1 / 31

Demystifying ELL Law & Learning Needs | Washington Charter Schools Conference

Dive into the legal landscape of English Language Learners with insights on programming, instruction, and ELL consortiums. Share, learn, and empower at this educational event.

westr
Download Presentation

Demystifying ELL Law & Learning Needs | Washington Charter Schools Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2nd Annual Washington Charter Schools ConferenceELL Word: Demystifying ELL Law, Legalese & Learning NeedsMay 8, 2015Angel Rodriguez and Melissa Katz

  2. Objectives Participants will learn: • The laws that govern the education of English Language Learners and the national ELL landscape • The rationale and process for starting one’s own ELL consortium • Ideas for ELL programming and instructional practices

  3. Group Norms • Everyone has a voice and is expected to participate • Judgment free zone • Ask the hard questions • Be respectful of each other • Share and learn from each other

  4. Why ELLs? Think-Pair-Share Achievement gap within the achievement gap Bilingualism is an asset Equity in access and fairness of programs Title III AMAOs

  5. Alphabet Soup: Important ELL Terms ELL: English Language Learner EL: English Learner EB: Emergent Bilingual LEP: Limited English Proficient EP: English Proficient ESL: English as a Second Language ENL: English as a New Language SLA: Second Language Acquisition ELD: English Language Development L2: Second Language NL: Native Language HL: Home Language PL: Primary Language L1: First Language

  6. True or False? ELLs are students from homes where a language other than English is spoken. In the United States, 15% of students in K-12 are considered ELLs. Lau vs. Nichols is the 1974 Supreme Court case brought about by Latino families against the NYC school district. Charter schools must demonstrate that they have a well-defined program to support academic success and ELD for ELLs.

  7. ELL Statistics in the US Source: http://nces.ed.gov/programs/coe/indicator_cgf.asp 7

  8. National High School Graduation Rates

  9. New York State Demographics Utica (1,736) Syracuse (3,339) Rochester (3,259) Buffalo (4,799) * Big 4: Buffalo, Rochester, Syracuse, and Yonkers ** ROS: Rest of State Spring Valley (East Ramapo) (2,503) Of the approximately 2.7 million public school students in New York State, 8.9% are English Language Learners. Newburgh (1,605) Hempstead (2,147) Yonkers (3,362) New York City (158,094) Central Islip (2,025) Source: Public School ELL Counts as of May 31, 2013 Brentwood (5,742) 9

  10. New York State Demographics 2013-14 Top 10 ELL Home Languages New York State is linguistically diverse, with over 200 languages spoken by our students. Source: Public School ELL Counts as of May 31, 2013 10

  11. Overall ELL Population in WA Note: There may be more students who speak another language besides English but who passed the WELPA placement test. Source: http://www.k12.wa.us/legisgov/2011documents/educatingenglishlanguagelearners.pdf

  12. WA State ELL Demographics Source: http://www.k12.wa.us/legisgov/2011documents/educatingenglishlanguagelearners.pdf

  13. What Governs ELL Education? Title VI of the Civil Rights Act of 1964 prevents discrimination by government agencies that receive federal funds. It outlawed major forms of discrimination against African Americans, women and other forms of racial segregation Under the U. S. Supreme Court’s interpretation of the Civil Rights Act Lau v. Nichols (1974), local school districts and states have an obligation to provide appropriate services to ELLs The Equal Educational Opportunities Act (EEOA) (1974) requires SEAs and school districts to take “appropriate action to overcome language barriers that impede equal participation by [their] students in [their] instructional programs.” Language Instruction for LEP Students and Immigrants Title III under the No Child Left Behind Act consolidated the 13 bilingual and immigrant education programs formerly entitled by Title VII

  14. Accountability • Charter schools should aim to enroll comparable numbers of ELLs and SWDs • Charter schools must outline ELL and SWD supports/programming • ELLs must demonstrate sufficient English and academic progress • No Child Left Behind • Annual Measurable Achievement Objectives (AMAOs) • ELLs must move up proficiency levels, score proficient, and achieve annual yearly progress (AYP) on other state exams • Schools must inform parents if they met or did not meet AMAOs

  15. What Does This Look Like in WA? English Language Proficiency (ELP) Standards Home Language Survey Washington English Language Proficiency Assessment (WELPA) (formerly WLPT) Placement Test Annual Test English Proficiency Levels Beginning (Level 1) Intermediate (Level 2) Advanced (Level 3) Transitioning (Level 4)

  16. NYC Charter Schools’ELL Consortium The New York City Charter Schools' ELL Consortium was created by the New York City Charter School Center in collaboration with several local charter schools in New York City in 2008. We believe that providing quality education for our ELL students is important work. The ELL Consortium creates opportunities for school leaders and teachers to come together to access and share information about designing and implementing academic programs that support the effective education of ELLs. The overarching goal of the ELL Consortium is to build charter leaders' and teachers' capacity to deliver high quality instruction to ELL students to raise their overall achievement and performance

  17. Rationale for Consortium • Tap into the collective expertise of your charter sector; • Pool resources to support professional development services for ELLs; • Minimizes the sense of isolation that many charter ESL teachers have; and, • Use Title III funds that otherwise would not have been spent.

