Working With ELLs An Overview of Policy and Practice The Rhode Island Department of Education Presented by Bob Measel ELL Specialist Office of Instruction, Assessment, and Curriculum Emily Klein ELL Specialist Office of Student, Community, and Academic Supports

We’re going to cover…  Federal Policy (NCLB, Title III, Federal Case Law)  State policy (Title 16, Chapter 16-54)  Identification and Placement of ELLs  Program Models  Assessment/accountability systems  The WIDA English Language Proficiency Standards (ELPS) and assessment framework  Interpreting assessment data  Planning instruction and making accommodations

Federal Policy NCLB hold schools accountable for the success of all students. Title I requires the annual assessment of ELLs Title III of NCLB provides funding for supplemental programs to serve ELLs Title III lays out separate accountability requirements for districts receiving funds (Annual Measurable Achievement Objectives – AMAOs) Three AMAOs: 1.Making progress (measure of growth) 2.Attaining proficiency 3.Making AYP

Federal Policy Civil Rights Act of 1964 – Title VI – Makes federal funding contingent upon compliance with non-discriminatory practices Equal Educational Opportunities Act of 1974 – Prohibits states from denying equal educational opportunities to ELL because of failure to take appropriate actions to overcome language barriers Lau v. Nichols (1974) – Supreme Court ruled that equality of education was qualitative Castañeda v. Pickard (1982) – Developed a three pronged test for compliance with EEOA and Lau

State Policy Definitions of program models Identification requirements Placement standards Requirements for personnel Assessment requirements Reporting requirements Exit criteria Standards for parental involvement Rules and Regulations Authorized by R.I.G.L

How it all fits together

Program Models ESL Bilingual Ed Direct ESL Instruction (Pull-Out) Push-In ESL Instruction Collaborative ESL o Co-planning o Co-teaching Sheltered Content Transitional Bilingual Dual Language

8 Look ahead at the next 4 slides in your handout. Work with a partner to identify each statement as TRUE or FALSE.

A student speaks well so she/he should perform well in class. 9 There is a difference between social and academic language. Basic Interpersonal Communications Skills (BICS) Cognitive Academic Language Proficiency (CALP) FALSE ConversationalLanguage

English language learners (ELLs) will learn English easily and quickly by being exposed to and surrounded by English. FALSE While students may develop social language skills for interpersonal communication, students will not develop academic language skills for success in school without explicit instruction focused on the ELPS and Academic Standards. Content and ESL teachers must collaborate. 10

ELLs do not have to attain English language proficiency to be successful in mainstream content classes. TRUE Students will achieve academically and attain English language proficiency when educators incorporate ELPS and Academic Standards into curriculum and instruction. 11

ESL teachers are responsible for providing the content instruction in the ESL classroom. 12 ESL teachers do not plan the lessons for the content teacher nor teach the content teacher’s lesson. HOWEVER, the ESL teacher should collaborate with content teachers on development of instruction. ESL teachers are responsible for delivering targeted ESL instruction. Content teachers are responsible for planning and instruction in the content area using the ELPS. FALSE

1. Break into groups of three 2. Take out the article entitled Contextual Factors in Second Language Acquisition. 3. The article is divided into three major sections – Language, The Learner, and The Learning Process 4. Each member of the group reads one of three sections. Once complete, each member will summarize their section for the other two members.

Motivation and Attitude First Language Development Language Distance Age Personality and Learning Style Peers and Role Models Quality of Instruction Cultural Background Socioeconomic Status 14

Identification and Placement Student enrolls in LEA Home Language Survey -A home language survey must be completed for all enrolling students - HLS forms can be found at / /

Identification and Placement Student enrolls in LEA Home Language Survey ELP Screening (W-APT) Language other than English? Not an ELL Met cutoff? Determine Program ELP Level? Schedule Student Not more than 30 days

The difference between CLD and ELL Culturally and Linguistically Diverse Student Body English Language Learners

18 ENTERING BEGINNING DEVELOPING EXPANDING REACHING BRIDGING

The WIDA ELPS Framework

5 English Language Proficiency Standards –5 grade level clusters –6 English language proficiency levels –4 Domains: Listening, Reading, Speaking and Writing. –20 Model Performance Indicators (MPIs) per standard per grade cluster All of these are contained in each of two distinct documents Formative/Classroom -- Summative/Large Scale 20 The WIDA ELPS

21 Standard Abbreviation English Language Proficiency Standard 1 English language learners communicate for Social and Instructional purposes within the school setting Social and Instructional language English Language Proficiency Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts The language of Language Arts English Language Proficiency Standard 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics The language 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 The language 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 The language of Social Studies The WIDA ELPS

