Engaging All Students: Spotlight
on English Language Learners
Engaging All Students: Spotlight
on English Language Learners
Leadership IJanuary 12, 2010
The Ten Oaks Ballroom
8:30 AM- 12:00 PM
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are needed to see this picture.
Linda WiseLinda Wise
Chief Academic OfficerChief Academic Officer
We learn more through experience than by absorbing what we simply see or hear.
We learn more through experience than by absorbing what we simply see or hear.
-William Glasser, Psychologist-William Glasser, Psychologist
“Effective teaching may be the hardest job there is.”
“Effective teaching may be the hardest job there is.”
-William Glasser, Psychologist-William Glasser, Psychologist
Systemic ExpectationsSystemic ExpectationsKnow our studentsEnsure our students receive
exemplary instruction that prepares
them for college and careersKnow what interventions and supports
are in place to ensure their successHave a process for continuously
monitoring their progressDevelop a relationship with students
and their families
Know our studentsEnsure our students receive
exemplary instruction that prepares
them for college and careersKnow what interventions and supports
are in place to ensure their successHave a process for continuously
monitoring their progressDevelop a relationship with students
and their families
Today’s OutcomesToday’s Outcomes Increase knowledge of the
Superintendent’s proposed FY 2011 budget
Gain a better understanding of LAS Links and the AMAOs
Identify characteristics that impact language acquisition
Describe and apply instructional strategies to support ELLs
Enhance relationships between and among DOI colleagues
Increase knowledge of the Superintendent’s proposed FY 2011 budget
Gain a better understanding of LAS Links and the AMAOs
Identify characteristics that impact language acquisition
Describe and apply instructional strategies to support ELLs
Enhance relationships between and among DOI colleagues
Sydney CousinSydney Cousin
SuperintendentSuperintendent
Linda WiseLinda Wise
Chief Academic OfficerChief Academic Officer
Leslie GrahnLeslie Grahn
World Languages
Resource TeacherWorld Languages
Resource Teacher
Baggage ClaimBaggage Claim
Write your name on your suitcase. Pack your “bag” by listing ways your
school/office/program has created spending efficiencies on your suitcase cutout
Write your name on your suitcase. Pack your “bag” by listing ways your
school/office/program has created spending efficiencies on your suitcase cutout
Baggage ClaimBaggage Claim
The first time a person shakes hands with you, introduce yourself and tell each other what is in your “bag.”
Then, exchange “bags” and move on to greet another participant.
The first time a person shakes hands with you, introduce yourself and tell each other what is in your “bag.”
Then, exchange “bags” and move on to greet another participant.
Baggage ClaimBaggage Claim
As you greet other participants, shake hands and introduce yourself and explain that you have the wrong “bag.”
Proceed to tell each other who the “bag” belongs to and what’s in it.
Then, trade “bags.”
As you greet other participants, shake hands and introduce yourself and explain that you have the wrong “bag.”
Proceed to tell each other who the “bag” belongs to and what’s in it.
Then, trade “bags.”
Baggage ClaimBaggage Claim
When time is called, return the “bag” you have to its owner.
When time is called, return the “bag” you have to its owner.
Leadership 1 & 2 wikiLeadership 1 & 2 wiki
Linda WiseLinda Wise
Chief Academic OfficerChief Academic Officer
ESOL and Instruction for
ELLs
ESOL and Instruction for
ELLsOutcomes:• Gain a better understanding
of LAS Links and the AMAOs
• Identify characteristics that impact language acquisition
• Describe and apply instructional strategies to support ELLs
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John ArnoldJohn Arnold
ESOL Resource TeacherESOL Resource Teacher
PretestPretest
Read each question and the responses.
Work with your table group to determine the best answer.
Respond using the Personal Response System (PRS).
Pass the PRS to the next person at the table to take turns responding.
Read each question and the responses.
Work with your table group to determine the best answer.
Respond using the Personal Response System (PRS).
Pass the PRS to the next person at the table to take turns responding.
Personal Response SystemPersonal Response System
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The Document Repository link to the PRS Folder is on the wiki.