  18. Responsibilities • Identifying the lead applicant/consortium leader • Building key partnerships • Understanding the accountability requirements associated with the creation of the consortium • Informing your charter sector about the plan to start the consortium • Selecting member schools • Getting school leaders commitment • Roles & responsibilities of member schools • Advantages & disadvantages

  19. Accountability Requirements for the Consortium Schools Identify students for ELL services; Have well developed academic program that provides ELLs with access to the general education curriculum Meet or demonstrate significant progress towards statewide AMAO requirements—progress towards English Language proficiency & grade-level benchmarks for math and ELA.

  20. Qualities of the Ideal Lead Applicant • Has a consistent track record for serving ELLs well (academic & social-emotional success); • School leader is willing to share resources & knowledge with the charter sector; and, • School leader has the capacity & is willing to complete the paperwork and compliance requirements necessary to make the consortium a success.

  21. Key Partnerships Your authorizer; Your state education department’s office of bilingual education; Charter support organizations; Community based organizations that advocate for immigrant families; Your local school district; and, Funders.

  22. Selecting Consortium Member Schools • School leader MUST have demonstrated a commitment to serving ELLs well; • School has dedicated staff to work with ELLs; • Has historically enrolled ELLs & has put some systems in place to support them; and, • Has a deep understanding of the accountability requirements associated with receiving Title III funds & being part of the consortium

  23. Roles & Responsibilities of Member Schools • Hire a dedicated person to work with ELLs; • Implement & monitor process for effectively identifying ELLs; • Include ESL teacher(s) in all school-wide planning for curriculum, instruction & assessment; • Use data to systematically monitor the academic performance & English language proficiency of ELLs in their schools; • School leader must be willing to provide additional resources to support ELLs; • Serve as a resource & partner to other member schools; • Provide data to lead applicant in a timely manner; and, • Attend all consortium workshops & trainings.

  24. Consortium Activities • Conduct workshops & trainings; • Participate in job fairs; • Purchase materials & resources (build professional library); • Build professional network & pipeline for ESL professionals; • Advocate for meaningful policies to support the education of ELLs in charter schools; and, • Partially cover registration costs to national or statewide conferences on ELLs.

  25. Types of Programming • Content based ESL • Generally taught by an ESL teacher • Focus on English language development, academic content and vocabulary • Transitional Bilingual • Generally taught by a bilingual teacher • Students receive native language support and transition into “mainstream” classes after approximately 3 years • Dual Language • Generally taught by a bilingual and/or ESL teacher • Students receive 50% of instruction in English and 50% in another language (native language) • Goal is for students to be fully bilingual and biliterate • Sheltered Instruction • Generally taught by content and ESL teachers • ESL methodology is incorporated into all content taught • Newcomer Program • Generally taught by ESL teachers • Generally for adolescents • Students receive intensive English and literacy instruction and transition into “mainstream” classes after 1-3 semesters

  26. Washington State Programs

  27. Best Practices: Programming • Schedule ELLs and SWDs first (“big rocks”) • Students should not be pulled out during core subjects • Content based • Inclusion • Avoid unnecessary segregation of ELLs • Beware: ESL teachers are NOT aides • Schedule co-planning time • ESL teachers are SLA experts and can align ELP standards with CCLS

  28. Best Practices: Instruction Visual aids Explicit modeling Using the native language as a resource Culturally responsive teaching Many opportunities for peer interaction Explicit academic vocabulary (tier 2 vocabulary) instruction Acoustic highlighting (vary pitch, emphasize words, slower speech) Music (songs, poems, chants, etc.) Total physical response (TPR)

  29. True or False? ELLs are students from homes where a language other than English is spoken. In the United States, 15% of students in K-12 are considered ELLs. Lau vs. Nichols is the 1974 Supreme Court case brought about by Latino families against the NYC school district. Charter schools must demonstrate that they have a well-defined program to support academic success and ELD for ELLs.

  30. Q&A

  31. Contact Information Angel Rodriguez The New York City Charter Schools’ English Language Learners Consortium c/o Family Life Academy Charter School 14 W. 170 Street, Bronx, NY 10452 (718) 410-8100 (O) arodriguez@flacsnyc.com http://theellconsortium.wikispaces.com/ Melissa Katz, ELL Specialist New York City Charter School Center 111 Broadway, Suite 604 New York, NY 10006 mkatz@nyccharterschools.org http://www.nyccharterschools.org/ells

More Related