The World of EL & How It Applies to You

1. The World of EL & How It Applies to You Developed by the EL Team of Marshall County for classroom teachers, administrators, and staff members working with our EL students. ELL TEAM: SheriseSwearengin, Karen Golden, Amber Hancock, Tana Bonds, Kelli Isbill, Dona Hill, Whitney Pate, Gabriela Conriquez, Dr. Stephanie Wisener (Director for EL, Migrant, Homeless, and Preschool Services)

2. Imagine • Your parents tell you that you and your siblings are going to the US to start a new life. • The problem is that they can’t come with you. • You set out across the Rio Grande in a car tire, the best you could find. • After what seems an eternity, you wash up onshore. • Now it’s time to walk across the desert while trying not to be caught and trying to find the person your parents told you to find.

3. You are only 13! • You are here and it’s your responsibility to take care of your younger siblings, • Where are you going to find shelter, food, clothing? • You have to go to school. AND • You don’t speak English!

4. The First Day of School • You come to start the American dream of school. • The teacher walks up to you and says • “aslfeiienaongeaddowinvoe” • She hands you a sheet of paper that says • “seenaiovneefioaneienioveeoalndowt” • This isn’t going to be easy!

5. What Can I Do? • This is the story of many of our ELs here in Marshall County. • What can you do as a teacher to help this student be successful? • The EL Team of Marshall County hopes this concise powerpoint will help you know who your EL students are and how you can help them!

6. What does EL mean? • Over the years the acronyms for language learners have changed from ESL, ELL, to the current term, EL (English Learners). • Not all Hispanic children are EL. • EL students consists of children of any origin whose first language is not English (Chinese, Japanese, Russian, etc.).

7. English Learner (EL Student) • EL – FIRST Language is NOT English • EL means that the FIRST language spoken at home was not English OR that English and another language were spoken at home • This information is gathered from the Home Language Survey filled out by EVERY new student. • It is imperative to look at every home language survey because: (1) a student may be adopted from a foreign country who does not speak English (2) a student may be a foster child who has a first language which is not English (3) a student has a first language such as Spanish.

8.   Languages • We have many first or heritage languages represented in Marshall County.  The majority of our students speak Spanish. • We have students from Vietnam, Mexico, Guatemala, Honduras, El Salvador, Puerto Rico, Denmark, India, Philippines, Kazakhstan, Russia, and China. • Many EL students come from a country where there is a national language as well as a regional dialect spoken. English is the third or fourth language for some students. EL students from Guatemala would be an example of this.

9. There are Different Literacy and Educational Backgrounds for English Learners • There are differences between attending school in native country vs. not going to school at all. Many students from Mexico only attend school until sixth grade. • EL students have diverse educational backgrounds as well.  Some students attend school in the United States their whole life; whereas others only attend school sporadically in their native country. • Sometimes there are no schools available and a travelling teacher leaves work for the students.

10. There are Different Literacy and Educational Backgrounds for English Learners • Many countries do not have mandatory school attendance. Some countries, like Guatemala for example, only have education for three years. It is plausible that you may receive a high school aged student from Guatemala that has only attended school in his home country for 3 years.

11. Challenges with EL Students • Some students act as translators for their parents. They may miss school to translate for doctor’s appointments or to help fill out papers for work. • Family is very important. Students may go back to the home country to help take care of sick or aging relatives. • Many times, when a student leaves school for the weekend, for breaks, or for the summer, they will not hear English again until they come back to school.

12. NOMPHLOTES • National Origin Minority student who has a Primary Home Language Other Than English • These are students who have a non-English speaking background but are fluent in English and do not require EL services. Their parents, however, may need information in their home language.

13. Identification of possible LEP students

14. Point of Enrollment • Home Language Survey Completed • If a language other than English is indicated, EL staff will be notified by enrolling school. • If available, previous school records are requested. • The main goal is to enroll students and remove barriers to enrollment. • EL Staff will review records and administer a W-APT screener if necessary.

15. Identifying EL Students • If records indicate previous participation in an EL program or if the W-APT screening score is below proficiency level, the EL committee will determine placement or non-placement of the student in to the EL program.

16. Placement of LEP student • After recommendation by the committee and permission of the parent the student will be placed, age appropriately, in a regular classroom. • The level of English proficiency will determine the amount of time the EL staff will serve the student. • EL students will receive core instruction in the regular classroom with the EL staff serving as a supplement to the regular classroom instruction.

17. Parent Notification and Meetings • After placement has been recommended by the committee, the EL staff will contact the parents to meet and discuss the program.

