Transcript K-12 English as a Second Language Program May 23, 2005

K-12 English as a Second
Language Program
Overview of ESL
Allegheny Intermediate Unit
Title III Consortium
2009
Purpose of this Presentation
The purpose of this presentation is to familiarize
school district professional staff with ESL
educational programming and the Title III
Grant that supports ELLs in your schools.
Key Terms
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ESL: English As A Second Language. Refers to classes
or support programs for students whose native
language is not English. .
ELL: English Language Learner. Refers to a student
who is not proficient enough in the English language to
succeed in the school's regular instructional programs
without additional support.
Title III: Title III of the No Child Left Behind Act of
2001 provides federal financial support to state and
local educational agencies for two programs: Limited
English Proficient and Immigrant students.
Purpose of ESL Instruction
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The program serves children who come from all
over the world and helps school districts build the
bridge that connects students' new language
acquisition skills in English to what they bring
culturally and linguistically from their homeland.
Purpose of Title III Funding:
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Supports educational services for limited
English proficient and immigrant students and
their families.
The funds are to be directed to activities that
assist LEP students in developing:
 English language proficiency in
comprehension, listening, speaking, reading
and writing.
 Meeting State academic content and student
academic achievement standards as all children
are expected to meet.
Title III Grant Initiatives
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Each year, those districts that participate in the
Allegheny Intermediate Unit Title III
Consortium gather to make decisions relative to
the initiatives for the next grant. Previous grant
initiatives have included professional
development for teachers and staff, an ESL
consultant to work directly with districts,
quarterly liaison meetings, the purchase of
supplemental curriculum and materials, and a
curriculum fair.
Students in ESL Instruction Include:
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Recently arrived refugees and immigrants,
relocating permanently to the U.S.
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Children whose parents have come to the
area on business.
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Children whose parents are participating
in university or medical exchange
programs
Students in ESL Instruction
Include:
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Children who were born in the U.S. but
come from homes where little English is
spoken.
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Foreign children recently adopted by
American families.
Native Languages:
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Our students in Allegheny County speak over 67
different languages. The most common in our
population are:
Arabic
Chinese
Gujarati
Hindi
Japanese
Korean
Portuguese
Russian
Spanish
Tamil
Telugu
Turkish
Ukrainian
Urdu
Vietnamese
If students were distributed evenly across the
nation’s classrooms...
In a class of 30 students:
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10 would be of racial or ethnic minority:
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6
2-4
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from a family where a language other
than English is spoken
would be English Language Learners
Federal Code
Equal Educational Opportunities Act (EEOA)
20 §1703 ... No State shall deny equal education
opportunity to an individual on account of his or
her race, color, sex, or national origin, by--…(f)
the failure by an educational agency to take
appropriate action to overcome language barriers
that impede equal participation by its students in
its instruction programs.
Pennsylvania School Code
PA School Code, Title 22, Chapter 4, Section 4.26
Every school district shall provide a program for each
student whose dominant language is not English for
the purpose of facilitating the student’s achievement
of English proficiency and the academic standards
under §4.12 (relating to academic standards).
Programs under this section shall include
appropriate bilingual- bicultural or English as a
second language instruction.
BEC: Basic Education Circular
Educating Students with Limited English
Proficiency
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Date of Issue – July 1, 2001
Date of Review – April 14, 2009
Standards and Research-based ESL instruction
Adapted content area instruction
Home Language Survey
ESL staffing and program evaluation
Current curriculum
The Law and ESL
ESL legal precedent - Castaneda v.
Pickard court case
Three part test mandated by federal law:
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Implementation with sufficient resources and
staffed with appropriately prepared persons
Based on sound educational and language
learning theory
Periodically evaluated
The Law and ESL
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The two items that ELL families are required to
present at enrollment:
 Proof of Local Address
 Proof of Immunizations
ELL families are not required to present:
 Social Security Number
 Immigration Status
The Law and ESL
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The Home Language Survey is a requirement of the
Office for Civil Rights and must be administered to
all students and retained in their permanent record.
A student whose primary language is not English is
considered a PHLOTE. Based on this finding, the
district must then determine the student’s English
Language Proficiency.
What is the Purpose of AMAO’s?
To measure student’s development and
attainment of English proficiency while meeting
challenging State academic content and student
academic achievement standards required by
section 1111(b)(1).
 Title III 20 USC 6842 (a)(1)
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What are AMAO’s?
