Hawkins CountyHawkins County Serving English LearnersServing English Learners July 16, 2013July 16,

2 Tennessee is one of the fastest growing states for English Learners (ELs). ELs make an impact on school data in many districts. ELs increase the wealth of a classroom by adding diversity.

Notes on Limited English Proficient in Tennessee  There are approximately 25 million Limited English Proficient (LEP) in the U.S. Population. TN has approximately 174,000.  The US LEP population grew 80 percent between TN grew at a rate of percent for this group.  TN ranked fifth for growth of LEP nationwide between  TN’s top five languages are Spanish, Arabic, Vietnamese, Chinese and Somali.  TN is 23 rd for the number of foreign born.  TN is 36 th for the percent of foreign born in the population.  Nationally, the foreign born increased 28.4 percent between  In TN the foreign born increased 81.8 percent for the same time period.  Of the foreign born in TN, 10.6 percent entered the country prior to 1980, 11.6 percent between 1980 to 1989, 26.2 percent between 1990 and 1999, and 51.6 percent after

LEP – Limited English Proficient = English Learner Title IX ESEA 4 (1)was not born in the United States or whose native language is a language other than English and comes from an environment where a language other than English is dominant; or (2) is a Native American or Alaska Native or who is a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on such individual's level of English language proficiency; or (3)is migratory and whose native language is other than English and comes from an environment where a language other that English is dominant; and has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society.

How to Determine if Students are English Learners  Home Language Survey (HLS)  Tennessee English Language Proficiency Assessment (TELPA)  Interview with parents or sponsors 5

Identification of ELs  Identify these students as soon as possible: within 30 days of school opening if the EL came prior to the first day of school or within 14 days after the EL enrolls in school after the school year has begun.  Services should begin as soon as possible. [ESEA Sec (a) and (d)] 6

Terms and Acronyms  ESL - English as a Second Language  EL – English Learner  ELL – English Language Learner  Chill enrollment – to ask parents to wait about enrollment because of documents, medical records, etc.  ELD – English Language Development  ELPA – English Language Proficiency Assessment  ELDA – English Language Development Assessment, TN’s current ELPA  LEP – Limited English Proficient  TELPA – Tennessee English Language Placement Assessment  T1 – Former EL who is in the first year of Transition from EL to former EL  T2 – Former EL who is in the second year of Transition from EL to former EL 7

Enrollment documentation  You may ask for documentation or residency; you cannot demand specific documents.  You may ask for shot records and physical exam if needed. If they do not have it, make the appointment for them. Explain that school is mandatory for all students 6 through 17 years of age.  Alternatives to passport or birth certificate may be used. 8

ESL Delivery Models  Pull-out  Push-in  Dedicated English Language Development (ELD) class  Sheltered instruction  Laboratory  Other 9

Developing a Lesson Plan  Use content standards with an ESL standard.  If the student is a beginner, then use constructs from the standard to build ESL lessons.  Hands-on, scaffolding, linking to prior knowledge and a non-threatening environment are a must. 10

When should I use translation?  If you are confident in your language skills or those of the translator/aide, translate when it makes understanding immediate.  It can be a positive experience for the EL to use English as the vehicle to navigate meanings to get to the objective of the lesson. In other words, working seriously in English will strengthen English development. 11

Front-loading for reading new material  For intermediate and advanced students, front-load only when necessary.  For beginners, front-load by using pictures, key vocabulary, new grammar structures, and scaffolding as needed for meaning.  Struggle does the EL no harm, but incomprehensibility does the EL no good. 12

Instructional Strategies  Scaffolding  Information gap activities  Listening activities  Visuals  Graphic organizers  Teaching organizational skills  Note-taking methods 13

ESL Services  Must demand high rigor  Be provided throughout the building  Include family involvement  Be meaningful and relevant to the entire educational experience  Include strategies that support language acquisition 14

Assessment  ELs have the same rights to assessment as other students.  ELs are required to be tested on an English Language Proficiency Assessment annually.  ELs may be excluded for one English language arts assessment the first year they are in a U.S. school. 15

What if  Parents waive services  Students will not communicate  Student does not need level of services the screener suggested  Teachers need support  Exited students need support in language acquisition  A EL is suspected of needing Special Education services 16

Supplement, not supplant  Avoid supplanting Title III when state, local and other federal funds should be used.  If a district is paying for the same type service with local, state or other federal funds for non- EL students, be sure there is not supplanting.  Title III is intended to be totally supplemental to all other funding. 17

Title III Accountability Annual Measureable Achievement Objectives  AMAO 1 - Growth or Progress  AMAO 2 - Proficiency  AMAO 3 - Related to Title I AMOs for the subgroup 18

Contact information  Jan Lanier  (615)   Lori Nixon  (615)  19

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