Transcript ELL/Title III Network Meeting

ELL/Title III Network
Meeting
Developing a Service and Support Plan for
English Language Learners
CESA 10 Title III Consortium
February 23, 2010
CESA 10 ELL Growth
500
450
400
2001
350
300
2004
250
2007
200
2008
150
2009
100
50
0
STUDENTS
DISTRICTS
The Languages of CESA 10
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Spanish
Ilonggo-Hiligaynon
Hmong
Vietnamese
Amharic
Chinese: Mandarin
Macedonian
German
Russian
Khmer
Korean
Swahili
Mandarin
Dutch
Legal Responsibilities
Federal=Title III of ESEA
 State=Bilingual-Bicultural
Program (Wisconsin Administrative Code PI
13.04)
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The district is responsible for
ensuring equal educational
opportunities.
Federal Funds: Title III
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Title III Part A -- English Language
Acquisition, Language Enhancement, and
Academic Achievement Act
The purpose of Title III Part A is to help ensure that children
and youth who are limited English proficient, Native
American and/or immigrants, attain English language
proficiency, develop high levels of academic attainment in
English, and meet the same challenging State academic
standards that all children are expected to meet.
Federal Funds: Title III
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Limited English Proficient aka ELL
Immigrant Students
3-21 years of age enrolled, or preparing to enroll in an
elementary or secondary school
Not born in the U.S. or whose native language is other than
English
 Native American, Alaskan Native, or migrant child who
has difficulties with English that impact achievement
Title III Legal Responsibilities
Funds are directed to states and eligible local districts
or consortia through a formula grant allocation to:
•Develop high-quality language instruction educational programs;
•Assist to establish, implement, and sustain language instruction and
development programs;
•Promote parental and community involvement; and to
•Hold schools accountable for increases in English proficiency and core
academic content knowledge of limited English proficient children
Title III Legal Responsibilities
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CESA 10 Consortium Agreement
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Instructional Resource Materials
Professional Development
ELL Consultant Services
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We are here to help!
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What Do We Do Now?
CESA 10 Guide for Small Districts
Enrolling
English Language Learners
Title III Legal Responsibilities
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Needs Assessment
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Review of WKCE
Review of ACCESS
Review of local assessment data and grades
Numbers
Support services available
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Title I
After school program
Volunteers
Mentors
Peer tutors
Student advocate
Title III Legal Responsibilities
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Identification and placement
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Home Language Survey
Preliminary Evaluation
W-APT/Language Proficiency Level
Services identification
Notification of parents
Bulletin 07.01 Initial Identification and Placement
of English Language Learners
Title III Legal Responsibilities
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Individual Record Plan
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Date of arrival
Native language
English Proficiency Level
Plan for academic interventions and support
Evidence of success
Title III Legal Responsibilities
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ACCESS test
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W-APT Screener
Levels 1-5
Grades K-12
Listening/Speaking/Reading/Writing
Testing window: Dec-February
DAC is responsible for ordering tests
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www.wida.us
http://dpi.wi.gov/oea/index.html
Title III Legal Responsibilities
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Parent Notification: District must inform
parents that their student has been identified as
‘ELL’ no later than 30 days after the beginning of
the school year (or within 2 weeks of being placed in
an ELL program if student arrives mid-year).
Notification must include:
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The reasons for identifying their child as being an English
Language Learner and for placing their child in an ELL
program
Title III Legal Responsibilities
Parent Notification Must Include:
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The child’s level of English proficiency as measured by
the ACCESS
The method of instruction that will be used in the
program, including a description of alternative programs
How the program will meet the educational strengths and
needs of the child
Title III Legal Responsibilities
Parent Notification Must Include:
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How the program will help the child learn English and
meet academic achievement standards for grade
promotion and graduation
The program exit requirements, including the expected
rate of transition from the program to an English-language
mainstream classroom and the expected rate of graduation
from secondary school
How the program will meet the objectives of an
individualized education program for a child with a
disability
Title III Legal Responsibilities
Parent Notification Must Include:
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The parents’ rights in writing, including:
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The right to have their child removed from an ELL
program on their request;
The options that parents have in declining enrollment
of their child in such a program or in choosing another
program or method of instruction, if available;
Written guidance assisting parents in selecting among
various programs and methods of instruction, if more
than one program or method is offered.
