EnglishLearner(EL)ProgramGuideUpdatedOctober2017

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TableofContentsMission......................................................................................................................................................................3Vision.........................................................................................................................................................................3PurposeofEnglishLearnerProgramGuide..............................................................................................................3FederalLawandEducatingEls..................................................................................................................................3BoardPolicy...............................................................................................................................................................4Identification.............................................................................................................................................................5

DistrictProceduresforIdentificationofEnglishLearners(Els).............................................................................5PreviouslyIdentifiedEls/TransferStudents..........................................................................................................5ForeignExchangeStudents...................................................................................................................................5

IsYourStudentanEnglishLearner(El)?....................................................................................................................6Assessment...............................................................................................................................................................6

WIDAScreener......................................................................................................................................................6ModelScreener.....................................................................................................................................................6“AccessforElls2.0”Assessment...........................................................................................................................7PurposeandUseof“AccessforElls2.0”...............................................................................................................7ProcessofSharing“AccessForElls2.0”Results....................................................................................................7

“AccessforElls2.0”ProficiencyLevels.....................................................................................................................8WIDAEnglishLanguageDevelopmentStandards....................................................................................................9

MTSSandElSupports............................................................................................................................................9MTSSandElSupportFlow-Chart.........................................................................................................................10

“WIDACanDoDescriptors,KeyUsesEdition”,GradesK-12..................................................................................10BestPractices..........................................................................................................................................................11

Whatshouldtheteacherfocusonateachlevel?...............................................................................................11DifferentiationThroughScaffoldingandSupports..............................................................................................123TypesofSupportsNeededforElStudents.......................................................................................................12SpecificExamplesofSensorySupportsbySubjectArea.....................................................................................13InstructionalStrategiestoConnectLanguagetoContent..................................................................................13IncreasingInteractiontoBuildFluencywithTargetLanguage...........................................................................13ComponentsofAGradualReleaseofResponsibility..........................................................................................13Differentiation.....................................................................................................................................................14GradingProcedures-DistrictOptionsforEnglishLearners................................................................................14

LanguageLearningProcess.....................................................................................................................................14HelpfulStrategiesandTipsforTeachers.............................................................................................................15

FamilyCommunication............................................................................................................................................15Interpretation(oralcommunication)..................................................................................................................15Translation(writtencommunication).................................................................................................................15ResourcestoSharewithStudentsandFamilies..................................................................................................16

CulturalAwarenessandEquity...............................................................................................................................16AdditionalResources...............................................................................................................................................17

PopularAppsforElsandTeachers......................................................................................................................18DefinitionsofTerms................................................................................................................................................18

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MissionThemissionoftheUnifiedSchoolDistrictofMarshfieldistoprovideanenvironmentthatcultivatesmaximumstudentpotential.TheSchoolDistrictofMarshfieldEnglishLearner(EL)programiscommittedtoprovidinginstructiontoallEnglishLearners,focusedonacquiringanddevelopingcompetencyintheEnglishlanguagewithinasociallyandculturallysupportiveenvironment.EnglishLearnerswilldevelopsocial,instructional,andacademiclanguagewithinthefourlanguagedomains(speaking,listening,reading,andwriting)inconjunctionwiththesubjectmattercontent(languagearts,mathematics,science,andsocialstudies).

VisionTheUnifiedSchoolDistrictofMarshfield’svisionfortheimplementationofaMulti-TieredSystemofSupports(MTSS)framework,embeddedinbestpractice,istoensurethatallstudentsinthedistrictareprovidedwithhighqualityinstructionthatisevidencebasedwithinasupportiveenvironment,ensuringthatstudents’academicandbehaviorneedsarenotonlymet,butpromotegrowthwithinthelearningenvironment.TheEnglishLearner(EL)ProgramsupportsthemissionoftheUnifiedSchoolDistrictofMarshfieldtoensurethatallstudentsachievetotheirhighestability,tobeabletocollaborate,tocreativelyandcriticallythink,andtoeffectivelycommunicate.Wearecommittedtoprovidinginstructionusingbest-practicestrategiesforacademicandlinguisticcompetence,enablingstudentstoachieveonthesamebasisasnativespeakersofEnglish,andfosteringindependenceandsuccessbothinschoolandwithinthecommunity.

PurposeofEnglishLearnerProgramGuideThisguidesharescommontermsassociatedwithELs,theprocessforidentifyingandcommunicatingassessmentinformation,andservesasaresourceforbestpracticesandstrategiesassociatedwitheducatingELs.Throughoutthisguide,WIDAwillbereferenced.WIDAistheauthorityoneducatingEnglishLearners.Since2002,theyhavedevelopedandintroducedmanydefinitionsandresourcesdesignedtohelpindividualsunderstandandeducateEnglishLearners.WIDAdrawsonmultipletheoriesandapproachesinanefforttodescribelanguageuseinacademiccontexts;thisisthelanguagethatlanguagelearnersmustacquireandnegotiatetoparticipatesuccessfullyinschool.ThesemultipletheoriesandapproachesarefromatheoreticalfoundationthatsupportstheWIDAstandardsframework.

FederalLawandEducatingElsSchoolDistrictsarerequiredtoprovideEnglishlanguageservicestoEnglishLearners.Theserequirementsaregroundedinfederalcourtrulingsandcodifiedinstateandfederallaw.ChapterPI13.05laysouttherequirementforalldistrictsservingEnglishlearners.“EachschoolboardwhosepupilpopulationincludesoneormoreLimitedEnglishProficient(LEP)pupilsshalladoptapolicyregardingtheidentification,languageassessment,classificationandreclassification,supportservices,academicachievementandassessment,parentalnotificationoftestingunders.PI13.09,andthedesignoftheeducationalprogramorsupportforLEPpupils.”

