Services for ELL Students Amanda Smith ESL Teacher

Services for ELL Students Amanda Smith, ESL Teacher Sylvia Richardson, ESL Teacher Ann Marie Batista, ESL Specialist HSV City

ESL at BHS

Which students receive ESL services? ELL students who qualify for services have completed Home Language Survey indicated that a language other than English is spoken at home and/or by the student have been screened using W-APT Scale of 1 -6 student scoring < 3. 9 must be identified for service student scoring >4. 0 may be identified for placement

What’s required? • Lau v. Nichols – – Equal access does not equal appropriate instruction. Must consider students’ linguistic needs. • Casteñada v Pickard – – – Selected program must be research-based. Implemented with necessary resources and personnel. Evaluated and adjusted. • No Child Left Behind – – Equal access to complete educational program. Regular and special education, as appropriate. Curricular and extracurricular opportunities. Federal funds are supplemental.

English as a Second Language Program Implementation PHASE ONE: ESL Leadership Committee An ESL leadership committee should convene to develop a strategic plan. The AMAO LEA Improvement Plan can be used to accomplish this activity. • Needs Assessment • Goals/Strategies/Action steps • Implementation plan for school • Plan for Evaluation

ENGLISH AS A SECOND LANGUAGE PROGRAM IMPLEMENTATION AND STRATEGIC PLANNING A. COLLABORATION – STAKEHOLDERS MUST COLLABORATE FOR STRATEGIC PLANNING FOR ESL PROGRAM IMPLEMENTATION. STAKEHOLDERS Superintendent Federal Programs Coordinator- Carol Pope ELL Coordinator – Ann Marie Batista School Principal/s & Representatives – Andrain Yeldell, Bridget Mastin Content Teachers: Kelli Proctor, Anthony Bacigalupi, Megan Carroll ELL Teacher – Amanda Smith Alternates: Parent of ELL Community Representative

Butler High Data

Goal #1 Goal: Create a class/ club/ group/ support system for ‘newcomers’ (Students with a proficiency level below 2. 5) Strategies: -Create a Spanish/ English orientation Welcome Packet for all newcomers to receive upon enrollment -Pair ESL newcomers with a FLEP (Former Limited English Proficient) same language -Establish a weekly ESL Café on Tuesdays/ Thursdays for ESL students entering the building at 7: 30 a. m. - 7: 45 a. m. to come to room 146 Yellow to meet for explanation of school events/ ask questions and meet other ESL students - Create a Latino Club for extracurricular opportunities to involve ESL students in service learning

Goal Set #2 Goals: Increase the number of students exiting the program with a score of 4. 8 by targeting all students scoring a 4. 0 or higher on the WIDA with accelerated intervention (12 students) Celebrate those achieving a 4. 8 or higher on the ACCESS for ELs test Strategies: -target 4. 0 +level students. Ask teachers to use strategies to push EL students in this range- share tools. Provide pull-out instruction using Finish Line for ELL’s text -develop a list of Web 2. 0 tools to integrate into classroom instruction that challenge these students to increase proficiency levels - Create bulletin board acknowledging student language success. - Sponsor celebration for students testing out of the ESL program.

Goal Set #3 Goal: Reduce the number of students remaining in the program 5+ years Strategies: - Provide professional development for teachers on the use of SIOP strategies (Sheltered Instruction Observation Protocol- an ESL approach to differentiated instruction) - utilize weekly newsletters and videos to deliver ESL PD to faculty -Offer after-school tutoring to ESL students -Arrange for embedded ESL instruction- push-in/ small group/ coteaching with Mrs. Smith

ELL/ ESL Program Selection and Curriculum Requirements Options for placement

ESL Pull-out Generally used in for newcomers Students spend a portion of the day with the ESL instructor. The majority of the day is spent in the regular classroom.

ESL Push-in The ESL instructor goes into the regular classroom. Collaboration between the ESL instructor and the regular education teacher is essential for success.

Newcomer Program Addresses specific needs of recent immigrant students (usually students that enroll in middle school or high school). Goals for Newcomers - Acquire beginning English language skills along with core academic skills. - Acculturate the students to the school system. Generally, students stay in the newcomer program for one year.

ESL Class Period Students receive ESL instruction during a regular class period. Students can receive course credit. Students can be grouped according to their level of proficiency.

ESL Resource Center- Mrs. Richardson The ESL Resource Center is a variation of the pull- out design. Students from several classrooms come together where ESL materials and staff are concentrated in one location. Mrs. Richardson can assist with tests, projects, tutoring, etc.

