1. Most of the students are in elementary schools. About 75% of the students are from Spanish language backgrounds. The students are located mostly in a few states. 42% of teachers nationwide have at least one ELL in their classroom. *Many teachers have not received training to teach ELLs*. English Language Learners in Public Schools

2. English Language Learners There are over 5,000,000 English Language Learners in U.S.Schools Source: National Clearinghouse of English Language Acquisition, 2005

3. Massachusetts’ demographics

4. LEP Students in Massachusetts Schools In November 2009, Massachusetts Public Schools reported 57,002 limited English proficient (LEP) students 112 different primary languages were reported in MA Public Schools(2005) * 2009 approx. 8,000 more ELLs than in 2003. * Out of 958,910 students enrolled in MA public schools, 147,672 are native speakers of a language other than English.

5. LEP Students in Massachusetts Schools-March 2005

6. LEP Students in Massachusetts Schools-2009 Language% Spanish 54.2% Portuguese 7.6% Khmer 5.2% Creole(Haitian)4.2% Vietnamese 3.9% Chinese 3.4% Cape Verdean 3.9% Russian 1.5% Arabic 1.7%

7. 49,073 out of 57,002 LEP Students are placed in English Language Development programs Question to think about: –Where are the other English language learners?

8. Demographic quiz revisited True or False _F__ Most ELL students in the US are found in secondary schools. _T__ A little over 40% of teachers nationwide have at least one English language learner in their classroom. __T_ There are over five million English language learners in US schools. _F__ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds. _T_ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs. Questions How many different primary languages were reported in MA in 2005? 112_ How many English language learners in MA in 2009? 57,002

9. Randolph

10. Randolph Public Schools: demographics Handout

11. Acronyms Acronyms… Acronyms EVERYWHERE You have one minute to write what the acronyms stand for. The participant with the most accurate identification of the acronyms wins. The winner will receive…

12. Glossary of Terms AMOA= AYP= ELD= ELL= ESL= FLEP= High Incidence= Integration= LEP= Low Incidence= L1= L2= MEPA= MELA-O= SEI= SIFE= TBE=

14. Glossary of terms (handout) AMOA=Annual Measurable Objective Achievement AYP=Adequate Yearly Progress ELL=English Language Learner ESL=English as a Second Language FLEP=Formerly Limited English Proficient High Incidence= Program usually having 20 or more of one language group enrolled in a school district or schools Integration=In the context of Chapter 71A, integration means students from immersion and bilingual classrooms are engaged in meaningful learning activities with their native speaking peers LEP=Limited English Proficient Low Incidence= Fewer than 20 LEP students of one language L1=First language of learner L2=Second Language of Learner MEPA=Massachusetts English Proficiency Assessment MELA-O=Massachusetts English Language Assessment-Oral SEI=Structured English Immersion – a program model whereby instruction and materials are in English and native language is used for clarification purposes SIFE= Students with Interruptions in Formal Education TBE=Transitional bilingual education

15. 2002-Chapter 71A Structured/Sheltered English Immersion Law Passed into law in November 2002 as a result of a election ballot question (“Question 2”) 76% of Massachusetts voted for this law that voted in a state level program for ELLs. Created a state mandated model for Limited English Proficient students known as SEI (limiting flexibility NCLB offers by MA state law) Allows transitional bilingual education with waivers, at the secondary level Later, the legislature voted to allow Two-Way Bilingual Programs

16. Implications of Question 2/Ch. 71A: All districts now have to create an SEI program if there is even ONE ELL identified It’s a full-day program ESL “tutorials” or part-time “services”, working with aides or paraprofessionals alone, are not enough-Need to have both ESL and sheltered content classrooms How SEI is structured will look different in low and high incidence districts (and within schools) but every district with an ELL has to create an SEI program. This requires strategic planning.

17. Use of Native Language General Principles The following are general principles that apply to Sheltered English Immersion Programs: English language acquisition and content instruction are the primary goals of Sheltered English Instruction. Native language may be used as a tool to accelerate the learning of English. Instruction must be comprehensible. The use of native language is one approach to making certain all input is comprehensible.

18. What is a Sheltered English Immersion Program? TWO COMPONENTS 1.ELD, English language development program, or ESL, English as a second language instruction, is explicit and direct instruction about the English language intended to promote English language acquisition by LEP students and to help them “catch up” to their peers who are proficient in English. It includes learning outcomes in speaking, listening, reading, and writing. 2.Sheltered content instruction is instruction that includes approaches, strategies and methodology that makes the content of the lesson more comprehensible to students who are not yet proficient in English. It includes learning outcomes in speaking, listening, reading, writing, and in content specific areas.