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BoardPolicyBook UnifiedSchoolDistrictofMarshfieldPolicyManualSection 2000ProgramTitle ENGLISHLANGUAGEPROFICIENCYNumber po2260.02Status ActiveAdopted February10,2016

2260.02-ENGLISHLANGUAGEPROFICIENCYTheBoardofEducationrecognizesthattheremaybestudentswhoseprimarylanguageisnotEnglishresidingwithintheDistrict.Withthatinmind,theBoardshallprovideappropriateidentificationandtransitionservicesforDistrictstudentswhopossesslimitedcommandoftheEnglishlanguage.ThepurposeoftheseservicesistodevelopEnglishlanguageskillsthatwillenablethestudentstofunctionsuccessfullyinanallEnglishclassroomandcompletetheDistrict'srequiredcurriculum.TheseservicesshallincludetheidentificationofstudentswhoareEnglishlanguagelearners(ELL),theimplementationofcurricularandinstructionalmodifications,theassessmentoftheELLstudent'sacademicprogress,identificationofELLstudentsthatachieveEnglishLanguageProficiency(ELP),andcontinuedmonitoringofELPstudents.Thedegreeofmodification,thedurationandthetypeofservicesshallbedeterminedindividuallyandshallbebasedontheneedsofeachstudent.IfasufficientnumberofthestudentsidentifiedwithlimitedEnglishproficiencyareofthesamelanguagegrouptomeetstatutoryrequirements;theBoardshallestablishandimplementabilingual-biculturaleducationprogramasrequiredbythelaw.Theparent(s)ofELLstudentsshallbenotifiedofstudenttestingarrangementsandofeducationalprogramsandservicesavailabletohelptheirchildrenimprovetheirEnglishlanguageskillsandacademicachievement.Thenotificationsshallbeconsistentwithlegalrequirementsandpresentedinsuchmannerastoensurethatthestudent'sparent(s)understandsthem.TheDistrictshallassesstheEnglishproficiencyandacademicprogressofELLstudentsinaccordancewithlegalrequirements.DecisionsregardingtheadministrationofState-requiredteststoELLstudentsshallbemadeonacase-by-casebasis.Testingaccommodationsmaybemadebasedonstudentneeds,providedthevalidityofthetestismaintained.TheDistrictshalladministerState-requiredteststoanELLstudentunlessadeterminationhasbeenmadethattheresultsofthetest,withallowableaccommodationsmadeforthestudentasneeded,willnotbeavalidandreliableindicatorofthestudent'sacademicknowledgeandskills.AnyELLstudentexemptedfromtakingaState-requiredtestshallbeadministeredanalternativeassessmentapprovedbytheDepartmentofPublicInstruction.TheresultsofbothState-requiredtestsandalternateassessmentsshallbeconsistentwithDistrictpoliciesinmakinginstructional,promotion,andgraduationdecisions.Testresultsmaynotbeusedasthesolecriterioninre-classifyinganELLstudentfromabilingual-biculturaleducationprogramorindetermininggradepromotion,eligibilityforcoursesorprograms,eligibilityforgraduationoreligibilityforpostsecondaryeducationopportunities.ELLstudentswillnolongerbeconsideredlimited-EnglishproficientwhentheyhavethelanguageskillsnecessarytocompetewithmainstreamEnglishspeakers.TheSuperintendentshallestablishadministrativeguidelinesthatprovidethe:

A. standardsforreclassification/exitdecisions;B. processformonitoringandmaintainingdocumentationontheexitingstudentfortwo(2)years;C. accessforstudentstore-enterabilingualorESLprogramifthereisevidencethatthereclassification

decisionwaspremature;D. opportunityfortheparent(s)toparticipateineachentry,exitandre-entrydecision;E. opportunityfortheparent(s)toappealtheexitorre-entrydecision.

TheDistrictwillincludeinitsannualreporttothepublicinformationrequiredbystatuteregardingtheperformanceofELLstudents.©Neola2010Legal 118.13,118.30(2),115Wis.Stats.

P.I.13Wis.AdminCode

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IdentificationDistrictProceduresforIdentificationofEnglishLearners(Els)1. Whenanewstudententersthedistrict*:

a. TheparentfillsouttherequiredHomeLanguageSurvey(HLS)-AHomeLanguageSurvey(HLS)isaseriesofquestionsaskedofallparents/guardiansatthetimeofenrollment.ThesequestionsaredesignedtodetermineifastudentisexposedtoorusesalanguageotherthanEnglishathome.

b. IftheHLSshowsthatEnglishisthestudent’sprimarylanguage,theregistrarwillindicateontheHLSthatnoELfilewillbeopened.Ifatanytimetheclassroomteachernoticesthatthestudentsarestrugglingwithspeakingand/orunderstandingEnglish,theclassroomteachershouldconsulttheSchoolPsychologist.

c. IftheHLSindicatesthatthestudentspeaksanotherlanguageorisexposedtoanotherlanguageathome,thentheHLSissharedwiththebuildingSchoolPsychologist.

i. TheSchoolPsychologistwillreviewHLSandacademicrecordstodetermineif:

1. furtherinformationisneededfromtheparent,studentand/orpreviousschooldistrictinordertodetermineiffurtherassessmentisneeded.

2. ORaWIDAscreener(Grades1-12)orMODELscreener(GradeK)shouldbeadministered.

ii. Ifascreenerisnotneeded,basedoninterviewwithparentsand/orstudent,theSchoolPsychologistwillreportbacktotheStudentServicesAdministrativeAssistantregardingtheELstatusbeingcodedas“proficient.”

1. TheStudentServicesAdministrativeAssistantwillenterthecodeof7intoISES.

2. TheSchoolPsychologistwillcompletethebottomportionoftheHLSindicating“NoELFileOpened.”

d. Ifascreenerisnecessary,theSchoolPsychologistwilladministertheappropriatescreener.

i. Resultsofthescreeneralongwithotherinformationgathered,whichdetermineELidentification,willbesharedwithappropriatestaffwhomayhaveaneducationalinterestinthechild.

ii. TheStudentServicesAdministrativeAssistantwillenterscoreintoISES.

iii. TheSchoolPsychologistwillcompletetheentirebottomportionofHLS.

