esl staff training spring 2013 presented by: minerva p. harwell school esl coordinator for wetumpka...

ESL Staff TrainingSpring 2013

Presented By: Minerva P. HarwellSchool ESL Coordinator for Wetumpka High School

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OBJECTIVES OF TRAINING

Explain why instruction should be adjusted for English learners

Describe the ESL program in Elmore County Public Schools

Discuss WIDA Standards, Can-Do Descriptors and ACCESS for ELLs

List ESL Strategies/Tips

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IMPORTANT DATES

ACCESS for ELLs District Testing Window – March 25, 2013 to

May 3, 2013 Testing for Wetumpka – April 10 – 17, 2013

Federal and State Compliance Monitoring District/School Visits – May 7-10, 2013

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STATISTICAL INFORMATION # Schools in Elmore County = 14 # Students enrolled in Elmore County Schools = 12,725 # Students with another language spoken in the home =

392 # Languages = 32

English Spanish (291) Gujarati (11) Vietnamese (11) Russian (8) Pashto (7)

# English learners = 300 # Receiving ESL services = 153 # 2-year monitoring = 78 # Exited ESL program = 69

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Why should teachers adjust their instruction for English learners?

Federal law requires that Limited English Proficient (LEP) students be provided an equal opportunity to access curriculum and instruction

Alabama state regulations require that these students be served

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Civil Rights Act of 1964 No person shall be subjected to discrimination based on race,

color, or national origin.

May 25, 1970 Memorandum Equal access to education must be provided.

Lau v. Nichols of 1974 Lack of language ability CANNOT be the reason a student

fails a class. ELs cannot be denied equal access to special programs or

extracurricular activities. ALL TEACHERS are legally responsible for the education of

ELs, not just the ESL Coordinator/intervention teacher.

Plyler v. Doe of 1982 In the eyes of a school, there is no difference between legal or

illegal immigrants. The 14th Amendment Equal Protection Clause does not allow public schools to ask about immigration status.

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ESL Basic Information

ESL = English as a Second Language (Program)

EL = English Learner (Student)

BICS = Basic Interpersonal Communication Skills Ability to communicate socially, such as on the playground,

with native English speakers Usually achieved within 6 months to 2 years

CALP = Cognitive Academic Language Proficiency Ability to learn academic subjects in English and to handle

the language demands of the grade-level curriculum May take 5 years or more to acquire

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APPENDIX C

ESL FLOW CHART

IDENTIFICATION ASSESSMENT PLACEMENT EXIT PROCEDURES

HLS – answer with language other than English

YES NO

File ORIGINAL HLS in CUM folder. Fax a copy of the HLS to 514-2806, Attn: District ESL Liaison, within 2 school days. Give a copy of the HLS to the School ESL Coordinator.

School ESL Coordinator Completes Part I of the I-ELP and schedules an EL Committee meeting. Notify parent of meeting date. If enrollment occurs at beginning of year, EL Committee meets and parents notified within 30 days. If enrollment occurs after the beginning of year, EL Committee meets and parents notified within 10 days.

District ESL Liaison generates Newly Enrolled EL Student form and sends it to School ESL Coordinator.

File HLS in CUM folder.

School ESL Coordinator screens student with W-APT or reviews previous ACCESS for ELLs results (if applicable)

School ESL Coordinator completes Part II of I-ELP

EL Committee meets to make decisions regarding most appropriate plan for student and completes Part III of I-ELP.

Placement of EL in ESL program or decision that student does not need to participate in ESL program.

YES NO

Parents sign giving permission for participation or sign waiving Title III supplemental services. NOTE: If parent waives supplemental services, the school is still required to make accommodations in instruction and monitor the student’s academic performance. Furthermore, the student is required to participate in the ACCESS for ELLs assessment until proficient.

EL Committee gives EL’s teacher(s) a copy of the I-ELP including recommendations for accommodations and grading. Teachers must document accommodations made.

Notify parents that student is not eligible to participate in ESL Program.

