Hawaii English Language Learner (ELL) Program In today’s presentation I’m going to provide some background on the Title III/ELL Program Status, I’m going to be sharing some AMAO resources and some data for you, and we can celebrate the progress that our ELLs have been making, thanks to your efforts in helping to provide PD for our teachers. January 18, 2014 Andreas Wiegand OCISS ELL, Educational Specialist Phone: 203-5544 E-mail: andreas_wiegand@notes.k12.hi.us

Hawaii Department of Education Statistics State General funds: 1.2 billion Special 34 Million Federal 219 million Trust funds 6.5 million Approximately additional 139 Schools: Oahu 87 Hawaii 20 Maui 25 Kauai 7 Construction 45 million Source: HIDOE Website

Source: Superintendent’s Annual Report

English Language Learners Number and Percent of Public School Students Participating in Programs for English Language Learners Source: National Center for Education Statistics

Number and % of ELLs Participating in ELL Programs School Year 2002 - 2003 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 2009 - 2010 2010 - 2011 # ELLs 12,853 18,106 15,660 16,959 18,564 18,097 19,092 % of ELL Students 7.0 9.9 8.7 9.4 10.3 10.0 10.6

2011 ELL Counts: 18,922+ Students Speaking 53+ Languages (Top 12 Below) Source, 2011 ELL “Most Used” Languages. (Note, approximately 33% of ELLs, indicate English is their most used language) 6

ELL Program Mission English Language Learners (ELLs) will meet state standards and develop English language proficiency in an environment where language and cultural assets are recognized as valuable resources to learning.

ELL Program Goals The goals of the ELL Program for all schools are to ensure that students will: 1. Acquire a level of English proficiency that will provide them with equal opportunities to succeed in the general education program. 2. Achieve the HIDOE content standards and English language proficiency standards at levels to be able to exit the program. 3. Possess the language, knowledge and skills to graduate and pursue post-secondary education and/or careers. 4. Develop an understanding of and appreciation for diverse cultures.

Legal Basis for ELL Program To meet obligations under the Equal Educational Opportunities Act of 1974, 20 U.S.C. § 1703(f) (hereafter “EEOA”) Title VI of the 1964 Civil Rights Act, 20 U.S.C. § 2000d et seq., and its implementing regulations at 34 C.F.R. part 100 (hereafter collectively “Title VI”) Lau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities. 1981 Castaneda- three part test: Educationally recognized theory to base support Resources and trained personnel Show measurable positive results w/in a reasonable amount of time 1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.

Identification Use SIS-10 registration form to identify potential ELLs identified based on: First Language Most Used Language Language Most Spoken in Home If a language other than English is spoken, a student may qualify for supplemental ELL Program services I’ll recap for you what needs to occur in a timely fashion… Registration, supports… Note, we Need to get this right the first time. Suggestion: Train and assure that office staff and clerks get this right the first time!

Assessment & Program Placement Screener/Placement Test: W-APT™ given upon referral or arrival (World-Class Instructional Design and Assessment (WIDA)- ACCESS Placement Test) w/in 14 calendar days and entered into database. Annual Assessment for ALL ELLs in February: ACCESS for ELLs® (Assessing Comprehension and Communication in English State-to-State for English Language Learners). Hawaii NCLB State Consolidated Application states all ELLs are counted under Title III All means all, no exceptions, e.g., parent refusal, unless stated in the IEP. Screener given based on the registration form or language survey. Notice the 20 day timeline. Data also should be entered into DELLS by this time. Something that is not always happening. Annual ACCESS for ELLs for ALL Suggestion to collaborate across schools and go in as a team to test the ELLs and to maximize classroom instruction and teacher being away. Assure that all are trained before administering either assessments.

Continuum of Proactive Supports for Early Intervention & Prevention

Language and Content Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. The WIDA Standards measure English language proficiency (ELP) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5).

