English Language Proficiency Standards (ELPS) for English Language Learners (ELLs) Pennsylvania Department of Education Bureau of Teaching Learning and Support Presented by: Barbara Mowrey ESL/Bilingual Education Advisor Lynore Carnuccio Consultant

With Special Thanks To: Lynore Carnuccio Lead Developer

And The Standards Development Team

GOALS TO UNDERSTAND THE: Need for Standards for ELLs Use of Standards for ELLs Connection to PA Academic Standards Connection to content area instruction and assessment Use of Standards for ESL instruction and assessment

Where We’ve Been TESOL ESL Standards for PreK-12 Students (1997) Guide to Levels of Communicative Competence in English – 2000 Alignment of Standards – 2000

Why do we need Standards for ELLs? Assist students to meet PA Academic Standards based on their English language proficiency level Guidance for content and ESL/Bilingual teachers Required by Section 3113 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB), 20 U.S.C.§6823(b)(2).

What is the purpose of Standards for ELLs? To identify appropriate skill-based performance goals based on English proficiency levels of individual students To complement and align with existing PA Academic Standards To provide appropriate, reliable and valid expectations for students across the curriculum

What Standards ARE NOT: A placement tool for English language learners A stand alone exit instrument A replacement for existing PA Academic Standards

How were the Standards developed? WIDA framework Consultant Committee PDE Curriculum Advisors External review Internal review, review, review

English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standard 1

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 2

English Language Proficiency Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

English Language Proficiency Standard 4 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

English Language Proficiency Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

LAYOUT AND DESIGN Matrix 5 English language proficiency levels Model performance indicators (MPI)  MPI is a sample of what an ELL should know and be able to do at a given level Focus on language skill

Matrix Understanding the Standard Matrix

Understanding the Model Performance Indicator

English Language Proficiency Standards for Content Areas Social and Instructional (ESL) (draft) Language Arts (draft) Mathematics (draft) Science (to be developed) Social Studies (to be developed)

Teacher Expectations  To provide students with limited English proficiency the opportunity to meet PA Academic Standards  To provide meaningful and comprehensible content and assessment for students to be successful

Student Expectations  Progress with English language proficiency while meeting PA Academic Standards.  Have meaningful access to the full curriculum.  Demonstrate content knowledge and language skills.

How do teachers and administrators use ELPS for ELLs? Content Area Lesson Plans Refer to Handouts

So, now what? What is our role in using ELPS for ELLs? Curriculum Collaboration How are ELPS for ELLs linked to the bigger picture? Student achievement and accountability

Remember Clarity Focus Alignment Grade and language appropriate skills Flow Rigor appropriate to language proficiency level Manageability for student

Where are we going? Next steps State Board Submission and Review of currently developed ELPS Development of Social Studies and Science LP Standards

On behalf of our English Language Learners, thank you.