HELP! I Have an E.L.

1. HELP! I Have an E.L. Are administrators, teachers and staff prepared for an English Learner to walk into your school?

2. Today’s Agenda • 9:00-11:45 Break-Out Session • 11:45-1:00 Lunch • 1:00-2:00 Break-Out Session • 2:00-2:30 Whole Group

3. Culture & Climate

4. The school provides visual evidence for supporting cultural diversity (posters, bilingual visuals, artwork, etc.).

5. The school documents appropriate communication with Non-English speaking parents utilizing: TransACT (www.transact.com), interpreters, and translators.

6. Non-English speaking parents would feel comfortable entering the school and office.

7. ELs appear to be happy and somewhat adjusted to the school environment.

8. ELs are involved in extracurricular activities and represented in all programs. • Do the methods used by the district to notify parents and students of available programs and activities take into account language barriers? • What methods or steps are taken to ensure that ELs have an equal opportunity to participate in extracurricular and nonacademic activities?

9. So my EL student is failing your class, you say? So, what are those accommodation records looking like?

10. Data Analysis to Drive Instruction

11. ACCESS for ELLs™ scores are used in addition to state assessments, for data analysis, to drive classroom instruction.

12. The school is aware of their AMAO status and data.

13. Lessons are taught using CCRS/WIDA standards that incorporate the four domains of language (reading, writing, listening, and speaking).

14. Teachers understand proficiency levels of their ELs and use the information to differentiate instruction effectively.

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16. Appropriate accommodations are used from individual I-ELPs. Grades 3-5 Sample Accommodations of Instruction and Assessment - Language of Science

17. The school knows and understands their instructional programs for ELs. English as a Second Language (ESL) – Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains. English Language Development (ELD) – Program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains. Structured English Immersion (SEI) – Program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient.

18. DATA Meeting

19. Analyze AMAO Data for the School to Drive Instruction Data Meetings Step 1: Collect and Chart Data Step 2: Analyze Strengths and Obstacles Step 3: Establish Goals Step 4: Select Instructional Strategies

20. Collect and Chart Data Work Samples Global Scholar ACT Aspire ACT Explore ACT Plan ACT WorkKeys

21. Analyze Strengths and Weaknesses • Examine data and/or student work to identify strengths and weaknesses. • List strengths of students. • List obstacles or reasons why students did not achieve proficiency. • List findings on T-chart.

22. Establish Goals Create student learning goals as measured by monthly formative assessments, like WIDA rubrics:

23. Select Instructional Strategies • Team members brainstorm and examine effective teaching strategies and techniques and determine which techniques, when implemented appropriately, will have the desired outcome. • Analyze each possible or suggested strategy in terms of impact on student learning. • Only select strategies teachers are responsible for. • Avoid considering strategies outside your sphere of influence or immediate accountability, such as “Parent needs to become more involved” or “Students will be enrolled in afterschool program.”

24. Activities • Sort Strategies Based on Proficiency Level • Select Strategies Based on Can Do Descriptors

25. Strategies QAR Quickdraw Reciprocal Teaching DRTA Anticipatory Guide Carousel Sentence Starters Snow Ball Numbered Heads together Think-Pair-Share Corners Language Experience Approach Webbing Reading Circle Jigsaw Line-Ups Inside-Outside Circle Choral Reading KWL Chart PQRST Character Matrix Graphic Organizers Journals

26. CAN Dos with Strategies • Directions: • Review Student Weaknesses • Identify/List Can Do Descriptors for Proficiency Levels • Identify Strategies to use to help the student based on their proficiency level.

27. Reading (level 3.2) • Identify topic sentences, main ideas, and details in paragraphs • Identify multiple meanings of words in context • Use context clues • Make predictions based on illustrated text • Identify frequently used affixes and root words to make/extract meaning • Differentiate between fact and opinion • Answer questions about explicit information in texts • Use English dictionaries and glossaries

28. Identify topic sentences, main ideas, and details in paragraphs • Strategy: Numbered Heads Together • Looks like: • Use context clues • Strategy: Choral Reading • Looks like:

29. Make predictions based on illustrated text • Strategy: Anticipation Guide • Looks like: • Answer questions about explicit information in texts • Strategy: Think Pair Share • Looks like:

30. Writing (level 2.8) • Complete pattern sentences • Extend “sentence starters” with original ideas • Connect simple sentences • Complete graphic organizers/forms with personal information • Respond to yes/no, choice, and some WH-questions

31. Complete pattern sentences • Strategy: Sentence Starters • Looks like: • Extend “sentence starters” with original ideas • Strategy: Quick Write • Looks like:

32. Complete graphic organizers/forms with personal information • Strategy: Frayer Model • Looks like: • Respond to yes/no, choice, and some WH-questions • Strategy: Graphic Organizer • Looks like:

33. Professional Development

34. Teachers and staff (secretaries, lunchroom workers, bus drivers, custodians, etc.) have been provided professional development on procedures, communication, and culture awareness.

35. Administrators and teachers have been provided professional development on policies and procedures involving ELs.

36. Teachers have been provided professional development on topics such as goal setting, accommodations, I-ELP, teaching to proficiency level, evaluation of the core language acquisition program, etc.

37. Resources • Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model (3rd ed.). Boston: Pearson Education. • Fairbairn, S. & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia: Caslon Publishing. • WIDA (2014). 2012 Amplification of the English language development standards: Kindergarten-grade 12. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. • WIDA (2007). English Language Proficiency Standards and Resources Guide (2nd). Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.

38. State Department of Education Staff Cyndi Townley, Title III/State EL/Migrant Coordinator ctownley@alsde.edu Dely Velez Roberts, EL Specialist/Title I droberts@alsde.edu Mary Rose Cameron, EL Specialist/Title I mcameron@alsde.edu Peggy Haveard, Migrant/Title I phaveard@alsde.edu EL Coaches Krista Whatley kwhatley@alsde.edu Michele Lee mlee@alsde.edu Debbie Baeder dbaeder@alsde.edu Robin Stutts rstutts@alsde.edu