is the law governing education for English language languages. Chapter 71 A has significantly changed over the last four years with the passage of “Question 2”. This law has restructured and re-defined transitional bilingual education for Massachusetts differently than it was defined prior to November 2002.
In this chapter,
a.) “Bilingual education” means a language acquisition process for students in which all or substantial portions of the instruction, textbooks, or teaching materials are in the child’s native language other than English.
b.) “English Language classroom” means a classroom in which the language of instruction used by the teaching personnel is overwhelmingly the English language, and in which such teaching personnel are fluent and literate in English. English language classrooms encompass both English language mainstream classrooms and sheltered English immersion classrooms.
c.) “English language mainstream classroom” means a standard classroom, one in which the students either are native English language speakers or already have acquired reasonable fluency in English.
d.) “English learner” means a child who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English.
e.) “Sheltered English immersion” means an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language. Books and instructional materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child’s native language when necessary, no subject matter shall be taught in any language other than English, and children in their program learn to read and write solely in English. This educational methodology represents the standard definition of “sheltered English” or “structured English” found in educational literature.
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ELE FORMS
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Home Language Survey
Massachusetts Department of Elementary and Secondary Education regulations require that all schools determine the language(s) spoken in each student’s home in order to identify their specific language needs. This information is essential in order for schools to provide meaningful instruction for all students. If a language other than English is spoken in the home, the District is required to do further assessment of your child. Please help us meet this important requirement by answering the following questions. Thank you for your assistance.
Student Information F M First Name Middle Name Last Name Gender
/ / / / Country of Birth Date of Birth (mm/dd/yyyy) Date first enrolled in ANY U.S. school (mm/dd/yyyy)
School Information / /20 ______ Start Date in New School (mm/dd/yyyy) Name of Former School and Town Current Grade
Questions for Parents/Guardians
What is the native language(s) of each parent/guardian? (circle one)
(mother / father / guardian)
(mother / father / guardian)
Which language(s) are spoken with your child? (include relatives -grandparents, uncles, aunts,etc. - and caregivers)
seldom / sometimes / often /
always
seldom / sometimes / often / always
What language did your child first understand and speak? Which language do you use most with your child?
Which other languages does your child know? (circle all that apply)
speak / read / write
speak / read / write
Which languages does your child use? (circle one)
seldom / sometimes / often /
always
seldom / sometimes / often / always
Will you require written information from school in your native language? Y N
Will you require an interpreter/translator at Parent-Teacher meetings?
Y N
Parent/Guardian Signature:
X
/ /20 Today’s Date: (mm/dd/yyyy)
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Randolph Public Schools Office of English Language Learners Education
REQUEST FOR WRITTEN TRANSLATION OR INTERPRETATION School: ______________________________________ Date of Request: ____________________________________ Person & role of the person making the request: ________________________________________________ Services Being Requesting: ______ Interpretation _______ Translation Due date: _______________________________ For written translation: Must be submitted one week before document is due For interpretation purposes: Event start time: ____________ Event end time: _________________ Location: _______________________ Room # __________ Language(s)needed: _____________________ Description of request: _____________________________________________________________________________
________________________________________________________________________________________________________
CONTACT INFORMATION Pierre Fontaine (Haitian Creole, French) [email protected] (781) 961-6220, extension 584
Hui Ning Marsigliano (Chinese) [email protected] (781) 961-6220, extension 230
Le Vu (Vietnamese) [email protected] (781) 961-6220, extension 548
Administrative Assistant Isabel Pires (Cape Verdean Creole) [email protected] (781) 961-6220, extension 535
Teresa Schwarz (Portuguese) [email protected] (781) 961-6220, extension 561
ELL Director: Kathy Frye (Spanish) [email protected] (781) 961-6220, extension 588 Marta E. Rodriguez (Spanish) (Tues-Thursday)
(781)-961-6220 extension 548 [email protected] PLEASE NOTE: If a student’s language is not any one of the primary languages listed above, any one of the liaisons can respond to the request. Date of the Liaison’s Contact with School: ________________________________
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RANDOLPH PUBLIC SCHOOLS ELL PROGRAM
ELL Program Referrals
Directions: Use this form to initiate, increase, decrease, or terminate services for students. Students
whose difficulties in mainstream classes stem from issues that are not related to the acquisition of
English do not meet the criteria for admission into this transitional program.
