Download ppt - 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.

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



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


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.


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.”


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



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



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



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)

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

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


based upon LAS Links

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.



1. What is the ELL’s Overall Proficiency Level?

Answer using either a number or word(s)


Answer using either a number or word(s)




Answers:

#1: ELP level 5 or Advanced



#4: ELP level 4 or High Intermediate

#5: ELP level 2 or High Beginning


Answers:




#4: ELP level 4 or High Intermediate

#5: ELP level 2 or High Beginning



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)



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


Overall Proficiency Level Scale Scores from 2008:

#1: 551 #4: 534

#2: 517 #5: 449

#3: 570




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


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



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.



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



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



Pull-out groupsPull-out groups

HighMiddleElementary



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



Adjustment

Mental Isolation

Honeymoon

Initial Adjustment

Culture Shock

Cultural Adjustment

About 2 years



Adjustment

Mental Isolation

Honeymoon

Initial Adjustment

Culture Shock

Cultural Adjustment

About 2 years



Adjustment

Mental Isolation

Honeymoon

Initial Adjustment

Culture Shock

Cultural Adjustment

About 2 years



Adjustment

Mental Isolation

Honeymoon

Initial Adjustment

Culture Shock

Cultural Adjustment

About 2 years



Adjustment

Mental Isolation

Honeymoon

Initial Adjustment

Culture Shock

Cultural Adjustment

Maha AbdelkaderMaha Abdelkader


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…

QuickTime™ and a decompressor


Things said in the cafeteria

Things said in the cafeteria



Things said when meeting with the guidance counselorThings said when meeting

with the guidance counselor





Things said in a science class

Things said in a science class



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



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





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


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


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




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



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


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.



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!



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





Leadership IJanuary 12, 2010

The Ten Oaks Ballroom

8:30 AM- 12:00 PM