18. What is an LEP Student? LEP stands for Limited English Proficiency.

19. LEP 1 • This is the first year the student has been in the U.S. LEP 2 • This is year 2 or more for the student. • Most EL students are LEP 2. *LEP 1 and 2 students should receive accommodations in the classroom. They need to have class work and tests accommodated to help them be successful.

20. FLEP 1 – first year to be “on monitor” • These are students who have met the criteria to exit the program (making a 4.8 or higher on the ACCESS test). • These students are not receiving services from the EL teacher. FLEP 2 – second year to be “on monitor” • These students should be working at grade level and should not be receiving modifications. • If at any time the students’ grades are failing we need to stop and try to determine the problem for lack of success. • The ELL Committee needs to meet and discuss if the problem is something other than language.

21. FLEP • These students have scored 4.8 or higher on the ACCESS and have had two years of monitoring. • They are no longer in the EL program. NOMPHLOTE • Acronym for: National Origin Minority student whose Primary Home Language is something Other Than English

22. So I have an LEP Plan, what do I do with it? • The first thing to do with your LEP Plan (that your EL teacher has provided for you) is to be able to recognize EL students in your class. • Consider the following: ACCESS score, accommodations checklist and WIDA Can Do Descriptors. These things will help you when you have questions about instruction or grading.

23. This is Stephania and Maria being crazy! The Guys!

24. Social VS. Academic Language B asic I nterpersonal C ommunications S kills Research has shown that the average student can develop conversational fluency within 2-5 years. Developing BICSinvolves building listening and speaking vocabulary and understanding that language serves a variety of purposes, such as formulating ideas, seeking information, expressing opinions, engaging in discussions, relating information, questioning, describing and persuading. C ognitive A cademic L anguage P roficiency Developing fluency in technical, academic language can take from 5-7 years. Developing CALP involves building vocabulary in all the areas of listening, speaking, reading and writing. BICS 2-5 Years: Surface Language CALPS 5-7 Years: Underlying Academic Language Reference: BICS and CALPS are distinctions between the two types of language as researched by Dr. Jim Cummins (1991).

25. Social VS. Academic Language • Social language is simpler (shorter sentences, simpler vocabulary and • and grammar) • Academic language is technical; written material has longer sentences • and more complex grammar • Social- usually face to face, small number of people, informal settings • Academic- often lecture-style communication of reading a textbook; • little situational context • Social- precise understanding is seldom required • Academic- precise understanding and precise description/explanation • is required; higher order thinking

26. Social VS. Academic Language • Social- Usually simpler, familiar topics (movies, friends, daily life) Academic- New and more difficult to understand topics; knowledge is often abstract; cognitively complex; student often has less background knowledge to build on • Social- Get many clues from expressions, gestures, social context Academic- Fewer clues, most clues are language clues such as further explanation • Social- Many opportunities to clarify (look puzzled, ask questions, etc.) Academic- More difficult to clarify

27. EL Grading Accommodations Accommodations are meant to give English Learners (EL) opportunities to achieve a passing grade on their own. • Accommodations should be provided so all assignments match the student’s level of language proficiency in order for the student to achieve a passing grade on his/her own. • EL students who receive accommodations should not earn a failing grade without proper documentation reflecting the failing grade is not due to a language barrier. **(60 or above is a passing grade and can be put on daily papers and report cards.)** • Failing grades should not be sent home on daily papers or report cards without proper documentation, because failing grades indicate that accommodations were not provided. If a student is failing, the EL Committee should meet immediately to discuss amending the LEP plan, contacting the parents, adding an additional piece of intervention support, etc.

28. The following guidelines must be followed to assure that EL students are not discriminated or penalized because of their language barrier. Lack of ability to read and write proficiently in English is not to be considered for failure in the Marshall County School System. Teachers are to consider the following recommendations when determining grades for ELs. Elementary & Secondary EL Grading Guidelines WIDA CAN DO Level 1 & Level 2 • Regular classroom teachers will grade non-English speaking students (entering and beginning) on improvements in the content areas by using the WIDA standards in order to make accommodations for a lesson. In other words, assignments will match the level as determined by the ACCESS/ W-APT screener. When grades are reported on official report cards or progress reports, the teacher should indicate accommodations to grading procedures were due to the student’s language proficiency. Example:Graded According to LEP Plan