Date: _________________________
Student information:
Name: ________________________________________ Male Female Grade: ___
ID#: __________________________ School: ___________________
Native language: ___________________________ Years in ELL: _________
Current ELL service and provider(s): ___________________________________________
Is this student on an IEP? _____ Is this student on a 504? _____ Please explain:
__________________________________________________________________________
__________________________________________________________________________
Referral information:
Staff member referring student: ________________________________________
What type of service requested? ________________________________________
Please explain why you are making this referral. Attach a copy of one of the following: the latest
report card, progress report, or student work demonstrating concerns.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Has parent/guardian been informed of referral? ____
Principal’sاSignatureاااااا__________________________________اDate:ا_______________ا
******************************************************************************
For ELL Office Use Only
Final disposition: _______________________________________________________________
ELL Director: __________________________________________ Date: ________________
Comments: ____________________________________________________________________
______________________________________________________________________________
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Randolph Public Schools Office of English Language Learners Education & World Languages MONITORING FORM FOR FORMER LIMITED ENGLISH PROFICIENT (FLEP) STUDENTS
Thomas Anderson Kathy Frye Superintendent of Schools Director-ELL and World Languages
School Year _____________ Month of Reporting ______________________________________
Student’s Name: _____________________ School: __________ Grade: _________ Date: _________________ Please circle one. FLEP Student’s: First Year Second Year The academic progress of former limited English proficient (LEP/ELL) students who have been reclassified as fluent English proficient (FLEP) students must be monitored for two (2) years after transitioning from English language support services. To ensure academic progress, evidence of access to all areas of the curriculum, and appropriate data collection on performance and growth, this form must be submitted three times during the school year. ____________________________________________________________________________________________________________________
1. This student continues to speak, comprehend, read and write in English at a level that allows him or her to participate successfully and meaningfully at his or her grade level without the use of simplified English. □ yes □ no
2. Any concerns about academic performance and socio-emotional needs have been addressed with the appropriate personnel: (teacher, parent/guardian, guidance counselor, social worker, etc.) □ yes □ no
3. The student’s most recent MCAS and ACCESS scores (if available); progress report and report card have been thoroughly reviewed and indicate that this student continues to make adequate academic progress at his or her grade level. □ yes □ no
4. This student is currently meeting promotion and/or graduation requirements. □ yes □ no
5. The following data has been collected, reviewed, and stored in the student’s permanent folder: (Please include relevant information). □ Records on length of time as an ELL student and data of exit from the ELL program. □ Performance data on standardized or standards-based tests (MCAS, ACCESS, etc., as appropriate) □ Supplementary notes on classroom performance, curriculum issues, etc., (as appropriate) □ Student profile sheet □ Copy of report cards and progress report □ Note(s) to parents, parent observations and/or feedback (as appropriate) □ Records of graduation credits (high school only) Note: Please do provide comments using the back of this form.
Person filling out this form: _____________________________ Position: _________________________________
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COMMENTS: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PLEASE SUBMIT THIS FORM TO YOUR SCHOOL’S LANGUAGE ASSESSMENT TEAM FACILITATOR. THE FORM WILL BE FORWARDED TO THE ELL DEPARTMENT. YOUNG ELEMENTARY SCHOOL: Ed Wiederer DONOVAN ELEMENTARY SCHOOL Anna Bashmakova or Taylor Huynh Thai LYONS ELEMENTARY SCHOOL Kaitlyn Remick JFK ELEMENTARY SCHOOL Ebru Ozdener or Amy Chin RANDOLPH COMMUNITY MIDDLE SCHOOL Meg Ladd or Judi Flaherty RANDOLPH HIGH SCHOOL Hui Ning Marsigliano
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Elementary ELL Progress Report DATE _________________________________ ___________ TRIMESTER
Student: _______________________________________________ Grade: _________________ School: _____________________
ELD Level: _____________________ Reading Level: _________________________ Hours of Instruction: _______________________
Currently working on: ____________________________________________________________________________________________
Comprehension Production
Listening Reading Speaking Writing
Recognizes and comprehends
only a few basic spoken words
with consistent need for
repetition and clarification; may
demonstrate minimal
comprehension of simple speech
either non-verbally, through a
few basic words, or in a
language other than English
Comprehends some spoken
words with consistent repetition
and clarifications
Comprehends most spoken
words and simple sentences with
frequent repetition and
clarifications
Comprehends extended
sentences, questions and some
grade-level discussions with
occasional repetition and
clarifications
Comprehends most spoken
English including grade–level
discussions with little or no need
for clarification
Recognizes only a few letters or
basic features of written English and
reads a few simple written words
with graphic or visual support
Reads and comprehends some simple
written words and phrases with
visual/graphic support, recognizes
some basic features of written
English
Reads and comprehends many
common English words, understands
main idea of some grade-level texts
Reads and comprehends a range of
common English words and high-
frequency academic language,
understands most grade-level texts on
familiar topics across most content
areas
Reads and comprehends most grade-
level texts on familiar and new topics
across all content areas, interprets
and makes conclusions from text,
demonstrates a beginning awareness
of implied ideas
Speaks using a few basic words with
little or no command of isolated
vocabulary; responds inappropriately
to most questions; is seldom
intelligible
Speaks using single words and a few
basic phrases, gives short responses
to simple questions often with
visual/gesture support; word choice
is inappropriate or limited,
intelligible but difficult to understand
Speaks with common words and
phrases, with some grade-level
academic language; uses simple
grammar/sentences, attempts
complex structures, frequent pauses,
occasional errors, often intelligible
Speaks with occasional errors using
mostly grade-level words, phrases
and sentences, usually correct
pronunciation, uses appropriate
grammar and words
Speaks clearly and fluently, correctly
uses new vocabulary, control of most
standard spoken English, always
correct grammar and pronunciation
Writes only a few letters or
simple words, and may attempt a
few simple words, phrases or
short sentences, but these are
seldom recognizable.