Laura HookLaura Hook
ESOL CoordinatorESOL Coordinator
Parking LotParking Lot
If you have a question, please write it on a Post-it note and place it on one of the Parking Lot charts.
If you have a question, please write it on a Post-it note and place it on one of the Parking Lot charts.
AMAO IAMAO I
Year Target HCPSS
2008 - 9 56% 63.99%
2009 -10 64% ?
2010 -11 72% ?
AMAO I: Progress towards proficiency
Progress is made if the student’s Overall test score on the English Language Proficiency (ELP) assessment is 15 scale score points higher than the Overall test score from the previous year’s test administration.
AMAO IIAMAO II
Year Target HCPSS
2008 - 9 15% 23.69%
2009 -10 17% ?
2010 -11 19% ?
AMAO II: English Language Proficiency Attainment
ELP attainment is made when the student receives an Overall score of 5 on the ELP assessment with a minimum score of 4 on Listening, Speaking, Reading, and Writing.
These students are released (RELLs) from ESOL Services.
AMAO IIIAMAO IIIAMAO III: AYP
AMAO III represents Adequate Yearly Progress of Local School Systems for the LEP students.
Consider data regarding confidence intervals.
Year Target HCPSS
2008 - 9ranges
from level to level
met
2009 -10 ?
2010 - 11 ?
INROADS contains separate data for ELLs & RELLs. Mdreportcard.org lists data for ELLs & RELLs combined.
LAS LinksLAS Links• Stands for Language Assessment Scale
• Is administered to ALL students in the ESOL program
• Diagnostic Test - given at the International Student Registration Center (ISRC) or school
• Summative Test - given at the school
• Assesses skills in listening, speaking, reading, and writing
• Yields an English proficiency level (1-6)
• Stands for Language Assessment Scale
• Is administered to ALL students in the ESOL program
• Diagnostic Test - given at the International Student Registration Center (ISRC) or school
• Summative Test - given at the school
• Assesses skills in listening, speaking, reading, and writing
• Yields an English proficiency level (1-6)
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Proficiency Levels of ELLsProficiency Levels of ELLs
Level 1 - Low Beginner
Level 2 - High Beginner
Level 3 - Low Intermediate
Level 4 - High Intermediate
Level 5 - Advanced
Level 6 - Independent
Level 1 - Low Beginner
Level 2 - High Beginner
Level 3 - Low Intermediate
Level 4 - High Intermediate
Level 5 - Advanced
Level 6 - Independent
HCPSS 2009 LAS
Results
HCPSS 2009 LAS
Results
Level 212%
Level 324%
Level 423%
Level 533%
Level 18%
Level 212%
Level 324%
Level 423%
Level 533%
Level 18%
ELL Profile: English Language Proficiency (ELP)
based upon LAS Links
ELL Profile: English Language Proficiency (ELP)
based upon LAS Links
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ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
1. What is the ELL’s Overall Proficiency Level?
Answer using either a number or word(s)
1. What is the ELL’s Overall Proficiency Level?
Answer using either a number or word(s)
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
1. What is the ELL’s Overall Proficiency Level?
Answers:
#1: ELP level 5 or Advanced
#2: ELP level 5 or Advanced
#3: ELP level 5 or Advanced
#4: ELP level 4 or High Intermediate
#5: ELP level 2 or High Beginning
1. What is the ELL’s Overall Proficiency Level?
Answers:
#1: ELP level 5 or Advanced
#2: ELP level 5 or Advanced
#3: ELP level 5 or Advanced
#4: ELP level 4 or High Intermediate
#5: ELP level 2 or High Beginning
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points? (AMAO I)
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points? (AMAO I)
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points?
Overall Proficiency Level Scale Scores from 2008:
#1: 551 #4: 534
#2: 517 #5: 449
#3: 570
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points?
Overall Proficiency Level Scale Scores from 2008:
#1: 551 #4: 534
#2: 517 #5: 449
#3: 570
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points?
