1. English Language Learner (ELL) Elementary Program
September 27, 2016
English Language Learner (ELL) Elementary Program

2. ELL Staff Kristin Kim ELL Teacher K-12 Coordinator
M/W/Th at NW ( )
Tu/F at IP
Erin Wilson
Learning Support
Mon-Fri at WM ( )
Tu/F a.m. at LR
Kanako Kashima
ELL Paraprofessional
Mon-Fri at NW ( )
Tu/F a.m. at WM

3. Kristin Kim
Occidental College (BA in Psychology, Teacher Certification)
Endorsements: Elem Educ, Psychology, Library Media, ELL
Taught 4 years in CA
Taught 10 years in WA (Edmonds SD, Mercer Island SD)
Seventh year as ELL teacher/K-12 ELL coordinator
Came to the U.S. at age 10 from Korea (bilingual)
Resident of Mercer Island for 12 years
Love to sing, listen to music, read, and travel

4. Erin Wilson
St. Edward’s University in Austin, TX (BA in English, Language Arts and Reading, Teacher Certification)
Endorsements: Elementary Education, ELL
Taught 3 years in Tyler, TX (2nd Grade)
Taught 4 years in Richardson, TX (2nd Grade, 4th Grade, ELL)
First year in Mercer Island School District
Loves to hike, run, listen to music, read and spend time with my dog

5. Kanako Kashima UW Seattle (BA in Health Educ./Japanese Language & Lit)
UW Seattle (MS in Kinesiology, with emphasis on the elderly)
UW Bothell (Teaching Certification 2004)
3rd-generation Japanese-American (bilingual)
Worked as geriatric mental health specialist for 8 yrs
Substitute teaching in Bellevue and Mercer Island SD
Sixth year as ELL paraprofessional
Resident of Mercer Island for 30 years
Love to play “koto”, read, cook, walk, listen to music

6. ElementaryELL Profiles
Northwood: 50 students (new/continuing)
West Mercer: 32 students (new/continuing)
Island Park: 24 students (new/continuing)
Lakeridge: 13 students (new/continuing)
22 languages spoken
(Mandarin, Spanish, French, Korean, Japanese, Russian,
Dutch, German, Polish, Cantonese, Italian, Portuguese,
Hebrew, Vietnamese, Tagalog, Telugu, Tamil, Hindi,
Icelandic, Hungarian, Bulgarian, Czech)

7. WELPA Placement Test
Given to new students if their first and/or primary language is not English (foreign born or U.S. born)
Used to determine their general English proficiency level and eligibility for ELL services
Record of testing on the state database

8. WELPA Placement Test Last year in use Grade band (K-1, 2-3, 4-5) tests
Test in 4 domains (listening, speaking, reading, and writing)

9. Language Proficiency Levels
for Placement Test
Level 1: Beginning/Advanced Beginning
Level 2: Intermediate
Level 3: Advanced
Level 4: Transitional – not qualify for
ELL program

10. ELPA21 Annual Test Taken by all ELL students each year to
measure progress until they reach exit
level
Testing window is Feb-March

11. ELPA21 Annual Test
ELPA 21 (English Language Proficiency Assessment) replaced WELPA in 2016
Computer-based test
Based on new English Language Proficiency Standards

12. English Language Proficiency Standards (ELP) – 11 states
ELPA21 Test in 11 States
English Language Proficiency Standards (ELP) – 11 states

13. Proficient (4 or 5 on all domains)
ELPA21 Annual Test
ELPA21 Results
Exit the ELL Program
No longer receive support in new school yr
Be monitored for 2 years
Proficient (4 or 5 on all domains)
Will continue receiving ELL support in new school year
Will take annual test the following year
Progressing or
Emerging

14. ELPA21 Annual Test 86 K-5 students tested: 30.2% proficient (exit)
66.3% progressing
3.5% emerging

15. ELPA21 Annual Test Results
ELPA21 Results

16. Challenges as ELLs Social Lang Basic interpersonal communication
Language skills needed to interact socially
Academic Lang
Formal language (in subject areas) needed for success in school
Time and support needed to develop

17. (of the state TBIP Program)
ELL Program
Mission Statement
(of the state TBIP Program)
English Language Learners will meet state standards and develop English language proficiency in an environment where language and cultural assets are recognized as valuable resources to learning.

18. ELL Program
Goals
To develop ELL student’s proficiency in English so he/she can participate more fully in the regular classroom setting
Help new students adjust to the new school environment (academically, emotionally, socially)

19. Supportive Mainstream
Program Model:
Supportive Mainstream
Students in their classrooms most of the day
ELL teachers provide supplemental English language support (push-in, pull-out, check-in)
Use of specific strategies to foster English language development and making grade- level content meaningfully accessible
ELL teachers collaborate with classroom teachers

20. The ELL staff knows each student well
The ELL staff knows each student well. We act as the student’s advocate in communication with teachers to provide or suggest appropriate accommodations in class work and tests.

21. Support Time and Delivery
Amount of service and delivery of support are determined by:
Student proficiency level
Grade level
Classroom teacher observations/assessments
ELL teacher observations/assessments
Self assessment by the students

22. Second Language Acquisition
Factors that Affect
Second Language Acquisition
Motivation and attitude
Age
Access to the language
Personality
First language skills
Social connection

23. Length of Time in ELL Program
Since many of our students come with skills and experiences in their own languages, the progress is often faster
Most students exit the program within 3-4 years

24. Supplemental Materials Used
Leveled Readers/Non-fiction books on many subjects
Picture dictionaries/Bilingual dictionaries
Educational Games/Manipulatives/Flashcards/
Vocabulary Cards
High Frequency Word Lists/Phonic-Based Word Lists
Translated Books
iPads apps
Online subscriptions

25. Standards Based Progress Report 4 3 2 1
Exceeding Standards:
in-depth inferences & applications 3
Meeting Standards at Trimester:
simple or complex skills, grade level tasks 2
Progressing Towards Standards:
simpler details & processes 1
Below Standards:
with help, a partial understanding

26. ELL Progress Report Three reporting periods (November, March, June)
Supplemental progress report by the ELL staff for those students we service regularly
Three reporting periods (November, March, June)
Show ELL progress report

27. Parent Conferences
We’ll be attending many of your conferences to gather and/or share info with parents
If you need an interpreter* for the conference, contact Erin or me
*The Mercer Island School District provides limited English proficient parents with information in their own language so that they can make informed decisions about their children's education. This includes providing interpretation and translation services for vital meetings and communications. If you need assistance, please administrative Assistant Mary Newcomer.

28. Chinese Interpreter Availability
11/21 Monday 9:00-12:30 3:30-5:00 11/22 Tuesday 11/23 Wednesday

29. How Parents Can Help
Provide students books to read for pleasure at one’s comprehension level (Stephen Krashen)
Monitor Kids A-Z (or Raz-Kids) at home
Explain difficult concepts in one’s own language (Jim Cummins: skills, ideas, and concepts students learned in 1st language will be transferred into 2nd language)
Help with homework/projects,
Keep up with the first language (bilingualism is an asset)

30. ELL Websites
District ELL Webpage
Elementary ELL Website

31. Volunteer Training
Volunteer Training – required of all volunteers every year
Watch a 15-minute training video
Fill out Volunteer Agreement Form
and Background Check form
Submit to school office

32. Needs
Volunteers:
Language support at each school (registration, phone calls, general meetings)
Work with students at each school
Clerical help (copying, making materials, organizing, etc)

33. ELL Family Support
Information to new families on school procedures and events
Parent education on various topics throughout the year