PreviouslyIdentifiedEls/TransferStudentsIfastudentmovesfromanotherdistrictwheretheywereidentifiedasanEL,itmaybepossibletorequesttheirEnglishLanguageProficiency(ELP)scorefromtheirpreviousschooldistrict.Forstudentstransferringfromanotherdistrictwithinthestate,ifthestudentisenrolledinyourdistrictandreportedinISES,thestudent’sELPcodemaybeavailableinWISEdash.Ifnot,butanACCESSforELLsscoreisavailableforthatstudentfromthelastyear,itshouldbeuploadedintoISESbytheStudentServicesAdministrativeAssistant.IfastudenthasanELPscorelessthan6,theydonotneedtobeidentifiedviathisprocess,andELservicesshouldbeprovidedbasedonthatscore.Iftheyhavea6orhigher,theyhaveexitedELservicesand/orwereneverEL.Therefore,thestudentdoesnotneedELservicesnortobeassessedviathisidentificationprocess.

ForeignExchangeStudentsForeignexchangestudentsareexpectedtobeEnglishproficientuponarrivalandgenerallydonottakethescreener.IfthedistrictbelievesthestudentmayneedELservices,thedistrictmayadministerthescreeneratanytimetodetermineeligibility.StudentsshouldbecodedinISESbasedoneligibility.Forfurtherinformation:https://dpi.wi.gov/english-learners/title-iii/identification

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IsYourStudentanEnglishLearner(El)?

AssessmentAswithanyassessment,ELPassessmentsonlyprovidealimitedwindowintoastudent'sabilitiesonaparticulardayataparticulartime.

WIDAScreenerTheUnifiedSchoolDistrictofMarshfieldusestheWIDAScreenerasthescreenerfornewstudentsinthedistrict.TheWIDAScreenerisanEnglishlanguageproficiencyassessmentgiventoincomingstudentsinGrades1–12toassisteducatorswiththeidentificationofstudentsasEnglishLearners(ELs).ThepurposeofthisassessmentistohelpeducatorsmakedecisionsaboutwhetherastudentisacandidateforEnglishlanguagesupportservices.Ingeneral,studentsscoringbetweena1.0to4.9ontheoverallcompositescoreontheWIDAScreenermaybeconsideredforELservices.SchoolPsychologistsadministertheWIDAScreener.

ModelScreenerTheUnifiedSchoolDistrictofMarshfieldusestheWIDAMODEL(MeasureofDevelopingEnglishLanguage)toassesstheEnglishlanguageproficiencyofincomingKindergartenstudentswhospeakorareexposedtoanotherlanguage.TheMODELscreenercanalsobeusedasaninterimprogressmonitoringassessment.ThekindergartenMODELScreenerdoesprovideanoverallcompositescore.SchoolPsychologistswilladministertheWIDAMODELScreener.

Whenanewstudententersthedistrict,parentswillcompleteaHomeLanguageSurvey(HLS)

DoestheHLSindicatethatthestudentspeaksorhasbeenexposedtoanotherlanguage?

Yes

TheHLSissharedwiththebuildingschoolpsychologist.

SchoolPsychologistwillreviewHLS,academicrecords,andconductinterviewstodetermineiftheWIDAscreenerisnecessary.

Yes

TheSchoolPsychologistwilladministertheWIDAscreenerandreporttheproficiencyleveltotheappropriatestaff.

No

TheSchoolPsychologistwillindicate“NoELFileOpened”andinformtheStudentServicesAdministrativeAssistant.

No

Registrarwouldindicate“NoELFileOpened”andplaceHLSincumulativefolder.

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“AccessforElls2.0”AssessmentStudentswhoareidentifiedasEnglishLearners(ELs)participateinEnglishlanguageproficiencytestingannually.TheUnifiedSchoolDistrictofMarshfieldusesthe“ACCESSforELLs2.0”test.Parentswillbenotifiedofthe“ACCESSforELLs2.0”testingwindow.Thistestisasecure,large-scaleEnglishlanguageproficiencyassessmentadministeredtoKindergartenthrough12thgradestudentswhohavebeenidentifiedasELs.Itisusedtomonitorstudents'progressinacquiringacademicEnglish.SchoolPsychologistsadministerthe“ACCESSforELL’s2.0”assessment.

“ACCESSforELLs2.0”isalignedwiththeWIDAEnglishLanguageDevelopmentStandardsandassesseseachofthefourlanguagedomainsoflistening,speaking,reading,andwriting.

PurposeandUseof“AccessforElls2.0”● Helpsstudentsandfamiliesunderstandthestudents’currentlevelofEnglishlanguageproficiencyalong

thedevelopmentalcontinuum

● ServesasoneofmultiplemeasuresusedtodeterminewhetherthestudentispreparedtoexittheEnglishlanguagesupport

● GeneratesinformationthatassistsindeterminingwhetherELshaveattainedthelanguageproficiencyneededtoparticipatemeaningfullyincontentareaclassroomswithoutprogramsupport

● ProvidesteacherswithinformationtheycansubsequentlyusetoenhanceinstructionandlearninginprogramsfortheirELs

● ProvidesthedistrictwithinformationthatwillhelptoevaluatetheeffectivenessofELprograms

● MeetsandexceedsfederalrequirementsforthemonitoringandreportingofELs'progresstowardEnglishlanguageproficiency

ProcessofSharing“AccessForElls2.0”ResultsTheSchoolPsychologistswillsharetheresultsoftheassessmentwithappropriatestaffwhomayhaveaneducationalinterestinthechild.

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“AccessforElls2.0”ProficiencyLevelsThe“ACCESSforELLs2.0”provideslanguagedevelopmentproficiencylevels.TheselevelsdescribethespectrumofanEL’sprogressionfromknowinglittletonoEnglishtoacquiringtheEnglishskillsnecessarytobesuccessfulinanEnglish-onlyclassroomwithoutextrasupport.Level6,Reaching,describesELswhoarefullyEnglishproficient.TheselevelsareusedinconjunctionwithCanDoDescriptorstodeterminetheskillsELstudentspossessatthatcurrenttime.Theproficiencylevelsinclude:

● Level1:-Entering-ELsmaybeabletomatchpicturestosinglewordsandunderstandafewone-wordutterances.

● Level2:-Emerging-ELsbegintoasksimplequestions,restatefacts,sortoutbasicinformationusingvisualcues,andcreatelistsandshortsentences.