Answers:
#1: 551 to 562 - NO
#2: 517 to 550 - YES
#3: 570 to 582 - NO
#4: 534 to 550 - YES
#5: 449 to 487 - YES
2. Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points?
Answers:
#1: 551 to 562 - NO
#2: 517 to 550 - YES
#3: 570 to 582 - NO
#4: 534 to 550 - YES
#5: 449 to 487 - YES
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
3. Will the student be released from the ESOL Program? (AMAO II)
ELL needs an Overall Proficiency Level of 5 with a minimum of 4 in Listening, Speaking, Reading, and Writing to be released.
3. Will the student be released from the ESOL Program? (AMAO II)
ELL needs an Overall Proficiency Level of 5 with a minimum of 4 in Listening, Speaking, Reading, and Writing to be released.
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
3. Will the student be released from the ESOL Program?
Answers:
#1: YES #4: NO
#2: NO #5: NO
#3: YES
3. Will the student be released from the ESOL Program?
Answers:
#1: YES #4: NO
#2: NO #5: NO
#3: YES
ELL Profile: English Language Proficiency (ELP)
ELL Profile: English Language Proficiency (ELP)
4. What other kinds of support might the ELL need to be successful in school?
4. What other kinds of support might the ELL need to be successful in school?
Access to LAS Links DataAccess to LAS Links Data
INROADS - Student Profile has individual student’s LAS
scores
Sandbox has students’ English language proficiency data from LAS Links
School report for AMAO I, II, & III
Cumulative folders contain reports
INROADS - Student Profile has individual student’s LAS
scores
Sandbox has students’ English language proficiency data from LAS Links
School report for AMAO I, II, & III
Cumulative folders contain reports
VVVV
VV
Vision of Exemplary Teaching for Student Learning“All Students Can Learn”
Vision of Exemplary Teaching for Student Learning“All Students Can Learn”
KnowingThe
Learner
WHO?
Knowingthe
Curriculum & Content
WHAT?
Knowingthe
Curriculum & Content
WHAT?
Knowing the
Pedagogy
HOW?
Knowing the
Pedagogy
HOW?
Personal Development
Cognitive Development
Social Development
KnowingMyself andMy Influenceon Learners
KnowingMyself andMy Influenceon Learners
ELLs in Our SchoolsELLs in Our Schools
2007-08: approximately 1,600 ELLs 2008-09: approximately 1,800 ELLs 2009-10: approximately 2,100 ELLs
81 languages: Spanish, Korean, Urdu, Chinese, and
Vietnamese
77 countries
2007-08: approximately 1,600 ELLs 2008-09: approximately 1,800 ELLs 2009-10: approximately 2,100 ELLs
81 languages: Spanish, Korean, Urdu, Chinese, and
Vietnamese
77 countries
The ESOL ProgramThe ESOL Program
Helps develop proficiency in listening, speaking, reading, and writing using Standard American English.
Assists ELLs in a well-articulated, content-based program to support and supplement classroom instruction.
Helps develop proficiency in listening, speaking, reading, and writing using Standard American English.
Assists ELLs in a well-articulated, content-based program to support and supplement classroom instruction.
ESOL Program Models
NewcomerCenter
@ RHHS
Shelteredcontent classes
Shelteredcontent classes
Push-in/inclusiveclasses
Push-in/inclusiveclasses
Push-in/inclusiveclasses
Pull-out groupsPull-out groups
HighMiddleElementary
John ArnoldJohn Arnold
ESOL Resource TeacherESOL Resource Teacher
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
About 2 years
I nitialHoneymoon Adjustment Adjustment
Culture Shock Mental Is olation
Adjustment
Mental Isolation
Honeymoon
Initial Adjustment
Culture Shock
Cultural Adjustment
Maha AbdelkaderMaha Abdelkader
ESOL Resource TeacherESOL Resource Teacher
What do you understand when you know a language?
What do you understand when you know a language?