19. Randolph Public School District’s ELL Programs & Services General Education with Sheltered English Content and ESL Instruction: –Mainstream classroom instruction for those students whose proficiency allows them to perform schoolwork at or near grade level in English with Sheltered Content Instruction and English as a Second Language Support Services. English as a Second Language (ESL) is designed to provide instruction in English to those students whose proficiency is not strong enough to participate in a mainstream classroom without additional English language support. Sheltered English Immersion with English as a Second Language Instruction: –This program presents whole-day classroom instruction in English, but the curriculum is designed for students whose proficiency level in English is at the beginning levels. The ESL program will continue in all school buildings. The elementary level Sheltered English Immersion program will be located at the Young School. Students in this program may be transported to the school depending on current busing guidelines.

20. Skills and Qualifications of SEI Classroom Teachers Category One: Second Language Learning and Teaching Category Two: Sheltered Content Instruction –Strategy building –Curriculum and Lesson Planning. Category Three: Assessment of Speaking and Learning (MELA-O) Category Four: Teaching of Reading and Writing to LEP students

21. Department of Education Documentation Requirements In each limited English proficiency student cum folder there should be: Home Language Survey ELL Parent Notification Form SEI Enrollment Form and/or Withdrawal Form and/or Transfer to Integrated SEI Form Assessment and progress form MELA-O Results MEPA Results Report Cards in English and Native Language

22. Translations: Parents/guardians must receive information in a language they understand How to do that: –Contact the ELL Department & ELL Liaisons to have translations done. –New Position: Director of Family & Community Relations

23. Assessment of English Language Learners Massachusetts English Language Assessment-Oral (MELA-O) Fall MELA-O all ELLs students in Kindergarten all ELLs students in grades 1-12 who did not participate in the previous Spring MELA-O Spring MELA-O all ELLs students (K-12) Assessment of Speaking and Listening Skills:Comprehension, Fluency, Vocabulary, Syntax, Pronunciation Administered by Qualified MELA-O Administrators (QMAs) Massachusetts English Proficiency Assessment- Reading/Writing (MEPA-R/W) ELLs in grades K-12 Reading and Writing Assessment Currently Organized by these grade spans: K-2, 3-4, 5-6, 7-8, 9-12, Organized by proficiency Level Administered by Classroom Teachers

