ELL Leadership Academy WS 71068 Karina E Chapa

PROFESSIONAL LEARNING ESSENTIAL AGREEMENTS § § Be respectful of others Be an active participant

ELL LEADERSHIP ACADEMY Rationale © 2017 Region One Education Service Center

155, 000+ in Region One ELLs in Texas © 2017 Region One Education Service

Average Age NHW 42 HW 28 Population Workforce NHW 2% HW 70% H vs

Average Age NHW 42 HW 28 Population NHW 2% Workforce EDUCATION H vs NH

37% ELL PK -12 97% Hispanic 85% Eco. Dis Region One TODAY Texas in

15% ELL PK -12 97% Hispanic 84% Eco. Dis La Feria ISD © 2017

System Leader Teacher Content Tiered Professional Learning © 2017 Region One Education Service Center

Quality Instructional Materials Leadership Support Teacher Preparation Successful ELL Program Carrasquillo and Rodriguez (1998)

Low levels of ELL understanding ELL Program Success High levels of ELL understanding Menkena

https: //goo. gl/RKDUya PBMAS Reports © 2017 Region One Education Service Center

Special Education NCLB Title I Part A At Risk Program Performance & Program Effectiveness

2016 -2017 Staging Framework © 2017 Region One Education Service Center

Mean Ranges by Program Area for a 90%/10% Distribution STAGE BE/ESL CTE TITLE SPED

Second Language Acquisition © 2017 Region One Education Service Center

Content Objective Language Objective • Today I will analyze the second language acquisition process

s ’ t Le t i. t o kaho SLA Anticipation Guide © 2017

Cognitive LANGUAGE = IDENTITY Affective “Language stands at the center of the many interdependent

BICS Basic Interpersonal Communication Skills 1 -3 years CALP 5 -7 years Cognitive Academic

BICS L 2 1 -3 years BICS L 1 1 -3 years CALP L

L 1 L 2 CALP L 1 Transfer of Concepts J. Cummins, 1981 ©

BICS L 1 BICS L 2 CALP L 1 L 2 CALP Transfer L

Research Findings W. Thomas & V. Collier, 2009 The stronger academically and cognitively the

BICS L 2 BICS L 1 CALP L 1+L 2 Your Turn! Create your

ENGLISH VS SPANISH Phonology Awareness © 2017 Region One Education Service Center

Spanish English • Based in syllables • Based on phonemes mamá ma-má manzana man-za-na

HIGH MEDIUM FRONT CENTER iy (igual) uw (uva) ε(ego) ow (oso) a (al) LOW

FRONT HIGH iy (meat) I (mitt) CENTER BACK uw (pool) Ư (pull) MEDIUM ey

English Spanish • 5 vowels = 11+ sounds • b / v = different

© 2017 Region One Education Service Center

• Adding an “e” before an “s” school /sk. Ul/ escuela /es kue

La chimica è la scienza che studia la composizione della materia ed il suo

Your Turn! 1 – 2 – 4 – ALL http: //www. realfastspa nish. com/vocabulary/sp

• Motivation and attitude • Peers and role models • Cultural background •

https: //www. youtube. com/watch? v=D 4 p. H 6 Tx. Kzus The Danger of

Content Objective Language Objective • Today I analyzed the second language acquisition process and

ELPS English Language Proficiency Standards

• Content Objective • Language Objective Today I will examine how to implement

ELPS ANTICIPATION GUIDE kahoot. it create. kahoot. it © 2017 Region One Education Service

• 19 Texas Administrative Code 74. 4 Chapter 74. Curriculum Requirements Subchapter A.

ELPS Resources LIAG and ELPS Instructional Tool © 2017 Region One Education Service Center

Big Ideas 1. Make Content Comprehensible 2. Develop Academic Language Student Expectations 1. Listening

1. Listening PLDs 2. Listening Expectations & CCRS 3. Listening Teacher Behaviors 4. Speaking

TELPAS-ELPS CONNECTION Utilizing TELPAS to Guide Instruction © 2017 Region One Education Service Center

T E K S STAAR TELPA S TEKS vs ELPS © 2017 Region One

Academic Proficiency Language Proficiency STAAR TELPAS TEKS ELPS Relating Factor: evaluates/measures TEKS vs ELPS

