Educational Leadership & ELLs

1. Educational Leadership & ELLs Presented By: Reyna P. Hernandez Research and Policy Associate Latino Policy Forum rhernandez@latinopolicyforum.org www.latinopolicyforum.org

2. Principal Preparation Program ApplicationAssessment of Internship - Component 2 Assessment of ELL Competencies: • Identify English Language Learners • Administer the appropriate program and services, as specified under Article 14C of the School Code and Section 228 of the Administrative Code • All in order to address the curricular and academic needs of ELLs Applications should describe the system used to: • Use of student data to modify curriculum and instructional strategies for ELLS • Use of appropriate and sufficient materials for ELLs • Use of linguistically and culturally appropriate assessment strategies for ELLs, taking into account primary language, to measure knowledge and performance • Work with teachers to develop a school support plan which includes ELL needs • Supports teachers to work with ELLs, including differentiation strategies and use of various materials

3. Why we need to learn about ELLs specifically Meeting our charge of serving ALL children requires specific knowledge of the needs of ELLs Demographics make ELLs relevant to all administrators statewide ELLs are a specifically identified subgroup with various associated legal obligations

4. ELLs require specific knowledge ELL Specialized Knowledge Curriculum Instruction Classroom Management Professional Dev. Assessment Parent Engagement Specialist Services Special Education Gifted & Magnet New Initiatives Broad Administrative Knowledge of ELLs Appropriately addressing ELLs requires a breadth & depth of knowledge. • Issues pertaining to ELLs cut across all aspects of administration and education including: • Learning Objectives: Content Knowledge AND Language Development • Curriculum & Instruction • Assessment • Teacher Preparation & Professional Development • Parent Engagement • Appropriately addressing ELLs within each area requires the deliberate presence of specialized knowledge, including specific strategies and methods for serving ELLs (possibly through ELL specialist representation on project teams)

5. Who and Where are ELLs? According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT, Illinois State Board of Education, Data Analysis and Progress Reporting Division In SY 2009: Nearly 200,000 ELLs were served in 573 SDs throughout IL, with 2/3rds outside of SD 299 (Chicago Public Schools) Of the 141 languages spoken by IL ELLs, Spanish was the most spoken (80.5%), followed by Polish, Arabic, Urdu, Tagalog, Korean, Gujarati, Cantonese, Vietnamese, & Russian.

6. ELLs receiving services are relatively young According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT, Illinois State Board of Education, Data Analysis and Progress Reporting Division

7. ELLs relative to total population According to the English Language Learners (ELLs) in Illinois: FY 2009 STATISTICAL REPORT, Illinois State Board of Education, Data Analysis and Progress Reporting Division

8. About the Foreign-Born Pop. in Illinois • About children with foreign-born parents • While 97% of all children in IL are U.S.-born • Over a quarter (25.5%) have at least 1 foreign-born parent • Including 23.4% of U.S. Citizen children • In Chicago, over a third of all children (36.6%) have at least 1 FB parent. According to the U.S. Census Bureau: American Community Survey 2009

9. The Law of Educating ELLs • Equal Educational Opportunities Act (EEOA),Section 1703(f) a school district must provide services that will enable limited English proficient students to “overcome barriers that impede equal participation by these students in the district’s instructional programs” (see 20 USC 1703) • Elementary and Secondary Education Act – Title III -  'English Language Acquisition, Language Enhancement, and Academic Achievement Act'. “Sec. 3102 (1) to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet” • Illinois School Code Article 14C – Transitional Bilingual Education “105 ILCS 5/14C-1 … Therefore, pursuant to the policy of this State to insure equal educational opportunity to every child, and in recognition of the educational needs of children of limited English‑speaking ability, it is the purpose of this Act to provide for the establishment of transitional bilingual education programs in the public schools, to provide supplemental financial assistance to help local school districts meet the extra costs of such programs, and to allow this State to directly or indirectly provide technical assistance and professional development to support transitional bilingual education programs statewide.” • Illinois Administrative Code Title 23 Part 228 – Transitional Bilingual Education • Identification of Eligible Students • Data Collection • Program Options & Placement • Assessment • Personnel Qualifications and Professional Development • Program Evaluation