December 2, 2013 Facilitator: Tanya Rosado-Barringer, Mid-State RBERN Coordinator ELL Considerations for Evaluators

Reflection of a Phrase What does “ELL considerations” mean to you as an evaluator?” Think of a word of a phrase that best encompasses what “ELL considerations” means to you? 2

PURPOSE Transform the service-delivery model for English Language Learners to encourage successful transition to English in accord with the research on second language acquisition. 3

Compliance C R Part 117 C R Part 154 Title III Title VI, Civil Rights Act of

Units of Study 5

Definition of ESL Instruction There is no single method or single combination of methods that can successfully support language development for all students. Therefore, teachers must have a strong knowledge of multiple methods for teaching ELLs and a strong knowledge of the children in their care so they can create the appropriate balance and methods needed for the children they teach.” 6 Defining ESL Instruction

Taking the Temperature 7

Student Achievement Gap persists in ELA between English Language Learners and English Proficient by 9 percentage points. 8 Common Core Standards ELA Achievement Gap ELL and English Proficient 2005 Standards (old) compared to Common Core Standard (New)

9 Graduating College and Career Ready EngageNY.org9 New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower. June 2012 Four-Year Graduation Rate (2008 Cohort) Graduation under Current Requirements Calculated College and Career Ready* % Graduating All Students74.0All Students35.3 American Indian58.5American Indian18.8 Asian/Pacific Islander81.6Asian/Pacific Islander56.5 Black58.1Black12.5 Hispanic57.8Hispanic15.7 White85.7White48.5 English Language Learners34.3English Language Learners7.3 Students with Disabilities44.7Students with Disabilities4.9 *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services

Evolving Roles-Where we need to be School leaders must thoughtfully deploy their ESL educators to work closely with content teachers to provide supports to ELLs Teaching literacy and supporting English-language acquisition will no longer be the responsibility of the ESL teacher alone. 10

Where Do We Begin? Language learning in an academic context is not solely about mastery over grammatical structures or isolated vocabulary but also about the development of competency in the language specific to each academic discipline. Students must participate in a language socialization process that includes both explicit and implicit guidance by mentors who are more proficient in the language of the academic discipline (Duffy, 2010) as well as an engagement with the ways of thinking in each academic discipline through exposure to content-specific texts (Snow, Griffin, and Burns, 2007). What this means is that in a history class students are treated as historians and in science class students are treated as scientists and are provided with both explicit and implicit guidance on the language structures and practices associated with the discourse of the content-area being taught (Walqui & Heritage, 2012). 11

Bilingual Common Core Initiative The New Language Arts Progressions are not separate standards, but rather provide a roadmap for teachers to ensure that students who are learning a new language meet the Common Core standards. 12

Example of Performance Indicators in New Language Arts Progressions 13

Shift in roles for teachers The New Language Arts Progressions are aligned with the emerging research that has called for the integration of content and language in new language development (Chamot, 2009; Coyle, Hood, & Marsh, 2010; Echevarria, Vogt, & Short, 2012). The idea behind integrating content and language is that new language development happens most successfully when learners are engaged in authentic content-specific tasks from the very beginning of their exposure to the new language. That is, when provided appropriate scaffolding, language learners can start developing language for academic purposes at the same time that they are developing basic communication skills in their new language (Walqui & Heritage, 2012). 14

Aligned to the Common Core The difference between the proficiency levels is not with the complexity of the text or rigor of the content, but instead with the amount of scaffolding provided for students to access the grade level text that all students work with. 15

Key Takeaways Common –Core based instruction o Differentiated using instruction aligned with progressions o Ensuring understanding and essential vocabulary and highlight them in instruction Deliver meaning based instruction “Authentic” o Use text to represent ideas and concepts that students understand and can say Physical environment prepared o The physical room is used as a resource for students in their (independent) work 16

What am I looking for? DIFFERENTIATION Content Student product Learning time Flexible grouping 17

What am I looking for? DIRECT INSTRUCTION Language and Content objectives Modeling Re-teaching Scaffolding Guided Practice Checking for Understanding Presentation Visual Aids 18

What am I looking for? RESEARCH BASED STRATEGIES Content Based language development Cooperative learning Vocabulary development Frontloading Graphic organizers Writing across the contents Building background/accessing prior knowledge 19

Resources NYSED.gov Office of Bilingual Education Bilingual Common Core Initiatives – Engage NY Mid-State RBERN

¿Preguntas? 21