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Identifying English Language Learners

Identifying English Language Learners. ED S593 Presented to you by: Federal Programs ELL Team. What happened to Groundhog Day?.

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Identifying English Language Learners

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  1. Identifying English Language Learners ED S593 Presented to you by: Federal Programs ELL Team

  2. What happened to Groundhog Day? Cummins, Berman, Baron, and Sagor forcefully make the point that no matter what language is used for instruction, if the personal culture, experiences, and language are not validated, the result is alienation from the entire educational process. This feeling of alienation is the biggest reason for dropout rates.

  3. Can you…Pick the English Language Learner? Ong Oksana Marcus Burton Gisela

  4. Oksana Oksana has grown up in the United States. Her parents are from Russia. Only Russian is spoken at home. Oksana is the youngest of 6 children. All of her siblings have exited out of the ELL program at school. All of Oksana’s friends are native English speakers and she communicates easily with them on the playground. Is Oksana an English Language Learner?

  5. Marcus Marcus was born in Germany and spent the last few years attending a school in Italy. His parents speak only English. His father is in the army and has been deployed twice. His mother works full-time. His parents have hired an Italian nanny to help out. Marcus is fluent in Italian, but speaks only English with his parents. His MAP scores were very low. Is Marcus an English Language Learner?

  6. Ong Ong just moved from California. His parents were political refugees from Laos. At home, Ong speaks Hmong to his parents. He was enrolled in an ELL program in California. His previous ELL test scores were very high, close to exiting. He has always attended school in the United States. Is Ong an English Language Learner?

  7. Gisela Gisela transferred from a different school in the same district. She has attended this district for 3 years. She has never been tested for ELL. She struggles in all content areas and is tier 3 in reading. She speaks broken Spanish and broken English. Her parents both speak fluent Spanish, and broken English. Is Gisela an English Language Learner?

  8. Burton Burton has lived in Alaska his whole life. His mother is from Bristol Bay. She speaks limited Aleut. His father is a Slope worker, originally from Oklahoma who speaks only English. Burton spends the school year in Anchorage, and his summers in Bristol Bay. He speaks a few words of Aleut, but English is his first language. He is exposed to Aleut during the summers when he is with his grandparents. Burton is a little below grade level in reading. Is Burton an English Language Learner?

  9. Who is an English Language Learner? An English Language Learner (ELL) is a person who is learning English -and- whose first language (L1) is not English -or- whose English development has been impacted by another language.

  10. English Language Learner Services • ELL instruction is aimed at developing students' English-language skills, with a primary focus on communication, grammar, and vocabulary. • Services may include: • Direct instruction from an ELL teacher • ELL strategies implemented by a mainstream teacher • Limited English Proficiency Accommodations • Native language & Interpreter/Translator Support

  11. Who Receives ELL Services? Students who meet the ELL criteria -and- whose English language level is impacting the students’ ability to be successful in academic settings.

  12. Federal Mandates Title III, Part A: English Language Acquisition, Language Enhancement, and Academic Achievement Act (NCLB, ESEA) Title III provides funding to state and local education agencies who are obligated by NCLB to increase the English proficiency and core academic content knowledge of Limited English Proficient students.

  13. Title III Requirements • Ensure that ELL students develop English proficiency based on state expectations, and meet the same academic content and achievement standards that all children are expected to meet. • Administer reading assessments using tests written in English to any student who has attended school in the United States for 3 or more consecutive years. • Test at least 95% of those students identified as ELL in reading/language arts and math.

  14. Title III Requirements • Provide parental notification as to why their child is in need of placement in a specialized language instruction program. • Notify parents of their legal rights regarding their child’s education. • Involve ELL parents in the decision-making process of Title III programs and activities at both the state and local levels.

  15. MSBSD Identification Process • The online registration requests that parents report the language spoken in the home. • If another language is indicated, the system defaults to a Parent Language Questionnaire (PLQ). If a PLQ is already on file for a student that has been previously screened for ELL, this step will be bypassed. • The PLQs are then accessed by the ESL Identification & Assessment Coordinator and evaluated.

  16. Parent Language Questionnaire (PLQ)

  17. But what if… • The PLQ is wrong? • Parents may not be able to read the PLQ • Parents may indicate English only, even though this may not be the case • There is no PLQ? • Parents were not prompted to complete a PLQ

  18. Can a student be tested… …without a PLQ? No, the state requires that every ELL student have a PLQ on file. …if a parent refuses? No, parents always have the right to refuse educational programs for their children.

  19. ELL Transfers Often, students will transfer to our district with a history of ELL services. • Usually, ELL assessment data is sent to MSBSD. This paperwork is reviewed and the ELL Identification and Assessment Coordinator determines if baseline data is required. • If paperwork is not received but teachers discover past ELL history, the former school is contacted. If no information is provided, MSBSD will request that parents complete a PLQ.

  20. Qualification Assessment • W-APT • Provides baseline data • Assesses all 4 language domains • Listening (Affective) • Speaking (Productive) • Reading (Affective) • Writing (Productive) • Overall composite score of 5 or higher does NOT qualify for ELL services.

  21. My student qualified. Now what? • ELL students are entered into SchoolMax as a L1. • Remain an L1 for the remainder of the first school identified. • Code is changed to LP the first day of the following school year. • An ELAP is initiated with the ELL case manager & parents are notified. • Services begin immediately.

  22. Questions?

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