English Learner (EL) Program Guide...School Districts are required to provide English language...
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English Learner (EL) Program Guide Updated October 2017
Transcript of English Learner (EL) Program Guide...School Districts are required to provide English language...
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.
