Transcript Document

State McCormick Grant
NCC LINC Team
Faculty, Principal Partners, & Alumni
NCC LINC Team
 Facilitator: Kristine Servais
 NCC Faculty: Monica Vuksanovich, Maureen Kincaid,
 ELL Focus Group: Kellie Sanders, Tara Allen, Kim Stephens,
Amy Gray
 Special Education Focus Group: Adam Ferguson, Sara
Courington, Ann Sassano, Marta Swanson-Maschman
 Early Childhood Focus Group: Robin Miller Young, Jean
Matula, Betsy Schrubbe
Team Design
Progress Report
Why the need for increasing what a principal
must know and be able to do in ELL, SpEd.,
and Early Childhood?
 Alumni feedback in LINC target areas
 Personal experiences from two school leaders-Tara Allan and
Adam Ferguson
 How do acting principals view the need to know and do more
in LINC areas? Principal Kellie Sanders
 Key learning points in ELL—Monica Vuksanovich
Educational Leadership
and
English Language Learners
Dr. Monica Vuksánovich, Ph.D
Vst. Asst. Professor of Spanish & ELL Education
Department of Modern & Classical Languages
North Central College
What do we need to know?
 Who are ELLs?
 What is the law?
 How do ELLs learn best?
 What should a principal know?
Who are ELLs?
 In Illinois (2010): 183,522 ELLs in 579 districts
 Linguistically and culturally diverse
• While about 80% are Spanish speakers, 141 different home
languages were represented in Illinois in 2010
What is the law?
Equal Educational Opportunities Act (EEOA), Section 1703(f) a school district must provide services that
will enable LEP students to “overcome barriers that impede equal participation by these students in the
district’s instructional programs” (see 20 USC 1703)
Elementary and Secondary Education Act (ESEA/NCLB) – Title III - 'English Language Acquisition,
Language Enhancement, and Academic Achievement Act'. “Sec. 3102 (1) to help ensure that children who
are limited English proficient, including immigrant children and youth, attain English proficiency, develop high
levels of academic attainment in English, and meet the same challenging State academic content and
student academic achievement standards as all children are expected to meet”
Illinois School Code Article 14C – Transitional Bilingual Education
“105 ILCS 5/14C-1 … to insure equal educational opportunity to every child, and in recognition of the
educational needs of children of limited English-speaking ability, it is the purpose of this Act to provide for the
establishment of transitional bilingual education programs in the public schools, to provide supplemental
financial assistance to help local school districts meet the extra costs of such programs, and to allow this
State to directly or indirectly provide technical assistance and professional development to support
transitional bilingual education programs statewide.”
Illinois Administrative Code Title 23 Part 228 – Transitional Bilingual Education
Identification of Eligible Students; Data Collection; Program Options & Placement; Assessment; Personnel
Qualifications and Professional Development; Program Evaluation
Hernandez, R. (2011)
How do ELLs learn best?
 Communicative Language Teaching and Task-based
instruction [1980’s - present day] from a highly qualified teacher
with ELL/Bilingual Certification/Endorsement
 CLT is an approach, not a method (SIOP and CALLA are two
popular “commerical” methods)
What is “proficiency”?
BICS
CALP
Cummins (1991)
How long will it take?
ELL Students
Native Speakers
5-7 (up to 10 ) years
2 years
Based on Cummins (1991), Collier (1995)
When is a student considered
“proficient”?
Overall composite proficiency level of 4.8 as well as a 4.2
composite literacy (reading/writing) proficiency level on
ACCESS for ELLs are considered English Language Proficient
and can exit ELL programming.
6
5
4
3
2
1
DEVELOPING
BEGINNING
ENTERING
EXPANDING
BRIDGING
R
E
A
C
H
I
N
G
How are ELLs assessed?
Step 1: Home language survey
Step 2: Placement tests for ELLs
Preschool: Pre-IPT Oral (listening & speaking)
K-1: Measure of Developing English Language (MODEL)
1-12: WIDA Access Placement Test (W-APT) for new
students
Step 3: Proficiency tests

ELLs annually take the ACCESS for ELLs test to assess ELP

Linguisticially modified ISAT/PSAEs are avail to assess
academic growth (align with CCSS 2014-2015)
What are the programs in IL?
TBE (Transitional Bilingual Education) >20 LEP of same L1.

What does TBE look like?

Bilingual teacher instructs math, science, and social studies in
student’s L1. Lang Arts is bilingual (scaffolded English with emphasis
on L1 literacy at first) and PE & Art are in English.
TPI (Transitional Program of Instruction) <20 LEP of same L1.

What does TPI look like?


