The ELL Program:

1. The ELL Program: OUR Students, OUR Vision

2. Did You Know? • There are approximately 3.5 million EL students in the United States. • This number increases every year. • Every state has an EL population. • The state with the largest number of EL students is California (1,381,383), followed by Texas (513, 634). • These statistics include the REPORTED EL students. Source: National Clearinghouse for Bilingual Education (1997 data)

3. Federal and State Definition of ELL Program • Provides instruction in English • Uses teaching techniques specific for ELL’s • Address both English Language development and Subject Matter Instruction • Incorporates cultural awareness/ includes students’ culture in instruction

4. District Definition • Instruction in English with short-term support in the primary language • Language standards are integrated into content-area instruction ( reading, writing, math, science…) • Acquisition of academic vocabulary is emphasized (moving from “Everyday” to “Academic”)

5. District Goals • All students develop English Language Proficiency • At the same time, they are mastering subject matter content • Progress is measurable and monitored closely by both the ELD teacher and the classroom teacher

6. Step 1: Identification • Home Language Survey • CELDT testing: Initial (30 days) vs. Annual (90 days) • RFEP (reclassified based on test scores, teacher and parent input, monitored for 2 years) • Teacher Feedback

7. Step 2: CELDT Results OVERALL SCORES: • 1- Beginning • 2-Early Intermediate • 3-Intermediate • 4-Early Advanced • 5-Advanced Each score is comprised of a Listening and Speaking section and a Reading and Writing section Overall scores of 1-3 are eligible for pull-out; 4-5 (are monitored by the classroom and EL teacher, can be pulled out upon request)

8. Step 3: Pull-Out Program • Will focus on oral language (speaking and listening), reading and writing • Will integrate content area standards with language standards (This will look different at each grade level and English Language proficiency. This will include work with Academic language) • Either 2-3 times per week depending on grade and English proficiency level

9. A New Direction • Pull-out model still exists • Push-in model available and encouraged • EL specialist role is moving more towards consultation and support within the classroom (SIOP, demo lessons, team teaching, lesson study…) • A collective responsibility: The students are OUR students

10. What “Coaching” Is Not: • It is not a judgment. • It is not an evaluation. • It is not mandatory. • It is not about me. (We are experts together!) • It does not signify that there is anything wrong with your teaching.

11. What Coaching Is: • It is about the student. • It is about supporting your teaching. • It is confidential. • It is collaborative (team teaching, lesson study, discussions about a child and the best techniques…). • It is about learning together (We are all specialists).

12. Creating an EL Program Together • Please take time to fill out the brief survey to provide feedback on your visions, areas of strength, areas of need, and level of comfort with program models. • Let’s discuss what this will look like together.