Title III Legal Responsibilities
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Two options for exiting ELL students as fully
English language proficient:
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Automatically exiting in ISES when the student
reaches a level 6.0 on the ACCESS
Manually reclassify if the student is in at least the
4th grade, is at least a level 5.0, and if sufficient
evidence has been collected that shows academic
language proficiency
Title III Legal Responsibilities
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Required Notification
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Consult with parents of ELL students prior to formal
notification of exiting
Notify parents in writing of their student being exited
from ELL status and keep a copy on file
Two Year Monitoring Requirements
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Evaluation of academic achievement data in math,
reading, and science
Maintain documentation for two years
Title III Legal Responsibilities
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Bulletin 07.02 Procedures for Exiting
English Language Learners a Fully
Proficient
Bulleting 08.01 Two-Year Monitoring
Requirements for Former English
Language Learners
Sample ELL Policy
Title III Legal Responsibilities
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Accountability: Annual Measurable
Achievement Outcomes
AMAO 1: Progressing in English language acquisition
annual increases in the number or percentage of students making progress
in learning English
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AMAO 2: Exiting or reaching English language proficiency
annual increases in the number or percentage of students attaining English
language proficiency by the end of each school year
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AMAO 3: ELL-Adequate Yearly Progress (AYP)
AYP for the ELL subgroup (under Title I) in meeting grade-level academic
achievement standards in English Language Arts (Reading) and
Mathematics
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Title III Legal Responsibilities
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Accountability:
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Adequate Yearly Progress on WKCE
English Proficiency on ACCESS
Parental Notification
Title III Legal Responsibilities
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Teacher English Fluency
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If you have a language instructional program, you
must ensure that teachers are fluent in English
Title III Legal Responsibilities
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Title III ELL Checklist
Individual Monitoring Requirements
for Title III
Implications of the Supplement not Supplant
Provisions
State Legal Responsibilities
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Legal obligations exist to ensure equal
educational opportunity for ELL students
Districts are required to establish, sustain, and
improve learning environments to alleviate the
barrier of not being able to communicate fully
and effectively in English
These legal obligations apply even in schools
or classes where only one ELL student is
present.
State Legal Responsibilities
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Trigger numbers for ELL student population
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If any school within a district has 10 ELL students
speaking the same language at grades K-3;
Or 20 students speaking the same language at grades 4-8;
Or 20 students speaking the same language at grades 9-12
~Then the district must design a program and prepare a
formal plan of services (PI-1849) for meeting the needs of
these students
Title III & State Legal
Responsibilities
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Program Evaluation: School Improvement
Planning Checklist
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Identification and Assessment
Programming and Educational Approaches
Staffing and Professional Development
Parent Involvement
Student Progress
Language Proficiency
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Social English Proficiency takes an average of
2-3 years
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Academic English proficiency takes an
average of 5-7 years
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A district must provide support for students to
reach proficiency
Quiz
• Do this quiz with at
least one other person,
but no more that two
other people
• Read carefully each
statement and decide
as a team if the
statement is true or not
• For each statement,
justify your answer; i.e.
“why do you think it is
true/false?”
WIDA Consortium / CAL / Metritech
Myths and Misconceptions
about Language Acquisition
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Younger children learn 2nd language quickly and easily
Children have acquired a second language once they
can speak it
The more time students spend in the mainstream, the
quicker they learn the language
Older generations of immigrants learned without all the
special language programs that immigrant children
receive today and they did just fine
ELLs will acquire academic English faster if their
parents speak English at home
WIDA Consortium / CAL /
Metritech
More Myths & Misconceptions
Grammar is acquired naturally; it need not be
taught
 The culture of students does not affect how
long it takes them to acquire English. All
students learn language the same way
 The parents of ELLs are generally not as
involved in their children’s education
 Good teaching is good teaching
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WIDA Consortium / CAL /
Metritech
Six Levels of English Proficiency
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Level 1- Beginning/Preproduction: The student
does not understand or speak English with the
exception of a few isolated words or expressions
Level 2- Beginning/Production: The student
understands and speaks conversational and
academic English with hesitancy and difficulty
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The student understands parts of lessons and simple
directions.
