Steve West Title III/ESL Coordinating Teacher, 9-12

1. Steve West Title III/ESL Coordinating Teacher, 9-12 Reaching and Teaching English Language Learners Wake County Public School SystemHigh School Principals MeetingApril 24, 2014

2. Where is the finish line for English Language Learners? "Nearly every problem an English language learner (ELL) faces is magnified by limitations to the student’s ability to consume and produce high-quality English. Every hurdle is a little higher; every finish line is a little farther away. ESL places additional demands on time, resources, and personnel, and involvement from families is often more difficult to obtain.“ Brian Crosson, ESL Teacher Manassas Park (VA) High School 10 Things Every School Leader Should Know About ESL

3. Outcomes • Throughout the presentation today, we will begin the discussions about how to: • Ask critical questions about the ESL program in your building; • Implement effective structures and strategies to support academic achievement of English Language Learners (ELLs); • Utilize resources for ELLs and their teachers.

4. English as a Second Language • Focus of the ESL classroom: • To help LEP students obtain English proficiency in order to participate fully and successfully in all academic areas.

5. Critical Question: What should my ESL teacher be doing?

6. Procedural and Instructional Requirements

7. Critical Question: What opportunities do you create for your ESL teacher to collaborate with content teachers?

8. Critical Question: What is the ACCESS test and what do the scores mean?

9. ACCESS for ELLs: What is it? • ACCESS for ELLs is a large-scale language proficiency test for K–12 students. • Developed in partnership with the Center for Applied Linguistics. • A comprehensive, standards-driven system designed to improve the teaching and learning of English language learners (ELLs). • First implemented in 3 states in 2005; Administered to approximately 1,000,000 students in 31statesduring 2012-2013.

10. ACCESS for ELLs: Purpose • To monitor student progress in English language development on a yearly basis. • To serve as one criterion in determining when ELLs have attained language proficiency comparable to that of their English-proficient peers.

11. English Language Proficiency Levels

12. ACCESS for ELLs:Score Sheet Writing Listening Speaking Reading Composite ACCESS results are returned to the LEP Contact in late May/early June…Ask your LEP Contact for a score report for your school.

13. Critical Question: What does progress look like for ELLs and what should be expected?

14. Annual Measurable Achievement Objectives (AMAOs) Analyze Scale Scores Compare individual student growth on EOGs from year to year

15. AMAO 1: Progress • Includes all LEP students with at least two data points (two years of test results). • Progress is met by: • 1) increase to next overall English Language Proficiency level, • 2) increase the previous overall score by .5, or • 3) meet exit criteria. • Progress is also measured by earning credits

16. LEP Status Exit Criteria • Reading Score: Minimum of 4.0 + • Writing Score: Minimum of 4.0 + • Composite Score: Minimum of 4.8 = EXIT LEP STATUS

17. ACCESS for ELLs:Score Sheet Reading Writing Composite Did this student exit LEP status?

18. ACCESS Scores: Only one piece of the puzzle • As with all assessments, ACCESS for ELLs scores should be considered one of multiple criteria used in educational decision making.

19. Critical Question: How are placement decisions made for ELLs?

20. Language Instruction Education Program (LIEP)

21. Services for All LEP Students • Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled to allow consistent and appropriate LIEP services. ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.

22. Critical Question: How do the services for ELLs at each level look?

23. Comprehensive Services

24. Moderate Services

25. Transitional Services

26. Whois responsible for ensuring that ELLs are actively engaged? EVERY Teacher EVERY Teacher EVERY Teacher

27. Critical Question: How well is the LIEP Continuum of Services being implemented at your school?

28. S.A.S.I. • Student Achievement through Sheltered Instruction

29. Now that you know about the ESL program… What are some other critical questions you can be asking at your school?

30. Questions to Consider:LIEP • What information does your school use to determine an ELL’s level of service? • What do you think your ESL teacher’s perception is of how well the LIEP Continuum is being implemented at your school? • Are ELLs engaged in and producing academic language in all classes?

31. Questions to Consider:Scheduling • How do you schedule ELLs? • Who is involved in the scheduling process? • How do you choose which courses are appropriate for them?

32. Annual Measurable Achievement Objectives (AMAOs) Would you like some data?

33. AMAO 1: Progress • Includes all LEP students with at least two data points (two years of test results). • Progress is met by: • 1) increase to next overall English Language Proficiency level, • 2) increase the previous overall score by .5, or • 3) meet exit criteria. • Progress is also measured by earning credits

34. AMAO #1 Progress Data State Goal: 57.1% WCPSS: 59.13% AMAO 1 Progress: Includes all LEP students with at least two data points (two years of test results). Progress is met by 1) increase to next overall ELP level, 2) increase the previous overall score by .5, or 3) meet exit criteria. This information is now available in Quickr. Newcomers

35. Print, Translation and Websites Helpful Resources

36. Resources Available to ELLs and Teachers of ELLs • ESL Teacher • Title III/ESL Central Services Staff • www.wida.us • Discovery Education • 10 Things Every School Leader Should Know About ESL • iPads – 8 Schools • Set of 10 used for English language development • Rosetta Stone – 8 Pilot Schools • English language development • Native language literacy

37. Helpful Resources: Teacher Tools • Dave’s ESL Café: One of the most popular sites for teachers of ELLs. • www.eslcafe.com • ColorinColorado: A bilingual site for families and educators of English language learners. • http://www.colorincolorado.org/ • Wordsift: WordSift helps anyone easily sift through text and quickly identify important words that appear in the text. • http://www.wordsift.com/ • Bogglesworld: Activities and materials for teaching ELLs. • www.bogglesworld.com • Discovery School Puzzlemaker: Easy to use tools for making crossword puzzles, word searches and other word games. • www.puzzlemaker.com

38. Helpful Resources: Websites • El Pueblo: Non-profit advocacy group committed to strengthening the Latino community in North Carolina. • www.elpueblo.org • A Guide to Learning English: Information for mainstream teachers of ESL students. • www.everythingesl.net • Learn NC: On-line teaching and learning tools for educators including bilingual and ESL resources. • www.learnnc.org

39. Helpful Resources:Print • Collaboration and Co-Teaching: Strategies for English Learners • Andrea Honigsfeld and Maria G. Dove • Corwin (2010) • The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher • Barbara Law and Mary Eckes • Portage and Main Press (2000)

40. 99 Ideas and Activities for Teaching English Language Learners with The SIOP Model Mary Ellen Vogt Jana Echevarria Fifty Strategies for Teaching English Language Learners – Second Edition Adrienne Herrrell and Michael Jordan Pearson Education, Inc. (2004) Helpful Resources:Print

41. Helpful Resources:Print • The Handbook for Educators Who Work with Children of Mexican Origin – Third Edition • UNC-Chapel Hill School of Education Research Triangle Schools Partnership School of Education University of North Carolina – Chapel Hill CB #3500 Chapel Hill, NC 27599-3500 (919) 966-8000

42. Helpful Resources:Translation • A Bilingual Dictionary of School Terminology • Barbara Thuro • Ammie Enterprises (2000) • School Letters in English and Spanish • Ammie Enterprises (2000) • Hola! Communicating with Spanish-Speaking Parents • Joni Britt • Good Apple: A Division of Frank Shaffer Publications, Inc. (1997)

43. Contact Information Steve West • Title III/ESL Coordinating Teacher, 9-12 • swwest@wcpss.net • (919) 431-7483