Sheltered English or Content-based Programs. Huntsville City’s General Option Language minority students from different language backgrounds are given instruction with English as the medium of instruction. Instruction is focused on content rather than language. Gestures and visual aids can be used to help students understand. Generally used for students score 4. 0> on W-APT

How are ESL services delivered? • PHASE TWO- Departmental Meetings • LEA has an ELL plan detailing the service delivery model. • ELL Committee determines the best methods of meeting individual student language acquisition needs – – – ELL coordinator ELL teacher Content-area or grade-level teachers Special needs teacher as needed Guidance Counselor

Curriculum Requirements: Alabama Courses of Study and Wi. DA ELP Standards

Collaborate Alabama Courses of Study (Content) Wi. DA ELP Standards (Academic Language)

Wi. DA ELP World-Class Instructional Design and Assessment English Language Proficiency

What are Wi. DA ELP standards? The WIDA ELP standards facilitate the design of language development objectives that support, guide and develop content knowledge and skills at the appropriate level of English proficiency. “English as a Second Language Curriculum and Instruction. ”English Language Learners (ELL) Policy and Procedures Manual; Federal Programs Section Division of Instructional Services of AL Department of Education, 2008 ed, p. 25

ELP Standards (Content Areas) Each ELP standard addresses a specific context for language acquisition. The five standards are: STANDARD 1: Social and Instructional Language STANDARD 2: Language Arts STANDARD 3: Mathematics STANDARD 4: Science STANDARD 5: Social Studies

The WIDA ELP Scale 6 5 4 3 2 1 ENTERING WIDA Consortium EXPANDING DEVELOPING BEGINNING BRIDGING R E A C H I N G

Language Domain Each of the ELP standards encompasses four language domains: LISTENING SPEAKING READING WRITING

Teacher-friendly Tools from WIDA Performance Definitions General descriptions of how ELLs understand, process, use and produce English. Aligned with ELP levels. “CAN DO Descriptors” General descriptions of what student “can do” in a specific language domain. Aligned with the specific ELP level for each language domain.

Review: How do you determine the student’s level? Screener Test: Annual Test: W-APT™ – ACCESS for ELLs®– WIDA ACCESS Placement Test Assessing Comprehension and Communication in English State-to-State for English Language Learners

What do I do? They’re in my class? GRADING AND RETENTION

What instruction must ELLs receive? English language development Driven by W-APT and WIDA ACCESS scores. BICS and CALP Content learning Driven by content standards and objectives of Alabama State Course of Study. Required standardized testing objectives.

What do I do? They’re in my classroom! • Provide professional development for content-area and grade-level teachers! • ACCOMMODATIONS must be provided by the content-area or grade-level teacher. • Examples: – – Activation of background knowledge Scaffolded instruction Sheltering of instruction Use of authentic assessment tools

What assessment methods should be used with an ELL? Use authentic methods of assessment with ELL interview or oral assessments projects or illustrations observation or interactions traditional format with accommodations use translation tools reduced text format graphic support

What considerations should be made when assigning grades for ELLs? • Is an I-ELP in place? • Were accommodations made to lower the language barrier? • Were authentic assessment methods used to evaluate ELL student learning of content? • Were all content objectives included in student’s instruction? • What level of mastery on content objectives did student demonstrate?

What considerations should be made regarding retention? • Is an I-ELP in place? • Were accommodations made to lower the language barrier? • Were authentic assessment methods used to evaluate ELL student learning of content? • Were all content objectives included in student’s instruction? • What level of mastery on content objectives did student demonstrate?

Failing Grades & Retention Documentation to support action Develop a protocol Example components: Samples of regular and accommodated documents Samples of graded and/or accommodated student work Brief narrative of teacher behaviors accommodations made teacher observations of student behavior contact with ELL specialist contact with parents

Failure and Retention Failure and retention is determined through the support of evidence that: accommodations were provided consideration was made of student’s level of language proficiency progress monitoring and intervention strategies were implemented

Common Issues Waiving ESL services ESL students with interrupted academic backgrounds/ different standards in different countries Language barriers Lack of time/resources to prepare for ESL instruction & differentiation- ask Mrs. Smith! Use of technology with ESL students- Mrs. Smith to investigate language options. **Edmodo is available with Spanish language settings.

Credits Presentation adapted from original created by: Dely Roberts, ALSDE Federal Programs Cindy Hunt, ALSDE Regional ELL Coach