EL Committee meets as needed to review student progress.

Trained personnel administer ACCESS for ELLs each spring to determine progress.

At beginning of school year, EL Committee meets to determine best I-ELP for each EL or Exit when appropriate.

LEP students are exited from the ESL program when they score proficient on ACCESS for ELLs (composite score of 4.8 or higher). The EL committee notifies parent by sending the Exit Letter.

EL Committee and ESL Coordinator monitor each former LEP student’s progress in the regular program; during the first year (FLEP1), on a quarterly basis and during the second year (FLEP2) on a semester basis. The EL Committee makes recommendations as appropriate.

At the end of the second year of monitoring successful progress of the LEP student, the student officially exits ESL program and receives classification as FLEP.

District ESL Liaison codes other language and immigrant status (if applicable) in iNOW.

ESL Coordinator completes Newly Enrolled EL Student form and returns it to District ESL Liaison. District ESL Liaison enters LEP codes in iNow.

ACRONYMS HLS Home Language Survey ESL English as a Second Language (program) EL English Learner (student) I-ELP Individualized English Language Plan WIDA World-Class Instructional Design and Assessment W-APT WIDA-ACCESS Placement Test ACCESS for ELLs Assessing Comprehension and

Communication in English State to State for English Language Learners

LEP Limited English Proficient FLEP Former Limited English Proficient NMPH National Origin Minority Primary Home

Language Other Than English

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Handout – Page 5

WIDA

WIDA (World Class Instructional Design and Assessment) Consortium made up of 27 states

Created in response to No Child Left Behind requirements for English learners pertaining to standards and assessments

Alabama is a member of the consortium and has adopted the WIDA English Language Development Standards for Kindergarten – Grade 12 Standards reflect the social and academic language

expectations of English learners Standards address language proficiency, not content

knowledge

www.wida.us

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WIDA ELD STANDARDS

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

ELD Standards vs. State Content Standards

ELD StandardsAcademic language development

Language-based

Reflective of the varying states of second language acquisition

Representative of social and academic language contexts

State Content StandardsAcademic achievement

Content-based

Reflective of conceptual development

Representative of the school’s academic curriculum

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Language vs. Content Knowledge

Language proficiency involves the language associated with the content areas

Content Knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content

Example: Language of Math – what “greater than [>]” and

“less than [<]” mean, not the math/computation itself (e.g. 6 [>/<] 5).

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Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and audiences

LANGUAGE DOMAINS

WHAT ARE CAN DO DESCRIPTORS? o Examples of expectations of English learners for each of the four

language domains and the five levels of English language proficiency – Entering, Emerging (Beginning), Developing, Expanding, and Bridging

o Provide teachers with information on the language students are able to understand and produce in the classroom within all five ELD standards

o Available in both English and Spanish for the following grade-level clusters:

PreK-K Grades 6-8 Grade 1-2 Grades 9-12

Grades 3-5

To download for free, go to:www.wida.us/standards/CAN_DOs/index.aspx

HOW MIGHT TEACHERS USE CAN DO DESCRIPTORS To describe or explain the stages of English language

development using concrete examples

To develop lessons with differentiated language objectives

To set goals with English learners

To explain students’ progress in listening, speaking, reading and writing to parents/family members

To translate ACCESS for ELLs test scores into instructional practice

To show what English learners CAN DO

Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors:

Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8

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Handout Page 6

4.1

6.0

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Handout Page 7

3.8

5.0

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Handout Page 8

ESL STRATEGIES AND TIPS

How Does a Classroom Teacher Adjust Instruction?

Instruction should be comprehensible to all learners

Learning should be interactive

Instruction should be cognitively challenging

Instruction should facilitate language learning in the content area

The goal of instruction should be achievement of academic standards by all students

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How Can a Classroom Teacher Facilitate Learning?

Create an environment that allows ELs (and ALL students) to be comfortable taking risks

Adjust the amount of teacher-to-student and student-to-student talk ratio to include more student talk

Support or scaffold student language development to promote success 20


How Can a Classroom Teacher Increase Comprehensibility?

