ELL/Title III Network Meeting Developing a Service and Support Plan for English Language Learners CESA 10 Title III Consortium February 23, 2010.

ELL/Title III Network Meeting

Developing a Service and Support Plan for English Language Learners

CESA 10 Title III ConsortiumFebruary 23, 2010

CESA 10 ELL Growth

The Languages of CESA 10 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)

The district is responsible for ensuring equal educational

opportunities.

Federal Funds: Title III

Title III Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement ActThe 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

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 CESA 10 Consortium Agreement

Instructional Resource Materials Professional Development ELL Consultant Services

We are here to help!

What Do We Do Now?

CESA 10 Guide for Small Districts Enrolling

English Language Learners

Title III Legal Responsibilities Needs Assessment

Review of WKCE Review of ACCESS Review of local assessment data and grades Numbers Support services available

Title I After school program Volunteers Mentors Peer tutors Student advocate


Identification and placement 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


Individual Record Plan Date of arrival Native language English Proficiency Level Plan for academic interventions and support Evidence of success


ACCESS test W-APT Screener Levels 1-5 Grades K-12 Listening/Speaking/Reading/Writing Testing window: Dec-February DAC is responsible for ordering tests

www.wida.us http://dpi.wi.gov/oea/index.html

http://www.wida.us/


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: The reasons for identifying their child as being an English

Language Learner and for placing their child in an ELL program

Title III Legal ResponsibilitiesParent Notification Must Include:

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 ResponsibilitiesParent Notification Must Include:

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 ResponsibilitiesParent Notification Must Include: The parents’ rights in writing, including:

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 Two options for exiting ELL students as fully

English language proficient: 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


Required Notification 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

Evaluation of academic achievement data in math, reading, and science

Maintain documentation for two years


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


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 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 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


Accountability: Adequate Yearly Progress on WKCE English Proficiency on ACCESS Parental Notification


Teacher English Fluency If you have a language instructional program, you

must ensure that teachers are fluent in English


Title III ELL Checklist Individual Monitoring Requirements

for Title III Implications of the Supplement not Supplant

Provisions

State Legal Responsibilities

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 Trigger numbers for ELL student population

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

Program Evaluation: School Improvement Planning Checklist Identification and Assessment Programming and Educational Approaches Staffing and Professional Development Parent Involvement Student Progress

Language Proficiency

Social English Proficiency takes an average of 2-3 years

Academic English proficiency takes an average of 5-7 years

A district must provide support for students to reach proficiency

WIDA Consortium / CAL / Metritech

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?”


Myths and Misconceptionsabout Language Acquisition

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


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

Six Levels of English Proficiency 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 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 Can Do Activity

Six Levels of English Proficiency Level 3- Intermediate: The student understands and

speaks social and academic English with decreasing hesitancy and difficulty 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 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

Level 5- Advanced: The student understands and speaks social and academic English with little difficulty The student is near proficient in reading, writing, and content

area skills The student requires occasional support

Level 6- Fluent English Speaker The student is exited from an ELL status/program and monitored

for two years

Supports for ELL Students

Place in age appropriate classrooms Place with teachers who use student-centered

methodologies Cooperative, small group learning Thematic instruction Integrated approaches to language arts

NEVER retain a student because they are ELL


In class interventions 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


Program interventions: Pull-out 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

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

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-Year-

Olds DPI Site: http://www.dpi.wi.gov/ell/bilingual-esl.html CESA 10 IMC

Resources

Teacher Survival Guide & Graphic Organizer

Title III Local Plan Requirements

Identification, Initial Placement, and ELP Classification Academic Support for Students Monitoring Student Progress Individualized Record Plan (IRP): Goals, Objectives,

Activities, and Evaluation Monitoring Student Progress

Procedures for Exiting and Monitoring Students Program Evaluation Teacher Support Parent Involvement

Title III Local Plan Requirements

Identification, Initial Placement, and ELP Classification Academic Support for Students Monitoring Student Progress Individualized Record Plan (IRP): Goals, Objectives,

Activities, and Evaluation Monitoring Student Progress

Procedures for Exiting and Monitoring Students Program Evaluation Teacher Support Parent Involvement

Title III Local Plan Requirements 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

Professional Development Survey

CESA 10 Contacts

Nancy Forseth (715) 720-2045 [email protected]

Terri Noel [email protected]

ELL/Title III Network Meeting Developing a Service and Support Plan for English Language Learners CESA 10 Title III Consortium February 23, 2010.

Documents