English Language Proficiency Standards (ELPS)

for

English Language Learners (ELLs)

Pennsylvania Department of

Education

Bureau of Teaching Learning and

Support

Presented by:

Mrs. Marcia Vega Based upon original material created by:

Barbara Mowrey, ESL/Bilingual Education Advisor, Lynore Carnuccio,Consultant

To Understand:• The need for standards for ELLs• The use of standards for ELLs• The connection to PA Academic Standards• The use of standards for ESL instruction and

assessment

Goals

Why do we need standards for ELLs?

• Assist students to meet PA Academic Standards based on their English language proficiency level

• Guidance for content and ESL/Bilingual teachers

• Required by Section 3113 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB), 20 U.S.C.§6823(b)(2)

What is the purpose of Standards for ELLs?

• To identify appropriate skill-based performance goals based on English proficiency levels of individual students

• To complement and align with existing PA Academic Standards

• To provide appropriate, reliable and valid expectations for students across the curriculum

What standards ARE NOT:

• A placement tool for English language learners

• A stand alone exit instrument

• A replacement for existing PA Academic Standards

PA Academic Standards vs. PA ELP Standards

PA Academic Standards:Are for ALL students

Guide the alignment of content curriculum

Guide content instruction

Comprise content specific objectives

PA ELP Standards:Are for ELLsAre aligned to PA Academic Standards, WIDA ELP Standards, and National TESOL ELP StandardsGuide district ESL curriculum and instructionInclude both content and language objectives

How were the Standards developed?

• WIDA framework

• Consultant

• Committee

• PDE Curriculum Advisors

• External review

• Internal review, review, review

English language learners communicate in English for SOCIAL AND INSTRUCTIONAL

purposes within the school setting.

English Language Proficiency Standard 1

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. 

English Language Proficiency Standard 2

English Language Proficiency Standard 3

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

MATHEMATICS.

English Language Proficiency Standard 4

English language learners communicate information, ideas, and concepts necessary for

academic success in the content area of SCIENCE.

English Language Proficiency Standard 5

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of

SOCIAL STUDIES.

Layout and Design

• Matrix

• 5 English language proficiency levels

• Grade level Clusters: Pre-K/K; 1-2; 3-5; 6-8; 9-12

• Model performance indicators (MPI) • Focus on language skills: Receptive/ Productive

Understanding the Matrix

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard or

Anchor

Level 6 –R

eachin

g

Listening . .

Reading .

Speaking

Writing

English Language Proficiency Standard: Grade Level Cluster:

UNDERSTANDING THE MODEL PERFORMANCE INDICATOR

Grade Level Cluster 4-5; Proficiency Level 3, DevelopingModality: Appropriate instructional support for Level 3

English language learners

Language Function: Content-specific, standards-based, how students use language

Content: Academic information or skill

Work with a partner to follow oral directions and apply appropriate

strategies to classify triangles according to sides or angles.

To better understand the design of an MPI, we will classify indicators by language function, content stem or student support.

Given a set of indicators, discuss in your small group whether the indicators are language, content or support.

Place indicators appropriately on the three-column graphic organizer.

Be prepared to defend your response.

MPI Sort:Language/ Content/ Support

Algebraic equation, inequality, or expression

Draw conclusions Match pictures Events in PA history Write a letter Using a graphic organizer Draw and label Solutions to environmental

problems Measure an object Restate steps Follow simple oral directions

MPI Sort: Language/ Content/ Support

With a partnerData in charts and graphs Information regarding natural processes In a small groupUsing a modelShare feelings Engage in formal debatesRelevant and irrelevant informationUsing notes Using an appropriately leveled textAnswer WH questions Two or three- dimensional figures

English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic

success in the content area of Mathematics.Grade Level Cluster: 4-5

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard or

Anchor

Level 6 –R

eachin

g

L 4. A.6.M5.A.8.M

R 4.A.8..5.A.9.M.

S 4.A.9.M 5.A.10.M

W 4.A.16.M 5.A.20.M

Teacher Expectations

To provide students with limited English proficiency the opportunity to meet PA Academic Standards

To provide meaningful and comprehensible content and assessment for students to be successful

Student Expectations

Progress with English language proficiency while meeting PA Academic Standards.

Have meaningful access to the full curriculum.

Demonstrate content knowledge and language skills.

Writing a MODEL PERFORMANCE INDICATOR

Write an MPI- using the PA standard below, choose a language domain & Level.

Modality: Use “Can-Do’s” to write appropriate instructional support for given Proficiency Level

Language Function: how students use language

Content: PA content standards

Work with a partner to follow oral directions to identify the meaning of an unfamiliar word using the knowledge of its root

What is our role in using ELPS for ELLs?

Curriculum Collaboration Student

achievement and accountability