25. Most of the students are in elementary schools. About 75% of the students are from Spanish language backgrounds. The students are located mostly in a few states. 42% of teachers nationwide have at least one ELL in their classroom. *Many teachers have not received training to teach ELLs*. English Language Learners There are over 5,000,000 English Language Learners in U.S.Schools Source: National Clearinghouse of English Language Acquisition, 2005 Massachusetts’ demographics LEP Students in Massachusetts Schools In November 2009, Massachusetts Public Schools reported 57,002 limited English proficient (LEP) students 112 different primary languages were reported in MA Public Schools(2005) * 2009 approx. 8,000 more ELLs than in 2003. * Out of 958,910 students enrolled in MA public schools, 147,672 are native speakers of a language other than English. LEP Students in Massachusetts Schools-March 2005 LEP Students in Massachusetts Schools-2009 Language% Spanish 54.2% Portuguese 7.6% Khmer 5.2% Creole(Haitian)4.2% Vietnamese 3.9% Chinese 3.4% Cape Verdean 3.9% Russian 1.5% Arabic 1.7% 49,073 out of 57,002 LEP Students are placed in English Language Development programs Question to think about: –Where are the other English language learners? Demographic quiz revisited True or False _F__ Most ELL students in the US are found in secondary schools. _T__ A little over 40% of teachers nationwide have at least one English language learner in their classroom. __T_ There are over five million English language learners in US schools. _F__ In MA and nationwide, around 50% of English language learners are from Spanish language backgrounds. _T_ In MA public schools, almost 6,000 English language learners are not enrolled in ELL programs. Questions How many different primary languages were reported in MA in 2005? 112_ How many English language learners in MA in 2009? 57,002 Randolph Randolph Public Schools: demographics Handout Acronyms Acronyms… Acronyms EVERYWHERE You have one minute to write what the acronyms stand for. The participant with the most accurate identification of the acronyms wins. The winner will receive… Glossary of Terms AMOA= AYP= ELD= ELL= ESL= FLEP= High Incidence= Integration= LEP= Low Incidence= L1= L2= MEPA= MELA-O= SEI= SIFE= TBE= Glossary of terms (handout) AMOA=Annual Measurable Objective Achievement AYP=Adequate Yearly Progress ELL=English Language Learner ESL=English as a Second Language FLEP=Formerly Limited English Proficient High Incidence= Program usually having 20 or more of one language group enrolled in a school district or schools Integration=In the context of Chapter 71A, integration means students from immersion and bilingual classrooms are engaged in meaningful learning activities with their native speaking peers LEP=Limited English Proficient Low Incidence= Fewer than 20 LEP students of one language L1=First language of learner L2=Second Language of Learner MEPA=Massachusetts English Proficiency Assessment MELA-O=Massachusetts English Language Assessment-Oral SEI=Structured English Immersion – a program model whereby instruction and materials are in English and native language is used for clarification purposes SIFE= Students with Interruptions in Formal Education TBE=Transitional bilingual education 2002-Chapter 71A Structured/Sheltered English Immersion Law Passed into law in November 2002 as a result of a election ballot question (“Question 2”) 76% of Massachusetts voted for this law that voted in a state level program for ELLs. Created a state mandated model for Limited English Proficient students known as SEI (limiting flexibility NCLB offers by MA state law) Allows transitional bilingual education with waivers, at the secondary level Later, the legislature voted to allow Two-Way Bilingual Programs Implications of Question 2/Ch. 71A: All districts now have to create an SEI program if there is even ONE ELL identified It’s a full-day program ESL “tutorials” or part-time “services”, working with aides or paraprofessionals alone, are not enough-Need to have both ESL and sheltered content classrooms How SEI is structured will look different in low and high incidence districts (and within schools) but every district with an ELL has to create an SEI program. This requires strategic planning. Use of Native Language General Principles The following are general principles that apply to Sheltered English Immersion Programs: English language acquisition and content instruction are the primary goals of Sheltered English Instruction. Native language may be used as a tool to accelerate the learning of English. Instruction must be comprehensible. The use of native language is one approach to making certain all input is comprehensible. What is a Sheltered English Immersion Program? TWO COMPONENTS 1.ELD, English language development program, or ESL, English as a second language instruction, is explicit and direct instruction about the English language intended to promote English language acquisition by LEP students and to help them “catch up” to their peers who are proficient in English. It includes learning outcomes in speaking, listening, reading, and writing. 2.Sheltered content instruction is instruction that includes approaches, strategies and methodology that makes the content of the lesson more comprehensible to students who are not yet proficient in English. It includes learning outcomes in speaking, listening, reading, writing, and in content specific areas. Randolph Public School District’s ELL Programs & Services General Education with Sheltered English Content and ESL Instruction: –Mainstream classroom instruction for those students whose proficiency allows them to perform schoolwork at or near grade level in English with Sheltered Content Instruction and English as a Second Language Support Services. English as a Second Language (ESL) is designed to provide instruction in English to those students whose proficiency is not strong enough to participate in a mainstream classroom without additional English language support. Sheltered English Immersion with English as a Second Language Instruction: –This program presents whole-day classroom instruction in English, but the curriculum is designed for students whose proficiency level in English is at the beginning levels. The ESL program will continue in all school buildings. The elementary level Sheltered English Immersion program will be located at the Young School. Students in this program may be transported to the school depending on current busing guidelines. Skills and Qualifications of SEI Classroom Teachers Category One: Second Language Learning and Teaching Category Two: Sheltered Content Instruction –Strategy building –Curriculum and Lesson Planning. Category Three: Assessment of Speaking and Learning (MELA-O) Category Four: Teaching of Reading and Writing to LEP students Department of Education Documentation Requirements In each limited English proficiency student cum folder there should be: Home Language Survey ELL Parent Notification Form SEI Enrollment Form and/or Withdrawal Form and/or Transfer to Integrated SEI Form Assessment and progress form MELA-O Results MEPA Results Report Cards in English and Native Language Translations: Parents/guardians must receive information in a language they understand How to do that: –Contact the ELL Department & ELL Liaisons to have translations done. –New Position: Director of Family & Community Relations Assessment of English Language Learners Massachusetts English Language Assessment-Oral (MELA-O) Fall MELA-O all ELLs students in Kindergarten all ELLs students in grades 1-12 who did not participate in the previous Spring MELA-O Spring MELA-O all ELLs students (K-12) Assessment of Speaking and Listening Skills:Comprehension, Fluency, Vocabulary, Syntax, Pronunciation Administered by Qualified MELA-O Administrators (QMAs) Massachusetts English Proficiency Assessment-Reading/Writing (MEPA-R/W) ELLs in grades K-12 Reading and Writing Assessment Currently Organized by these grade spans: K-2, 3-4, 5-6, 7-8, 9-12, Organized by proficiency Level Administered by Classroom Teachers