1. The ELL Programming Framework in Action Multilingual Department January 26 & 27, 2012

2. Key Points 1. Clarification: Goals & Steps 2. Clarification: Where expectations come from. 3. Expectation: Provide & document services to all ELs. 4. Expectation: What service to which students. 5. Clarification: Modifications to the “what services” rule. 6. Expectation: Two main areas where the collaborating/ consulting ESL teachers contribute 7.Clarification: Tools & PD 8.Clarification: A word about MPS Bilingual Programs 9. Envoy: A key message to all content and classroom teachers (that you can help us with)

3. Key Point 1 of 9: Clarification: Goals & Steps Goal of today: To clarify what the ESL Framework means for the District and for your school. Two Steps: Today: To understand what is called for. Ongoing: To work together on meeting those requirements.

4. Key Point 2 of 9: Clarification: Where do the Framework expectations comes from? MDE Audit Title III Requirements US Department of Education Office of Civil Rights District, Academic & Multilingual Department Strategic Plans District Comprehensive Improvement Initiatives (Focused Instruction, SOEI) WIDA Standards Expert consultants, Scholarship & Best Practices

5. Key Point 3 of 9: Expectation: Provide and document all services to English Learners. Framework Basic Commitments No. 5 (p. 3) Documentation of services to English Learners conforms with District data standards arising from Strand 4 of Focused Instruction (Analysis) and the emerging Data Protocol. Multilingual will be working with Mike Lynch and Scott Weber and other data systems people to develop the on-line reporting for this.

6. Proposed On-Line ELL Services Record

7. Key Point 4 of 9: Expectation: What Services for what students? It depends on: Grade level, Length of time in U.S. schools English Proficiency Level (i.e., WIDA Level)

8. A Word on WIDA Proficiency Levels

9. Services for Grades K-5 Based on WIDA English Proficiency Levels Three categories: Levels 1 & 2 Levels 3 & 4 Level 5

10. K-5, WIDA Levels 1 & 2 Two classes taught by Licensed ESL Teacher (1)ELD (i.e., English Language Development): Pull- out or push-in focused ELD instruction to bring students quickly up to speed in basic academic and social language skills 30 min x 5 days a week, max class size = 10 (2) Co-Teaching for English Through Grade-Level Content. Co-teaching in at least one “language- rich” content class (science or social studies).

11. K-5, WIDA Levels 3 & 4 One co-taught ESL class (1) Co-Teaching for English Through Grade-Level Content. Co-teaching in one “language-rich” content class (science or social studies).

12. K-5, WIDA Level 5 One co-taught, co-planned or consulted class. (1)Collaboration for English Through Grade-Level Content. At least one content-area class should be co-taught, co- planned or “planned in consultation with” ELL teacher. Note – it would be extremely rare to have a content-class with only Level 5 EL students.

13. To summarize, for K-5 WIDA Levels 1-2 = 2 classes One English Language Development class One co-taught content-area class WIDA Levels 3-4 = 1 class One co-taught content-area class WIDA Level 5 = 1 class One co-taught or “planned in consultation” class

14. Service Levels for ELs in Grades 6-12 Based on two factors: Length of time in US schools, WIDA English Proficiency Level Why is length of time in US schools an issue? For a variety of reasons, stand- alone ESL classes are not an appropriate fit for Long-Term English Learners (LTELs). Emerging research suggests that access to grade level content with language support in the mainstream classroom will better support their needs.

15. Services for Grades 6-12 Based on WIDA English Proficiency Levels & Time in US Schools Three categories: Levels 1,2 & 3 (Less than 3 years in US schools) Levels 3 (with 3+ years in US schools) & 4 Level 5

16. Grs. 6-12, WIDA Levels 1-3 and less than 3 years in US Schools = 3 classes (1)Stand-Alone ESL/ELD (English Language Development) aligned to grade-level content concepts taught by ESL teacher (2) Sheltered English Language Arts (ELA) English Lang. Dev. in and through grade-level, standards-based ELA instruction taught by dual-licensed ESL/ELA teacher or ESL teacher with Highly Qualified Credential (3) Sheltered instruction in at least one other content class Sheltered class serves only English Learners (EL’s) English Lang. Dev. in and through grade-level, standards-based content instruction Taught by content teacher implementing sheltered instruction strategies and practices or co-taught by content-area and ESL teacher.