TELPAS Levels © 2017 Region One Education Service Center

Online in 17 -18 10% 30% 10% 50% TELPAS Domains © 2017 Region One

ELPS Resources LIAG and ELPS Instructional Tool + DMAC Reports © 2017 Region One

How to Run TELPAS Reports by Language Domain • • • Go to Home

Sample DMAC Report © 2017 Region One Education Service Center

ELPS Instructional Tool Meeting the needs of beginning and intermediate ELLs

… provide intensive ongoing foundational second language acquisition instruction to ELLs in Grade 3

Second Language Acquisition ELPS Instructional Tool Instruction must be focused, targeted, and systematic

Degree of Linguistic Accommodations by Domain

Degree of Linguistic Accommodations by Domain Partner Jigsaw

• Sentence frames provide students with the means to receive and express language

LPAC PROCEDURES Instructional Impact © 2017 Region One Education Service Center

LPAC Procedures Initial Identification Process © 2017 Region One Education Service Center

ELL Exit Criteria © 2017 Region One Education Service Center

• Content Objective Today I examined how to implement the ELPS in all

• I used to think… • But now I know… Tickets Out ©

Thank you for your participation! Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and

Slides: 74

Download presentation

ELL Leadership Academy WS# 71068 Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and Cultural Diversity Director kchapa@esc 1. net Twitter @esc 1 bilingual @bilingualpride © 2017 Region One Education Service Center

PROFESSIONAL LEARNING ESSENTIAL AGREEMENTS § § Be respectful of others Be an active participant Take care of your needs Use electronic devices as learning tools © 2017 Region One Education Service Center

Average Age NHW 42 HW 28 Population Workforce NHW 2% HW 70% H vs NH 3: 1 ECONOMIC PRECIPICE “In the absence of change, the Texas labor force as a whole will be lesseducated, work in lower-status occupations, and have lower incomes in 2050 than 2010” Steve Murdock, 2013 Changing Texas: 2050 © 2017 Region One Education Service Center

Quality Instructional Materials Leadership Support Teacher Preparation Successful ELL Program Carrasquillo and Rodriguez (1998) Measuring Success in Bilingual Education Programs: Case Studies of Exemplary Practices The Role of the Leader © 2017 Region One Education Service Center

Low levels of ELL understanding ELL Program Success High levels of ELL understanding Menkena and Solorzaba (2014) Principals as Linchpins in Bilingual Education: The Need for Prepared School Leaders. The Role of the Leader © 2017 Region One Education Service Center

Mean Ranges by Program Area for a 90%/10% Distribution STAGE BE/ESL CTE TITLE SPED 1 0. 2 – 1. 0 0. 2 – 0. 8 0. 2 – 0. 9 0. 2 – 1. 3 2 1. 1 – 1. 6 0. 9 – 1. 1 1. 0 – 1. 5 1. 4 – 1. 5 3 1. 7 – 1. 9 1. 2 – 1. 4 1. 6 – 2. 2 1. 6 – 1. 8 4 2. 0 – 3. 0 1. 5 – 2. 1 2. 3 – 3. 0 1. 9 – 2. 2 2016 -2017 Staging Framework © 2017 Region One Education Service Center

Content Objective Language Objective • Today I will analyze the second language acquisition process and understand its impact in the education of English Language Learners. • Today I will discuss with my peers the second language acquisition process and I will share orally and in writing my individual language profile. Session Objectives © 2017 Region One Education Service Center

Cognitive LANGUAGE = IDENTITY Affective “Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning”. Social. David Corson, 1999 Language Power © 2017 Region One Education Service Center 3 -Step Interview

Research Findings W. Thomas & V. Collier, 2009 The stronger academically and cognitively the L 1, the stronger the L 2. The weaker academically and cognitively the L 1, the weaker the L 2. Turn and Talk Think-Pair-Share © 2017 Region One Education Service Center

Spanish English • Based in syllables • Based on phonemes mamá ma-má manzana man-za-na sol cat bat sat rat Spanish vs English Phonology © 2017 Region One Education Service Center /k/ /a/ /t/ /b/ /a/ /t/ /s/ /a/ /t/ /r/ /a/ /t/

English Spanish • 5 vowels = 11+ sounds • b / v = different sounds • You • • bit / bite bow / vow bath / bathe 5 vowels = 5 sounds b / v = same sound Tú / Usted Closest sound to “th” in English is “d” in Spanish It is raining Está lloviendo Life is hard La vida es dura Spanish vs English Phonology © 2017 Region One Education Service Center