29. Elementary & Secondary EL Grading Guidelines WIDA CAN DO Level 1 & Level 2 Here are some types of testing accommodations for language arts: 1. Read test one on one with student- allow student to use gestures instead of verbal responses to indicate understanding 2. Modify test Vocabulary Tests -match picture to word: cut and paste -match word from word box to picture: write word under picture -limit/reduce number of vocabulary words on written or picture test -limit number of answer choices on multiple choice tests -provide two choices for cloze test Spelling Tests -limit or reduce number of words -alternate spelling list with word families -give credit for correct initial sound -give credit for any correctly placed sound -give credit for initial/final consonant sounds -give multiple choice test (let them pick the correctly spelled word) Sentence Writing or Dictation -give credit for capitalization, spacing and ending marks -allow for inventive spelling

30. Elementary & Secondary EL Grading Guidelines WIDA CAN DO Level 1 & Level 2 Here are some accommodations for mathematics: 1. provide manipulatives 2. reduce number of problems 3. review key concepts 4. read word problems aloud 5. provide extra time for assignments

31. Elementary & Secondary EL Grading Guidelines WIDA CAN DO Level 1 & Level 2 ** Students at these levels of language proficiency can earn a participation grade. As an accommodation, this grade can be used to improve the EL student’s average. ** Here are some accommodations for participation: 1. Teacher can base participation grade on: -attendance -behavior -completion of assignments (attempt not accuracy) -willingness to follow daily routine ** Lack of ability to read and write in English cannot be the basis for an “F”. It is against the law to fail a student because he/she is not proficient in English. **

32. WIDA CAN DO Level 3 & Level 4 • For developingand expanding English Learners, teachers are to grade students based on a combination of their understanding and mastery of course content and the student’s improvement as the course progresses. If the student is graded on a scale significantlydifferent from other students, the teacher may indicate that it was earned with accommodations. If only minor accommodations to the student’s program were made, such as accommodations made for non-EL students, it is not necessary to indicate this on the report card. Developing English Learners should require minimal accommodations from the list above. If the students are successful with minimal accommodations, they should NOT be coded as Graded According to LEP on their report card. However, if significant accommodations are necessary for the student to *EARN a passing grade, the student should be brought before the EL Committee to provide additional accommodations. *Students are not given a grade, accommodations allow them to EARN a passing grade. • A failing grade (below 60) is not to be assigned to an EL without full documentation of accommodations having been made to ensure the student’s full access to the content. A record of all documentation of accommodations should be submitted to the EL Committee within 10 days of assignment of such a grade. It is unlawful to fail a student in a subject because he/she is not proficient in the English language.

33. Modifications changethe playing field. Accommodations level the playing field. Interventions enhancethe playing field. • MODIFICATION- What content is taught. • Adjusting the content so that students will be successful. • Students are given less complex or lengthy content to meet learning needs. • ACCOMMODATION- How content is taught. • A physical or environmental change that ensures success. • Differentiated teaching practices based on students learning needs. • INTERVENTION- Specific and differentiated instructional strategies. • Key feature of RTI, refers to specific action teachers mindfully take as a • preventative measure to support students at risk of failure. • Interventions= Assess  Implement  Adjust to enhance a child’s ability to • learn.

34. WIDA CAN DO Descriptors for Lesson Planning The CAN DO Descriptors offer teachers and administrators working with ELs a range of expectations for student performance within a designated English Language Proficiency (ELP) level of the WIDA ELP Standards. The Descriptors are not instructional or assessment strategies, per se. They are exemplars of what ELs may do to demonstrate comprehension in listening and reading as well as production in speaking and writing within a school setting. Descriptors do not scaffold from one ELP level to the next. Rather, each ELP level is to be viewed independently. Currently, the CAN DO Descriptors are written for the entire preK-12 spectrum. Given that they are generalized across grade spans, it is important to acknowledge the variability of students’ cognitive development due to age, grade level spans, diagnosed learning disabilities (if applicable) and their diversity of educational experiences. Due to maturity level, expectations of young ELs differ substantially from those of older students. These differences must be taken into account when using the Descriptors. For specific grade level cluster CAN DO Descriptors refer to links listed below. http://wida.us/standards/CAN_DOs/Booklet_PreK-K.pdf http://wida.us/standards/CAN_DOs/Booklet1-2.pdf http://wida.us/standards/CAN_DOs/Booklet3-5.pdf http://wida.us/standards/CAN_DOs/Booklet6-8.pdf http://wida.us/standards/CAN_DOs/Booklet9-12.pdf

37. Accommodations & Grading (State Assessments) • STATE ACCOMMODATIONS – must be a part of the initial I-ELP plan • State Accommodations are set as part of the I-ELP plan and must be approved by the EL committee. • Any accommodations made on state assessments must also be made in the regular classroom. (These must be ongoing…not immediately prior or solely for state purposes.)

