Ayp for ell

Improving Adequate Yearly Progress forEnglish Language Learners

Ells are classified as a single subgroup

1. Newly arrived with adequate schooling

2. Newly arrived with limited formal school

3. Long-term English learners

Newly arrived with adequate school

• Less than 5 years in U.S. • Continuous schooling • Previous school system

parallels Schools • Makes steady progress• Difficulty on standardized

tests in Englilsh

Newly Arrived with Limited Formal

Schooling• > than 5 years• Previous schooling may be

limited or interrupted• Lacks a sense of school

culture and routines• Limited literacy / math

development

Long Term English Learners• 7 or more years in U.S.

Schools • Experienced methods of

English- language instruction

• Unrealistic perspective on demands of school

• Achieves conversational fluency, but not academic fluency

Factors that may compromises the accuracy of AYP and ELLs • Classification criteria differs

within states• States determine

appropriate accommodations

• Schools with less than 40 ELLs are not required to report AYP

ELL Subgroup Variances

ELLS continual transition out of program Subgroups

of low performance students

Maximize LearningChallenging Instruction

Collaboration

Recognition and Validation of Students' Experiences

Effective ELL Program

Mercuri, Freeman, & Freeman

Dalton

Garcia & Beltran

Mercuri, Freeman, & Freeman

Challenging, theme-based curriculum

Collaborative activities

Staffold Instruction

Scheme

DaltonTeach complex thinking

Develop Cognitive Complexity

Teacher - student conversations

Provide Compelling Whys ~ connect curriculum to students' lives

Garcia & BeltranSolid curriculum framework

Instructional opportunities

Network of support to reinforce effective practices

Research Based Instructional Models for

English Language Learners

Cognitive Academic Language Approach ( CALLA)

Sheltered Instruction Observation Protocol (SIOP)

Cognitive Academic Language Approach

CognitiveAcademicLangugeLearningApproach

CALLA

Components

Language Developmen

t

Content Area

Instruction

Explicit Instruction of

Strategies

Sheltered Instruction Observation ProtocolShelteredInstructionObservationProtocol

SIOP Components1. Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Instruction8. Review/Assessment

Instructional Strategies•Activating Schema•Building Schema•Explaining Key Concepts•Vocabulary Building•Structured Overview•Graphic Organizers•Think-Alouds