Writes a few letters of the
alphabet and basic words, may
attempt phrases and simple
sentences with little or no control
of English writing conventions
Writes words, spelling some
familiar ones correctly, may
attempt simple sentences with
errors in capitalization and
punctuation
Writes simple sentences and
paragraphs using words and
phrases correctly to provide
details, occasional errors in
capitalization and punctuation
Writes and edits grade-level
appropriate texts, uses correct
punctuation and capitalization,
uses descriptive words and
phrases to provide details and fit
the audience and purpose.
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Strengths
Student:
Asks for help Other: ___________________________________________________________________
Listens actively
Participates in class ____________________________________________________________________
Solves problems
Thinks creatively ___________________________________________________________________
Stays on task
Does well on tests
Has positive attitude
Gets along with other students
Is respectful towards adults
Concerns
Student needs to:
Attend school every day Other: _______________________________________________________________________________
Remain seated during class
Complete class work _________________________________________________________________________________
Participate appropriately
Communicate respectfully
Help others as needed
Be positive towards learning
Pay attention, focus
Complete journal writing
ELL Teacher: ______________________________________ Email: Phone:
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Randolph Public Schools Office of English Language Learners Education & World Languages
ELL Students’ (Content & Language) Inventory for Middle & High School
Student Name ___________________________________________ Grade Level: _________
Teacher ________________________________ Subject Area/Class: ____________
Please use the scale to rate the student’s progress in the areas below:
1 2 3 4 NA Rarely Sometimes Often Usually Not observed/
Very concerned Some concerns Few concerns No concerns doesn’t apply
Domain Area measured Rating
LISTENING
& SPEAKING
Vocabulary: Student demonstrates a comprehension of vocabulary
essential for grade-level content learning by using appropriate and
adequate words and phrases related to the content. 1 2 3 4 NA
Academic Interaction: Student participates in conversations related to
the content of the lesson. When the student is participating he/she
interacts with both peers and the teacher/s, stays on topic, and asks and
responds to questions 1 2 3 4 NA
Presentation: Student presents information orally and is able to retell
and summarize information, which focuses on important points and
relevant details, while demonstrating an appropriate consideration of
audience, purpose and the information to be conveyed. 1 2 3 4 NA
READING
Vocabulary: Student demonstrates an understanding of specific
technical and/or abstract words and phrases of grade level, academic
content in this subject area. Student is able to analyze, and summarize the
meaning of words, phrases and other association symbols (e.g. Math). 1 2 3 4 NA
Word Attack Strategies: Student uses word attack strategies to decode,
pronounce words and understand unfamiliar words (Examples of
strategies may include: Picture Clues, Sounding out a word, connecting
to a word they may know or a word that is a cognate in their primary
language, re-reading the sentence, etc.) 1 2 3 4 NA
Comprehension: Student identifies elements of an informational text in
the content area (ELA, Math, Social Studies or Science) and supports
his/her interpretation with evidence from the text 1 2 3 4 NA
WRITING
Pre-writing: Student plans for writing in English by building on prior
knowledge, generating words, and organizing ideas for a particular
audience and purpose. 1 2 3 4 NA
Writing: Student writes for a variety of different purposes with a clear
focus, coherent organization and sufficient details. 1 2 3 4 NA
Revising: Evaluates and revises word choices, sentence variety, and
organization of ideas when writing in English for a particular audience
and purpose. 1 2 3 4 NA
Editing: Applies knowledge of standard English grammar, spelling and
conventions to improve writing. 1 2 3 4 NA
157
MCAS ELA Score Math Score Science score
Teacher’s Comments (Student’s Strengths or Challenges): __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
158
Randolph Public Schools Office of English Language Learners Education & World Languages (STUDENT’S) ENGLISH AS A SECOND LANGUAGE INVENTORY, PART 1
Student Name ___________________________________________ Grade Level: _________
ESL/ELA Teacher ________________________________________ Current ELD Level ______
Please use the scale to rate the student’s progress in the areas below:
1 2 3 4 NA Rarely Sometimes Often Usually Not observed/
Very concerned Some concerns Few concerns No concerns doesn’t apply
Domain Area measured Rating
Listening & Speaking
Vocabulary: Comprehends and communicates orally, using grade level vocabulary in English for academic purposes. 1 2 3 4 NA
Social Interaction: Participates in social conversations with peers and adults. 1 2 3 4 NA
Presentation: Can present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose and the information to be conveyed. 1 2 3 4 NA
Reading
Vocabulary and Syntax in Print: Applies knowledge of correct syntax to comprehend written text. 1 2 3 4 NA
Beginning to read in English: Uses the foundation of oral language and previous reading experiences to understand the nature of written English and the relationships of letters to the sounds of English speech. 1 2 3 4 NA
Comprehension: Reads English fluently and identifies facts
and evidence in order to interpret and analyze text. 1 2 3 4 NA
Literary Elements and Techniques: Identifies and analyzes text elements and techniques of written English as
used in various literary genres 1 2 3 4 NA
Informational/Expository Text: Identifies and analyzes purposes, structures, and elements of nonfiction English texts. 1 2 3 4 NA
Research: Gathers information in English from a variety of
sources, analyzes and evaluates the quality of the information obtained and uses it to answer questions. 1 2 3 4 NA
Writing
Pre-writing: Plans for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. 1 2 3 4 NA
Writing: Writes in English for a variety of different purposes with a clear focus, coherent organization, and sufficient detail. 1 2 3 4 NA
Revising: Evaluates and revises word choices, sentence variety, and organization of ideas when writing in English for
a particular audience and purpose. 1 2 3 4 NA
Editing: Applies knowledge of standard English grammar, spelling and conventions to improve writing.
