steve west title iii/esl coordinating teacher, 9-12
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Steve West Title III/ESL Coordinating Teacher, 9-12. Reaching and Teaching English Language Learners Wake County Public School System High School Principals Meeting April 24, 2014. Where is the f inish l ine for English Language Learners?. - PowerPoint PPT PresentationTRANSCRIPT
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Reaching and Teaching English Language Learners
Wake County Public School SystemHigh School Principals MeetingApril 24, 2014
Steve WestTitle III/ESL Coordinating Teacher, 9-12
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Where is the finish line for English Language Learners?
"Nearly every problem an English language learner (ELL) faces is magnified by limitations to the student’s ability to consume and produce high-quality English. Every hurdle is a little higher; every finish line is a little farther away. ESL places additional demands on time, resources, and personnel, and involvement from families is often more difficult to obtain.“ Brian Crosson, ESL Teacher
Manassas Park (VA) High School10 Things Every School Leader Should Know About ESL
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Outcomes
Throughout the presentation today, we will begin the discussions about how to: Ask critical questions about the ESL
program in your building; Implement effective structures and
strategies to support academic achievement of English Language Learners (ELLs);
Utilize resources for ELLs and their teachers.
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English as a Second Language
Focus of the ESL classroom: To help LEP students obtain English
proficiency in order to participate fully and successfully in all academic areas.
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What should my ESL teacher be doing?
Critical Question:
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Procedural and Instructional Requirements
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What opportunities do you create for your ESL teacher to collaborate with content teachers?
Critical Question:
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What is the ACCESS test and what do the scores mean?
Critical Question:
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ACCESS for ELLs: What is it? ACCESS for ELLs is a large-scale language proficiency
test for K–12 students.
Developed in partnership with the Center for Applied Linguistics.
A comprehensive, standards-driven system designed to improve the teaching and learning of English language learners (ELLs).
First implemented in 3 states in 2005; Administered to approximately 1,000,000 students in 31 states during 2012-2013.
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ACCESS for ELLs: Purpose To monitor student progress in
English language development on a yearly basis.
To serve as one criterion in determining when ELLs have attained language proficiency comparable to that of their English-proficient peers.
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English Language Proficiency Levels
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ACCESS for ELLs:Score Sheet
Reading
Writing
Composite
Speaking
Listening
ACCESS results are returned to the LEP Contact in late May/early June…Ask your LEP Contact for a score report for your school.
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What does progress look like for ELLs and what should be expected?
Critical Question:
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Annual Measurable Achievement Objectives (AMAOs)
Analyze Scale
Scores
Compare individual
student g
rowth on
EOGs from year to
year
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AMAO 1: Progress Includes all LEP students with at least two
data points (two years of test results). Progress is met by:
1) increase to next overall English Language Proficiency level,
2) increase the previous overall score by .5, or 3) meet exit criteria.
Progress is also measured by earning credits
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LEP Status Exit Criteria Reading Score: Minimum of 4.0 + Writing Score: Minimum of 4.0
+ Composite Score: Minimum of 4.8
= EXIT LEP STATUS
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ACCESS for ELLs:Score Sheet
Did this student exit LEP status?
Reading
Writing
Composite
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ACCESS Scores: Only one piece of the puzzle As with all assessments, ACCESS for
ELLs scores should be considered one of multiple criteria used in educational decision making.
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How are placement decisions made for ELLs?
Critical Question:
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Language Instruction Education Program (LIEP)
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Services for All LEP Students
LIEP Services Provided for ALL LEP Students ESL teachers are expected to infuse content language from C-MAPP (our local electronic curriculum warehouse that includes CCSS standards) into their daily lessons.
These lessons incorporate the domains of language from our Essential Standards, the WIDA standards. Some ESL teachers serve more than one school. ESL teachers at our low incidence schools may be at that school only 1 or 2 days per week. ESL teachers work closely with other teachers who provide LIEP services and collaborate on a regular basis to monitor progress and ensure that these students succeed. Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled
to allow consistent and appropriate LIEP services. Many classroom teachers have been trained in SIOP and/or best practices for LEP students. Intervention support (Tier II Interventionists – Not ESL) may be provided to students in any category of service. ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.
Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled to allow consistent and appropriate LIEP services.
ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.
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How do the services for ELLs at each level look?
Critical Question:
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Comprehensive Services
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Moderate Services
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Transitional Services
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Who is responsible for ensuring that ELLs are actively engaged?
EVERY
TeacherEVERY
Teacher
EVERY
Teacher
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How well is the LIEP Continuum of Services being implemented at your school?
Critical Question :
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S.A.S.I.
Student Achievement through Sheltered Instruction
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What are some other critical questions you can be asking at your school?
Now that you know about the ESL program…
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Questions to Consider:LIEP What information does your school
use to determine an ELL’s level of service?
What do you think your ESL teacher’s perception is of how well the LIEP Continuum is being implemented at your school?
Are ELLs engaged in and producing academic language in all classes?
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Questions to Consider:Scheduling How do you schedule ELLs?
Who is involved in the scheduling process?
How do you choose which courses are appropriate for them?
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Annual Measurable Achievement Objectives (AMAOs)
Would you like some
data?
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AMAO 1: Progress Includes all LEP students with at least two
data points (two years of test results). Progress is met by:
1) increase to next overall English Language Proficiency level,
2) increase the previous overall score by .5, or 3) meet exit criteria.
Progress is also measured by earning credits
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AMAO #1 Progress Data
Newcomers
AMAO 1 Progress: Includes all LEP students with at least two data points (two years of test results). Progress is met by 1) increase to next overall ELP level, 2) increase the previous overall score by .5, or 3) meet exit criteria.
State Goal: 57.1%
WCPSS: 59.13%
This information is n
ow available in Quickr.
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Helpful ResourcesPrint, Translation and Websites
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Resources Available to ELLs and Teachers of ELLs
ESL Teacher Title III/ESL Central Services Staff www.wida.us Discovery Education
10 Things Every School Leader Should Know About ESL
iPads – 8 Schools Set of 10 used for English language development
Rosetta Stone – 8 Pilot Schools English language development Native language literacy
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Helpful Resources: Teacher Tools Dave’s ESL Café: One of the most popular sites for teachers of ELLs.
www.eslcafe.com
ColorinColorado: A bilingual site for families and educators of English language learners. http://www.colorincolorado.org/
Wordsift: WordSift helps anyone easily sift through text and quickly identify important words that appear in the text. http://www.wordsift.com/
Bogglesworld: Activities and materials for teaching ELLs. www.bogglesworld.com
Discovery School Puzzlemaker: Easy to use tools for making crossword puzzles, word searches and other word games. www.puzzlemaker.com
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Helpful Resources: Websites El Pueblo: Non-profit advocacy group committed
to strengthening the Latino community in North Carolina.www.elpueblo.org
A Guide to Learning English: Information for mainstream teachers of ESL students.www.everythingesl.net
Learn NC: On-line teaching and learning tools for educators including bilingual and ESL resources.www.learnnc.org
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Helpful Resources:Print Collaboration and Co-Teaching: Strategies
for English Learners Andrea Honigsfeld and Maria G. Dove Corwin (2010)
The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher Barbara Law and Mary Eckes Portage and Main Press (2000)
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Helpful Resources:Print 99 Ideas and Activities for Teaching
English Language Learners with The SIOP Model Mary Ellen Vogt Jana Echevarria
Fifty Strategies for Teaching English Language Learners – Second Edition Adrienne Herrrell and Michael Jordan Pearson Education, Inc. (2004)
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Helpful Resources:Print The Handbook for Educators Who Work
with Children of Mexican Origin – Third Edition UNC-Chapel Hill School of Education
Research Triangle Schools PartnershipSchool of EducationUniversity of North Carolina – Chapel HillCB #3500Chapel Hill, NC 27599-3500(919) 966-8000
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Helpful Resources:Translation A Bilingual Dictionary of School
Terminology Barbara Thuro Ammie Enterprises (2000)
School Letters in English and Spanish Ammie Enterprises (2000)
Hola! Communicating with Spanish-Speaking Parents Joni Britt Good Apple: A Division of Frank Shaffer
Publications, Inc. (1997)
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Contact Information
Steve West Title III/ESL Coordinating
Teacher, 9-12 [email protected] (919) 431-7483