38. Accommodations & Grading(State Assessments) • There are particular, specific accommodations that can be made on State assessments.  These accommodations on assessments must be set in the initial I-ELP plan. They also require proper documentation from the state policy manual for special populations. (http://www.alsde.edu/html/sections/section_detail.asp?section=91&footer=sections) • There are different accommodations for different standardized tests. The accommodations given must be the approved accommodations from the state dept.

39. Current State Assessments • ASPIRE • EXPLORE • PLAN • QualityCore End-of-Course Assessments • ACT Plus Writing • ACCESS for ELLs

40. EL Committee Who to refer… EL students who are having academic difficulties or are experiencing behavior concerns may be referred to the EL Committee for evaluation. The team will collectively make a plan to help the student succeed. 1. Any student exhibiting a pattern of academic weakness will be referred. 2. Students exhibiting continual behavior or emotional problems will be referred. (If the EL Committee finds the student’s behavior or emotional problems are not due to a language barrier, the student will be referred to the PST for evaluation. ) 3. The teacher must make a pre-referral at which time he/she will present work samples and assessments to the EL committee to demonstrate the student’s academic weakness. 4. The EL committee will review all documentation and work samples. 5. The teacher will implement the intervention plan for six weeks. 6. Following the six weeks of intervention, the student will be reevaluated to determine if further intervention is necessary. A new plan will be developed if further intervention is needed. 7. If a student continues to be unsuccessful after intervention, the EL Committee will discuss referral to PST (RtI) for further evaluation. *If student is not in the EL program, they will not be referred to the EL Committee. Follow RtI guidelines.

41. EL Committee • When to refer to Special Education… • If an EL student continues having academic difficulties or is experiencing behavior concerns he/she may be referred to the PST (RtI) for evaluation. • The PST (RtI) team will determine if Special Education evaluation is needed. • Teacher monitoring– Teachers will continuously monitor EL student progress and provide appropriate classroom modifications or accommodations. Monitoring will be done through review of test scores, work samples, review of oral reading fluency, group interaction, and student-teacher conferences.

42. Pressures of a Classroom Teacher The daily struggle of surviving in the classroom can be overwhelming. Everyone has a specific job to complete to help all students benefit more. Take advantage of the people you work with. Ask questions, ask for help, and use SDAIE teaching strategies that work for you and your students.

43. Pressures of a Classroom Teacher • Testing-The student’s performance must be tested according to the I-ELPPlan and accommodations. • Use accommodations page for ideas, use WIDA strategies, give fewer answer choices, read the test to the students.

44. Big Picture • The ELs inMarshallCounty on 2013 ACCESS met all AMAOs for ACCESS districtwide • This is a testimony to the HARD work by ALL Classroom teachers, Administrators, Parents, Students, and Specialized Staff working TOGETHER • Not all ELs Exited the program, but the majority are making progress in language acquisition

45. Annual Measurable Achievement Objectives(AMAO) • Measured in Three Areas • AMAO - A • AMAO - B • AMAO – C

46. Annual Measurable Achievement Objectives (AMAOs)(Title III, section 3122 Accountability regarding Limited English Proficient (LEP) students/English Learners (ELs) • Teaching challenging academic content standards – Alabama Course of Study • Making annual increases in the number or percent of children making progress in learning English • Making annual increases in the number or percent of children attaining English proficiency each school year • Making Adequate Yearly Progress (AYP)

47. Annual Measurable Achievement Objectives(AMAO) • AMAO- A – ELs making Annual Adequate Progress on ACCESS for ELLs Spring Testing • AMAO-B – Number of ELs attaining language proficiency (4.8 or higher on composite of ACCESS for ELLs Spring Test) AND must have been in the EL Program 5 years or less when attaining the 4.8 • AMAO-C – Number of ELs in Reading and Math Subgroups making AYP

48. Marshall County 2010 Met all Title III AMAOs • AMAO- A – Met • AMAO- B – Met • AMAO- C- Met

49. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) • The ACCESS for ELLs test battery is a collection of assessment instruments administered to all ELL students across all grades and all proficiencies. • Given Annually in the Spring • Exit score must be a composite 4.8 or higher • Given in grade level clusters • Test is Tiered for measurement of language development

50. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) • Incorporates items from each of the five content areas • Social and Instructional Language • English Language Arts • Language of Math • Language of Science • Language of Social Studies