The student is at an emergent level of reading and
writing in English and is significantly below grade
level.
Can Do
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Can Do Activity
Six Levels of English Proficiency
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Level 3- Intermediate: The student understands and
speaks social and academic English with decreasing
hesitancy and difficulty
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The student’s English literacy skills allow the student to
demonstrate academic knowledge in content areas with some
supports and/or modifications
Level 4- Advanced Intermediate: The student
understands and speaks social and academic English with
little difficulty
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The student continues to acquire reading and writing skills in
content areas at grade level with some support and/or
modifications
Six Levels of English Proficiency
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Level 5- Advanced: The student understands and speaks
social and academic English with little difficulty
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The student is near proficient in reading, writing, and content
area skills
The student requires occasional support
Level 6- Fluent English Speaker
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The student is exited from an ELL status/program and monitored
for two years
Supports for ELL Students
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Place in age appropriate classrooms
Place with teachers who use student-centered
methodologies
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Cooperative, small group learning
Thematic instruction
Integrated approaches to language arts
NEVER retain a student because they are ELL
Supports for ELL Students
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In class interventions
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Simplifying vocabulary
Enhancing content through pictures, hands-on
activities, graphic organizers, small group
instruction, visual props and drawings
Using alternate assessments that demonstrate
content learning while minimizing the language
barrier
Supports for ELL Students
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Program interventions: Pull-out
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Title I
Extended day
Supported or structured study hall
ELL teacher or coordinator (if available)
Mentor or community volunteer
Strategies for Teachers of ELL Students
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Assess and activate student’s prior knowledge
Use a variety of grouping strategies
Adapt text and provide material at instructional level
Provide interactive learning experiences
Use gestures and clarify idioms/figures of speech
Create a safe environment where it’s okay to make
mistakes
Build home-school connection
Emphasize key vocabulary and connect with visuals
Use graphic organizers in lessons
Modify grading for newcomers
Resources for Teachers of ELL Students
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Regular Classroom Modifications for ELL Students
12 Things for K-12 Mainstream Teachers
Essential Tips for K-12 Teachers
Suggestions for Supporting K-12 Newcomer ESL
Students
Strategies for Teachers of ELL Students
Do You Want to Learn Some Spanish?
Assessing English Language Development in 4-YearOlds
DPI Site: http://www.dpi.wi.gov/ell/bilingual-esl.html
CESA 10 IMC
Resources
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Teacher Survival Guide & Graphic Organizer
Title III Local Plan Requirements
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Identification, Initial Placement, and ELP Classification
Academic Support for Students
Monitoring Student Progress
Individualized Record Plan (IRP): Goals, Objectives,
Activities, and Evaluation
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Monitoring Student Progress
Procedures for Exiting and Monitoring Students
Program Evaluation
Teacher Support
Parent Involvement
Title III Local Plan Requirements
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Identification, Initial Placement, and ELP Classification
Academic Support for Students
Monitoring Student Progress
Individualized Record Plan (IRP): Goals, Objectives,
Activities, and Evaluation
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Monitoring Student Progress
Procedures for Exiting and Monitoring Students
Program Evaluation
Teacher Support
Parent Involvement
Title III Local Plan Requirements
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Template
 Monroe Sample
 CESA 11 Template
 CESA 10 Template
In District
 Convene an appropriate team to review, revise, and
finalize the plan.
 Document this process.
 May be part of the spring ESEA Planning
Professional Development Needs
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Professional Development Survey
CESA 10 Contacts
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Nancy Forseth (715) 720-2045
 [email protected]
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Terri Noel
 [email protected]