ELL Progress Report

ELL UPDATE
SCHOOL BOARD MEETING – 11/19/2013
“I just think the most important part of this process is bringing
awareness to these students. How many of you actually knew
that we had this great of a population? I know I didn’t, and there
is a great need for more PD and awareness….even with parents,
to serve these families.”
3 ELL Students
4 Languages spoken in her class
“The first couple weeks they could speak English
and I thought they were fine…this is going to be
easy. Then I started reading, writing and asking
questions. I can personally see the gaps getting
bigger and bigger as we go and I don’t have
the resources or direction where to go next…or
how to start closing those gaps. Am I giving
them everything they need?”
5 ELL Students
5 Languages Spoken in her class
IMPLEMENTATION PLAN
Current State
•
•
•
•
•
•
Home Language Survey
ELL Progress Report
ACCESS Testing
Limited Procedures
Limited Understanding district wide
47 Students identified as ELL
• Half time coordinator
• District wide ELL aide
Desired State
•
•
•
•
•
•
•
•
•
•
•
•
Full compliance, as determined by Illinois
Administrative Code
Procedures clearly outlined
Coordination and continuum of services
across district within ELL, RtI, and Special
Education
All ELL teachers differentiating instruction
and using Can-Do Descriptors
On-going, meaningful, and focused
professional development for teachers and
aides
More involvement and outreach in the
community for ELL students
Adult ESL opportunities identified with-in the
community
Translator services
Half-Time ELL Coordinator
6.5 hour ELL Aide at Each School
Entry/Exit/Denial Forms in English and Native
Language within 30 days of enrollment
Professional Development for teachers and
aides twice a year related to researched
based methods for teaching ELLs
AUGUST-NOVEMBER 2013
• PD with ELL Aide with regards to writing objectives,
determining next steps, questioning, and guided
reading/writing and monitoring notes
• ELL Articulation Meeting at Elementary, Jr. High and High
Schools
• Developed forms for ELL entry, exit, and denial and Home
Language Survey
• Gathered Home Language Surveys
• Conducted screenings to determine eligibility for the ELL
program (Continuing Process)
• Beginning to develop detailed TPI plans based at the building
level
• Ordered Model Screeners K-8 (Grades 6-8 newly ordered)
• PowerSchool and SIS up to date
• Ordered ACCESS testing materials
DIFFERENT TYPES OF LEARNERS….
ELL (English Language
Learner)
ELD (English Literacy
Development)
• This student has a
strong literacy
background in their first
language. Typically
resides with parents
who are fluent in
another language.
• This student is learning
English as his/her
second, first language.
The literacy
development in the
student’s first language
was very minimal if any.
This student needs to
develop basic literacy
skills.
TERMS
•
•
•
•
•
•
•
•
•
•
•
•
WIDA
Language Proficiency Level
ACCESS
Can-Do Descriptor
ELL Progress Report
English Language Learner
English as a Second Language
English Literacy Development
Transitional Program of Instruction (TPI)
Bilingual Program (TBE)
Linguistic support
Sheltered Instruction (SIOP Model)
ELL Identification
Process
Student is newly enrolled to Morton
Schools and completes Home
Language Survey.
Yes, there is a language
other than English spoken in
the home OR the child does
speak another language
other than English.
No languages spoken in the
home or by the child other
than English.
Student is screened
using the Model
within 30 days of
enrollment.
Stop! HLS
in students
cumulative
folder.
ALL students
identified as LEP
are required to
take the ACCESS
in January.
Parents are notified and
can consent to services.
Parents are notified and
can deny services.
Student
scores
below 4.8
Overall and
4.2 Literacy.
Student is
enrolled in
the ELL
Program.
Student
does not
qualify
for ELL
Program.
HOW ARE STUDENTS IDENTIFIED FOR A
SCREENING?
• All new students to Morton School District are
required to receive a Home Language Survey. If
parents answered “yes” to either question, it is
required that the students are screened to
determine eligibility for services.
• 2 questions on our former Home Language Survey
are:
• Does the child speak a language other than English?
• Is there another language other than English spoken in the
home?
• We have modified the Home Language Survey to
make the process more streamlined.
ELL SCREENING
• Students are screened using the Model to determine
their language proficiency levels in the following areas.
•
•
•
•
Listening
Speaking
Reading
Writing
• Listening + Speaking = Oral Proficiency Level
• Writing + Reading = Literacy Proficiency Level
• Oral Proficiency + Literacy Proficiency= Overall Composite
• Students who score below a 4.8 Overall and a 4.2 Literacy are
enrolled with parent permission in the ELL Program.