ELPS 22 Formative Social and Instructional Language Arts Mathematics Science Social Studies Summative Social and Instructional Language Arts Mathematics Science Social Studies

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24 5 grade spans 5 standards for each grade span

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ELPS 2-5 do not replace their respective content standards. They are a dynamic overlay for those content standards and serve as a guide for ALL teachers in making content instruction comp- rehensible and planning assessments that are valid for ELLs. The WIDA ELPS

27 English Language Proficiency Levels Model performance indicator Standard title, content area, and framework Domains A strand of model performance indicators

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31 The Performance Definitions encompass three criteria: Linguistic complexity — the amount and quality of speech or writing for a given situation; Vocabulary usage — the specificity of words or phrases for a given context; and Language control — the comprehensibility of the communication based on the amount and types of errors.

Look at the two writing samples that follow. 1.Give each a proficiency score for: Linguistic Complexity Vocabulary usage Language Control 2. Give each sample an overall proficiency level score

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34 WIDA score: Emile’s writing - 2 Maxine’s writing - 6

35 The MPIs give expectations for what students should be able to process and produce at a given proficiency level. The Performance Definitions describe how well the student can or should be expected to do so.

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37 The Can-Do Descriptors: expand the Performance Definitions by giving suggested indicators in each language domain are more targeted than the Performance Definitions (have greater instructional implications) may assist in interpreting the meaning of ACCESS score reports may help explain the WIDA Speaking and Writing Rubrics contain sensory, graphic or interactive support through ELP Level 4

With a partner, try to sequence the CAN-DO Descriptors correctly onto the blank matrix provided.

39 Components of WIDA’s Standards-based System Standards-based ComponentDistinguishing Feature Strand of Model Performance Indicators of the WIDA ELPS Illustrate how English language learners process and use language for each English language proficiency standard, language domain, and language proficiency level by grade level cluster Performance DefinitionsOutline how English language learners process and use language for each level of language proficiency in grades K-12 CAN DO DescriptorsDescribe how English language learners process and use language for each language domain and level of language proficiency by grade level cluster

40 LP Adaptations Language Objective Content Objective Academic Standard Instruction Lesson Plan ELPS Resources Materials Assessment Assessment Adaptations

Know your ELLs’ proficiency levels - (ACCESS results) Consider what your ELLs can do in relationship to the materials for your lesson (texts, worksheets, manipulatives, etc.), your lesson delivery, and the lesson activities. Can your ELLs read and comprehend the text? How will your ELLs participate in the instruction and activities? What scaffolds can you use and/or what accommodations can you make to help your ELLs access the content?

At your table discuss some possible modifications/accommodations, based on your ELLs’ proficiency, levels that you could make: 1.during instruction 2.for your assignments/worksheets 3.for the assessments

Use the ELPS Can-Do DescriptorsEvaluate your materials, lesson plan, and assessment(s) Standards (MPIs)Define a language objective(s) for your lesson (ZPD) Performance Definitions Use the same as the Can-Do Descriptors Use to assess language learning after the lesson

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45 Ruslan Russian speaking (semi-literate in L1) ACCESS Scores: Listening – 4.4 Speaking – 3.9 Reading – 3.0 Writing – 2.7 Ruslan Russian speaking (semi-literate in L1) ACCESS Scores: Listening – 4.4 Speaking – 3.9 Reading – 3.0 Writing – 2.7 Fatima Russian speaking (literate in L1 to grade level) ACCESS Scores: Listening – 4.8 Speaking – 4.4 Reading – 3.4 Writing – 2.9 Fatima Russian speaking (literate in L1 to grade level) ACCESS Scores: Listening – 4.8 Speaking – 4.4 Reading – 3.4 Writing – 2.9 Eduardo Spanish speaking (semi-literate in L1) ACCESS Scores: Listening – 3.4 Speaking – 3.4 Reading – 2.1 Writing – 2.0 Eduardo Spanish speaking (semi-literate in L1) ACCESS Scores: Listening – 3.4 Speaking – 3.4 Reading – 2.1 Writing – 2.0 Use the lesson planning outline from the handout or use your own to create a lesson in your content area for these students or students you teach now. If you’re unsure of their proficiency level information, assume a score of each of the domains for this activity.

46 Bob Measel ELL Specialist Office of Instruction, Assessment, and Accountability Rhode Island Department of Education 255 Westminster Street Providence, RI Voice: Fax: Additional professional development on this topic, as well as others related to ESL, may be arranged by contacting: