New ELL Teacher Orientation

Burnaby School District

September 14, 2017

Ann Thorup- Program Consultant- English Language Learners

ann.thorup@sd41.bc.ca (604) 760-6357

Kiran Basran- Helping Teacher and Welcome Centre

kiran.basran@sd41.bc.ca (604) 296-6937

Agenda

Welcome – Peter Dubinsky, Director of

Instruction

ELL Teacher Role and Responsibilities

ELL Policies

Welcome Centre procedures

Assessment, Reporting, AIPs

Co-teaching and Collaboration

Resources

Lunch

Natalya Khan, SWIS coordinator

Aiming Wide

ELL Teacher Role and

Responsibilities Specialized instruction, AIP’s, ELL files

Liaison with parents and various services

Using strategies to best support ELLs across the

curriculum

Planning adaptations, providing materials/resources

Placement, programming, and service delivery

Assessment and Reporting

Case manager for ELL students

Advocate for ELLs

Advising or providing referrals for students with difficulties

Definition-B.C. Ministry of Education

English language learners (often referred

to as ELL students) are those whose

primary language, or languages, of the

home are other than English. For this

reason, they require additional services in

order to develop their individual potential

within British Columbia’s school system.

English language learners may be

immigrants or may be born in Canada.

A rose by any other name…..

ELL- English Language Learners/English

Language Learning

ESL- English as a Second Language

EAL- English as an Additional Language

EFL- English as a Foreign Language

ESD – English as a Second Dialect or

English Skills Development

1701 – Ministry list of funded ELLs

5 years of funding is

available

6 plus years is allowed,

but not funded

English 12Regular

class

We know that students want to maintain academic progress

while they are in the process of acquiring social and

academic English language skills.

Learning takes time!

Basic Interpersonal Communicative Skills (BICS) Cummins

• 1 to 2 years to learn social language.

• Above the waterline, the part of the iceberg we can see, are Levels 1-(2), conversational or survival English.

Cognitive Academic Language Proficiency (CALP) Cummins

• 5 to 7 years to master academic language.

• Below the waterline, the big base of the iceberg we cannot see, are Levels (2)-4, Academic English

• By receiving ELL support during their Elementary school years:

learn the English language conversation skills

the academic language.

benefit to them as they move through the secondary years in the Burnaby School District (Grades 8-12).

We all need to think long term with regard to English language learning.

What will help?Language support that is:

explicit not implicit

context-embedded

whole, purposeful

grammar worksheets

isolated vocabulary lists

word drills

academic language

Language and content

Language of content

Language through content

Burnaby School District Welcome Centre

6098 Nelson Ave., Burnaby

Initial Assessment:

Who should be referred for initial ELL assessment?

K-12:

Students who are:

new to the Burnaby School District

AND

have spent 4 years or less in a native English-speaking school

system or received ELL support in previous school

AND

speak a language other than English

Incoming Kindergarten Students:

Students for whom the language of the home is not English

How are ELL levels determined?Burnaby has four ELL levels:

• Level 1- beginner

• Level 2- lower intermediate

• Level 3- upper intermediate

• Level 4- advanced

Kindergarten- Pre IPT Oral

Grades 1-3- IPT Oral, BERA E(gr. 2,3 advanced), Writing

Sample (gr.3 advanced)

Grades 4-7- Oral interview/matrix, BERA, Writing

sample/matrix

Grades 8-12- Oral interview/matrix, BERA, Writing-

sample/matrix

Consistent, district-wide assessment process for ELL students

Opportunity to compare progress of individual ELLs to a wider

student population

Assessment takes place mid-April to June – regular service is

suspended

Assessment kits loaned to schools for 1-2 week period

ELL teacher meeting April 6th: notify the Assessment/Helping

Teacher at the Welcome Centre, of assessment dates and student

numbers

New ELLs assessed in mid-April, May or June do not require

reassessment at year-end

Year-end ELL Reassessment

Kindergarten to Grade 3 IPT Oral Test – ALL

students

Gr. 2’s who score Level 3

or 4: BERA Primary

reading assessment

Gr.3’s who score Level 3 or

4:

BERA Primary Reading

Assessment

Gr. 3 Writing Sample and

Matrix

Gr. 4 – 7 BERA Reading

Assessment

Writing Sample and Matrix

Year End Assessments at a Glance

Gr. 8-12 BERA Reading

Assessment

Writing

Sample and

Matrix

Year End Assessments at a Glance

Primary Year-end Assessment

based primarily on an oral assessment

reading assessment may also be given to students in grades 2 or 3

who demonstrate advanced oral skills

use of a writing sample to determine ELL levels for K-2 students is

not advisable -difficult to differentiate between developmental stages

and ELL errors in this age group

kindergarten- grade 3- Idea Proficiency Test (IPT I-Oral) Form H-

the starting levels for students known to have basic English

skills (Level 2 or above) are: K-1- Beginning of Test, Grades 2-3-

Level C. Please note this information is also located on page 1

of the test booklet

www.ballardtighetraining.com/iptinservice/default.html Oral IPT- in-service training available on the Ballard & Tighe website:

IPT I levels are converted to Burnaby district ELL levels.

conversion charts available through the Welcome Centre

Additional assessment tools for students who demonstrate advanced

oral skills:

Kindergarten - One-Word Picture Vocabulary Test

Grade 1- Oral sample analyzed with Vocabulary Profiler

Both assessments will yield only descriptive results- not normed to identify

ELL levels - will allow teachers to identify vocabulary restrictions

Grades 2 and 3- Burnaby English Reading Assessment – Form E-

30 min. cloze reading assessment, normed in district

Intermediate Year-end Assessment based primarily on assessment of reading and writing skills

Reading - assessed using a cloze reading test (BERA A or B) -

normed on a broad ELL population in the Lower Mainland- raw scores

converted to Burnaby’s ELL levels

Writing- use of the district writing prompt supports a consistent

assessment practice throughout the district- first draft only, 30 minute

time limit- evaluated with the district intermediate writing matrix,

Anchor papers to provide clarification available for grades 4/5 and 6/7.

Sample prompt (for 2012-2013):

Secondary Year-end Assessment based primarily on assessment of reading and writing skills

Reading - assessed using a cloze reading test (BERA C or D) - normed on a broad ELL

population in the Lower Mainland- raw scores converted to Burnaby’s ELL levels

Writing- use of the district writing prompt supports a consistent assessment practice

throughout the district- first draft only, 40 minute time limit- evaluated with the district

intermediate writing matrix,

Sample prompt (for 2012-2013):

TO THINK ABOUT BEFORE WRITING

Celebrities are people who are famous because of who they are or what they do. They have great luxury with expensive cars and large

homes. Superstar singers or actors are recognized everywhere they go. Everything they do is reported in newspapers and magazines.

Television programs follow every move they make. Some people think that the media (newspapers, magazines and television) pay too

much attention to these people.

IN YOUR WRITING

Do you agree or disagree that television, newspapers and magazines pay too much attention to the personal lives of celebrities? Write an

argument to convince the reader that your opinion is correct. Use specific reasons and examples to explain your answer.

Does the media pay too much attention to the personal lives of celebrities?

Completing Annual Instruction Plans (AIP)

when re-assessment is completed, update AIPs

online and print for the upcoming school year.

sign and date the AIP

attach testing protocols to the AIP for the

upcoming school year. Use the sleeve/checklist to

keep all documents together (available on blog)

AIPs must be completed by the end of the school

year.

Ongoing Assessment

• Assessment for learning

• Collaborative

• Focus on Knowing, Doing, Understanding

• Reflective and adaptive: provides varied and

multiple opportunities to demonstrate learning

• Ongoing descriptive feedback

• Involves the student in their learning

• Communicates clearly to the student and parents

where the student is, what they are working towards

and the ways that learning can be supported

Report Cards- What does the Ministry say?

Reporting Student Progress: Policy and Practice, March 2009:

ELL Students

Where an ELL student is following the learning outcomes of the provincial

curriculum or a local program, regular reporting procedures, including performance

scales, percentages and letter grades, are used to show progress. Where an ELL

student is not following the learning outcomes, the written report must contain

comments describing what the student can do, areas in which he or she requires

further attention or development, and ways of supporting his or her learning.

What does this mean?

Assigning a letter grade or utilizing performance standards for beginner or

intermediate ELL students, may not provide an accurate measure of their ability. As

students move closer to the language levels of the regular classroom, standard

reporting procedures will more accurately reflect achievement. In some subject

areas, such as PE or Arts Education, alternate means of demonstrating learning may

provide enough data to assign a letter grade much sooner than in curricular areas that

require greater English literacy development

STUDENT PROGRESS REPORT ORDER, Effective September 1, 1994

Report Cards- What does the Ministry say?

“Until an ESL student is able to demonstrate his or her learning in relation to

expected learning outcomes set out in the curriculum for the course or

subject and grade, a student progress report order for that student must

contain written reporting comments…A letter grade may only be assigned

for a student with special needs or an ELL student where that student is able

to demonstrate his or her learning in relation to the expected learning

outcomes in the curriculum for the course or subject and grade.”

What does this mean?

Regular reporting procedures assume that the student is able to

achieve all the PLOs for a given subject area or grade. Letter grades

cannot be assigned for completing only a portion of the PLOs.

Report Cards- What does the Ministry say?

“…all schools are required to report to parents on the progress of students in

the ELL program; this information must be included in each of the five reporting

periods provided every year. Parents should be informed of their child’s

progress in social and academic language competence as part of this

process… Teachers have the professional obligation to report progress only for

students whom they have personally instructed and evaluated. Where an ELL

specialist is responsible for providing some portion of the student’s educational

program, the specialist should provide written information on the student’s

progress for inclusion with the classroom teacher’s report.”

What does this mean?

Whether sent as a separate attachment accompanying the classroom teacher’s report

or embedded within the regular report card, ELL comments must be completed by the

teacher responsible for the ELL program.

ELL Policy and Guidelines, 2009 (updated, May 2013)

Report Cards- What does the Ministry say?