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(STUDENT’S) ENGLISH AS A SECOND LANGUAGE INVENTORY, PART 2
Comments
Recommended ELD Level: ___________________ Date: ___________________ ESL Teacher: ______________________________ ELA Teacher: _____________________________ ELL Director: ________________
ACCESS
SCORES
LISTENING SPEAKING READING WRITING
(LITERACY) ORAL
LANGUAGE
OVERALL
COMPOSITE
160
ENGLISH LANGUAGE DEVELOPMENT LEVEL CHANGES NOTIFICATION FOR PARENTS/GUARDIANS Student Name: ___________________________________________ School: _______________
Grade (circle one) K,1,2, 3,4,5,6,7,8,9,10,11,12 / IEP: (circle one): Yes No Dear Parent/Guardian
The Language Assessment Team (LAT) at our school has met to discuss your child’s academic progress and English language development. Your child’s teachers have carefully reviewed your child’s recent test scores and classroom work in reading, writing, math, and science. If you would like to discuss your child’s English language proficiency, or have concerns, please contact the ELL Office at (781) 961-6220 ext. 535.
DESCRIPTION OF ENGLISH LANGUAGE DEVELOPMENT (ELD) LEVELS
OLD LEVEL
NEW
LEVEL
Entering
(Level 1)
Student cannot yet communicate in English. Comprehension is demonstrated either without words, through a few basic words, or in a language other than English. Student typically reads only a few simple written words or phrases, with help; writes only a few simple words and a few short sentences with errors; speaks using only a few English words with common errors, and is not easily understood; understands only a little spoken English.
Emerging
(Level 2)
Student communicates using simple written and spoken English, with errors that often interfere with communication. Student typically reads and understands simple phrases, and a few simple sentences with help; writes simple sentences with some understanding of purpose and audience, but shows little control of grade-level standard English writing conventions; speaks using basic English words and phrases, and is sometimes difficult to understand; understands some basic spoken vocabulary, phrases, and simple questions, with frequent repetition and explanation.
Developing
(Level 3)
Student communicates using English, although errors sometimes interfere with communication. Student typically reads and understands most common words and some grade-level academic vocabulary; can understand the main idea of some grade-level texts, and understands some grade-level features of written English; writes and edits simple sentences and paragraphs to suit an audience, and uses some grade-level vocabulary; shows some control of grade-level standard English writing conventions; speaks using some grade-level academic vocabulary, creating original sentences, with some errors and pauses; understands most spoken English sentences and questions, some grade-level academic vocabulary, with some repetition and explanation
Expanding
(Level 4)
Student is generally fluent in English at school, and oral and written communication is mostly correct and usually understandable, with minor errors. Student typically reads and understands most grade-level texts, including academic vocabulary and most grade-level features of written English; writes and edits short texts with few errors using basic grade-level academic vocabulary, and shows basic control of grade-level standard English writing conventions; speaks English with basic fluency, using grade-level words and sentences, with occasional errors; understands most spoken English during classroom discussions, with only occasional repetition and explanation.
Bridging
(Level 5)
Student communicates effectively in English across all academic subjects, with few errors. The student shows control of standard English. Oral and written communication is correct and understandable. Student typically reads and understands nearly grade-level texts, including a range of academic vocabulary; writes and edits texts of different lengths, giving details and descriptions to suit the purpose and audience, and shows a general control of standard grade-level English writing conventions; speaks English with grade-level fluency, using academic language and descriptive vocabulary; understands nearly all spoken English during classroom discussions.
161
ENGLISH LANGUAGE LEARNERS EDUCATION DEPARTMENT
PROGRAM AND SERVICES RECOMMENDATIONS FOR SCHOOL YEAR 2014/2015
GRADES Kinder-12th grades
Student’sاnameا__________________________________________اStudentاnumberا________________
School SY ___________ Grade ________ Gender _________ Date of birth ____________
Place of birth ________________________________ Native language ___________________________
Current ELL Services (2013/2014 School Year): Please check all services currently being received.
SERVICES ESL Academic
Subject
Support
(Secondary)
Reading
Intervention
Academic
Extended
Day
Support
(Tutorial)
Social
Needs
Supports
SPED Other
Current English Language Development (ELD) Level: _________
2013-2014 Access Scores:
(Please write the students current ACCESS scores and levels in the designated boxes.)
Listening Speaking Reading Writing Oral
Language
Literacy Comprehension Overall
ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•ا•
ELD RECOMMENDATIONS FOR SY 2014/2015
Recommended ELD Level:_______ Recommended for FLEP Re-designation: _____
Determined using most current ACCESS scores, overall student performance/work, teacher observation & other
related assessments
Future Program: Please select which program the student is recommended to be placed in for the
following school year by placing an X in the box to the left of the program.
____ General Ed: _____ General Ed with SEI & ESL or ____Self-Contained SEI with ESL /Years in Program
Future ELL Services: Please check all services to be received in 2014/2015
SERVICES ESL Academic
Subject
Support
(Secondary)
Reading
Intervention
Academic
Extended
Day Support
(Tutorial)
Social
Needs
Supports
SPED Other
Please be sure to have the classroom teacher, ESL teacher, principal and ELL Director sign this recommendation
form for accountability purposes.
