Aligning English Language Performance Standards to

ESOL
Hopkins Elementary
2006-2007
Presenter: Yanira Alfonso, EDS
ESOL Teacher
Hopkins Elementary School
ESOL

English to

Speakers of

Other

Languages
Presentation Objectives

Tell us your needs. We want to help.

Brief Program Overview

New WIDA Standards

ESOL Modification Plans
Mission of the Gwinnett
County ESOL Program

To help students learn to use English to
communicate in social settings

In socially and culturally appropriate ways

To achieve academically in all content areas

Meeting Academic Knowledge and Skills and state
standards
Why ESOL?

Federal Law –
United States Code 1703 - “No state shall deny
equal educational opportunity to an individual on
accounts of his or her race, color, sex, or national
origin by (f) the failure of an educational agency to
take appropriate action to overcome language
barriers that impede equal participation by its
students in its instructional programs.”
Verbal language proficiency is
NOT an indicator of language
proficiency!

BICS - Basic Interpersonal Communication
Skills (Approx.. 2 years)

CALP - Cognitive Academic Language
Proficiency (5 - 7 years)
An Urgent Call to Meeting
Students’ Needs

Recent Hopkins ESOL AYP Results

No Child Left Behind
–
–
–
All students on grade level
In reading, mathematics, and science
By the year 2014
State of Georgia Curriculum

From a discrete skills curriculum

To a standards-based curriculum
emphasizing language proficiency.
Aligning English Language
Performance Standards to
English Language Arts and
Content Standards
Making Connections:
WIDA and ACCESS
and AKS Student
Achievement
What are the features of WIDA
standards?





Standards
Language Domains
Grade Level Clusters
Levels of Language Proficiency
Performance Indicators
Why are English Language Proficiency
Standards necessary?



To provide a resource for ALL involved in the
education of English language learners
…administrators and teachers
To establish a common yardstick to define
and measure how English language learners
acquire language
To meet compliance with Titles I and III of No
Child Left Behind
How are the WIDA standards
connected with other standards?
Support is essential for English
Language Learners.

Types of support for ELLs include: (Gottlieb, 2006)
Linguistic Support
Graphic Support
Visual Support
Use
•Charts
•Real
of native
language
Definition of key terms
within sentences
Modification of
sentence patterns (i.e.
avoiding passive voice)
Use of redundancy or
rephrasing
Opportunities to
interact with proficient
English models
(i.e., pie, T)
•Tables (i.e.
histogram)
•Timelines, number
lines
•Graphs
•Graphic organizers
(i.e.,Venn diagrams,
semantic webs)
objects (i.e., maps,
coins, rocks)
•Manipulatives (i.e.
cubes, Cuisenaire rods)
•Photographs
•Pictures, illustrations
•Diagrams
•Models (i.e., displays)
•Magazines, newspapers
•Videos
•Multimedia, including
Internet
In teaching AKS to ELLs…
 Regular
classroom teachers focus
on AKS while considering the
English language proficiency
standards for ELLs through AKS
Modification and Intervention Plans
ESOL Modifications
ESOL Teachers & Classroom teachers work
collaboratively to provide
–
–
language support &
AKS academic support for ELLs

Creating an AKS Modification and
Intervention Plan for ELLs

Called an “ESOL Modification Plan”
Parts of the ESOL – AKS Mod. Plan
1.
Student Information
2.
AKS Modifications
3.
Modification, Intervention, and Classroom
Assessment Strategies Options Checklist
Modification Plans & Grading

A Modification Plan is a document in
progress.

Used throughout the year to add AKS as
students master the AKS

Used to grade the student each nine weeks
Creating Modification Plans
1.
ESOL teacher & classroom teacher collaborate to
determine ELL’s proficiency level.
2.
Select AKS
3.
Use WIDA Model Performance Indicators, Can DO
Descriptors, and Quality-Plus Teaching Strategies
4.
AKS Modification Plans Database
How will new standards transfer to my
teaching as a classroom teacher?

Document to reflect new standards:
–
–
–

lesson plans (include one language goal)
student progress (grading/ mod. Plans)
Update Mod. Plans every 9 weeks
Providing accountability data for:
–
–
–
administrators
parents
other teachers
Students’ Academic and Linguistic
Success Depends on…
Collaboration between all to ensure that
language and AKS instruction is congruent
throughout the entire school day!

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