ALS CSIP Forum 2013

1. ALS CSIP Forum 2013 Thanks for attending!

2. Identification of English Language Learners (ELLs) How do we know which of our students are English language learners (ELL)?

3. Identification of English Language Learners (ELLs) Step #1 Home Language Survey Information 1.What was the first language your student learned to speak? – Student Language 2. What language is most used by your student? – Student Language 3. What language is most often spoken in your student’s home? – Home Language

4. Identification of English Language Learners (ELLs) Step #2 Complete Classification Form and submit to ALS Department immediately after enrollment Don’t forget: Country of origin – birth certificate or phone call Year in the country – phone call Native language

5. Identification of English Language Learners (ELLs) Step #3 A tester from Clyde’s department will come to the school to complete the screening assessment. Results will be returned to your school on a YELLOW Form. • NCR copy should go in the student’s cumulative file • Goldenrod results form should be given to any teacher with responsible for instructing the student

6. Identification of English Language Learners (ELLs) Step #4 Using the information on the YELLOW NCR form, begin ELD services for students with a level 1, 2, 3, or 4

7. Identification of English Language Learners (ELLs) Step #5 Check the updated LPL report that will be sent to your schools monthly. Official LPL levels will remain the same for 1 full school year.

8. ALS - LPL Report

9. School # ALS - LPL Report

10. Student ID ALS - LPL Report

11. Grade ALS - LPL Report

12. Race ALS - LPL Report

13. Student Name ALS - LPL Report

14. LPL Level ALS - LPL Report

15. SPED services ALS - LPL Report

16. UALPA- ParentReport

17. LPL Level ALS - LPL Report Direct Service Levels: • Level 1 - Entering • Level 2 - Emerging • Level 3 - Developing • Level 4 - Expanding

18. LPL Level ALS - LPL Report Monitoring Level: • Level 5 - Bridging Other Levels: • T - Transition • N - Non ELL

19. ELD Service Patterns – Elem. Service Pattern #1: Entering (1), Emerging (2), Developing (3), Expanding (4): Student is placed in an ESL endorsed teacher’s class all day. During class, the teacher targets English language development (ELD) during language arts and academic language during other content areas using SIOP strategies.

20. ELD Service Patterns – Elem. Service Pattern #2: Entering (1), Emerging (2), Developing (3), Expanding (4): Student is placed with a homeroom teacher who is not ESL endorsed and rotates to an ESL endorsed teacher for the required amount of time for English language development (ELD) to work on targeted language development skills.Homeroom teacher also works on academic language during other content areas.

21. ELD Service Patterns – Elem. Minimum amount of service time: Grade K: Level 1 - 40-60 minutes Grade K: Levels2, 3, 4 - 20-30 minutes Grades 1-6: Level 1 - 80-120 minutes Grades 1-6: Levels 2, 3, 4 - 40-60 minutes

22. ELD Service Patterns – Sec. Service Pattern #1: Entering (1), Emerging (2), Developing (3), Expanding (4): Student is placed with a language arts teacher who is ESL endorsed and who targets skills specific to English language development. Student is also placed, where possible, with ESL endorsed content area teachers to develop academic language skills using SIOP strategies.

23. ELD Service Patterns – Sec. Service Pattern #2: Entering (1), Emerging (2), Developing (3), Expanding (4): Student is placed with a language arts teacher who is not ESL endorsed. Student is also placed in an ESL Language Development class taught by an ESL endorsed teacher to work on targeted language development skills. Student is also placed, where possible, with ESL endorsed content area teachers to develop academic language skills.

24. ELD Service Patterns – Sec. Minimum amount of service time: Grades 7-12: Level 1 - 80-120 minutes Grades 7-12: Levels 2, 3, 4 - 40-60 minutes

25. ELD Service Is NOT: Rotating to the back of an ESL Endorsed teachers class to “work on” homework or worksheets. Being “pulled out” by an ESL assistant to work on worksheets or homework. Just compliance “on paper”. Working independently in isolation – closets, hallways, behind partitions, etc.

26. ELD Service Is: Daily content-based instruction that targets the oral and written English the EL needs for school success. Sheltered access to the appropriate grade level Utah Core. Language objectives and supports that are aligned to the student’s proficiency level.

27. ELD Service Includes: • Frontloading vocabulary before whole group discussions • Building background in preparation for new learning using realia, video, roleplaying, etc. • Focusing on meaning and use of instructional/functional words • Greater, smaller, compare, determine

28. ELD Service Includes: Using “I CAN” statements at beginning and ending of lesson presentation Increasing student’s verbal interaction about the content – 5-10 opportunities in a 10 minute period Understanding student’s current language proficiency and designing activities in their Zone of Proximal Development.

29. ELD Service Support Ideas: Master schedules with common intervention times – ensure access to core instruction Common pacing guides between grade levels – rotating students have same content PLC discussion focused on EL student upcoming learning needs and assessment data Increase the number of ESL Endorsed teachers Make class and teacher assignments early before randomly building classes

30. Completing ALS CSIP Compliance Forms CSIP Plan Link

31. PD Opportunities WIDA training – English Language Learner Standards aligned to the Utah Core SIOP – Sheltered Instruction best practices for all content area teachers Consultations – Individual meetings with teachers, teams, and ALS Teacher specialists Coaching – Work one-on-one with an individual teacher to coach sheltered instruction practices