162
Student’sاName:ا_____________________________School of Reference: ________________
ADDITIONAL QUESTIONS FOR PARENT REGISTRATION PURPOSES
If the student is in a self-contained SEI classroom (for RCMS & RHS ELD level 1 & 2 & some level 3
students), will there be any class where they will be placed in an inclusion class with both the ESL and General
Education teachers during the course of the day? ____ Yes ____ No
If so, which class/es: _______________________________________________________________
SIGNATURE & COMMENT SECTION FOR ELD RECOMMENDATIONS
ClassroomاTeacher’sاnameا____________________________________________اDateا______________
Comments:
ESLاTeacher’sاnameا_______________________________________________ Date _______________
Comments:
Principal’sاsignatureا________________________________________ Date ______________________
(Pleaseاsignاtoاacknowledgeاreceiptاofاformsاandاconversationsاaboutاnextاyear’sاrecommendationsاforاELLا
students)
ELLاDirector’sاSignature:ا________________________________________اDate: ___________________
Comments:
PROGRAM TYPES DESCRIPTION
General Education
All mainstream classes with licensed Elementary or Content Area Teachers
& monitoring by a licensed ESL teacher
General Education with SEI &
ESL
Mainstream classes with teachers who have been trained in either the SEI
category trainings or SEI Endorsement Course and ESL taught by a
licensed ESL teacher; (Middle & High School Students will also take
academic subject support classes)
Newcomer SEI Self Contained
Program
The Newcomer SEI self-contained classes are taught by dually licensed
ESL and elementary credentialed teachers with integration during specials
where students are with English speaking peers
163
Waiver Form 1 (Younger Students)
Randolph Public Schools 2014/2015
G.L. c.71A School District Program Waiver Application Form for English Learners Child’s level of English
A. Student information
Name of student:
Date of birth: Student’s level of English: Student’s grade level:
Date parent(s) or legal guardian(s) visited school:
B. Parent or Guardian Informed Consent Parents or guardians must review and sign the Parent or Guardian Informed Consent Form. This form must be provided in a language that the parent or guardian understands. The signed Informed Consent Form should be attached to this form.
C. Determination Regarding Waiver Request
1. Waiver request approved ELL Director: ____________________________________
Based on the Student’s level of English documented above, in which the child scores approximately at or above the state average for his grade level or at or above the 5th grade average, whichever is lower, the student will be placed in (describe language support services to be provided) on (date). School principal (signature and date): ___________________________________
2. Waiver request denied ELL Director: ________________________________________ Based on the Student’s level of English documented above, this waiver request is denied because the student’s level of English does not meet the lower of:
□ State average for student’s grade level □ Fifth grade average
__________________________________________________________________________________ School principal (signature and date)
D. Appeals process (optional). If the waiver is denied and if the district guidelines contain an
appeals process, did the parent(s) or legal guardian(s) appeal the decision? If yes, what was
the final determination of the school officials? Please attach relevant documentation.
164
Waiver Form 2 (Older Students)
Randolph Public Schools 2014/2015
G.L. c.71A School District Program Waiver Application Form for English Learners
A. Student information
Name of student: Date of birth: Date parent(s) or legal guardian(s) visited school:
B. Parent or Guardian Informed Consent
Parents or guardians must review and sign the Parent or Guardian Informed Consent Form (Attachment A). This form must be provided in a language that the parent or guardian understands. The signed Informed Consent Form should be attached to this form. C. Determination Regarding Waiver Request
1. Waiver request approved (school officials must sign here)
Based on the Student’s level of English documented above, in which the child scores approximately at or above the state average for his grade level or at or above the 5th grade average, whichever is lower, the student will be placed in (describe language support services to be provided) on (date).
_______________________________ __________________________________ School principal (signature and date) Educational staff (signature and date)
2. Waiver request denied (school officials must sign here)
Based on the Student’s level of English documented above, this waiver request is denied because the student’s level of English does not meet the lower of:
□ State average for student’s grade level □ Fifth grade average
_______________________________ _____________________________________ School principal (signature and date) Educational staff (signature and date)
D. Appeals process (optional)
If the waiver is denied and if the district guidelines contain an appeals process, did the parent(s) or legal guardian(s) appeal the decision? If yes, what was the final determination of the school officials? Please attach relevant documentation.
165
Waiver Form 3 (Students with Special Needs)
Randolph Public Schools 2014/2015
G.L. c.71A School District Program Waiver Application Form for English Learners The existence of such special individual needs shall not compel issuance of a waiver, and the parents shall be fully informed of their right to refuse to agree to a waiver.
A. Student Information
Name of student:
Date of birth:
Date student was placed in an English language classroom:
Date parent(s) or legal guardian(s) visited school:
Date waiver applied for:
This waiver process must be renewed each and every school year.
B. Parent or Guardian Informed Consent
Parents or guardians must review and sign the Parent or Guardian Informed Consent Form. This form must be provided in a language that the parent or guardian understands. The signed Informed Consent Form should be attached to this form.
