1. Hawaii English Language Learner (ELL) Program
In today’s presentation I’m going to provide some background on the Title III/ELL Program Status,
I’m going to be sharing some AMAO resources and some data for you, and we can celebrate the progress that our ELLs have been making, thanks to your efforts in helping to provide PD for our teachers.
January 18, 2014
Andreas Wiegand
OCISS ELL, Educational Specialist
Phone:

2. Hawaii Department of Education Statistics
State General funds: 1.2 billion
Special 34 Million
Federal 219 million
Trust funds 6.5 million
Approximately additional 139 Schools:
Oahu 87
Hawaii 20
Maui 25
Kauai 7
Construction 45 million
Source: HIDOE Website

3. Source: Superintendent’s Annual Report

4. English Language Learners
Number and Percent of Public School Students Participating in Programs for
English Language Learners
Source: National Center for Education Statistics

5. Number and % of ELLs Participating in ELL Programs
School Year
2002 -
2003
2005 -
2006
2006 -
2007
2007 -
2008
2008 -
2009
2009 -
2010
2010 -
2011
# ELLs
12,853
18,106
15,660
16,959
18,564
18,097
19,092
% of ELL Students
7.0
9.9
8.7
9.4
10.3
10.0
10.6

6. 2011 ELL Counts: 18,922+ Students Speaking 53+ Languages (Top 12 Below)
Source, 2011 ELL “Most Used” Languages.
(Note, approximately 33% of ELLs, indicate English is their most used language) 6

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

8. ELL Program Goals
The goals of the ELL Program for all schools are to ensure that students will:
1. Acquire a level of English proficiency that will provide them with equal opportunities to succeed in the general education program.
2. Achieve the HIDOE content standards and English language proficiency standards at levels to be able to exit the program.
3. Possess the language, knowledge and skills to graduate and pursue post-secondary education and/or careers.
4. Develop an understanding of and appreciation for diverse cultures.

9. Legal Basis for ELL Program
To meet obligations under the Equal Educational Opportunities Act of 1974, 20 U.S.C. § 1703(f) (hereafter “EEOA”)
Title VI of the 1964 Civil Rights Act, 20 U.S.C. § 2000d et seq., and its implementing regulations at 34 C.F.R. part 100 (hereafter collectively “Title VI”)
Lau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities.
1981 Castaneda- three part test:
Educationally recognized theory to base support
Resources and trained personnel
Show measurable positive results w/in a reasonable amount of time
1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.

10. Identification
Use SIS-10 registration form to identify potential ELLs identified based on:
First Language
Most Used Language
Language Most Spoken in Home
If a language other than English is spoken, a student may qualify for supplemental ELL Program services
I’ll recap for you what needs to occur in a timely fashion…
Registration, supports…
Note, we Need to get this right the first time.
Suggestion:
Train and assure that office staff and clerks get this right the first time!

11. Assessment & Program Placement
Screener/Placement Test: W-APT™ given upon referral or arrival (World-Class Instructional Design and Assessment (WIDA)- ACCESS Placement Test) w/in 14 calendar days and entered into database.
Annual Assessment for ALL ELLs in February: ACCESS for ELLs® (Assessing Comprehension and Communication in English State-to-State for English Language Learners).
Hawaii NCLB State Consolidated Application states all ELLs are counted under Title III
All means all, no exceptions, e.g., parent refusal, unless stated in the IEP.
Screener given based on the registration form or language survey. Notice the 20 day timeline. Data also should be entered into DELLS by this time. Something that is not always happening.
Annual ACCESS for ELLs for ALL
Suggestion to collaborate across schools and go in as a team to test the ELLs and to maximize classroom instruction and teacher being away.
Assure that all are trained before administering either assessments.

12. Continuum of Proactive Supports for Early Intervention & Prevention

13. Language and Content
Language proficiency involves the language associated with the content areas.
Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.
The WIDA Standards measure English language proficiency (ELP) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5).