Funding Criteria:

“4. Progress in the acquisition of English is reported to parents in regular reporting

periods, and evidence of reports is documented.

Audit Steps:

1. Review the students’ progress reports. The reports, or ELL inserts, must contain

specific information, relayed to the parents, on the student’s progress in ELL such as:

• Descriptions of what the student can do;

• Areas in which further attention or development is required;

• Ways of supporting the student learning; or

• Comments on the student achievement in the area of ELL.”

K-12 Regular Enrolment Audit Program- Funding and Compliance Branch, Ministry

of Education

What does this mean?

Elementary- direct service- written report from ELL teacher, indirect service- written

comment from ELL teacher embedded in classroom teacher’s report. Classroom

teacher’s report card must contain a written statement informing parents that a student

receives ELL support.

Secondary- comment on regular report card directing parents to attached report. Work

habit recorded on regular report card. Level 1 and 2 students- completion of district

secondary report card which includes a continuum of language descriptors; Level 3 and

4- letter grade and evaluative language comment included in MyEd report card.

Ways of Reporting

Elementary:

• ELL insert: what the child can do, what

they need to work on, ways to support

• Embedded language acquisition comment

into classroom teacher’s report

Secondary:

• Level 1 and 2 reports cards

• Language acquisition comment for Level 3

and 4 students

Co-teaching

The greatest chance that students have for

achieving academic success is when their

teachers tap into each other’s

expertise. They can work to structure

instruction in a way that maximizes student

engagement with the content, with each

other, and with the teachers.

Tan Huynh

Co Teaching Model Definition Advantages Disadvantages1 Teach, 1 Support

1 teacher teaches, the other

circulates and supports

focus

1:1 feedback

if alternate roles, no one has the

advantage or looks like the ‘real’

teacher-capitalize on strengths

and build professional capacity

easiest to go off the

rails

can have one teacher

feel as an ‘extra pair

of hands’

no specific task

(buzzing radiator)

Parallel Groups

Both teachers take about half

the class and teach the same

thing

half class size - more

personal contact,

more individual

attention

more time to co-plan

requires trust in each

other, each must

know the content and

the strategies

noise level may be

high

Station Teaching

Teachers each manage 2

groups of students – 1 works

directly with the teacher, the

other works independently

more individual

attention and personal

feedback

increased focus on

self-regulation

Small groups can be

pulled for pre-

teaching, re-teaching,

enrichment, interest

groups, special

projects, make-up

work or assessment

self-regulation needs

to be taught, students

have to be able to

work independently

pacing

time to plan for

meaningful

engagement

noise level may be

high

1 Large Group, 1 Small Group

1 teacher works with whole

class, 1 teacher works with

small group

either teacher can

work with either group

can provide tutorial,

intensive, individual

don’t want same kids

always in the ‘get

help’ group

Teaming

Teachers teach together, taking

turns alternating roles as the

lesson progresses

capitalizes on both

teachers’ strengths

models collaboration

teaching/learning to

students

can adjust instruction

readily based on

student need, flexible

trust

skill

Co-Teaching ModelsTeaching in Tandem – Effective Co-Teaching in the Inclusive Classroom, Wilson & Blednick, 2011, ASCD

Guiding Questions

What’s the content that we want to teach?

How will we structure the lessons?

What are the language demands in the lesson?

Who’s learning what, with whom, and when?

4 Things that Guiding Questions Help Teachers

Determine

the content,

the lesson structure,

the language demands, and

student-teacher grouping.

Tan Huynh

Co-teaching is directly linked

to co-planning

Otherwise, the ELT becomes an overpaid teacher’s

aide. If co-planning is collaborative, then we will rarely

see ELLs sitting in the back of the room taking notes.

The running theme among these guiding questions is

collaboration. Content and ELTs each contribute from

their area of expertise. The content teacher sets the

context for learning, and the ELT brings an awareness

and focus on making academic language accessible.

These questions help guide their collaboration when

co-teaching and maximize learning.

Tan Huynh

Websites

http://blogs.sd41.bc.ca/ell/

–Password: burnabyell

https://www.empoweringells.com/

– This website by Tan Huynh is great for

all teachers, especially newer

teachers. His blogs incorporate the

latest ELL theory into practice that

works

http://www2.gov.bc.ca/gov/content/education-

training/k-12/teach/teaching-tools/english-language-

learning

• Ministry website: policies, ELL standards,

resources, audit compliance

https://www.vsb.bc.ca/

• Great resources for teachers to share with

parents (translated brochures that explain BC

schools and ELL programs)

• Videos you can use for parent information

night

- funded by the federal government to support families during their first

three years in Canada and to assist with immediate needs including:

• Outreach to new immigrant families

• Information and counselling on initial settlement

• Orientation to school and community services

• Referral and service linking to community and government services

• Cultural interpretation

• Settlement workshops

• Youth programs

• Parenting workshops

Requests for support from settlement workers must come from families

not school district personnel

Requests for interpreters must go through Nancy Hoy at the Welcome

Centre.

initial SWIS contact is made when families visit the Welcome Centre for

assessment

each settlement worker is responsible for a group of schools

SWIS- Settlement Workers in Schools