PROFESSIONAL LEARNING

INSTRUCTIONAL MODIFICATIONS FOR THE

ELL Students.

By: Anastasiya Ard ESOL Teacher

INSTRUCTIONAL MODIFICATIONS FOR THE ELLs.

Increase comprehension.

Increase practice/interaction.

Increase thinking/study skills

Teach the text backwards

Grading Modifications for ELLs.

• Grading assessment modifications for ELLs must follow instructional modifications.

• The stages of language acquisition, culture and prior academic knowledge as well as the grading policy of your school district mold your grading policy.

• ELLs can not be retained when their academic difficulties directly relate to incomplete mastery of the English language.

• The grading of ELLs is best accomplished by the “use of alternative assessment techniques” and rubrics to evaluate student work.

Instructional Strategies

Everyday classroom strategies:

• Instructional conversations• Experiential learning• Collaborative learning• Structured overviews• Graphic organizers• Think-alouds

NCLB Title III RequirementsNCLB Title III Requirements

• Develop a high quality language instruction educational program to assist children in learning English, and meeting State academic content standards.

• Provide high quality professional development to classroom teachers.

Federal Case LawLau v. Nichols, 414 U.S, 563, 1974

• “There is no equity of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

 • “Where inability to speak and understand the English

language excludes national origin minority children from effective participation in the education program, the school district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

NCLB Title III RequirementsNCLB Title III RequirementsAnnual Measurable Achievement Objectives (AMAOs)

• Title III, section 3122: Each State shall develop annual measurable achievement objectives for LEP students served under Title III that relate to such children’s development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards as required by Title I, section 1111(b)(1).

Title III AMAOs shall include:• annual increases in the # and % of LEP students making

progress in learning English,• annual increases in the # and % of LEP students

attaining English proficiency (as measured by a valid and reliable assessment of English proficiency), and

• making adequate yearly progress (AYP) for LEP students under Title I.

Instructional Strategies What a mainstream teacher

needs to do for LEP students:

1. Increase comprehension.

2. Increase practice/interaction.

3. Decrease the workload.

Simplify. Provide modifications and

adaptations.

LEP Students: Instructional Needs

• Quality English language development (literacy, vocabulary, comprehension)

• Mainstream classroom instruction modified to the levels of English proficiency, increasing comprehension and practice

• Content area support

• Targeted Remediation/Interventions

Instructional Strategies

Formula For Success

- Content Based language instruction

- Collaboration of mainstream and ESL program integrating language development and content instruction

- Scaffolded and Sheltered mainstream instruction

- All-school consistent effort to provide effective education and interventions to Language Minority students, all teachers using the same strategies

Dimensions of Language

Basic Interpersonal Communication Skills

Everyday/“playground” language

Not related to academic achievement

Attained after 1-2 years in host country

Cognitive/Academic Language ProficiencyClassroom/“textbook” language

Needed to function in decontextualized settings

Requires high level of reading and writing

Attained between 5-7 years in host country

BICS

CALP

Types of Language Skills Students Need to Acquire to be Truly Proficient in English

Factors Factors that may that may

affect affect student student learninglearningEnglish Language LearnerEnglish Language Learner

The Learning EnvironmentThe Learning Environment

Teacher

School/Community

Class Program

The ESL Program

Other Students

BackgroundBackground

Skills in 1st Language

Geography

Culture

Family Situation

Personality

The Need for Teacher Collaboration

Evidence from national reports and regional data:

Teacher collaboration is No. 1 determinant of the success of

LEP students at a given school or school corporation.

Strategies:• Focused Professional

Development• Sharing, Coaching, Support &

Feedback!

The Need for Title I & Title III Program Collaboration

Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.

Title III Title I

The Need for Title I & Title III Program Collaboration

Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.

Title III

Requirements

Title I

Requirements

English Language Proficiency Standards

Academic content Standards

Annual measurable achievement objectives

(English language proficiency)

Academic Achievement

Standards

Annual measurable achievement

objectives(Academic)

Increase English

Language Proficiency

&Academic

Achievement

Measuring Effectiveness Assessment StrategiesAssessment Strategies

1. Anecdotal records (asking a question, recording response)

2. Performance sampling(student is observed while performing a task and evaluated with the help of rubrics or checklists)

3. Portfolio assessment (gathering observations and performance samples in a folder and evaluating work during semester)

Measuring Effectiveness English Language Proficiency Assessment

(LAS Links)

• Measures listening, speaking, reading, writing & comprehension.

• Aligned to the English Language Proficiency (ELP) Standards.

• Measures academic as well as conversational English ability.

• Demonstrates growth from one proficiency level to another and growth within a level.

Measuring Effectiveness

Title III AMAOs

• Annual increases in the # and % of LEP students making progress in learning English (achieving a higher level of English proficiency)

• Annual increases in the # and % of LEP students attaining English proficiency (measured by annual Las Links testing), and

• Making adequate yearly progress (AYP) for LEP students under Title I.

Measuring EffectivenessMonitoring of Former LEP Students:

Monitoring must ensure that former LEP students are able to fully participate in the regular educational program.

Students should be able to:- Perform on par with native English speaking peers- Access all aspects of the mainstream curriculum and participate successfully- Access language instructional services if needed

Records should document students’ performance on:- Standardized achievement tests- Oral, reading and written skills- Teachers observations- Grades in content classes and GPA