CFN 102/113 ELL Liaison Meeting June 3rd, 2014 Facilitated by Anthony Pizzillo ELL Instructional Coach June 3rd Meeting Agenda: • Check-in and ELL Compliance Updates ▫ ▫ ▫ ▫ ▫ BESIS ELAND Reviewing the Intake and ELL Identification Process Revised Promotional Criteria for ELLs Other Concerns • Read NYSED’s Blueprint for English Language Learner Success and Share Instructional Guidelines from Sole ESL Provider Group • Takeaways from CAL PD: What’s Different about Teaching Reading to Students Learning English? ▫ The Education of SLIFE students ▫ Teaching the Text Backwards ▫ Website for Vocabulary Updating ELL Data Deadline Friday, June 6th • Home Language (BIOU) – entered once HLIS and interview is completed. • ELPC – to update post-NYSITELL data • BNDC – BESIS screen – should be updated regularly • ELAN – scanned in after ELAND review is completed ELAND Update See updated ELAND FAQ: • Use the ELAN function on ATS • Scan in the document • Fax ELAN form into SESIS • LEP flag in BIND should appear as “D” for the student. • Note which of your students who received ELAND reviews are former or never ELLs. • ELAND reviews that don’t meet the criteria will be reversed. • ELAND reviews that meet the criteria are irreversible once done. • Check previously x-coded students on CAP. • Remember that this is a process and should not be done in haste. ELL Identification Process Informal interview is done by a pedagogue to verify home language(s). Once completed make sure home language is correctly completed in ATS! At least 1 question on the HLIS Part 1: questions 1-4 indicates a language other than English AND at least two questions on the HLIS Part 1: questions 5-8 indicate a language other than English Intake Suggestions: • Complete the intake process within the mandated 10 days. • Make sure HLIS is completed correctly! • Make sure home language is correctly entered in ATS (BIOU function). • Create an intake committee to ensure the process is done correctly and consistently. • Have a set of screening questions prepared for the informal interview in English and the most common languages spoken at your school. NYSITELL Suggestions: • Once NYSITELL is administered, make sure to check the results on the RLCB report (enter “T” to check status). • Check results with the student answer key on RLBU if you believe a mistake was made. • If an error occurred in scanning, changes to student results can only be made by the principal. • Keep the student’s answer sheet in their cumulative folders. • NYSITELL can be administered for the fall beginning July 15th. Any recommendations? • What has worked best for you at your school? Revised Promotional Standards See Regulation of Chancellor A-501 Exempted Students: • ELLs grades 3 – 7 who have been enrolled in a US School System (excluding schools in PR) for fewer than two years. • ELLs in grade 8 who have been enrolled in a USSS for less than a year. Revised Promotional Standards See Regulation of Chancellor A-501 Pre-K through Grade 2 (page 2, Part III, E): • “Promotion decisions for students in grades K2… will be made by the principal.” • “For ELLs, the decision to promote or retain shall include consideration of the student’s language development; however, limited English proficiency alone may not be the sole basis for retention.” Revised Promotional Standards See Regulation of Chancellor A-501 Grades 3 - 7 (page 4, Part IV, B): • “limited English proficiency alone may not be the sole basis for retention.” • “Students enrolled for six or more years will be held to the promotion criteria set forth in Section IV.A.1.a” • Students who are SIFE or enrolled for at least two years but fewer than 6, promotion will be based on whether students attain sufficient progress in ESL literacy development… and demonstrate sufficient progress toward attaining the CCLS for Mathematics taught in the student’s native language or using ESL methodologies. • If students are not promoted in June will be recommended for summer school. Revised Promotional Standards See Regulation of Chancellor A-501 Grade 8 (page 6, Part V, B): • “limited English proficiency alone may not be the sole basis for retention.” • Students who are SIFE or enrolled for at least one year but fewer than 2, promotion will be based on the attainment of sufficient progress in ESL literacy development… and the integrated use of multiple criteria and the demonstration of sufficient progress toward attaining the CCLS for Mathematics, as defined by minimum promotion benchmarks in DOEissued guidance. • “Students enrolled for four or more years will be held to the promotion criteria set forth in Section V.A.1” • If students are not promoted in June will be recommended for summer school. NYSED’s Blueprint for ELL Success and Shared Guidelines from Sole ESL Provider Group Jigsaw: • Group A – Principles 1 & 2 • Group B – Principles 3 & 4 • Group C – Principles 5 & 6 • Group D – Principles 7 & 8 Blueprint for ELL Success Graphic Organizer • What is my understanding of this principle? • How does this principle inform my work moving forward? How might this look in my own school? Takeaways from CAL PD, What’s Different about Teaching Reading to Students Learning English? • The Education of SLIFE students • Teach the Text Backwards • Websites for Vocabulary The Education of SLIFE (students with limited interrupted formal education) Students: Learning Paradigms Aspects of Learning SLIFE Students US Schools Conditions Immediate relevance Interdependence Future relevance Interdependence Processes Shared responsibility Oral transmission Individual accountability Written word Activities Pragmatic tasks, repeated practice, modeling, feedback; immediate relevancy Academic tasks, abstract, decontextualized The Education of SLIFE Students: Mutually Adaptive Learning Paradigms Aspects of Learning SLIFE Students US Schools Conditions Immediate relevance Interdependence Future relevance Interdependence Processes Shared responsibility Oral transmission Individual accountability Written word Activities Pragmatic tasks, repeated practice, modeling, feedback; immediate relevancy Academic tasks Teaching the Text Backwards How do some teachers approach student reading of content-based texts? 1. Read the text. 2. Answer the questions at the end of the chapter. 3. Discuss the material in class. 4. Do the applications and extensions. Teaching the Text Backwards How can we make the text more comprehensible to students, especially to ELLs? 1. Do the applications and extensions. 2. Discuss the material in class. 3. Answer the questions at the end of the chapter. 4. Read the text. Teaching the Text Backwards Why? ▫ Motivates, establishes a purpose ▫ Builds background knowledge ▫ Develops vocabulary and oral language ▫ Previews the reading, identifies key concepts Teaching the Text Backwards Step 1: Application/Expansion Your principal has decided to ban, that is not to allow, recess. As a result, you are going to start a new school. Write a Declaration of Independence declaring your independence from the school, and explain why you would like to start a new school. “We, the founding students (or teachers), declare our independence from your school. We want to have a separate school because__________.” Signed: Teaching the Text Backwards Step 2: Discuss the Material Example of a product for discussion: “We, the founding students, declare our independence from your school. We want to have a separate school because we want to have recess. We want recess because we can run around, get exercise, and talk with our friends. Signed: [student signatures]” Teaching the Text Backwards Step 2: Discuss the Material Example of a product for discussion: “We, the founding students, declare our independence from your school. We want to have a separate school because we want to have recess. We want recess because we can run around, get exercise, and talk with our friends. Signed: [student signatures]” Teaching the Text Backwards Step 3: Question and Answer Discussion Example questions: 1. Who were the founding fathers of the United States? 2. When did the founding fathers meet in Independence Hall? 3. Who wrote the Declaration of Independence? 4. Who were some people who signed the Declaration of Independence? 5. Why did John Hancock make his signature look so large? Teaching the Text Backwards Step 3: Question and answer discussion Step 4: Read the text web resources www.wordsift.com www.visualthesaurus.com www.wordsmyth.net web resources: Wordsift and Visual Thesaurus web resources: Wordsmyth