INTERESTING….
• How many languages are spoken by students and
parents in Morton #709?
• What are the top two most popular languages?
• How many students were identified as being eligible
for the ELL program?
SCREENING RESULTS
• 54 Students screened as determined using Home
Language Surveys
• 47 students district wide qualify for the ELL Program
DATA COLLECTION AND ANALYSIS
Grade Level – District Wide
Students
High School
Jr. High
6th
5th
4th
3rd
2nd
1st
Kindergarten
Students
0
5
10
15
20
DATA COLLECTION AND ANALYSIS
Number of Students
High School
Jr. High
Lincoln
Number of Students
Brown
Grundy
Jefferson
0
5
10
15
ELL AND SPECIAL ED. CONCERNS
• Can the MODEL show a reading delay?
• Yes. The Model assesses language skills: listening, speaking,
reading and writing.
• This is one example of why follow up calls and a new home
language survey are so important.
• Will Special Ed students receive services?
• Qualifying for Special Ed does not disqualify you from the
ELL program. We can build language goals into an IEP and
collaborate with speech therapists to provide the most
effective services possible.
WE KNOW…..
There are certain methods that are research-based and
most effective for ELL students.
There is also room for flexibility from district to district to
develop a program that meets the needs of their students.
Our job is to advocate for students the best services and
supports available while supporting teachers and aides
through this transition.
SERVICES AND SUPPORTS COULD BE…..
• Pull out services for up to 45 minutes 4 times a week
with ELL aide
• Push in services with the district ELL aide
• Professional Development for teachers/aides
• Adjusting classroom instruction to meet the needs of
all students
• Co-Planning time for grade level teachers with ELLs
• Progress monitoring by district ELL aide
SERVICE MODEL
Proficiency
Level
Monday
Tuesday
Wednesday
Thursday
Friday
1.0-1.4
45 Minutes
45 Minutes
45 Minutes
45 Minutes
1.5-1.9
45 Minutes
45 Minutes
45 Minutes
2.0-2.4
30 Minutes
30 Minutes
30 Minutes
2.5-2.9
30 Minutes
30 Minutes
3.0-3.4
30 Minutes
3.5-4.7
Use progress monitoring tools to ensure student success in the regular
classroom.
High School: Students will receive 2.5 hours of individualized services every morning.
All teachers receive professional development or coaching throughout the year.
TRANSITIONAL PROGRAM OF
INSTRUCTION (TPI)
• What is it?
• A plan for servicing ELL students at each building
• Strategies teachers will use to increase the English language
acquisition process
• A system of resources available for ELL students
• Pull-out, Push-in, Classroom aides, RtI, etc…
• Goals for student growth on the ACCESS
• How long?
• Students will be included in the ELL program for 3 years
Parental consent is required for early exit or to be included
in the ELL program more than 3 years
INSTRUCTIONAL METHODS
• WIDA believes that support is important for all
learners to gain access to meaning through multiple
modalities, but it is absolutely essential for ELLs.
WIDA feels that support for ELLs needs to be present
in both instruction and assessment on both a
formative and summative basis.
STRATEGIES
Modify the language
requirements on homework
and tests.
Use appropriate
accommodations for all
students.
Scaffold the language
required during the lesson
by using different strategies.
Use the Can-Do Descriptors
to help you determine
where to start scaffolding
and how to modify
assignments.
• Build Background knowledge using
visuals, videos, or experiences
• Write content and language
objectives on the board and explain
in simple terms to students
• Use small grouping strategies
• Use graphic organizers throughout
the lesson
• Explicitly teach vocabulary using
visuals
• Use an Interactive Word Wall
• Allow ELL’s to show their knowledge in
multiple ways
• Tailor assignments to ELL’s Language
Proficiency Stage
• Repeat, Restate, Reword!
• Model exactly what you expect the
student to do
• Use formative assessment during your
lessons to understand what your
students are able to comprehend
and make adjustments when
needed.
ELL PROGRESS REPORT
• Procedures
• A skill is considered mastered if the student can complete it
successfully 80% of the time.
• You will build upon the ELL Progress Report from the 1st
quarter to complete the 2nd quarter Progress Report and so
on.
• Print the ELL Progress Report and send home with the Report
Card at the end of every quarter for all students enrolled in
the ELL Program.
