identification and placement of english language learners

Identification and Placement of English Language Learners

Presented by:

Dr. Gail M. SlaterResource and Training SpecialistNYS Spanish Bilingual Education Technical Assistance Center (NYS SBETAC)

August 10, 2010

CAROUSEL ACTIVITY

1. How do you identify English Language Learners in your classroom/school?

2. How do you assess native language and English language levels of English Language Learners?

3. Based on the identification and assessment tools, in what classes/programs do you place English Language Learners?

4. What are some of the resources you use to meet the needs of English Language Learners?

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CAROUSEL ACTIVITY

1. How do you identify English Language Learners in your classroom/school?

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IDENTIFICATION

ADMINISTER HLIS

STUDENT’S HOME LANGUAGE IS OTHER

THAN ENGLISH

ADMINISTER LAB-R (SPANISH LAB

IF APPROPRIATE)

STUDENT’S HOME LANGUAGE IS ENGLISH

STUDENT IS NOT AN ELL

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IDENTIFICATION: HLIS

Trained pedagogues administer the Home Language Identification Survey (HLIS) during the student intake process.

Parents complete the HLIS in order for school staff to determine the child’s language preference.

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The HLIS is available in the following languages:

Albanian Haitian-CreoleArabic KoreanBengali PolishChinese PunjabiEnglish RussianFrench Spanish

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IDENTIFICATION: HLISParent Letter/Section Completed by School

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IDENTIFICATION: HLIS PART 1. LAB-R ELIGIBILITY

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IDENTIFICATION: HLIS PART 1. LAB-R ELIGIBILITY

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Student is considered to have a home language other than English when one question (Part I: questions 1- 4)

indicates that student uses a language other than English

AND two questions (Part I: questions 5 – 8)

indicate that student uses a language other than English.

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IDENTIFICATION: HLIS Part 2. Instructional Planning

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IDENTIFICATION: HLIS Part 3. Parent Information

CAROUSEL ACTIVITY

2. How do you assess native language and English language levels of English Language Learners?

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ASSESSMENT

ADMINISTER LAB-R (SPANISH LAB

IF APPROPRIATE)

STUDENT SCORES BELOW LAB-R

CUT SCORE

STUDENT SCORES AT OR ABOVE LAB-R

CUT SCORE

ENTITLED TO ELL SERVICES

NOT ENTITLED TO ELL SERVICES

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ASSESSMENT: LAB-R

COMPONENTS Assessment of 4 Language Modalities:

Listening, Speaking, Reading, Writing Five Levels/Grade Bands

I = K-1II = 2-3III = 4-5IV = 6-8V = 9-12

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ASSESSMENT: LAB-R

ADMINISTRATION Levels I and II – individually Levels III, IV and V – individually and

in small groups Answer Documents

Levels I and II – recorded by examiner Levels III, IV, and V – recorded by

students Speaking subtest (all levels) recorded

by examiner

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ASSESSMENT: LAB-R

GUIDELINES FOR LAB-R ADMINISTRATION Level I ~ 30 minutes Level II ~ 45 minutes Levels III, IV and V

Listening ~ 30 minutes Reading ~ 35 minutes Writing ~ 20 minutes Speaking ~ 20 minutes

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ASSESSMENT: LAB-R

ADDITIONAL GUIDELINES FOR LAB-R ADMINISTRATION Levels I and II

If a student misses three (3) consecutive questions in a subtest, proceed to the next subtest

Levels III, IV, and V Speaking Subtest – not mandatory

Level V Writing Rubric – not mandatory

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ASSESSMENT: LAB-R

Please note that beginning and intermediate proficiency levels for grades K-8 have been combined. Teacher judgment should be used to determine which is the most appropriate level

for each individual student. Use The Teaching of Language Arts to Limited English Proficient/ English Language Learners: Learning Standards for English as a Second Language (http://www.emsc.nysed.gov/biling/resource/ESL/standards.html) for guidance in

making that determination.

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WEBSITE: http://www.emsc.nysed.gov/biling/resource/ESL/standards.html

WEBSITE: http://www.emsc.nysed.gov/biling/resource/res.html

The Teaching of Language Arts to Limited English Proficient/ English Language Learners:

A Resource Guide for All Teachers

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WEBSITE: http://www.emsc.nysed.gov/biling/resource/NLA.html

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ASSESSMENT: LAB-RNon Entitlement Letter

CAROUSEL ACTIVITY

3. Based on identification and assessment tools, in what classes/programs do you place English Language Learners?

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PROGRAM PLACEMENT

ENTITLED TO ELL

SERVICES

ENTITLEMENT LETTER

PARENT SURVEYAND PROGRAM

SELECTION FORM

PARENT ORIENTATION

(DVD)