Use non-verbal and context clues to provide meaning for instruction (pictures, maps, demonstrations, graphic organizers)

Break tasks into smaller “chunks” with frequent comprehension checks as opposed to entire units with a single comprehensive test

Pre-teach background knowledge/key vocabulary or concepts students will need for each unit before moving ahead 21

ESL STRATEGIES AND TIPS How Can a Classroom Teacher Increase

Interaction?

Flexible grouping configurations within the classroom allow ELs to actively participate and ask questions when they do not understand

ELs are more likely to take a risk and try speaking in a smaller setting.

Student talk is greater in small groups than in whole class setting, and student-talk is generally less complex/easier to understand

Include ELs in classroom activities – do not isolate them – assign a buddy when necessary and appropriate

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How Can a Classroom Teacher Increase Thinking Skills?

Use strategies to model thinking processes and to model language structures in the classroom

Use graphic organizers to provide visual support for concepts

Model correct answers on the board so ELs can copy instead of writing what they hear

Use question stems from Bloom’s Taxonomy to access higher-order thinking skills

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How Can a Classroom Teacher Correct Errors?

Put away the red pen! Students’ grammar and spelling are still in the developmental stages – resist the urge to correct every mistake they make on paper

Model correct grammar when speaking to a student or when writing answers on the board or overhead

Repeat back a question or phrase an EL said incorrectly so they can hear it modeled without making them feel self-conscious about the error

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Five things you can do

TODAY to help your ELs…

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Vocabulary Help

Provide word banks for any crossword puzzle or fill-in-the-blank assignments

No more than 5 words at a time for fill-in-the-blanks or matching definitions

Try not to change the wording of definitions from when you give them to when they are put on a test – it confuses ELs when the wording is different

Circle the first letter of each word in a word search 26

ESL STRATEGIES AND TIPS In Class Notes

ELs have great difficulty listening and copying notes at the same time

ELs (even advanced ones) have trouble with video-viewing guides

If you use an overhead or PowerPoint presentation for notes, give ELs a copy at the beginning of class so they can follow along

Omit key words from the copied notes so ELs will actively listen during lecture or class discussion

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Lectures/Teacher Talk Time

Do not present a lecture without any visuals – ELs need them to provide context

ELs learn best when they have written material to look at

Do not give ORAL tests or quizzes

Omit key words from the copied notes so ELs will actively listen during lecture or class discussion

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Readability

ELs often find it difficult to read cursive – Print or type notes or worksheets so they will understand

Make sure copies are clear – ELs have trouble filling in missing letters like we can

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Assignment Length

Shorten assignments, tests, and/or quizzes – Make sure you tell the ELs what you expect them to do or to know as they study

Circulate around the room during a test or quiz to make sure the EL is following directions

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REMEMBER …

Just because a student speaks English well does not mean he is proficient in reading and writing it

Students with a prior strong academic experience and/or background knowledge can use these skills to facilitate learning academic English

ELs have individual learning styles and preferences, just like any other student.

Students’ current learning experiences are a major factor in how they acquire academic language proficiency now and in the future

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THANK YOU FOR PARTICIPATING IN THIS TRAINING TODAY!

Elmore County Board of Education

Sherry Spigener, District ESL/Parent Liaison(334)514-2810, ext. [email protected]

Claire Moore, Sr. Coordinator of Teaching and Learning(334)514-2810, ext. [email protected]

Resources used to prepare this presentation:

www.unc.edu, “ESL Strategies for Success”, World View Conference March 21-22, 2006, downloaded 3/6/13

www.wida.us, PowerPoint Presentation – “Introduction to the WIDA English Language Development Standards 2012”, downloaded 3/6/13

www.wida.us, Webinar – “ELD Standards 2012 Update – 7/2/12”, downloaded 3/6/13

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esl staff training spring 2013 presented by: minerva p. harwell school esl coordinator for wetumpka...

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