Transcript Slide 1

Educational Leadership &
ELLs
Presented By:
Reyna P. Hernandez
Research and Policy Associate
Latino Policy Forum
[email protected]
www.latinopolicyforum.org
Principal Preparation Program Application
Assessment of Internship - Component 2
Assessment of ELL Competencies:
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Identify English Language Learners
Administer the appropriate program and services, as specified under
Article 14C of the School Code and Section 228 of the Administrative
Code
All in order to address the curricular and academic needs of ELLs
Applications should describe the system used to:
 Use of student data to modify curriculum and instructional
strategies for ELLS
 Use of appropriate and sufficient materials for ELLs
 Use of linguistically and culturally appropriate assessment
strategies for ELLs, taking into account primary language, to
measure knowledge and performance
 Work with teachers to develop a school support plan which
includes ELL needs
 Supports teachers to work with ELLs, including differentiation
strategies and use of various materials
Why we need to learn
about ELLs specifically
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Meeting our charge of serving ALL children
requires specific knowledge of the needs of
ELLs
Demographics make ELLs relevant to all
administrators statewide
ELLs are a specifically identified subgroup
with various associated legal obligations
ELLs require specific
knowledge
Appropriately addressing ELLs requires a breadth & depth of knowledge.
New
Initiatives
Gifted &
Magnet
Special
Education
Specialist
Services
Parent
Engagement
Assessment
Professional
Dev.
Classroom
Management
Issues pertaining to ELLs cut across all aspects of administration and
education including:
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Instruction
Curriculum
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ELL Specialized
Knowledge
Broad Administrative Knowledge of ELLs
Learning Objectives: Content Knowledge AND Language Development
Curriculum & Instruction
Assessment
Teacher Preparation & Professional Development
Parent Engagement
Appropriately addressing ELLs within each area requires the deliberate
presence of specialized knowledge, including specific strategies and
methods for serving ELLs (possibly through ELL specialist
representation on project teams)
Who and Where are
ELLs?
In SY 2009:
 Nearly 200,000 ELLs were served in 573 SDs
throughout IL, with 2/3rds outside of SD 299
(Chicago Public Schools)
 Of the 141 languages spoken by IL ELLs,
Spanish was the most spoken (80.5%),
followed by Polish, Arabic, Urdu, Tagalog,
Korean, Gujarati, Cantonese, Vietnamese, &
Russian.
According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT,
Illinois State Board of Education, Data Analysis and Progress Reporting Division
ELLs receiving services
are relatively young
According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT,
Illinois State Board of Education, Data Analysis and Progress Reporting Division
ELLs relative to total
population
Total Pop
9.3%
ELL/LEP
90.7%
Non-ELL
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
100.0%
90.0%
80.0%
70.0%
60.0%
Non-ELLs
50.0%
LEP/ELL
40.0%
30.0%
20.0%
10.0%
9%
20%
18% 18%
15%
11%
9%
8%
6%
5%
4%
3%
3%
2%
4
5
6
7
8
9
10
11
12
0.0%
Pre-K
K
1
2
3
According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT,
Illinois State Board of Education, Data Analysis and Progress Reporting Division
About the ForeignBorn Pop. in Illinois
Indicator
ForeignAbout children
Born
with foreignborn parents
% of Total Population
13.5%
•While 97% of
Average Household Size
3.4
all children in IL
are U.S.-born
Married Family Households
60.5%
•Over a quarter
Less than HS diploma (≥ 25 years old) 30.6%
(25.5%) have at
At least some college (≥ 25 years old)
45.1%
least 1 foreignborn parent
Births within 12 months
22.1%
•Including
Speak English “less than very well”
55.2%
23.4% of U.S.
Citizen children
Work in production/construction-type
32.3/17.3%
•In Chicago,
occupations (all/female)
over a third of
Poverty rates for families w/ children
18.5%
all children
(36.6%) have at
No health insurance
32.6%
least 1 FB
Median Family Income
$55,793
parent.
According to the U.S. Census Bureau: American Community Survey 2009
Native
86.5%
2.51
46.5%
9.9%
62.2%
77.9%
1.8%
18.3/5%
14.9%
10.3%
$69,253
The Law of Educating
ELLs
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Equal Educational Opportunities Act (EEOA), Section 1703(f) a school district must provide services that will enable
limited English proficient students to “overcome barriers that impede equal participation by these students in the district’s
instructional programs” (see 20 USC 1703)
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Elementary and Secondary Education Act – 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”
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Illinois School Code Article 14C – Transitional Bilingual Education
“105 ILCS 5/14C-1 … Therefore, pursuant to the policy of this State 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.”
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Illinois Administrative Code Title 23 Part 228 – Transitional Bilingual Education
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Identification of Eligible Students
Data Collection
Program Options & Placement
Assessment
Personnel Qualifications and Professional Development
Program Evaluation