• Adding an “e” before an “s” school /sk. Ul/ escuela /es kue la/ specific /spəsi fic/ • False cognates exit éxito (salida) embarrased embarazada (avergonzada) Common Mistakes © 2017 Region One Education Service Center específico /es pe si fi co/

Your Turn! 1 – 2 – 4 – ALL http: //www. realfastspa nish. com/vocabulary/sp anish-cognates 1. Individually make a list of 5 academic words from any content area. 2. Turn to your partner and combine your two lists of words (even if from different content areas). 3. Find another pair and exchange your lists. 4. Write the Spanish cognates next to each academic word. Use Google Translate if needed. 5. Calculate what percentage of the words are cognates. © 2017 Region One Education Service Center

• Motivation and attitude • Peers and role models • Cultural background • First language development • Access to the language • Quality of instruction • Age • Language distance • Personality Factors that Impact Second Language Acquisition © 2017 Region One Education Service Center Take a Stand

Content Objective Language Objective • Today I analyzed the second language acquisition process and understood its impact in the education of English Language Learners. • Today I discussed with my peers the second language acquisition process and I shared orally and in writing my individual language profile. Session Objectives © 2017 Region One Education Service Center

ELPS English Language Proficiency Standards

• Content Objective • Language Objective Today I will examine how to implement the ELPS in all content areas and how to analyze TELPAS data to guide instruction. Today I will share (orally and in writing) different ideas on how to linguistically accommodate instruction for ELLs. Session Objectives © 2017 Region One Education Service Center

• 19 Texas Administrative Code 74. 4 Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum 74. 4 English Language Proficiency Standards • Adopted December 2007 Statutory Requirement © 2017 Region One Education Service Center

Big Ideas 1. Make Content Comprehensible 2. Develop Academic Language Student Expectations 1. Listening 2. Speaking 3. Reading 4. Writing Big Responsibilities 1. Communicated 2. Sequenced 3. Scaffolded PLDs (L, S, R, W) 1. Beginning 2. Intermediate 3. Advanced 4. Advanced High 5. Learning Strategies ELPS: How are they organized?

1. Listening PLDs 2. Listening Expectations & CCRS 3. Listening Teacher Behaviors 4. Speaking PLDs 5. Speaking Expectations & CCRS 6. Speaking Teacher Behaviors 7. Reading 2 -12 PLDs 8. Reading Expectations & CCRS 9. Reading Teacher Behaviors 10. Writing 2 -12 PLDs 11. Writing Expectations & CCRS 12. Writing Teacher Behaviors ELPS Mingle! © 2017 Region One Education Service Center

How to Run TELPAS Reports by Language Domain • • • Go to Home Page Go to State Assessment Select TELPAS Select Instructional Reports Select Student Language Proficiency Rating • Generate Report DMAC TELPAS Reports © 2017 Region One Education Service Center

ELPS Instructional Tool Meeting the needs of beginning and intermediate ELLs

… provide intensive ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English Language proficiency in listening, speaking, reading and/or writing as determined by the state’s English language proficiency assessment system. TAC, Chapter 74. 4 (b) (4)

Second Language Acquisition ELPS Instructional Tool Instruction must be focused, targeted, and systematic

Make an Appointment

Jigsaw – Emojis – 12: 00

T-Chart – 3: 00

Degree of Linguistic Accommodations by Domain

Degree of Linguistic Accommodations by Domain Partner Jigsaw

• Sentence frames provide students with the means to receive and express language while reducing their anxiety. • Levels of content and language development will increase as students do not have to contend with context, grammar, and syntax simultaneously. Linguistic Processing Skills Create a Lesson! Gallery Walk --- Tool, pages 28 -33

• Content Objective Today I examined how to implement the ELPS in all content areas and how to analyze TELPAS data to guide instruction. • Language Objective Today I shared (orally and in writing) different ideas on how to linguistically accommodate instruction for ELLs. Session Objectives © 2017 Region One Education Service Center

Thank you for your participation! Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and Cultural Diversity Director kchapa@esc 1. net Facebook: Region One ESC Bilingual Twitter @esc 1 bilingual @bilingualpride © 2017 Region One Education Service Center