14. Example: Content-Based Instruction
Main goal is English language skill development
Secondary goal is to prepare the students for the regular English-medium classroom
ELL class is taught by language educators
Students practice academic skills common to mainstream classes
Also, more at the secondary level, there is Sheltered Instruction are content classes where all students are second language learners and need the mainstream content and strategies to be modified. Like theme-based classes, the emphasis is on the content and concepts from the subject area, rather than correct grammar and pronunciation. During the day, when the limited English student is not receiving ESL or native language instruction in his separate class, he/she receives appropriate content area instruction by a certified teacher who is trained in the approaches and techniques suitable for the language and learning needs of the student.
Offered to ELLs via a language instruction educational program e.g.,
1. Dual language
2. Two-way immersion
3. Transitional bilingual, developmental bilingual
4. Heritage language
5. Sheltered English instruction
6. Structured English immersion
7. Specially designed academic instruction delivered in English
8. Content-based English-as-a-Second Language (ESL)
9. Pull-out English-as-a-Second Language (ESL)

15. ELL Programs Address Language Development Needs
Six levels of student language proficiency
Proficiency Levels (PL)
Language Proficiency
Standards/Levels 6
Reaching 5
Bridging
HIDOE ELL Exit Criteria is a PL of 4.8 and Literacy Level of 4.2 4
Expanding 3
Developing 2
Beginning 1
Entering
Lau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities.
1981 Castaneda- three part test:
Educationally recognized theory to base support
Resources and trained personnel
Show measurable positive results w/in a reasonable amount of time
1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.

16. Interaction of Performance Level Definitions and ELLs’ Abilities
Language Proficiency
(Performance Level Descriptions)
1 Entering
2 Beginning
3 Developing
4 Expanding
5 Bridging
PIs
L 1
L 2
L 3 L4
L 5
Linguistic Complexity
Vocabulary Usage
Language Control
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.

17. The World-Class Instructional Design and Assessment (WIDA) Consortium
31 states and territories e.g.,D.C.
Over 1.4 million students
WIDA Consortium

18. Variations of Language
The yellow circle without a label represents the student’s language knowledge. All the other circles are impacting the language the student can use and comprehend.
Adapted from Zwiers (2008)
Providing Access to Academic Achievement Through Language Development 18

19. ELD & State Standards ELD Standards State Content Standards
Academic language development
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts
State Content Standards
Academic achievement
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum

20. The Features of Academic Language in WIDA's Standards is a new resource available to educators in the 2012 standards publication. You may notice that the criteria we use to define the levels of language development have changed slightly. Originally, these criteria included linguistic complexity, language control and vocabulary usage. In order to clarify the criteria we did two things:
First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage.
- The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.

21. WIDA Performance Definitions – Listening and Reading Grades K-12
One update to the Standards Framework for 2012 is that the three criteria used to define each level of language proficiency, Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage, are now displayed in two sets of Performance Definitions. One set of Performance Definitions is for receptive language and represents how ELLs process language to comprehend information, ideas or concepts in either oral or written communication.

22. The Bottom Line
In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.

23. State ELL Progress & Proficiency
ELL Student Progress & Exit Rates
Annual Progress
Exit
Year
Students with Growth
(.5 PL Gain)
Tested
(at least 2 Times)
Percentage
Students Exited
(4.8 & 4.2)
Total Pop
7801
12852
60.7%
3750
17935
20.91%
8644
14389
60.1%
4188
19216
21.79%
7818
13687
57.12%
3036
19692
15.42%
6756
11930
56.63%
1532
18726
8.18%
12506

24. Performance of Recently Exited ELL Students on 2013 HSA Reading
Grade Level
Well Below
Approaches
Meets
Exceeds
Grand Total
145
1459
2713
1401
5718 3 13
293
493
472
1271 4 27
281
548
1349 5 22
307
495
165
989 6 9
349
107
630 7 1 66 51
411 8 36
204 87
332 10 68
311
331 26
736
Students exited the ELL Program in the last 2 years.

25. Performance of Recently Exited ELL Students on 2013 HSA Math
Grade Level
Well Below
Approaches
Meets
Exceeds
Grand Total
473
1701
2801
745
5720 3 54
325
725
167
1271 4 46
379
723
201
1349 5 68
336
483
102
989 6 59
204
290 77
630 7 16
130
193 72
411 8 18 78
171 65
332 10
212
249
216 61
738

26. Let’s work together to support our English Language Learners!

28. Questions