● Level3:-Developing-ELscanfollowmultistepdirections,formbasicparagraphs(spokenorwritten),identifymainideas,describestorylinesandsituations,andusecontextcluestolearnnewwords.

● Level4:-Expanding-ELscangivesimpleoralreportsandspeeches,uselanguagemoreabstractly,identifyanduseidiomsandfiguresofspeech,summarizeinformation,andcreateoriginalideasusingEnglish.

● Level5:-Bridging-ELsperformmuchmorelikenativespeakers,albeitnotatthenativelevelinallaspects(suchaspronunciation).ELscandraworiginalconclusions,debatewithothers,conductresearchusingmultiplesources,andapplyinformationtonewcontextsandmultiplegenres.

● Level6:-Reaching-TheELstudenthasbeenmonitoredfor2consecutiveyearsandhasbeenexitedfromELprogramservices.

AdditionaldetaileddescriptionsoftheWIDAPerformanceDefinitionshttps://www.wida.us/get.aspx?id=5

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WIDAEnglishLanguageDevelopmentStandardsThestandardsarebrokenintogradelevelclusters(GLCs)of:K,1--2,3--5,6--8,and9--12Thegradelevelclusters(GLCs)spanfivecontentareas:

● Socialandinstructionallanguage(SI),whichincorporatesproficienciesneededtodealwiththegenerallanguageoftheclassroomandtheschool

● TheLanguageofEnglishlanguagearts(LA)

● TheLanguageofmathematics(MA)

● TheLanguageofscience(SC)

● TheLanguageofsocialstudies(SS)Foreachgradecluster,thestandardsspecifyoneormoreperformanceindicatorsforeachcontentareawithineachofthefourlanguagedomains:

● Listening&Readinghttps://drive.google.com/file/d/0B8r0uugLj-SWckdxaVJheEhDaGs/view?usp=sharing

● Speaking&Writinghttps://drive.google.com/file/d/0B8r0uugLj-SWUkpHQjJ1RWwtM0k/view?usp=sharing

MTSSandElSupportsIntheUnifiedSchoolDistrictofMarshfieldELservicesareprovidedthroughtheMulti-TieredSystemofSupports(MTSS)framework.MTSSisasystemic,continuous-improvementframeworkthatusesevidence-basedpractices,focusingondata-basedproblemsolvingatmultiplelevelstosupport“need-driven”decisionmakingtoaccelerateperformanceforallstudents(Gibbons,K.,Bollman,K.,2015).Itisbasedupontheassumptionthatallstudents,includingELstudents,canlearnandachievewhenprovidedwitheffectiveteaching,research-basedinstructionandaccesstostandards-basedcurriculum.

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MTSSandElSupportFlow-Chart

“WIDACanDoDescriptors,KeyUsesEdition”,GradesK-12The“WIDACanDoDescriptors,KeyUsesEdition”providesexamplesofwhatlanguagelearnerscandoatvariousstagesofEnglishlanguagedevelopmentinlistening,speaking,readingandwriting.ItisonecomponentoftheWIDAStandardsFramework(shownatright).Theframework,asawhole,supportstheimplementationoftheWIDAEnglishLanguageDevelopmentStandardsintheinstructionandassessmentoflanguagelearners.Weencourageeducatorstousethe“WIDACanDoDescriptors,KeyUsesEdition”inconjunctionwiththeothercomponentsoftheframework.FormoreinformationontheWIDAStandardsFramework,visitwww.wida.us.

The“WIDACanDoDescriptors,KeyUsesEdition”providesexamplesofacademiclanguageuseforfourspecificcommunicativepurposes.Thesepurposes,referredtoasKeyUses,wereidentifiedbasedonreviewsofliteratureandalanguageanalysisofcollegeandcareerreadinessstandards:

• Recount:Todisplayknowledgeornarrateexperiencesorevents.Exampletasksinclude:tellingorsummarizingstories,producinginformationreports,andsharingpastexperiences.

• Explain:Toclarifythe“why”orthe“how”ofideas,actions,orphenomena.Exampletasksinclude:describinglifecycles,sharingwhyorhowthingswork,statingcausesandeffects,andsharingresultsofexperiments.

• Argue:Topersuadebymakingclaimssupportedbyevidence.Exampletasksinclude:statingpreferencesoropinionsandconstructingargumentswithevidence.

• Discuss:Tointeractwithotherstobuildmeaningandshareknowledge.Exampletasksinclude:participatinginsmallorlargegroupactivitiesandprojects.

AnELstudentisidentifiedintheclassroom.

Assessmentdataisgatheredtodetermine thestudent’sstrengths/areasofgrowthandpossibletieredsupport.

Tier1:Studentassessmentscoresindicateatorneargrade-level,adequate

speakingskills,scoresinthe25thorabovepercentile.

Continuewithcoreservicesingeneraleducationsetting.

Tier2:Studentassessmentscoresindicateatorbelowgrade-level,inadequatespeakingskills,scoresinthe10thto

25thpercentile.

Beginwithinterventions

focusedonareasofneed.

Monitorprogressonbiweeklyorweeklybasis.

Yes

Continuewithintervention.

Noprogress

Tier3:Studentassessmentscoresindicatewellbelowgrade-level,inadequatespeakingskills,scores

belowthe10thpercentile

RefertoProblemSolvingteamtodevelopplanand

writePLP

Implementaplanandmonitorweekly

Yes

Continuewithintervention

Noprogress

ReferbacktoProblemSolvingTeam

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The“WIDACanDoDescriptors,KeyUsesEdition”andtheexampledescriptorsarenotexhaustivebutaremeanttohelpguidetheplanningandconversationaroundmeaningfulparticipationoflanguagelearnersinstandards-basedcontestcurriculum,instruction,andassessment.

EarlyYearsCanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWUUJOazkxajZ1N0U/view?usp=sharing

KindergartenCanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWaUwwQncxRmxaRnM/view

Grade1CanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWbmNOVEJOT0MzREk/view

Grades2-3CanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWbWdpZmtjRy04Wms/view

Grades4-5CanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWbXZSekY0Qmh0Wjg/view?usp=sharing

Grades6-8CanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWMHVqTVN1WWhLd1E/view?usp=sharing

Grades9-12CanDoDescriptorshttps://drive.google.com/file/d/0B8r0uugLj-SWaDhqMEZnczRka1E/view?usp=sharing

BestPracticesWhatshouldtheteacherfocusonateachlevel?Level1–Entering

● interpersonalskills● personalinformation● listeningskills● schoolpersonnel● schoolrules● beginningphonics:recognizinglettersandknowingsoundsoftheletters● contentvocabulary:numbers,colors,classroomobjects,partsofthebody,shapes,familymembers,

clothing,food,weather,money,etc.Level2–Beginning

● listeningandspeakingskills● pronunciationactivities● vocabulary● sightvocabulary● phonicsinstruction● wordfamilyactivities● beginningwritingskills:subject/verbagreement● reading/constructingsimplesentences

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Level3–Developing● continueddevelopmentinlistening,speaking,andreadingskills● readingparagraphs/shortstorieswithcomprehension● developmentofbetterwritingskills● grammar:partsofspeech

Level4–Expanding● finetuningofspeakingskills● advancedgrammaractivitiesappliedinwriting● useofhigherlevelvocabularyinspeechandwriting● readlongerpassageswithgreatercomprehension

Level5–Bridging• Thesestudentsremainintheclassroomworkingongradelevelcurriculumandaremonitoredannually.

Level6-Reaching• ThestudenthasbeenmonitoredfortwoconsecutiveyearsandmayexitfromELprogramservices.

DifferentiationThroughScaffoldingandSupportsDifferentiatinginstructionandassessmentforELsisanapproachthatteacherscanusetomaketheirgrade-levelcontent-areainstructioncomprehensibleandchallengingtoallofthestudentsintheirclasses,withspecificattentiontothediverselanguageandlearningneedsoftheirELs.ThisapproachalsoenableseveryteachertoscaffoldandsupporttheirELs’movementalongthecontinuumofsecondlanguagedevelopment.DifferentiatingforELssupportsstudents’activeengagementinalloftheirclasseseveryday,whichinturnleadstogreaterequityandachievementfortheselearners.

• Scaffold:aneducator’sintentionalactofbuildinguponstudents’alreadyacquiredskillsandknowledgetoteachnewskills

• Support:useofinstructionalstrategiesortoolsusedtoassiststudentsinaccessingcontentnecessaryforclassroomunderstandingorcommunicationandtohelpconstructmeaningfromlanguage

3TypesofSupportsNeededforElStudents

SensorySupports GraphicSupports InteractiveSupports

• Real-lifeobjects(realia)• Manipulatives• Pictures&photographs• Illustrations,diagrams&drawings• Magazines&newspapers• PhysicalActivities• Videos&Films• Broadcasts• Models&figures

• Charts• Graphicorganizers• Tables• Graphs• Timelines• NumberLines

• Inpairsorpartners• Intriadsorsmallgroups• Inawholegroup• Usingcooperativegroup

structures• WiththeInternet(Websites)or

softwareprograms• Inthenativelanguage(L1)• Withmentors

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SpecificExamplesofSensorySupportsbySubjectArea

LanguageArts Mathematics Science SocialStudies

• Illustratedword/phrasewalls

• Feltormagneticfiguresofstoryelements

• Sequenceblocks• Environmentalprint• Postersordisplays• Bulletinboards• Photographs• Cartoons• AudioBooks• Songs/Chants

• Blocks/Cubes• Clocks,sundialsand

othertimekeepers• Numberlines• Modelsofgeometric

figures• Calculators• Protractors• Rulers,yard/meter

sticks• Geoboards• Counters• Compasses• Calendars• Coins

• Scientificinstruments• Measurementtools• Physicalmodels• Naturalmaterials• Actualsubstances,

organismsorobjectsofinvestigation

• Posters/Illustrationsofprocessesorcycles

• Maps• Globes• Atlases• Compasses• Timelines• Multiculturalartifacts• Arial&satellite

photographs• Videoclips

AdoptedfromGottlieb,M.(2006).AssessingEnglishlanguagelearners:Bridgesfromlanguageproficiencytoacademicachievement.ThousandOaks,CA:CorwinPress.

InstructionalStrategiestoConnectLanguagetoContent● Gofromtheeveryday,familiar,andconcretetothesubjectspecific,unfamiliarandabstract● Linkstudents’realworldexperiencestoschoolexperiences● Sequenceteachingandlearningactivitiestomovetowardsthespecializedlanguageofwrittentexts,

ratherthanstartingwiththewrittentexts● Structureclassroomdiscourseandinteractionsothatitbridgestowrittentexts

IncreasingInteractiontoBuildFluencywithTargetLanguage● Modelthelanguageandtheinteraction● Havestudentsprocessinformationindividually● Havestudentsprocessinformationinpairs● Havestudentsprocessinformationinsmallgroups● Compare/Contrastinformationtoasource(reading)● Applyinformationtoanewtask(writing)

ComponentsofAGradualReleaseofResponsibility● TeacherResponsibility

○ FocusLesson:“Idoit”○ GuidedInstruction:“Wedoit”○ Collaborative:“Youdoittogether”○ Independent:“Youdoitalone”

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● StudentResponsibility○ Focuslesson:Studentsactivelyparticipateinthelesson,particularlypayingattentionto

modelingandexplanationsbytheteacher.○ Guidedinstruction:Studentsareledthroughtaskswithteachersupport(i.e.,prompts,

questions,facilitation).○ Collaborative:Studentsworktogetherandconsolidatetheirlearningtopracticetheskillwith

peersupport.○ Independent:Thestudentworksindependently.He/Sheisincontroloftheideasand

informationandcanapplyitinanewsituation(Fisher,D.,&Frey.N.(2008)Betterlearningthroughstructuredteaching:Aframeworkforthegradualreleaseofresponsibility.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.)