• Please send ELL Coordinator a copy of the completed ELL
Progress Report
ACCOMMODATION AND
MODIFICATION
Accommodation
Modification
• allow the student to demonstrate
what he or she knows without
fundamentally changing the
target skill that’s being taught in
the classroom
• do not reduce performance
expectations that we might hold
for students
• change the manner or setting in
which information is presented or
the manner in which students
respond
• they do not change the target
skill or the testing content
• changes the target skill
• often reduces learning
expectations or affects the
content in such a way that what
is being taught or tested is
fundamentally changed
• instructional or test adaptations
that allow the student to
demonstrate what he knows or
can do, but they also reduce the
target skill in some way
ELL FAMILY NIGHT
• Thursday, October 17
• 5:30-7:30
• Jefferson School Gym
• Garry Moore – Musical Entertainment
• Families brought food from their culture or family
favorites
• We provided fried chicken, lemonade, tea, and table
service
• Families played board games to foster language
development
• Families had the opportunity to get their family photo
taken
• A “Team Photo” was taken.
• Students, Teachers, ELL staff
PROFESSIONAL DEVELOPMENT
• School Level
• Articulation meetings @ Elementary, Jr. High and High
School levels
• Elementary: environmental print, vocabulary development,
guided reading instruction
• Jr. High: writing strategies, graphic organizers
• High School: modifying assessments
• Individual teacher needs
• Routines and procedures for ELL students
• Modifying curriculum to fit ELL needs
• Management techniques for differentiating instruction
WHAT TO EXPECT….
• …..at a Proficiency Level 1
• ELLs will have minimal comprehension
• ELLs may be in the silent period – can last up to 6 months
• Students can:
• nod answers to questions, point to objects, categorize
pictures/objects, role play, move to show understanding
• Teacher will:
• Provide anxiety-free listening opportunities, create a languagerich classroom, utilize shared reading, use physical movement
(Whole Body Listening, Total Physical Response), use language
experiences as a way to build vocabulary
WHAT TO EXPECT….
• …at a Proficiency Level 2
• Students will produce one/two word responses
• High levels of frustration can be seen in this stage because
they are comprehending more than they can produce
• Students can
• Speak routine expressions independently
• Listen with greater comprehension
• Teacher will:
• Use predictable, patterned books
• Have students label, manipulate, and evaluate pictures/objects
(this is a great modification for assessments and homework)
• Do shared reading with props, build on students prior
knowledge
WHAT TO EXPECT….
• …at a Proficiency Level 3
• Students are starting to look like they “really get it”, but still
have major gaps in vocabulary and comprehension
• Students are able to comprehend text which builds on prior
knowledge and is presented in context
• Students can
• Summarize information
• Retell information from comprehensible text
• Teacher will:
• Have students create books through language experience
activities
• Support the use of content area objectives with retellings and
role play
WHAT TO EXPECT….
• …at a Proficiency Level 4
• Students have enough proficiency to communicate well
(with approximations)
• Very good comprehension of contextualized information
• Students can
• Give opinions and reasons
• Negotiate with others
• Express the results of data or an evaluation
• Teacher will
•
•
•
•
Structure group discussions
Provide for a variety of realistic writing experiences
Guide use of reference materials and technology
Publish students’ writing
WHAT TO EXPECT….
• …at Proficiency Levels 5 & 6
• Reading and writing proficiencies may range from
emergent to fluent
• Near-native speech
• Students can
• Produce oral language that is comparable to native speakers of
the same age, with some difficulties with idiosyncratic and
connotative English
• Teacher will
• Continue on-going language development through integrated
language arts and content area activities
IMPLEMENTATION PLAN
Current State
•
•
•
•
•
•
Home Language Survey
ELL Progress Report
ACCESS Testing
Limited Procedures
Limited Understanding district wide
47 Students identified as ELL
• Half time coordinator
• District wide ELL aide
Desired State
•
•
•
•
•
•
•
•
•
•
•
•
Full compliance, as determined by Illinois
Administrative Code
Procedures clearly outlined
Coordination and continuum of services
across district within ELL, RtI, and Special
Education
All ELL teachers differentiating instruction
and using Can-Do Descriptors
On-going, meaningful, and focused
professional development for teachers and
aides
More involvement and outreach in the
community for ELL students
Adult ESL opportunities identified with-in the
community
Translator services
Half-Time ELL Coordinator
6.5 hour ELL Aide at Each School
Entry/Exit/Denial Forms in English and Native
Language within 30 days of enrollment
Professional Development for teachers and
aides twice a year related to researched
based methods for teaching ELLs
THANK YOU

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