Dr. Elena Izquierdo UNIVERSITY OF TEXAS AT EL PASO ielena@utep.edu Leadership in English Language Learning Dr. Elena Izquierdo UNIVERSITY OF TEXAS AT EL PASO ielena@utep.edu

serve the highest percentage of Hispanic students in the nation. The fastest growing segment of the school age population are students with limited English proficiency, English Language learners (ELLs). Classrooms all around the U. S. have ELL students who are providing a big challenge for teachers who are not prepared to instruct these students and for districts that are being held accountable for the education of all students. New Mexico classrooms serve the highest percentage of Hispanic students in the nation. ELLs and Schooling Dr. Elena Izquierdo University of Texas at El Paso

UNIVERSITY OF TEXAS AT EL PASO Leadership in English Language Learning What do we really know about English Language Learners? What is an ELL? How many ELLS in your school? Discussion DR. ELENA IZQUIERDO UNIVERSITY OF TEXAS AT EL PASO

The New Mexico English Language Learner Defined English Language Learners ELL Students whose primary or home language is other than English, including recent immigrants Students from heritage language groups needing enrichment and further development of academic English, some of whom maintain degrees of fluency in their heritage language; Any other students needing enrichment and further development of academic English. The New Mexico English Language Learner Defined

Exited Bilingual Program A Snap Shop at our data Bilingual Program Exited Bilingual Program Parent Denials Not Served ELLS Who are our ELLs? Discussion Dr. Elena Izquierdo University of Texas at El Paso

How are ELL students doing academically? Nationally, the achievement gap between ELLs and all public school students is significant. Data from the National Assessment of Educational Progress indicates that many ELLs are performing poorly. NCLB, through regulations, allows students to remain in the English language learner subgroup for two years for AYP purposes which assumes incorrectly that all English language learners will learn English at the same rate. Whether measured by state tests required under No Child Left Behind or by the NAEP When compared to their native English-speaking peers in all grades and content areas, this subgroup lags behind. Nation’s Report Card: 29% of eighth-grade ELLs scored at or above the basic achievement level in reading, compared to 75% of non ELLs. Similar gaps were demonstrated in mathematics (National Center for Education Statistics, National Assessment of Educational Progress (NAEP): Reading and Mathematics). Dr. Elena Izquierdo University of Texas at El Paso

Numbers are mis-leading! ELLs and Schooling While the number of students with limited English proficiency continues to grow their level of achievement has lagged significantly behind that of their native English speaking counterparts that has created a gap. Numbers are mis-leading! Dr. Elena Izquierdo University of Texas at El Paso

Copyright 8 2001, Wayne P.Thomas & Virginia P. Collier Program 1: Two-way bilingual education Program 2: One-way bilingual education Program 3: Transitional BE, including ESL Content Program 4: Transitional BE, including ESL, both taught traditionally Program 5: ESL taught through academic content Program 6: ESL Pull out Copyright 8 2001, Wayne P.Thomas & Virginia P. Collier

INSTRUCTIONAL PROGRAMS A. Dual Language Programs B. 3-Hour Bilingual Education Program (Maintenance) C. 2-Hour Transitional Bilingual Program   Three bilingual education models are used in Las Cruces Public Schools. Dr. Elena Izquierdo University of Texas at El Paso

At the middle and high school levels, grades 6-12, students are provided a 45- 60 minute period of Spanish for native speakers (equivalent in time to the English language arts class offered to English speakers) and a period of 45-60 minutes of English as a Second Language. The rest of the curriculum is in English, with sheltered content instruction. Dr. Elena Izquierdo University of Texas at El Paso

Establish state-level English language proficiency standards; Annually administer a standards-aligned English language proficiency assessment to measure progress in the acquisition of academic English language skills; Define annual achievement objectives for increasing and measuring the level of LEP children’s development and attainment in English language proficiency; and Include LEP students in academic content assessments in English language arts, mathematics, and science. No Child Left Behind Act expects them to achieve at the same high level as their English-proficient peers in all content areas. Dr. Elena Izquierdo University of Texas at El Paso

What do these English Standards look like? Leadership in English Language Learning To these ends, states must establish English language proficiency standards and measure student achievement toward these standards What do these English Standards look like? DR. ELENA IZQUIERDO UNIVERSITY OF TEXAS AT EL PASO

1. Social and Instructional language 2. The language of Language Arts 3. The language of Mathematics 4. The language of Science 5. The language of Social Studies Dr. Elena Izquierdo University of Texas at El Paso NM English Language Proficiency Standards - 5 THE NEW MEXICO PREK-12 ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS, 2009 EDITION

Next Steps System-wide Sheltered Instruction Revisit Literacy Revisit Program Models Extensive Profession Development in the ELDs Next Steps Dr. Elena Izquierdo University of Texas at El Paso

Literacy Development is everything!

Reading: A Process of Constructing Meaning Syntactic Semantic Graphophonics Pragmatics

Quality Professional Development Second Language Acquisition & Learning in a Second Language Reading in L/2 Semantics syntax phonology Reading in L/1 Content Literacy & Academic Language Quality Professional Development