DifferentiationAusefulplanningtemplateandstep-by-stepexplanationsofhowteacherscandifferentiategrade-levelcontentandlanguageinstructionandassessmentfortheELsintheirclassescanbefoundhere:

WIDAFocusonDifferentiation(Part1)https://drive.google.com/file/d/0B8r0uugLj-SWVE5FaXBSZ2gyVGs/view?usp=sharing

WIDAFocusonDifferentiation(Part2)https://drive.google.com/file/d/0B8r0uugLj-SWU183VjA0Z3Z4eTg/view?usp=sharing

GradingProcedures-DistrictOptionsforEnglishLearnersAttachmentstotheReportCardIfaccommodationsingradingweremadebasedonaPersonalLearningPlanoranIndividualizedEducationPlanadditionalinformationmaybeaddedtothereportcardsuchasanarrative,checklistsand/orassessmentdata.Classroomteachersmayalsoattachinformationtosupporttheevaluation,suchasacurriculummap,portfolioorlistofexpectations.ItisimportanttorememberthatattachmentswillnotbearchivedintheSkywardsystem.OnlywhatisputintoSkywardwillbearchived.Papercopiesofreportcardsandprogressreportsmustbefiledinthestudentcumulativefileattheendoftheschoolyearorearlierifthestudentleavesthedistrict.

Classroomteacherswillusetheregular,gradelevelclassroomrubricsandstandardstoassessEnglishLanguageLearners.Standardsandrubricsmaybemodifiedbasedonastudent’sEnglishlanguageproficiency.WhileEnglishlearnersareheldtothesamelearningtargetsasnon-Englishlearners,wedoallowforpass/failgradingonacase-by-casebasis.Studentswhoreceiveagradeof"pass"stillearncredit.OurPrincipals/Teachersworktomaketheseindividualdeterminations.TheclassroomteachermayentercommentsinthegradebookafteradvisorydiscussionswiththePrincipal/Teacher.Iftheclassroomteacheristheonlypersonworkingwithastudent,theywillmakeadeterminationofagradeforthatparticularstudent.Ifastudent’sgradeisnotpassing,athoroughexplanationwillbegivenastowhythestudentdidnotpassaclass.Whenappropriate,thecommentswillalsoreflectthestudent’sprogressinworkingtowardsadditionalgoals,includingcontentand/orlanguage.

LanguageLearningProcessTherearemanythingstoconsiderwhenteachinganELstudent.Oneaspecttothinkaboutisthefour-stepprocessstudentsgothroughwhenlearningasecondlanguage:

1. Input:Informationgiventothestudentthroughspeechorwrittentextsthattheytrytofindmeaningin.Understandingthestudent’slevelofEnglishabilitieswillhelptheteacherconsiderifthelanguagetheyareusingistoodifficultforthestudent.

2. Intake:Whereasinputisinformationwegivestudents,intakeisinformationtheyretainanduseinthefuture.Asateacher,itisimportanttorememberthateverypersonturnsdifferentinputintointake,sotwostudentswillrememberandusedifferentinformationfromthesamelesson.

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3. Processing:Thelearnerattemptstounderstandtheinformationenoughtoproducesomethingoftheirown.Recognizethateachstudentprocessesinformationdifferentlyandatdifferentspeeds.

4. Output:Outputisthelanguagethatalearnercanproduceindifferentsituationsforacommunicativepurpose.Asateacher,itisimportanttorememberthatwhenastudentcreatesoutput,ourfeedbackiswhatwillhelpthemlearnforthefuture.

*Asateacher,itisimportanttorememberthatthiswholeprocessoccursintheacademicsetting,aswellasinthesocialsettingoutsidetheclassroom.Studentsarefocusedoncomprehendingtheworldaroundthemthroughlanguage,ratherthanbeingagrammaticalexpert.

HelpfulStrategiesandTipsforTeachers● Speakslowlyandclearlyandallowforappropriatewaittime.● Providebothverbalandwritteninstruction,accompaniedbyvisualaids.● Helpstudentsconnectwithclassroomtextsrepresentingtheircultures.● Helpstudentsunderstandclassroomtermsincontext(subjectspecificterminology).● Utilizeavarietyofresources,suchasvideos,newspapers,TVads,etc.● RealizeELstudentsmaynotunderstandcertainhumororsarcasm.● AsanEL,overallcomprehensionismoreimportantthanminorverbalorwrittengrammaticalerrors.● Usemoremodelingandphysicallydemonstrateconcepts;providerealexamples.● Realizethatdifferentformsofwriting(poetryandacademicpapersforexample)maybedifficultforEL

students.● Usestrategiesthatincludeconversationalpartnersandsmallgroupworktoencourageconversation.● Becomefamiliarwithstudentinterests.● Beawareofstudents’socialsituation;check-inregularlywithELstudentssoyouunderstandtheir

relationshipswithpeersandensuretheyareincludedandtreatedwithrespectin-andoutsidetheclassroom.

● ReferELstudentsforanyafterschoolprogrammingavailable,suchasthe21stCenturyCommunityLearningCenter.

TCHTeachingChannelTeacherToolkitforEnglishLanguageLearnershttps://www.teachingchannel.org/blog/2014/11/04/english-language-learners-resources/

Edutopiaculturalresources:https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers

TeachingTolerancehttp://www.tolerance.org/

FamilyCommunicationInterpretation(oralcommunication)Interpretersmaybeneededforparentteacherconferences,IEPmeetings,orothermeetingswithschooldistrictstaff.Torequestaninterpreter,calltheschoolofficeandeithertheadministrativeassistantorprincipalwillassistwitharrangements.TheLanguageLinephoneserviceisalsoatranslationresourcethatcanbeutilized.Formoreinformation,speaktoyouradministratororadministrativeassistant.

Translation(writtencommunication)Fordistrictstandarddocuments,suchasparentteacherconferencerelateddocumentsorIEPrelateddocuments,theschoolprincipaloradministrativeassistantwillprovidethetranslateddocumenttotheparents.Forothercorrespondence,suchasclassroommaterial,resourcessuchasGoogleTranslateorReversoTranslationmaybeused.

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AllprocedurestorequestELinterpreterortranslator,includingtheLanguageLinePhoneInterpretingService,canbefoundhere:

SchoolDistrictofMarshfieldELInterpreter&TranslatorProcedureshttps://www.marshfieldschools.org/cms/lib/WI01919828/Centricity/Domain/88/Request%20ELL%20Interpreter%20Translator%20Procedures%20-%20all.pdf

ResourcestoSharewithStudentsandFamiliesCentralWisconsinLiteracyCouncilhttp://www.volunteermarshfield.org/agency/detail/?agency_id=23044

MarshfieldAreaYMCAhttp://www.mfldymca.org/

EverettRoehlMarshfieldPublicLibraryhttp://catalog.marshfieldlibrary.org/Polaris/

WisconsinDPIforParentshttps://dpi.wi.gov/english-learners/for-parents

CulturalAwarenessandEquityTheSchoolDistrictofMarshfield,classroomteachers,andstudentswillworktogethertocreateanenvironmentofculturalawarenessandequitabletreatmentamongallstudents.Belowaresuggestionsandideastoaccomplishthisgoal:

● Createawelcoming,respectfulenvironmentforallstudents.Displaydiversepictures,posters,artwork,flagsand/ormapsofnativecountriesrepresented,aswellasstudentworkaroundtheschool.Includealllocationssuchasoffices,halls,andindividualclassrooms.

● HangrelevantsignsinEnglishaswellasstudents’nativelanguage(s),dependingonbuildingneedsandrequests.

● Berespectfulofstudentsandfamiliestoobservereligiouscelebrationsandholidays.● Wheneverpossible,connectsimilarlyspeakingfamilieswithinthedistrict.● EnsureELstudentshaveequitableopportunitiesforextracurricularactivities.● Fosterrespectandappreciationfordifferentculturesinthebuildingandclassroombybecomingaware

ofstudents’culturesandsharingthiswithotherstudents.● Utilizebooksandlessonsthatincorporatevariousculturesandtraditionsrepresentedtheclassroom

and/orbuilding.● Completeprojectsintheclassroomtobringoutstudents’uniquecultures.● EncouragestudentsandfamiliestospeakboththeirnativelanguageandEnglishwhileathomeand

providehelpfulcommunityresources.● Createa‘wordwall’ofcommonwordsinEnglishandstudents’nativelanguagesandaddtoit

throughouttheyear.● AssignamentororbuddyforELstudentswithintheschoolwhospeaksthesamelanguage.● Includeculturallydiversetextsinschoollibraries.● Encouragestudentstoshareculturaltraditionswithintheclassroom.● EncourageELstudentstocomeforwardwithanyconcernsandtoreachoutforhelpwhenneeded.● HighSchoollevelstudentsmaybeplacedinastudyhalltohelpwiththeirspecificlanguagelearning

needs.

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AdditionalResources• ColorínColorado

http://www.colorincolorado.org/teaching-english-language-learners• ReadingTips

http://www.colorincolorado.org/article/tips-educators-ells-what-do-first-grades-4-12• TESOLResourceCenter(LessonPlans,Activities,etc.)

https://www.tesol.org/connect/tesol-resource-center• StrategiesforTeachingEnglishLanguageLearners

https://www.scholastic.com/teachers/articles/teaching-content/strategies-teaching-english-language-learners/

• TipsforteachingmiddleschoolandhighschoolELLshttp://www.colorincolorado.org/article/tips-teaching-middle-and-high-school-ells

• ELLInstructioninMiddleandHighSchoolhttps://goo.gl/6aJ6By

• BestPracticeStrategiestoUsewithELLsinContentAreashttp://www.campbell.k12.tn.us/documents/ESL/ELL_SS.pdf

• SupportRealTeachers.orghttp://www.supportrealteachers.org/strategies-for-english-language-learners.html

• SpecificallyDesignedAcademicInstructioninEnglish(SDAIE)https://people.ucsc.edu/~ktellez/sdaie-easy.pdf

• SDAIEStrategieshttp://orh.sweetwaterschools.org/files/2012/06/EL-SDAIE-Strategies.pdf

• ELDvsSDAIE-moreinfohttps://goo.gl/FSkX4g

• VocabularyDevelopmentforELs(part1)http://us2.campaign-archive1.com/?u=3c4363833fe62e22ffe124d20&id=64c995fb71&e=b13d6eb5c0

• VocabularyDevelopmentforELs(part2)http://us2.campaign-archive1.com/?u=3c4363833fe62e22ffe124d20&id=aab19d6483&e=b13d6eb5c0

• PrintableVocabularyFlashcardshttp://www.eslgamesplus.com/flashcards/

• TotalPhysicalResponsehttp://us2.campaign-archive2.com/?u=3c4363833fe62e22ffe124d20&id=fed2b20ac4&e=b13d6eb5c0

• Go-To-Strategieshttps://www.marshfieldschools.org/cms/lib/WI01919828/Centricity/Domain/82/go-to-strategies.pdf

• ModificationTips&TechniquesforELshttp://www.lakewoodcityschools.org/userfiles/2191/Classes/8975/Hurleys-ESL-Modifications.pdf

• FormoreresourcespleasevisitthedistrictMTSSinterventionpage:https://www.marshfieldschools.org/Page/623

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PopularAppsforElsandTeachersContactthedistricttechdepartmenttoinstalltheappifnotfoundonself-servicesite.

● Duolingo● Busuu● Mondly● Memrise● Babbel● ReversoTranslation&Dictionaryincontext

DefinitionsofTermsEnglishLearners(EL)vs.English-LanguageLearners(ELL)vs.LimitedEnglishProficient(LEP)vs.EnglishasaSecondLanguage(ESL)

AllofthesetermsrefertoapersonwithafirstlanguageotherthanEnglishandwhomaybelearningEnglish.Typically,theyarestudentswhoareunabletocommunicatefluentlyorlearneffectivelyinEnglish,whooftencomefromnon-English-speakinghomesandbackgrounds,andwhotypicallyrequirespecializedormodifiedinstructioninboththeEnglishlanguageandintheiracademiccourses.ThemostupdatedterminologyisEnglishLearner(EL).

WhentheEveryStudentSucceedsAct(ESSA)wassignedonDecember10,2015,reauthorizingtheElementaryandSecondaryEducationActof1965(whichwasamendedbytheNoChildLeftBehindActof2001),itchangedtheterminology:ourstudentsarenowcalledEnglishLearners(ELs),nolongerELL,LEP,orESL.