Performance targets that include:
• Making progress toward English language proficiency
as measured by the state English language proficiency
(ELP) assessment (currently the ACCESS for ELLs
®)
• Attaining English language proficiency as measured
by the ACCESS assessment
• Meeting AYP as measured by the state content
assessment (PSSA/PASA)
AMAO’s Include:
Title III 20 USC 6842 (a)(3)(A)
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(i) at minimum, annual increases in the number or
percentage of children making progress in learning English,
(ii) At a minimum, annual increases in the number or
percentage of children attaining English proficiency by the
end of each school year, as determined by a valid and
reliable assessment of English proficiency consistent with
section 1111(b)(7) and
(iii) Making adequate yearly progress for limited
English proficient children as described
in 1111(b)(2)(B)
Parent notification of LEA failure to
meet AMAOs
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A separate parent notification is needed when a LEA
fails to meet AMAOs in any fiscal year.
Parents must be notified not later than 30 days after the
failure occurs.
The notice must be provided in an understandable
format and, to the extent practicable, in a language the
parent can understand.
Title III 20 USC 7012 (b)(c)
What Happens to A New LEP
Student?
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Registration
Home Language Survey
AIU Questionnaire
Questionnaire goes to district liaison
AIU Evaluation (W-APT Test)
ESL Placement (Hours)
 Scheduling with staff and school
 ESL Class
 Regular Classroom Adaptations
Factors affecting rate of acquisition
Learner Attributes
 Cognitive ability
Language environment
 1st language literacy
 Personality/ confidence
 Motivation
 Quality of instruction
 Comprehensible input
Interactive
Communication
2nd Language
Proficiency
Iceberg of Language Proficiency
Cognitive Process
Knowledge
Social
language
BICS
Cognitive
Academic
Language
CALP
Comprehension
Application
Analysis
Synthesis
Evaluation
Time to develop 2nd Proficiency
BICS
Conversational
Proficiency-
2 years
CALP
Academic Proficiency-
5-7 years
Meeting the student’s needs
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Welcome and orient student and family
Adjust all instruction
Adapt assessment
Develop a Buddy System
To provide-
Peer tutoring
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Help with directions
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Practice with Vocabulary
and Spelling
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Learning games
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Emotional support
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Conversation practice
Classroom Teacher’s Role
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Learn to pronounce
student’s name
Establish contact with
parent
Emphasize classroom
survival words
Use many
comprehension checks
for non-verbal or limited
response
Effective instruction (for all
children)
 Total physical response
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Support language with
“context”
 Pictures
 Activity
 Demonstration
Involve child with “nonverbal” responses
Provide or draw on child’s
experience
Use natural language
ESL Teacher’s Role
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Teach ESL
curriculum
Make a foreign
language and
culture
comprehensible
Support classroom
instruction
Adapting Instruction
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Use cooperative learning
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Draw on students’
experience
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Highlight essential
vocabulary
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Modify units of study
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Modify method of
assessment
Instructional Strategies
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Using visuals to facilitate learning
in the classroom
Pre-teaching vocabulary to facilitate students’
understanding of new words
Using interactive, authentic classroom tasks
to actively engage students in constructing
meaning from content.
Instructional Strategies
Building on prior knowledge of
students, including their first language
literacies, to create a bridge to new
materials.
 Using a variety of questioning
techniques to ensure student
comprehension, participation, and
learning.
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Assessment
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Beginning Student
Assessment
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Authentic Assessment
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Ongoing Performance
based
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Multiple Measures
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Teacher Observation
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Progress Reports
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Portfolios
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Standardized Testing
Exit Criteria
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Score of “Basic” or above on the PSSA reading
and math tests. Other standardized test can be
used when PSSA is not available.
Score of “Proficient” on the ACCESS test-Tier
C
Grades of “C” or better in core content areas:
Language Arts, Math, Science, and Social Studies
Monitoring Exited Students
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Students are
monitored for two
years
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Observation by the
ESL and classroom
teacher
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Assessment
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Conferencing
Cultural Differences
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Stereotypes
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Family Roles
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Decorum
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Religious customs
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Interpersonal
relationships
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Gestures
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Health and Hygiene
Other Challenges
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Schedule/Routine
Moving to classes
Bus procedure
Lunchtime
Weather delays/
cancellations
Notes to/from home
Classroom etiquette
AIU and District Partnership
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Communicate
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Facilitate
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Trouble Shoot
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Resolve
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Foster Learning
Mrs. Jennifer R. Beagan
Ms. Kathleen Carnicella
Mrs. Kelly A. Noyes
Allegheny Intermediate Unit
K-12 ESL
475 E. Waterfront Drive
Homestead, PA 15120
(412) 394-5803
Email:
[email protected]
[email protected]
[email protected]