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PATHWAYS TO SUCCESS FOR ENGLISH LANGUAGE LEARNERS

PATHWAYS TO SUCCESS FOR ENGLISH LANGUAGE LEARNERS. FBISD June 20, 2013. ELL Program Team. Our main focus: To provide support to campus personnel in ensuring the academic success of all English learners by providing ongoing guidance and professional development in meeting students’

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PATHWAYS TO SUCCESS FOR ENGLISH LANGUAGE LEARNERS

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  1. PATHWAYS TO SUCCESS FOR ENGLISH LANGUAGE LEARNERS FBISD June 20, 2013

  2. ELL Program Team Our main focus: To provide support to campus personnel in ensuring the academic success of all English learners by providing ongoing guidance and professional development in meeting students’ cognitive, affective, and linguistic needs

  3. A SHOUT OUT TO OUR ELL Program Facilitators TERRI DANNI ROSARIO STACY

  4. Todaywewilldiscuss • Bilingual and ESL teacher roles & responsibilities • Identification of ELLs • Assessment of ELLs • Monitoring ELLs • ESL time! • Lesson Plans for ESL • ESL Teacher Schedules • Instructional & Professional Resources • PD for ESL and Bilingual Teachers

  5. TeachingELLs

  6. HighlyQualifiedTeachers…Required

  7. What the ESL Teacher is NOT • Interventionist for non-LEP struggling students • Short & Long Term Sub • Aide for Classroom coverage/Floater • Campus Testing Coordinator (CTC) • Campus TELPAS Coordinator • Extra Duty Staff ( Library, Year Book, Lunch, Recess, Book Fair, etc.) • Sole decision maker for ELL program recommendations • LPAC Queen ( Let’s chat )

  8. IdentifyingStudents as ELLs • Speakers of otherlanguages not includingSpanish • Spanishonly speakers • Bilingualstudents (Spanish/English) Going the extra mile to makeappropriate program recommendations

  9. AssessmentDecisions for ELLs ALL LEP STUDENTS TAKE A FORM OF STAAR ALL LEP STUDENTS TAKE TELPAS “ALL” includes Parental Denials “ALL” includes dually served Sped/LEP Students unless otherwise noted by ARD/LPAC NOTE: M1 & M2 students are NOT LEP; therefore, monitored students DO NOT take TELPAS

  10. BREAK

  11. Data Analysis Activity Finding the Information We Need on End of Year LPAC Forms

  12. Monitoring ELL Progress • ELLswhodid not makeat least one level of progress in 1 or more languagedomains on TELPAS as well as on the IPT • StrugglingELLswho are in ESL, but LPAC recommendedBilingual or vice versa • RetainedELLs • ELLswho have been in U.S. Schools for 4 years or more and are stillBeginners or Intermediates in anydomain • 2nd grade studentswho have a TELPAS composite of Beginnerat EOY

  13. Monitoring ELL Progress • Studentswho are not Advanced on TELPAS by end of 3rd grade • Students (not including NC) who are more than 2 yrsbehind on DRA • Studentswhodid not pass STAAR • Sped /LEP Students • Newcomers (*1st year) • Studentswith Parent Denials • M1/M2 students

  14. Non-negotiables for ESL Teachers • Must serve ESL students daily • Must serve ESL students for their assigned time according to schedule • Have only 1 planning period • ESL Support teacher can follow a pull-out model or inclusionary model and MUST have lesson plans for all students on her roster

  15. Lesson Plans for ELLs: Requirement • All ELAR/ESL Teachers of Record must prepare weekly lesson plans for their ESL students/ groups and these should be accessible to ELL Facilitators • Content Objectives must be identified • Language Objectives must be identified and should include, but not be limited to, OLPT skills not mastered • Proficiency Level Descriptors found in the ELPS should be used to guide instruction and determine appropriate linguistic accommodations • Linguistic accommodations form must be completed and used for instruction as well as for documentation for recommending accommodations for STAAR

  16. ELL Teachers’ Schedules • Must be sent to the respective ELL Facilitator at the beginning of the year, no later than September 6th • Must send updated schedule when changes are made

  17. Required Time for ELD in Bilingual Education • Late Exit Transitional Model • See instructional framework for each grade level on Fortshare /Special programs/ Bilingual Resources/Late-exit Transitional

  18. Instructional Resources • REACH - state adopted ESL books for Bilingual and ESL students and teachers (National Geographic) • Carousel of IDEAS • Fluency Frames • Support Posters for Limited speakers • Poetry Books

  19. Instructional Resources • Listening Centers • Story Aprons • Readers Theater • Big Books • Dictionaries and Picture Dictionaries • Supplemental Leveled Books • In the USA

  20. Professional Books • Navigating the ELPS • ELPS: Flip into Success • SIOP: Making Content Comprehensible for Elementary English Learners • 50 Strategies for Teaching English Language Learners • Interactive Notebooks and English Language Learners • Response to Intervention and English Learners

  21. Professional Books • Learning to Learn in a Second Language • Scaffolding Language, Scaffolding Learning • 99 Strategies • 7 Steps to a Language Rich Interactive Classroom • Sheltered Instruction Plus • Words Their Way with English Learners

  22. Upcoming Professional Development • ESL support teachers • Bilingual teachers • See handout

  23. TODAY’S MEET Question/ Answer Session

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