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