C. Determination Regarding Waiver Request
1. Waiver request approved ELL Director: _____________________________________________
This child has been placed in an English language classroom for not less than 30 calendar days. It is our informed belief that this child has special and individual physical or psychological needs above and beyond the child’s lack of English proficiency and that an alternate course of educational study would be better suited to the child’s overall education development and rapid acquisition of English. This child will be placed in (describe educational setting to be provided) on (date). _______________________________ _____________________________________ School principal (signature and date) Educational staff (signature and date)
2. Waiver request denied
This child has been placed in an English language classroom for not less than 30 calendar days. It is our informed belief that this child has special and individual physical or psychological needs above and beyond the child’s lack of English proficiency and that an alternate course of educational study would not be better suited to the child’s overall education development and rapid acquisition of English. _____________________________________________________________ School principal (signature and date)
166
D. Appeals process (optional): If the waiver is denied and if the district guidelines contain an appeals process, did the parent(s) or legal guardian(s) appeal the decision? If yes, what was the final determination of the school officials?
Attachment A: Parent/Legal Guardian Informed Consent Form
Randolph Public Schools 2014/2015
G.L. c.71A Program Waiver Parent or Legal Guardian Informed Consent Form*
I am knowingly and voluntarily requesting that my child receive a waiver from the requirements of G.L. c.71A. I understand that if school officials grant my waiver request my child will receive bilingual instruction or some other type of language support rather than sheltered English immersion instruction. Upon my personal visit to the school, school officials provided me with a full description in a language that I understand, of the educational materials to be used in the different educational program choices and of all the educational opportunities available to my child. For a child with special needs: I understand that the existence of special individual needs shall not compel issuance of a waiver, and I have been fully informed of my right to refuse to agree to a waiver. Based on this information, which I have read and understood, I am requesting a program waiver for my child for the 2014-2015 school year. I have been fully informed of my right not to apply for or agree to a program waiver.
__________________________________ Child’s name
__________________________________ _____________________________ Parent or Guardian signature Parent or Guardian signature
__________________________________ _____________________________ Date Date
*If the Parent or Legal Guardian Informed Consent Form is provided in a language other than English, attach that form to the waiver application.
167
168
Attachment B: Additional Documentation for Students with Special Needs
Randolph Public Schools 2014/2015
G.L. c.71A Program Waiver
Approved G.L. c.71A Program Waiver for Students with Special Individual Needs
Instructions: A written description of no less than 250 words documenting that the child has been placed for a period of not less than thirty calendar days in an English language classroom and has special and individual physical or psychological needs, above and beyond the child’s lack of English proficiency, and that an alternate course of educational study would be better suited to the child’s overall educational development and rapid acquisition of English.
This written description of the special individual needs for this child must be permanently added to the child’s official school records, and the waiver application must contain the original authorizing signatures of both the school principal and the local superintendent of schools. _______________________________ ________________________________ School Principal date District Superintendent date
169
Randolph Public Schools
PARENT’S CHOICE TO OPT OUT OF ENGLISH LANGUAGE EDUCATION PROGRAM
Name of Student: _________________________________ Date: ____________
Name of School: _________________________________ Grade Level: _________
The followingاisاinformationاregardingاaاparentاorاguardian’sاchoiceاtoاdenyاtheirاchild’sاentryاintoاtheا
Sheltered English Immersion Program in the Randolph Public Schools District.
AfterاmeetingاwithاtheاELLاliaisonاandاELLاstaffاatاyourاchild’sاschoolاandاdiscussing the
repercussionsاofاyourاdecision,اyouاmayاsignاtheاfollowingا“opt-out”اform.
I, ____________________________________, the parent/guardian of _________________________
have decided to deny my child entry into the Sheltered English Immersion Program in the Randolph
PublicاSchools.اIاunderstandاthatاmyاchild’sاprogressاwillاbeاmonitoredاandاalternativeاeducationalا
plans be developed to make sure that his her/her academic and language needs are being addressed.
School: ________________________________________________ Grade Level: ___________
Student Name; ____________________________________________________________________
Parent Signature: ____________________________________________ Date: ________________
Parents may notify the district of their wish to have their child “opt-out” of our program. The district will place the student in an English language general education classroom and document the parent’s notice in the student’s file. Our district encourages parents to allow their children to participate in an ELL program for 30 days before they make a final determination to “opt-out” of the program.
The Randolph Public Schools will continue to keep parents apprised of their child’s progress. Federal law establishes a district’s obligation to provide LEP students with meaningful access to the educational program. When a parent declines their child’s participation in a formal language instruction program, the district must continue monitoring the educational progress of the student and providing the student with needed services to ensure that the student has an equal opportunity to have his or her English language and academic needs met.
170
CREDITS & ACKNOWLEDGEMENTS
171
CREDITS & ACKNOWLEDGEMENTS
This handbook is a compilation of many resources from theorists, practitioners, organizations specifically designed to focus on English Language Learners, as well as the state. Contact information and links to the originators of these resources that are a part of this document are listed below.