• The music
• The sounds
• The correct sequence of sounds in a word
• How to use and interpret intonation
• How to change the time of a sentence
• The order of words
• The music
• The sounds
• The correct sequence of sounds in a word
• How to use and interpret intonation
• How to change the time of a sentence
• The order of words
• Formal vs. informal language
• Idiomatic expressions
• A wealth of vocabulary
• The variety in meaning of words
• Language nuances
• The gestures
• Formal vs. informal language
• Idiomatic expressions
• A wealth of vocabulary
• The variety in meaning of words
• Language nuances
• The gestures
• To ask for info.
• How to persuade
• How to take turns in a conversation
• How to enter a conversation
• How to use language to build relationships
• Connections between language and culture
Time for a game show break…Time for a game show break…
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Things said in the cafeteria
Things said in the cafeteria
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Things said when meeting with the guidance counselorThings said when meeting
with the guidance counselor
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Things said in a science class
Things said in a science class
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Things said during assessments
Things said during assessments
BICS and CALPBICS and CALPBasic Interpersonal Communication Skills
BICS- Social Language:
Are necessary for everyday functioning.
Are very context sensitive and depend on nonverbal cues.
Can typically be achieved in the classroom with good contextual support.
Basic Interpersonal Communication Skills
BICS- Social Language:
Are necessary for everyday functioning.
Are very context sensitive and depend on nonverbal cues.
Can typically be achieved in the classroom with good contextual support.
Cognitive Academic
Language Proficiency
CALP- Academic Language:
Is the language used in textbooks and classes.
Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.
Cognitive Academic
Language Proficiency
CALP- Academic Language:
Is the language used in textbooks and classes.
Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.
ReflectionReflection
What have this morning’s
experiences made you think about?
What have this morning’s
experiences made you think about?
BreakBreak
Laura HookLaura Hook
ESOL CoordinatorESOL Coordinator
Welcome back from break.Welcome back from break.
Focus before break: Being accountable for ELLs’ learning Knowing our ELLs in HCPSS
Focus after break: Supporting the learning of ELLs through
the use of instructional strategies
Focus before break: Being accountable for ELLs’ learning Knowing our ELLs in HCPSS
Focus after break: Supporting the learning of ELLs through
the use of instructional strategies
KrinklejupKrinklejupRead the following text.
Then, answer the questions.
A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped “Minto”
to the krinklejup. The krinklejup zisked zoely.
1. What was the krinklejup doing?
2. What stipped?
3. What did the barjam grup?
4. How did the krinklejup zisk?
Read the following text. Then, answer the questions.
A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped “Minto”
to the krinklejup. The krinklejup zisked zoely.
1. What was the krinklejup doing?
2. What stipped?
3. What did the barjam grup?
4. How did the krinklejup zisk?
KrinklejupKrinklejupRead the following text.
Then, answer the questions in complete sentences.
A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped
“Minto” to the krinklejup. The krinklejup zisked zoely.
n Cite the text that expresses the author’s point of view of barjams.
n Compare the conflict in this selection to your own experience.
n Evaluate the author’s organization of text.
Read the following text. Then, answer the questions in complete sentences.
A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped
“Minto” to the krinklejup. The krinklejup zisked zoely.
n Cite the text that expresses the author’s point of view of barjams.
n Compare the conflict in this selection to your own experience.
n Evaluate the author’s organization of text.
