1. Supporting English Language Learners: The Role of Administrators in Welcoming and Programming for Newcomers Requiring ELD Programs in Ontario Classrooms Facilitators: Jackie Bradley Brown – Education Officer Janet Giberson – Vice Principal YDSB Jennifer Glass – Student Achievement Officer Gillian Hall – Education Officer 1

2. Welcome to this session! We want to address your questions and concerns regarding supporting Syrian newcomers. Please draft and post 3 questions that you have. 2 slide2

3. Learning Goals During this session participants will: Build a shared understanding of Syrian newcomer ELLs, who may require an English Literacy Development (ELD) program  Discuss effective reception and orientation processes to welcome and include newcomer students and their families:  in the registration process  throughout the school, and  connecting with the community Review and explore resources and supports (Welcoming, STEP, Tip Sheets and Responsive Assessment Teams) 3

4. Some Facts About our Newly Arrived Newcomers Newcomer families may have been living in camps or urban situations in Turkey, Iraq, Lebanon, or Jordan prior to resettling in Canada. Children may or may not have had access to education or English lessons while living in the second country. The large majority of Syrian and Iraqi families will speak Arabic since this is the language of business and education in both countries. Some Christian Iraqi families may also speak Assyrian or Chaldean. These are not written languages, except for church documents. 4

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6. Using Asset-Based Language There are three refugee categories identified as: GARs – Government Assisted Refugees; PSRs – Privately Sponsored Refugees; and BVORs – Blended Visa Office Referrals. All of them are Syrian Newcomers (PR, Permanent Residents) 6

7. Supporting Students in an ELD Program 7

8. Professional Dialogue Reflecting on the video clip: As you listened to Anas tell his story, what did you consider to be his strengths, challenges, and opportunities? How do you support educators in seeing Anas’s strengths rather than his weaknesses? A PDF document about supporting students in an ELD progarm 8

9. Video Series Video Segments and Facilitator Guides 1. Getting to Know Students in an ELD Program 2. The Importance of a Caring Adult 3. Educators Sharing Ideas to Support Students 4. Using Assessment to Inform Instruction 5. School and System Leaders 6. Welcoming Families to Your Community 9

10. The Vision of the English Language Learner ALL English language learners (ELL) come with many assets and skills. They will: learn English at the same time as they learn the Ontario curriculum; see themselves in the learning environment; feel that their culture and language are valued; have confidence to express their opinion and know they have a voice; meet high expectations when they are involved in setting goals with appropriate supports; have opportunities to choose pathways that honour their strengths and interests. 10

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12. Who are English Language Learners? Canadian born ELL include: Children born in immigrant communities Children that were born in communities that have maintained a distinct cultural and linguistic tradition First Nation, Inuit or Metis children whose first language is other than English Newcomer ELL include: Children born in another country Children who have arrived in Canada with their family as part of a planned immigration process Children who have arrived in Canada as a result of war or another crisis and who may have left their homeland in extreme urgency The primary language spoken in the home is one other than English or is a variety of English that is significantly different from that taught in Ontario Schools 12

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16. Steps to English Proficiency (STEP) 16

17. Programs for English Language Learners (ELLs) English as a Second Language (ESL) English Literacy Development (ELD) Students who are born in Canada or newcomers. Students who are newcomers. Students whose first language is other than English or is a variety of English significantly different from that used for instruction. Students have had the educational opportunity to develop age-appropriate first language literacy skills. Students may have had limited opportunities to develop language & literacy skills in any language and students may have had limited access to education. 17

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19. ESL/ELD Secondary Curriculum 19

20. What is STEP? STEP – Steps to English Proficiency STEP is a framework for assessing and monitoring English language learners’ language acquisition and literacy development across the Ontario curriculum This is an electronic resource This resource has been developed to support the learning needs of ELLs Accessed on The EduGAINS websiteThe EduGAINS website This resource can be used by ESL/ELD teachers and/or classroom teachers 20

21. Steps to English Proficiency (STEP) 21

22. slide22 22 The learning skills are across the top and are the same as the Ontario Provincial Report Card Measurement scale is vertical and does not use STEPs, it is developing, building, consolidating, sustaining. Descriptors: describe behaviour that can be observed in a variety of settings. Not all descriptors are stranded.

23. slide23 As you watch this video clip consider the recommendations these school and system leaders are making. Which suggestions do you feel may apply to your community? Who can help you implement some of these strategies? 23

24. Slide 24 What are the implications for the educators in my school as they support students in developing foundational skills? Review pages 4, 5, 6 24

25. slide25 Supporting English Language Learners with Limited Prior Schooling: A practical guide for educators Grades 3 -12 25

26. Ontario’s Policy in Brief and ELL Vision in Action for Students in ELD Programs Every English language learner with limited prior schooling: Can learn to be successful when given the appropriate supports and opportunities Can thrive in a school where everyone has a shared understanding of their backgrounds and where all educators share a vision of high expectations for every student 26

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29. Use of First Language Play Hello Goodbye Story time Teacher Snack 29

30. Mental Health and Special Education Supports School Mental Health Assist Website 30

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32. Exit Ticket What additional questions have arisen as a result of today’s dialogue? Is there a specific area/topic that you would like to see offered in a future Adobe Connect Session? Slide 32 32

33. Slide 33 Curriculum and Assessment Policy Branch Gillian Hallgillian.hall@ontario.ca Jackie Bradley Brownjackie.bradleybrown@ontario.ca Capacity Building Team Student Achievement Division Jennifer Glassjennifer.glass@ontario.ca 33