Massachusetts Department of Elementary and Secondary Education (Office of English Language Acquisition) http://www.doe.mass.edu/ell/
Transitional Guidance Guide for the Initial Identification, Assessment, Placement and Reclassification of English Language Learners http://www.doe.mass.edu/ell/TransitionalGuidance.pdf
Rigby, Harcourt & Achieve; Language Transfer Issues;
RETELL http://www.doe.mass.edu/retell
World Class Instructional Design & Assessment www.wida.us
Colorin Colorado; http://www.colorincolorado.org/
EL Achieve: http://www.elachieve.org/ SIOP; Debra Short, Jana Echeverria & Maryellen Voigt (original SIOP protocol_ http://www.cal.org/siop/ The Help Kit: A Resource Guide for Secondary Teachers of Migrant English Language Learners; http://escort.org/files/HSc1c12.pdf Kathy Frye, Director Office of English Language Learners Education [email protected] Isabel Pires: document formatting, table of Home Languages, SEI Endorsement flow-chart revision; [email protected] Teresa Schwarz: Initial Identification flow-chart [email protected]
172
SPEECIAL THANKS Special thanks to some of our ELL and general education teachers who took the initiative to spend time on creating some of the documents both contained in this handbook or referenced as resources (progress reports, ELD Curriculum Framework & Model Curriculum Units): Thanks go to:
Anna Bashmakova, Taylor Huynh-Thai & Andrea Venisky (Donovan) Jaymee Mannix & Ed Weiderer, Christine Letourneau & Tracy Gillis (Young) Ebru Ozdener & Amy Chin (JFK) Diallo Ferguson (Lyons) Meg Ladd & Judi Flaherty (RCMS) Johanna Guerra, Tamara Oborsky, Hui Ning Marsigliano, Scott Lietz, Kate Ziegler,
Christine Freitas, Fernanda Kray (RHS) Leah Palmer (outside educational collaborator)
173
Creating a Culturally and Linguistically Supportive School
ELL NEEDS ASSESSMENT TOOL
Created by the National Institute for School Leadership Modified with permission from NISL by
Office of English Language Learners Education & World Languages Randolph Public Schools
The ELL Needs Assessment has been compiled for Language Assessment Teams. The original document was written by the National Institute
of School Leadership and is a much larger document. The survey you are receiving is being given as a reflection on what is being done in
schools so that what needs to be done is brought more to the forefront and we can make necessary changes. Please complete this needs
assessment to the best of your ability. You might not know all of the answers and that’s fine. The column to the far right is to make any
comments you might want to note about something you know the school is doing well, a question you might have or something you want to
remember. Thank you for your time and your willingness to participate on the Language Assessment Team!
174
CULTURALLY AND LINGUISTICALLY SUPPORTIVE LEARNING Components of an Effective Culturally & Linguistically Diverse School
What does the school look like when the components are in place?
How is your school doing? 1= No Implementation 5= Complete Implementation
Any notes or comments you might want to make
Culturally & Linguistically
Supportive Learning
Regular discussions on student linguistic
and academic gains are held and used to
make instructional decisions.
Low---Moderate---High
1—2—3—4—5--
Differentiated instruction supports both
language and content learning.
Low---Moderate---High
1—2—3—4—5
Teachers teach student strategies
necessary to comprehend and use
language in a variety of academic
settings.
Low---Moderate---High
1—2—3—4—5
The school capitalizes on the cultural
experience their students bring to
school. They incorporate students’
diverse perspectives into instruction and
into instructional decisions.
Low---Moderate---High
1—2—3—4—5
EFFECTIVE INSTRUCTION FOR ALL LEARNERS
Differentiated
Instruction
Teachers have received information about
students background knowledge so that
they can build skills on students abilities.
Low---Moderate---High
1—2—3—4—5
ELLs have many opportunities to engage
in discipline specific oral language
practices to help them develop strong
academic speaking skills.
Low---Moderate---High
1—2—3—4—5
Instructional practices are scaffolded and
differentiated to provide language and
content access to students
Low---Moderate---High
1—2—3—4—5
175
EFFECTIVE INSTRUCTION FOR ALL LEARNERS Components of an Effective Culturally & Linguistically Diverse School
What does the school look like when the components are in place?
How is your school doing? 1= No Implementation 5= Complete Implementation
Any notes or comments you might want to make
Differentiated Instruction
Both mastery content objectives and
language objectives are written, posted
and shared with students.
Low---Moderate---High
1—2—3—4—5
Grouping of students is fluid; students are
grouped by English proficiency level,
content strength and native/primary
language alike.
Low---Moderate---High
1—2—3—4—5
ESL is provided to all ELL students in
addition to SEI instruction.
Low---Moderate---High
1—2—3—4—5
Teachers understand the difference
between SEI & ESL.
Low-Moderate-High
1---2---3---4---5
Teachers know what to do to refer a
student to the ELL Department for testing
and possible services.
Low-Moderate-High
1---2---3---4---5
WIDA, ELD STANDARDS English Language
Development (ELD)
Standards e.g. WIDA
Teachers know about and are able to
access the English language development
standards. e.g. WIDA, Performance
Definitions, Can Do Descriptors etc.
Low---Moderate---High
1—2—3—4—5
Teachers use the English language
development standards to plan instruction
for ELLs.
Low---Moderate---High
1—2—3—4—5
Teachers use information about a
student’s English language proficiency to
differentiate instruction.
Low---Moderate---High
1—2—3—4—5
176
INITIAL ASSESSMENT, PROGRAM PLACEMENT, STANDARDIZED ASSESSMENTS, ETC. Components of an Effective Culturally & Linguistically Diverse School
What does the school look like when the components are in place?
