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  • 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

    mailto:ann.thorup@sd41.bc.ca mailto:kiran.basran@sd41.bc.ca

  • 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

    http://www.ballardtighetraining.com/iptinservice/default.html

  • 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