ayp for ell

18
Improving Adequate Yearly Progress for English Language Learners

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Page 1: Ayp for ell

Improving Adequate Yearly Progress forEnglish Language Learners

Page 2: Ayp for ell

Ells are classified as a single subgroup

1. Newly arrived with adequate schooling

2. Newly arrived with limited formal school

3. Long-term English learners

Page 3: Ayp for ell

Newly arrived with adequate school

• Less than 5 years in U.S. • Continuous schooling • Previous school system

parallels Schools • Makes steady progress• Difficulty on standardized

tests in Englilsh

Page 4: Ayp for ell

Newly Arrived with Limited Formal

Schooling• > than 5 years• Previous schooling may be

limited or interrupted• Lacks a sense of school

culture and routines• Limited literacy / math

development

Page 5: Ayp for ell

Long Term English Learners• 7 or more years in U.S.

Schools • Experienced methods of

English- language instruction

• Unrealistic perspective on demands of school

• Achieves conversational fluency, but not academic fluency

Page 6: Ayp for ell

Factors that may compromises the accuracy of AYP and ELLs • Classification criteria differs

within states• States determine

appropriate accommodations

• Schools with less than 40 ELLs are not required to report AYP

Page 7: Ayp for ell

ELL Subgroup Variances

ELLS continual transition out of program Subgroups

of low performance students

Page 8: Ayp for ell

Maximize LearningChallenging Instruction

Collaboration

Recognition and Validation of Students' Experiences

Page 9: Ayp for ell

Effective ELL Program

Mercuri, Freeman, & Freeman

Dalton

Garcia & Beltran

Page 10: Ayp for ell

Mercuri, Freeman, & Freeman

Challenging, theme-based curriculum

Collaborative activities

Staffold Instruction

Scheme

Page 11: Ayp for ell

DaltonTeach complex thinking

Develop Cognitive Complexity

Teacher - student conversations

Provide Compelling Whys ~ connect curriculum to students' lives

Page 12: Ayp for ell

Garcia & BeltranSolid curriculum framework

Instructional opportunities

Network of support to reinforce effective practices

Page 13: Ayp for ell

Research Based Instructional Models for

English Language Learners

Cognitive Academic Language Approach ( CALLA)

Sheltered Instruction Observation Protocol (SIOP)

Page 14: Ayp for ell

Cognitive Academic Language Approach

CognitiveAcademicLangugeLearningApproach

Page 15: Ayp for ell

CALLA

Components

Language Developmen

t

Content Area

Instruction

Explicit Instruction of

Strategies

Page 16: Ayp for ell

Sheltered Instruction Observation ProtocolShelteredInstructionObservationProtocol

Page 17: Ayp for ell

SIOP Components1. Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Instruction8. Review/Assessment

Page 18: Ayp for ell

Instructional Strategies•Activating Schema•Building Schema•Explaining Key Concepts•Vocabulary Building•Structured Overview•Graphic Organizers•Think-Alouds