How is your school doing? 1= No Implementation 5= Complete Implementation
Any notes or comments you might want to make
Equitable Assessment of
Language and Content
Inclusion on Standardized Tests
Alternative assessments
Monitoring
Teachers are aware that the
district uses an initial language
assessment tool to place
students in the right program.
Low---Moderate---High
1---2---3---4---5
ELL students take the
mandatory assessments
MCAS
ACCESS
NWEA
Low---Moderate---High
1---2---3---4---5
Alternative on-going
assessments are in place; they
are used to monitor ELL
student progress. Alternative
assessments show what students
know in a variety of ways
depending on their English
proficiency level
Examples (Project based work,
graphic organizers, logs, exit
tickets, portfolios, etc.
Low---Moderate---High
1---2---3---4---5
Students who have transitioned
out of the program and become
FLEP are monitored to make
sure they are performing well.
Low---Moderate---High
1---2---3---4---5
Language Assessment Team The school has a language
assessment team which shares
information with the rest of the
school
Low-Moderate-High
1---2---3---4---5
177
ELL DATA Components of an Effective C & L Diverse School
What does the school look like when the components are in place?
How are you doing? 1=No Implementation 5=Complete Implementation
Any notes or comments you might want to make
ELL Program & Student Data
Teachers know where to go to
find data on ELL students.
Low---Moderate---High
1---2---3---4---5
Teachers are aware of the major
language groups, ethnicities,
countries of origin, etc.
Low---Moderate---High
1---2---3---4---5
School leadership team has an
analysis of longitudinal ELL data
to identify weaknesses in student
performance, and has examined
system-level practices to identify
barriers to achievement.
Low---Moderate---High
1---2---3---4---5
PROFESSIONAL DEVELOPMENT Professional Development
Knowledge of Pedagogy &
Applied linguistics or language
development
Teachers have received
professional development on how
to teach academic language.
Low---Moderate---High
1---2---3---4---5
Teachers have received pd on
WIDA Standards.
Low---Moderate---High
1---2---3---4---5
Teachers know that acquiring a
second language is a long-term
process that requires explicit
instruction of language in the
content classes.
Low---Moderate---High
1---2---3---4---5
Staff has been educated in the
cultural norms and expectations
of their students’ heritage cultures.
Low---Moderate---High
1---2---3---4---5
178
COLLABORATION Components of an Effective
C & L Diverse School What does the school look like when the components are in place?
How are you doing? 1=Not Implemented
5= Completely Implemented
Any notes or comments you might want to make
Collaboration between general
education teachers, ESL
teachers, Instructional Coaches,
Specialist, etc.
Active collaboration and mutual
respect among teachers of ELLs
is the norm, and includes the
following:
Low---Moderate---High
1---2---3---4---5
General Education and ESL
teachers have developed a
system to plan instruction
together.
Low---Moderate---High
1---2---3---4---5
Collaboratively planned lessons
include language and content
objectives.
Low---Moderate---High
1---2---3---4---5
Co-teaching is taking place in
some classrooms.
Low---Moderate---High
1---2---3---4---5
Teachers have received
adequate training in co-teaching.
Low---Moderate---High
1---2---3---4---5
ESL instruction is not cancelled
so that ESL teachers can sub or
administer district assessments.
Low---Moderate---High
1---2---3---4---5
Equitable schedule
development practices are in
place to provide for ESL
instruction.
Low---Moderate---High
1---2---3---4---5
ESL and General Education
teachers partner for lesson and
unit design.
Low---Moderate---High
1---2---3---4---5
RTSS and other intervention
teams include ESL teachers.
Low---Moderate---High
1---2---3---4---5
179
COLLABORATION (continued) Components of an Effective
C & L Diverse School What does the school look like when the components are in place?
How are you doing? 1=Not Implemented
5= Completely Implemented
Any notes or comments you might want to make
Guided Transition from one
program or school to another
Key stakeholders plan events and
programs to help ELL students
transition from elementary to
middle to high school. Key ESL
staff are part of the planning to
ensure coherence between ESL
programs and solutions for ELLs.
Low---Moderate---High
1---2---3---4---5
ESL & General Education
Teachers Collaborate
ESL and General Education
teachers collaborate to create
systems and ways for ELL students
to participate in all school-wide
programs and activities including
extended day activities.
Low---Moderate---High
1---2---3---4---5
PARENTS AND COMMUNITY ENGAGEMENT Welcoming School Culture School office staff is welcoming to
the families of English Language
Learners; they know the families
face language and cultural
challenges and reach out to help.
Low-Moderate-High
1---2---3---4---5
Translation Schools communicate to parents
in a language they understand by
accessing translation services.
Low-Moderate-High
1---2---3---4---5
Interpretation Interpreters are scheduled in
advance for parents who need
English translations.
Low-Moderate-High
1---2---3---4---5
Support Services The school collaborates with
district and community
organizations such as liaisons,
community organizations, etc to
reach out to families.
Low-Moderate-High
1---2---3---4---5
180
Viewed freely, the English language is the accretion and growth of every dialect, race and range of time, and is both the free and
compacted composition of all.
-Walt Whitman