TRANSITIONALBILINGUALPROGRAM

ESL PROGRAM

DUAL LANGUAGE TWO WAY

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PROGRAM PLACEMENT:Entitlement Letter

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PROGRAM PLACEMENT:Parent Survey

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PROGRAM PLACEMENT:Program Selection Form

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PROGRAM PLACEMENT:Parent Orientation

Placement in appropriate program within 10 days of enrollment

Program placement is for one school year

Information on types of programs available for ELLs Commissioner’s Regulations Part 154

mandated programs for ELLs Title III (NCLB) supplementary programs

for ELLs

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Resources Parent Orientation DVD Parent Brochure Translated materials and on-site

interpretation services NYC Department of Education Division

of Students with Disabilities and English Language Learners

PROGRAM PLACEMENT: PARENT BROCHURE

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PROGRAM PLACEMENT: PARENT BROCHURE

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Orientation Video for Parents of English Language Learners

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PROGRAM PLACEMENT:Description of Programs

PROGRAMS

BILINGUAL

ENGLISH as a

SECOND LANGUAGE

TRANSITIONALBILINGUAL

DUAL LANGUAGE/TWO WAY

SELF-CONTAINED

PUSH-IN PULL-OUT

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PROGRAM PLACEMENT:Placement Letter

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PROGRAM PLACEMENT:Required Units of ESL/ELA Instruction

REQUIRED UNITS OF ESL/ELA INSTRUCTION

Grades EnglishLevels of Proficiency

Beginning Intermediate Advanced

K - 8ESL 2 2 1

ELA - - 1

9 - 12ESL 3 2 1

ELA - - 1

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PROGRAM PLACEMENT:Continued Entitlement/Program Exit

NYSESLAT administered annually in the spring to

determine continued entitlement used to assess language proficiency for

appropriate program placement (beginning, intermediate, advanced and proficient levels)

students remain entitled until scoring at the proficient level on the NYSESLAT

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PROGRAM PLACEMENT:Continued Entitlement Letter

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PROGRAM PLACEMENT:Non Entitlement/Transition Letter

CAROUSEL ACTIVITY

4. What are some of the resources you use to meet the needs of English Language Learners?

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WEBSITE: English Language Learnershttp://schools.nyc.gov/Academics/ELL/default.htm

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WEBSITE: Educator Resources http://schools.nyc.gov/Academics/ELL/Educator Resources/default.htm

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WEBSITE: Family Resources http://schools.nyc.gov/Academics/ELL/Family Resources/default.htm

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WEBSITE: Parent Information http://schools.nyc.gov/Academics/ELL/FamilyResources/Parent+Information.htm

WEBSITE: Parent Information http://schools.nyc.gov/Academics/ELL/FamilyResources/Parent+Information.htm (continued)

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WEBSITE: http://www.emsc.nysed.gov/biling/resource/ESL/standards.html

WEBSITE: http://www.emsc.nysed.gov/biling/resource/res.html

The Teaching of Language Arts to Limited English Proficient/ English Language Learners:

A Resource Guide for All Teachers

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WEBSITE: http://www.emsc.nysed.gov/biling/resource/NLA.html

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WEBSITE:LAB-R Memo

http://schools.nyc.gov/NR/rdonlyres/479AA0A9-3807-44C4-904D-5EFB780C37E5/81324/MEMO220092010LABRrevised1209.pdf

(New memo due out August 23, 2010)

Please note: Students that are registered during the summer, whose Home Language Survey is other than English, are not tested

before September.

An Autobiography in Five Short Chapters by Portia Nelson

Let’s read the following five shortchapters as learning experiences

of a teacher

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An Autobiography in Five Short Chapters

Chapter I

I walk down the street.There is a deep hole in the sidewalk.I fall in,I am lost…I am helpless. It isn’t my fault.I take forever to find a way out.

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Chapter II

I walk down the same street.There is a deep hole in the sidewalk.I pretend I don’t see it.I fall in again.I can’t believe I am in this same place, but it isn’t my fault.

It still takes a long time to get out.

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Chapter III

I walk down the same street.There is a deep hole in the sidewalk.I see it is there.

I still fall in…it’s a habit. My eyes are open.

I know where I am.It is my fault.I get out immediately.

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Chapter IV

I walk down the same street.There is a deep hole in the sidewalk.I walk around it.

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If you see read these chapters as your learning experiences as a teacher, what would you do in the next chapter?

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Chapter V

I walk down another street.

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SBETAC Website and Email

steinhardt.nyu.edu/metrocenter/SBETAC

[email protected]

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