Example: Content-Based Instruction Main goal is English language skill development Secondary goal is to prepare the students for the regular English-medium classroom ELL class is taught by language educators Students practice academic skills common to mainstream classes Also, more at the secondary level, there is Sheltered Instruction are content classes where all students are second language learners and need the mainstream content and strategies to be modified. Like theme-based classes, the emphasis is on the content and concepts from the subject area, rather than correct grammar and pronunciation. During the day, when the limited English student is not receiving ESL or native language instruction in his separate class, he/she receives appropriate content area instruction by a certified teacher who is trained in the approaches and techniques suitable for the language and learning needs of the student. Offered to ELLs via a language instruction educational program e.g., 1. Dual language 2. Two-way immersion 3. Transitional bilingual, developmental bilingual 4. Heritage language 5. Sheltered English instruction 6. Structured English immersion 7. Specially designed academic instruction delivered in English 8. Content-based English-as-a-Second Language (ESL) 9. Pull-out English-as-a-Second Language (ESL)

ELL Programs Address Language Development Needs Six levels of student language proficiency Proficiency Levels (PL) Language Proficiency Standards/Levels 6 Reaching 5 Bridging HIDOE ELL Exit Criteria is a PL of 4.8 and Literacy Level of 4.2 4 Expanding 3 Developing 2 Beginning 1 Entering Lau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities. 1981 Castaneda- three part test: Educationally recognized theory to base support Resources and trained personnel Show measurable positive results w/in a reasonable amount of time 1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.

Interaction of Performance Level Definitions and ELLs’ Abilities Language Proficiency (Performance Level Descriptions) 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging PIs L 1 L 2 L 3 L4 L 5 Linguistic Complexity Vocabulary Usage Language Control This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.

The World-Class Instructional Design and Assessment (WIDA) Consortium 31 states and territories e.g.,D.C. Over 1.4 million students WIDA Consortium

Variations of Language The yellow circle without a label represents the student’s language knowledge. All the other circles are impacting the language the student can use and comprehend. Adapted from Zwiers (2008) Providing Access to Academic Achievement Through Language Development 18

ELD & State Standards ELD Standards State Content Standards Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts State Content Standards Academic achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum

The Features of Academic Language in WIDA's Standards is a new resource available to educators in the 2012 standards publication. You may notice that the criteria we use to define the levels of language development have changed slightly. Originally, these criteria included linguistic complexity, language control and vocabulary usage. In order to clarify the criteria we did two things: First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage. - The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.

WIDA Performance Definitions – Listening and Reading Grades K-12 One update to the Standards Framework for 2012 is that the three criteria used to define each level of language proficiency, Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage, are now displayed in two sets of Performance Definitions. One set of Performance Definitions is for receptive language and represents how ELLs process language to comprehend information, ideas or concepts in either oral or written communication.

The Bottom Line In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.

State ELL Progress & Proficiency ELL Student Progress & Exit Rates 2009-2013 Annual Progress Exit Year Students with Growth (.5 PL Gain) Tested (at least 2 Times) Percentage Students Exited (4.8 & 4.2) Total Pop 2012-13 7801 12852 60.7% 3750 17935 20.91% 2011-12 8644 14389 60.1% 4188 19216 21.79% 2010-11 7818 13687 57.12% 3036 19692 15.42% 2009-10 6756 11930 56.63% 1532 18726 8.18% 12506

Performance of Recently Exited ELL Students on 2013 HSA Reading Grade Level Well Below Approaches Meets Exceeds Grand Total 145 1459 2713 1401 5718 3 13 293 493 472 1271 4 27 281 548 1349 5 22 307 495 165 989 6 9 349 107 630 7 1 66 51 411 8 36 204 87 332 10 68 311 331 26 736 Students exited the ELL Program in the last 2 years.

Performance of Recently Exited ELL Students on 2013 HSA Math Grade Level Well Below Approaches Meets Exceeds Grand Total 473 1701 2801 745 5720 3 54 325 725 167 1271 4 46 379 723 201 1349 5 68 336 483 102 989 6 59 204 290 77 630 7 16 130 193 72 411 8 18 78 171 65 332 10 212 249 216 61 738

Let’s work together to support our English Language Learners!

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