MD ELP State CurriculumMD ELP State Curriculum
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5 Key Principles for Working with ELLs
5 Key Principles for Working with ELLs
Increase Comprehensibility
Increase Interaction
Increase Thinking/Study Skills
Increase Academic Language and Fluency
Make Connections
Increase Comprehensibility
Increase Interaction
Increase Thinking/Study Skills
Increase Academic Language and Fluency
Make Connections
Maha AbdelkaderMaha Abdelkader
ESOL Resource TeacherESOL Resource Teacher
Five Key Principles Five Key Principles Increase Comprehensibility:
Help ELLs understand learningIncrease Comprehensibility:
Help ELLs understand learning
Build on prior knowledge
Use real objects, pictures, maps, or videos
Provide oral practice before using the text
Provide opportunities for role-plays and drama
Five Key PrinciplesFive Key Principles
Use group activities, games, and projects that require ELLs to take an active role
Include students in groups in content classes
Identify student strengths and have them share what they know with others and provide authentic speaking practice
Invite students to work with younger students
Use group activities, games, and projects that require ELLs to take an active role
Include students in groups in content classes
Identify student strengths and have them share what they know with others and provide authentic speaking practice
Invite students to work with younger students
Increase Interaction: Provide time for ELLs to talk
about learning
Five Key PrinciplesFive Key Principles
Provide graphic support for learning Venn diagrams KWL charts Sequence maps Cause and effect charts Webs and pictorial mind maps
Help students categorize information and vocabulary
Provide graphic support for learning Venn diagrams KWL charts Sequence maps Cause and effect charts Webs and pictorial mind maps
Help students categorize information and vocabulary
Increase Thinking/Study Skills:Help ELLs think about
learning
John ArnoldJohn Arnold
ESOL Resource TeacherESOL Resource Teacher
Five Key PrinciplesFive Key Principles
Offer explicit instruction on academic language
Connect words to visual
Use “trigger” words (directional words, signal words)
Provide oral and written models of language
Use word lists grouped by a topic
Offer explicit instruction on academic language
Connect words to visual
Use “trigger” words (directional words, signal words)
Provide oral and written models of language
Use word lists grouped by a topic
Increase Academic Language & Fluency:Use language to understand &
explain
Five Key PrinciplesFive Key Principles
Build on prior knowledge
Help students explain how information from one class supports learning in another content area
Involve students in goal setting. Students will feel more connected to what they are learning if they set some personal goals
Provide student choice when learning
Build on prior knowledge
Help students explain how information from one class supports learning in another content area
Involve students in goal setting. Students will feel more connected to what they are learning if they set some personal goals
Provide student choice when learning
Make Connections: Link to prior knowledge & cultural
experiences
Our Journey TodayOur Journey Today
AMAO
Who are our ELLs?
Cultural Adjustment “W”
BICS & CALP
5 Key Principles
Applying Your LearningChoice BoardApplying Your LearningChoice Board
A. Develop an outline for a PD experience
B. Brainstorm additional examples of best practices for each of the 5 Key Principles
C. Design coaching questions for a post-observation conference
D. Design an informal walk through
Applying Your LearningApplying Your LearningChoose a task that you will use as a leader in HCPSS.
1. Select one task from the choice board.
2. Move to a table labeled with that task.
3. Work with a partner at the table to complete the task.
Choose a task that you will use as a leader in HCPSS.
1. Select one task from the choice board.
2. Move to a table labeled with that task.
3. Work with a partner at the table to complete the task.
Laura HookLaura Hook
ESOL CoordinatorESOL Coordinator
Idea ShareIdea Share
When I grow up…When I grow up…
How can you help these students achieve their hopes and dreams?
Together we can make a difference!
How can you help these students achieve their hopes and dreams?
Together we can make a difference!
Linda WiseLinda Wise
Chief Academic OfficerChief Academic Officer
English Language Learner Resources on the L1L2 wikiEnglish Language Learner
Resources on the L1L2 wiki
Wiki DiscussionsWiki Discussions
January’s Lead Design TeamJanuary’s Lead Design Team Laura Hook, Central Office Maha Abdelkader, Central Office John Arnold, Central Office Leslie Grahn, Central Office Genee Varlack, GES Adam Eldridge, WLHS Sharon Kramer, Central Office Shiney Ann John, OMMS Lisa Boarman, Central Office
Laura Hook, Central Office Maha Abdelkader, Central Office John Arnold, Central Office Leslie Grahn, Central Office Genee Varlack, GES Adam Eldridge, WLHS Sharon Kramer, Central Office Shiney Ann John, OMMS Lisa Boarman, Central Office
Engaging All Students: Spotlight
on English Language Learners
Engaging All Students: Spotlight
on English Language Learners
Leadership IJanuary 12, 2010
The Ten Oaks Ballroom
8:30 AM- 12:00 PM
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.