Elementary Principals February 20, 2014 Glenda Harrell, ESL Director Alesha McCauley, ESL Senior Administrator Amanda Miller, ESL Coordinating Teacher ESL: Making Connections

Acronyms Student LEP – Limited English Proficient ELL – English language learner LEP = ELL Instructional Program ESL – English as a Second Language

Expectations of WCPSS ESL

Procedural Requirements EASI LEP –LEP Plans –Parent Notification Letters –ROA Forms – state testing accommodations –LEP test scores, LEP status, and level of service Seeking improvements –Spring 2014 Review Optional! W-APT & ACCESS for ELLs –Review home language surveys and identify LEP students Approx 4000 students assessed with W-APT by CIE annua lly –Annual ACCESS testing (with administrative support) Some ESL teachers report strong school support and minimum time loss Some ESL teachers report minimal school support. Teacher Schedules All reviewed Validation of efforts Concerns about types of services Source: EOY ESL Teacher Survey

Instructional Requirements Language Objectives –Language Function + Content + Support All LEP students/ELLs must receive appropriate language development services –Language Instruction Educational Program (LIEP) LEP students/ELLs are actively engaged –Excerpt from WIDA Standards document

Language Objectives

ALL ELLs Are Served Appropriately

Three Categories of LIEP Services Comprehensive Services Moderate Services Transitional Services

Guiding Language Development Students at all levels of English language proficiency interact with grade-level words and expressions, such as: narrate, narration, first person, third person

How do WCPSS ESL teachers describe quality teaching for ELLs? ESL Class Use clear language objectives Align lessons to Common Core Collaborate with others – teachers, specialists and administrators Provide deliberate, purposeful interaction Build background knowledge Formatively assess language development General Classroom Use clear language objectives Align lessons to WIDA Collaborate with ESL Recognize that all students are language learners, but that learning L2 is different Identify critical skills & knowledge in a lesson, then scaffold for comprehensibility Practice learned language, a lot Source: LEP Contacts, LEP Advisory Committee

Implementation of LIEP Successful? N= 101Not at allSomewhatGoodExcellent LEP Contacts Transitional Services Reported Language objectives used by classroom teacher Served by Title I or Spec Ed program Conference with teacher; review of grades Twice monthly writing workshops Quarterly goal-setting meetings with students Planning sessions with classroom teachers Homework club after school Facilitate discussions about language supports, scaffolding and overall progress for ELLs Source: WCPSS ESL Audits, LEP Contacts

What do ESL teachers think about their time commitments? N= 81 or 82Too MuchAbout RightToo LittleNA Direct Instruction to ELLs1% (1)48% (39)51% (42)0 Collaborate w classroom teachers and/or other school professionals 3% (2)36% (29)61% (49)1% (1) Outreach to parents of ELLs2% (2)42% (34)55% (45)1% (1) Student testing69% (56)27% (22)3% (2)1% (1) Professional development for working with ELLs1% (1)57% (46)42% (34)0 Other (administrative paperwork, interpretation/ translation, etc.) 62% 5134% (28)2% (2)1% (1) Source: Elementary ESL Teacher Survey Results: WCPSS, Duke Center for Child and Family Policy, October 2013

Collaboration: Ownership of ELLs Where are English learners during the school day? Where are ESL teachers during the school day?

What do WCPSS ESL teachers think about the value of collaboration? N=79OftenSometimesRarelyNever There is a culture of collaboration in my school.27% (21)60% (47)11% (9)3% (2) Collaboration between classroom and ESL teachers is highly valued. 19% (15)51% (40)27% (21)4% (3) There is adequate time for collaboration among ESL and classroom teachers 5% (4)17% (13)56% (44)23% (18) Time is scheduled for collaboration between ESL and classroom teachers 5% (4)19% (15)54% (43)22% (17) Source: Elementary ESL Teacher Survey Results: WCPSS, Duke Center for Child and Family Policy, October 2013

When do WCPSS ESL teachers collaborate? N=79OftenSometimesRarelyNever Collaborate via , Skype, Google Docs and/or shared drive with classroom teachers 52% (41)29% (23)6% (5)13% (10) Actively participate in grade level meetings35% (28)39% (31)17% (13)9% (7) Meet w classroom teachers before or after school41% (32)39% (31)19% (15)1% (1) Discuss issues with classroom teachers in passing71% (56)20% (16)9% (7)0 Plan lessons with classroom teachers3% (2)18% (14)43% (34)37% (29) Modify or adapt text or materials for classroom teachers 6% (5)29% (23)38% (30)27% (21) Plan short-term goals with classroom teachers19% (15)47% (37)18% (14)15% (12) Source: Elementary ESL Teacher Survey Results: WCPSS, Duke Center for Child and Family Policy, October 2013

What do WCPSS ESL teachers report as their greatest challenge? 1.Insufficient time and too many responsibilities “Being pulled from all directions to provide immediate support to teachers, and parents. Also, to complete paperwork on time. Everything is a rush with a deadline.” “Being spread too thin – not enough time to meet individual needs of all the students on my caseload and not enough time to effectively collaborate with classroom teachers.” Source: Elementary ESL Teacher Survey Results: WCPSS, Duke Center for Child and Family Policy, October 2013

Research: Types of ESL Delivery Benefits for ELLs Push-in/Co-Teaching Integration with peers may decrease marginalized status in school Increase social language by interacting with peers ELLs don’t miss valuable instruction Provides good language models during lessons Caution! –Requires clustering of ELLs –Common planning is critical –Serves fewer ELLs –Does not protect time to learn language ESL Pull-Out More likely to feel safe, thus a lower affective filter, leading to more risk taking and language production Receive instruction targeted for their English proficiency levels Allows for greater comprehensibility of instruction Promotes acclimation while preserving features of their home languages and cultures Caution! –Teach academic language needed to minimize academic gaps

Push-in ELLs have good language models ESL teachers learns about mainstream expectations ELLs may gain content information ESL Teacher supports content teacher Co-Teaching ELLs included in mainstream curriculum Classroom teacher takes more ownership of ELLs; both share responsibility for all students Target language and content goals simultaneously Allows for “real-time” professional learning Challenges ESL teacher does not know what to plan Very limited focused second language development Classroom teachers do not co-plan with ESL; new instructional practices unlikely to emerge Role of ESL teacher misunderstood/ under-utilized Class taught too quickly for lower proficient ELLs to comprehend Challenges Requires common planning time May have personality conflicts Fear of releasing control of curriculum Fewer ELLs served Requires substantial administrative support Limited focused second language development

Respecting the First Language (L1) Reading fluency and comprehension can be predicted from proficiency in L1. Literacy instruction is based upon learners of English as their first language. The process of learning a second language is different. ELLs are forced to think and learn at an artificially lower cognitive level when language is not comprehensible. The cognitive ability of LEP parents is decreased when they interact with their children in English.

Annual Measureable Achievement Objectives AMAO 1 – Progress AMAO 2 – Proficiency AMAO 3 – AYP/AMO for LEP subgroup

AMAO 1: Progress