PleasenotethatnotallorganizationshaveupdatedtheirterminologyorresourcestoreflectthenewterminologyoutlinedinESSAandthereforemaystillcontaintermssuchas“ELL.”

Academiclanguage:referstotheoral,written,auditory,andvisuallanguageproficiencyrequiredtolearneffectivelyinschoolsandacademicprograms—i.e.,it’sthelanguageusedinclassroomlessons,books,tests,andassignments,andit’sthelanguagethatstudentsareexpectedtolearnandachievefluencyin.Frequentlycontrastedwith“conversational”or“social”language,academiclanguageincludesavarietyofformal-languageskills—suchasvocabulary,grammar,punctuation,syntax,discipline-specificterminology,orrhetoricalconventions—thatallowstudentstoacquireknowledgeandacademicskillswhilealsosuccessfullynavigatingschoolpolicies,assignments,expectations,andculturalnorms.Eventhoughstudentsmaybehighlyintelligentandcapable,forexample,theymaystillstruggleinaschoolsettingiftheyhavenotyetmasteredcertaintermsandconcepts,orlearnedhowtoexpressthemselvesandtheirideasinexpectedways.

1st(first)generation:Foreign-bornandoftenforeign-educatedELs.

2nd(second)generation:UnitedStates–bornchildrenofimmigrants.

Accommodation:AppropriatemodificationsorchangestotestsandtestingproceduressothatELcontentknowledgeismoreaccuratelymeasured.Appropriateaccommodations(e.g.,allowingextratimetotakeatest,providingdictionaries,andmakingchangestomaterials,protocols,orthetestingconditions)areusedtofacilitatethevalidparticipationofELsinassessmentswithoutunderminingthetestconstruct.

Alternativelanguageprogram:AtermusedbytheOfficeofCivilRights(OCR)torefertoaninstructionalprogramthattheofficedeemsappropriateforELs.OCRdoesnotrequireorencourageaspecifictypeofprogramorapproachtoinstructionforELs;itallowsdistrictssubstantialfreedomwhenchoosingalternativelanguageprograms(OfficeofCivilRights,n.d.).AlternativelanguageprogramsincorporateeitherabilingualeducationapproachoranEnglish-onlyapproach,dependingonthephilosophyoftheimplementingschooloragency.

Bilingualism:Theabilitytocommunicatesuccessfullyintwolanguageswiththesamerelativedegreeofproficiency.Itisimportanttonotethatbilingualsarerarelyperfectlybalancedintheiruseoftwolanguages;onelanguageisusuallydominant(Baker,2000).

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Biliteracy:Theabilitytocommunicateandcomprehendthoughtsandideasusinggrammaticalsystemsandvocabularyfromtwolanguages,aswellastowritebothlanguages.

Codeswitching:Theabilityortendencytoswitchamonglanguages/dialectsinthecourseofaconversation.Codeswitchingtendstooccurwhenpeoplewhoarebilingualorbidialectalareinthepresenceofotherswhospeakthesamelanguage.Codeswitchingmayinvolvealternatingbetweentwolanguagesortonalregisters,orcouldrepresentadialecticalshiftwithinthesamelanguage,suchasbetweenStandardEnglishandBlackorAfricanAmericanEnglish(GreeneandWalker,2004).

EFL(Englishasaforeignlanguage)students:Non-native-English-speakingstudentswhoareintheprocessofacquiringEnglishproficiencyinacountrywhereEnglishisnottheprimarylanguage.

Englishlanguageproficiency(ELP)assessment:AtestthatmeasurestheEnglishlanguage(oral,reading,andwriting)skillsofstudentswithlimitedEnglishproficiency.SuchatestisrequiredbyTitleIIIoftheElementaryandSecondaryEducationAct(reauthorizedastheNoChildLeftBehindActof2001)forallschoolsservedbythestateeducationalagencyineverystate.

Englishlanguageproficiency(ELP)standards:PrinciplesorcriteriaforidentifyinganddescribingtheEnglish-languageoral,reading,andwritingskillsthatarenecessaryforELstobeabletocommunicateeffectivelyandparticipatefullyinschool.

Firstlanguage,primarylanguage,orhomelanguage:ThesetermshaveseveralpossiblemeaningsforELs:thefirstlanguagelearned,thestrongerlanguage,thenativelanguage,and/orthelanguagemostfrequentlyused.

HomeLanguageSurvey:AHomeLanguageSurvey(HLS)isaseriesofquestionsaskedofallparents/guardiansatthetimeofenrollment.ThesequestionsaredesignedtodetermineifastudentisexposedtoorusesalanguageotherthanEnglishathome.ThecoreassumptionisthatifastudentisnotexposedtoalanguageotherthanEnglishathome,theyarenotlikelytobeanEL.However,ifastudentisexposedtoorusesalanguageotherthanEnglishathome,theyaremuchmorelikelytorequireELservices.

Multilingualism:Theabilitytospeakmorethantwolanguages,withpossibleproficiencyinmanylanguages.

Newcomers:referstoanyforeign-bornstudentsandtheirfamilieswhohaverecentlyarrivedintheUnitedStates.

TitleIII:TitleIIIoftheNoChildLeftBehindActof2001(NCLB)isapartofthelegislationenactedtoensurethatlimitedEnglishproficient(LEP)students,includingimmigrantchildrenandyouth,developEnglishproficiencyandmeetthesameacademiccontentandachievementstandardsthatotherchildrenareexpectedtomeet.

ShelteredEnglishinstruction(SEI):AteachingstrategythatuseslanguageandcontexttomakeacademicsubjectmattermorecomprehensibletoELLs.

ShelteredInstructionObservationProtocol(SIOP):Aresearch-based,explicitmodelofshelteredinstruction,inwhichthelanguageandcontextforacademicsubjectmatterareadaptedforELs.

StructuredEnglishimmersion:AprogrammatictechniqueusedwithELsinwhichEnglishistheprimarymodeofinstructionalcommunicationandinstructionalmethodsreflectEnglishasaforeignlanguage(EFL)models.ThismodelpromotestheacquisitionofEnglishlanguageskillstohelpELssucceedinanEnglish-onlymainstreamclassroom.