17. Grs. 6-12 WIDA Levels 3 (if 3+ yrs. in US schools) or Level 4 = 2 classes (1) Structured Immersion in Co-Taught English Lang Arts (ELA) Mainstream class with mix of EL and non-EL students English Lang. Dev. in and through grade-level, standards-based ELA instruction in mainstream classroom co-taught by ESL teacher and ELA teacher (2) Structured Immersion in at least one Co-Taught or Co- Planned Content Area class Mainstream class with mix of EL and non-EL students English Lang. Dev. in and through grade-level, standards-based content instruction in mainstream classroom co-taught by content-area teacher and ESL teacher OR taught by content-area teacher who consults with ESL teacher (regarding best methods)

18. Grs. 6-12 WIDA Level 5 = 2 co-planned classes (1) Structured Immersion in Co-Planned English Lang Arts (ELA) Mainstream class with mix of EL and non-EL students English Lang. Dev. in and through grade-level, standards-based ELA instruction in mainstream classroom taught by ELA teacher who consults with ESL teacher (regarding best methods) (2) Structured Immersion in at least one Co-Planned Content Area class Mainstream class with mix of EL and non-EL students English Lang. Dev. in and through grade-level, standards-based content instruction in mainstream classroom taught by content-area teacher who consults with ESL teacher (regarding best methods)

19. To summarize, for 6-12 WIDA Levels 1-3 (less than 3 years in US schools) = 3 classes Stand-Alone ESL class Sheltered ELA taught by dual-licensed or Highly Qualified ESL teacher At least one Sheltered Content class taught by content teacher implementing sheltered instruction strategies and practices or co-taught by content-area and ESL teacher. WIDA Levels 3 (3+ years in US schools) or Level 4 = 2 classes Structured Immersion ELA (co-taught by ESL and ELA teachers) Structured Immersion Content class (co-taught by ESL and content teachers or taught by content teacher who consults with ESL teacher) WIDA Level 5 = 2 co-planned classes Structured Immersion ELA (taught by ELA teacher who consults with ESL) Structured Immersion Content class (taught by taught by content teacher who consults with ESL teacher)

20. Balancing Accountability & Flexibility These service plans may not work for every building. Buildings with lower numbers of English Learners, for example, may run into scheduling problems. Once the W-ACCESS results arrive, we’ll review service plans and help buildings come up with an EL Support Plan that’s both practical & optimally effective.

21. Key Point 5 of 9: Clarification. Exceptions to the “Level of Services” Expectations Exception 1: Dual Eligible Students High standard of care, special concern to the OCR and the federal government services MUST be documented depending on student needs, services take the form of o direct service, and/or o consultation with Special Ed teacher. All Dual Eligible students must receive services AND these services will must be documented.

22. Key Point 5 of 9: Clarification. Exceptions to the “Level of Services” Expectations Exception 2: Bilingual Programs All students in bilingual programs must receive services from a licensed ESL teacher, but the various bilingual models may dictate different amounts/forms of service

23. Key Point 6 of 9 : Expectation. Two areas where ESL teachers contribute

24. Two Goals informed by Two Sets of Principles E NGLISH L ANGUAGE D EVELOPMENT M EANINGFUL A CCESS TO G RADE -L EVEL L EARNING Second Language Acquisition Input at Optimal Challenge Levels, Supports for comprehension, a communicative focus, opportunities for challenging activities in all four domains (speaking, listening, reading, writing) opportunities to focus on FORM (i.e., grammar, correctness of language) systematic attention to expanding vocabulary & grammatical structures WIDA Standards Instruction informed by WIDA tools (Performance Definitions, Criteria for PDs, Can-Do Descriptors, MPI’s) to  differentiate instruction based on student language proficiency,  provide learners with supported opportunities to expand their proficiency through challenging language tasks (speaking, listening, reading and writing) above their current levels. I N THE SERVICE OF BOTH GOALS : Ongoing Progress monitoring of English Language Development

25. Key Point 7 of 9: Clarification. How will we support all this high-power teaching & collaboration? Tools PD

27. How can you support this collaboration and spread of expertise? Send collaborative teams to PD opportunities. Provide for release time and co-planning time. Provide Lead teacher coordination time. Provide curriculum and support materials to collaborating teachers. Include ESL teachers in content PD opportunities (and content teachers in ESL PD) Send out the message that you expect the expertise to transfer and spread On-Line Modules to support all the major facets of our Professional Development Plan

28. Key Point 8 of 9 Clarification. A Few Words on Bilingual Programming

29. Key Point 9 of 9 Envoy. A Key Message to Help Us With … ESL is arriving at a new clarity on two key issues. How to support ELs’ need for language development [the principles of SLA], and How to support Els’ need for grade-level instruction appropriate to their English proficiency [the WIDA Standards and tools]. Maybe not tomorrow or next week, but eventually...

30. Key Point 9 of 9 Envoy. A Key Message to Help Us With … Maybe not tomorrow or next week, but eventually... … the key role of the ESL teacher will be to support the staff in designing and delivering instruction to meet these two needs:  Instruction to foster English Language Development,  Instruction appropriate to the amount of language students have available for grade-level content learning. Anything you can do to create a building culture of teachers open to efforts like this … will help all of us to provide what our students need. Or in other words …