P-6 = “Pull out” or “push in” program
7-12 = 1-2 ELL classes per day, plus sheltered math and science.
These classes parallel the regular curriculum but are taught in a
modified manner.
What should a principal know?
Broad Administrative Knowledge of ELLs
ELL Specialized Knowledge
ELL Ed Policy –
New Initiatives and State/Fed Mandates
Special
Education,
Incl Gifted & Magnet
Specialist
Services
Family / Community Engagement
Assessment of ELL/Bilingual Students
Professional Development
Classroom Management for ELLs
Best Instructional Practices
Curriculum for ELL Ed/Bilingual Ed
Adapted from Hernandez, Reyna (2011)
Our “Work In Progress”
at NCC
ELL Template
 I. Knowledge
 Group knowledge
 ELL Ed Policy
 II. Attitudes
 Needs assessment
 Key questions
 III. Performance & Field Activities
 Including drafts of rubrics (alignment with core
competencies: Big 3, Super 7, and 13 critical.)
 IV. Resources
Looking toward the future
 Learn from each other!
 Reaching practitioners via webinars, meetings, etc.
 Possibly develop state-wide learning modules for ELL
(similar to Early Childhood modules)
Resources
Highly Recommended Texts
Alford, B. and Mary C. Nino (2011). “Leading Academic Achievement for English Language Learners: A Guide for Principals.” Corwin. ISBN-10: 1412981603
ISBN-13: 978-1412981606
Smiley, P. and Trudy Salisbury. (2007). “Effective Schooling for English Language Learners: What Elementary Principals Should Know and Do.” Eye on
Education. ISBN-10: 1596670304 ISBN-13: 978-1596670303
Suggested Additional Texts
Houk, Farin. (2005). “Supporting English Language Learners: A Guide for Teachers and Administrators.” Heinenman. ISBN-10: 0325006997 ISBN-13: 9780325006994
“Prek-12 English Language Proficiency Standards.” (2006). TESOL. ISBN-10: 93118531X ISBN-13: 978-1931185318
Lindsey, R., Nuri-Robbins, K., and Raymond Terrell. (2009). “Cultural Proficiency: A Manual for School Leaders.” Corwin Press. ISBN-10: 141296363X ISBN-13:
978-1412963633
Theoharis, G. (2009). “The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School Reform.” Teachers College Press. ISBN-10:
0807749516 ISBN-13: 978-0807749517
Additional Supporting Texts
Brock, Cynthia and Diane Lapp, Rachel Salas, and Dianna Townsend. ( 2009). “Academic literacy for English learners : high-quality instruction
across content areas.” Teachers College Press: New York.
Cloud, N., Genesee, F., Hamayan,E. (2009). “Literacy Instruction for English Language Learners.” Portsmouth, NH: Heinemann.
Cruz , Bárbara C. and Stephen J. Thornton. (2009). “Teaching social studies to English language learners.” Routledge: New York.
Cummins, Jim, Kristin Brown, Dennis Sayers. (2007). “Literacy, Technology and Diversity: Teaching for Success in Changing Times.”
Echevarria, Vogt and Short (2013). “Making Content Comprehensible for English Learners: 4th Edition”. Allyn & Bacon.
Freeman, David E. and Yvonne S., (2000). “Teaching Reading in Multilingual Classrooms.” Portsmouth, NH: Heinemann.
Freeman, David E. and Yvonne S. Freeman. (2001) “Between Worlds: Access to Second Language Acquisition.”
Haynes, Judie. (2007). “Getting started with English language learners : how educators can meet the challenge.” ASCD: Alexandria, VA.
Herrell, Adrienne and Michael Jordan. (2008). “Fifty strategies for teaching English language learners.” Pearson: New Jersey.
Herrera, S.G., Perez,D.R., and Escamilla, K. (2010). “Teaching Reading to English Language Learners: Differentiated Literacies.” Boston, MA: Allyn & Bacon.
Li, Guofang and Patricia A. Edwards, Eds. (2010). “Best practices in ELL instruction.” The Guilford Press: New York.
Lightbown, Patsy M. Nina Spada. “How Languages are Learned.” Third Revised Edition.
Patton O. (2008) “One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language.” Second edition.
Tabors.
Shatz, Marilyn and Louise C. Wilkinson, Eds. “Education of English language learners : research to practice.” The Guilford Press: New York.
Whelan Ariza, Eileen N. “Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse
tudent” Second Edition.
Resources
TESOL (http://tesol.org/s_tesol/index.asp) : Teachers of
English to Speakers of Other Languages (TESOL) is the
primary professional development organization in the
field of English language acquisition.
ACTFL (http://actfl.org/i4a/pages/index.cfm?pageid=1):
American Council on the Teaching of Foreign Languages
is the primary professional development organization in
the field of foreign language acquisition. ACTFL also
addresses the teaching and learning of English as a
Second Language.
References
Hernandez, Reyna (2011). Powerpoint Presentation entitled “Educational
Administration and ELLs.” LINC Conference.
Cummins, J. (1991) Language Development and Academic Learning Cummins, J
in Malave, L. and Duquette, G. Language, Culture and Cognition
Clevedon: Multilingual Matters
Collier, V.P. (1995). Acquiring a second language for school. Washington,
DC: National Clearinghouse for Bilingual Education.
National Institute for School Leadership. (2011)
www.nisl.net/institutes/elli/content.php
WIDA (2011). Steps to English Language Development.
http://www.wida.us/standards/elp.aspx
Questions?
Emergent Understanding of What
Principals Need to Know and Do
Closing Comments