ELL/Bilingual Services and Instructional Support

Staff Presentation 2012-2013

Lake Zurich CUSD 95 has systems in place to achieve its mission of creating continuous learners who are caring, responsible citizens in a global community.

How do we provide support to LEP/ELL students?

Enduring Understanding and Essential Question

ELL/Bilingual Team Photo

14.7% of all District 95 students speak two or more languages in their homes.

Based on last year’s data,In the District 95 ELL program we had

◦ 256 LEP students ◦ 181 who receive ELL services◦ 25 languages spoken (17 last year)◦ The most prevalent languages are

Spanish (112) Polish (33) Russian (23) Korean (10) Hindi (7) Gujarati (4)

Diversity in Our District

In terms of research based instruction in the second language….

It takes 5-10 years to learn a second language.

There are four language domains included in second language instruction.

Inclusive comprehensible input is needed.

Values Statements

The goals of the program are to meet academic achievement standards for grade promotion and to become proficient in English.

Instructional Goals

 Program Description

The Transitional Program of Instruction (TPI) program is for students whose first language is a language other than English. TPI provides instruction only in English.

The Transitional Bilingual Education(TBE) program provides support in students’ native language to assist the acquisition of English and succeed in academic subjects; whereas, TPI provides instruction only in English.

  

TPI/TBE Program Descriptions

Assessments for Placement W-APT K-MODEL ACCESS

MAP and local assessments- Newcomers who have been here less than one year may be exempt from local testing based on language proficiency.

Assessment Data and ELL

Make sure each lesson addresses the four language domains

Speaking Listening Reading Writing

All curricular content is aligned with the Illinois English Language Proficiency Standards and Illinois Learning Standards which include the Common Core.

Working with English language Learners

Exit◦ State set exit criteria◦ 4.2 literacy; 4.8 composite◦ In a typical year, between 20-40 students exit

from the ELL/Bilingual prrograms

Mobility Rates◦ 7% LEP vs. 3% non-LEP

Exit and Mobility

K- 18% 1- 22% 2-21% 3- 16.5% 4- 6.8% 5- 3% 6- 3% 7- 4.6% 9-12- 5%

Grade Level LEP Identification

Required component of the state TBE grant Must meet a minimum of four times each

year.

Bilingual Parent Advisory Committee (BPAC)

Our parents have requested a parent education focus.◦ Understanding the American educational system◦ Supporting learning at home◦ The importance of using the native language◦ Using games to promote language and

communication at home◦ Social and emotional well being

Bilingual Parent Advisory Committee

ELL/Bilingual teachers attend and translate Ela Township volunteers from the 55+ group High school World Language department

has participated◦ Student volunteers◦ Teacher volunteer

Bilingual Parent Advisory Committee Participants Include

Beginning of the year informational session◦ Held in September◦ All parents of ELL students are asked for input◦ Introduction to ELL teachers◦ Overview of the program

End of year Parents’ Night◦ Held in May◦ All parents are asked for input◦ Overview of student successes◦ All students are provided with summer learning

materials

ELL Parents’ Nights

Summer school courses designed for ELL and bilingual students

No expense to families ELL/Bilingual certified teachers Approximately 80 students attended K-8 Summer field trip

Summer School

Know the student’s English language proficiency levels.

Identify your lesson objects.

Identify the language objectives for the student.

Working with English language Learners

Language - Selected from the Can Do Descriptors based on students’ English language proficiency level

Topic- Selected from the grade appropriate content learning standards

Support- Sensory, graphic and interactive supports promote the development of students’ academic language proficiency

Use the Can Do Descriptors to Modify Classroom Assignments

Arranged by grade level clusters Represents the range of language

proficiency definitions Focus on an additive rather than subtractive

perspective

Introduction to Can Do Descriptors

Jo has an ACCESS profile of:

◦ Reading- 3.4◦ Writing- 2.1◦ Speaking 4.0◦ Listening- 4.6

◦ If Jo is a third grade student that means….

Guided Task- I Do

With a partner, look at the Can Do descriptors for each domain. What could Jo do in your class? How might you modify assignments for Jo?◦ Reading- 3.4◦ Writing- 2.1◦ Speaking 4.0◦ Listening- 4.6

Choose one lesson and brainstorm with a partner to plan instruction that will support Jo’s needs.

Guided Task- With a Partner

Using the profile sheets your ELL teacher has provided to you, choose one student to consider.◦ Can DO

Reading Writing Listening Speaking

Guided Task- Independent

Lake Zurich CUSD 95 has systems in place to achieve its mission of creating continuous learners who are caring, responsible citizens in a global community.

How do we provide support to LEP/ELL students?

Enduring Understanding and Essential Question

3- Points to remember about LEP/ELL Programs

2- Ideas to use in the classroom

1- Question I have

Summarizer 3-2-1