1. Levels for Ell’s in Ohio 1. Prefunctional 2. Beginner 3. Intermediate 4. Advanced 5. Proficient

3. www.elpa.21.org researchers focused on the role of language in content-area classrooms.

5. Ohio’s Academic Content Standards - Extended

6. In The Elementary Schools Pull Out Program- ESL teacher pulls small groups of students to work on language acquisition; bilingual assistants and some teachers provide reading intervention as well Push In Program- Bilingual instructional assistants and/or ESL teachers go into general education classrooms to work with ESL students

7. In The Middle & High Schools ESL are scheduled with ESL teacher for English 9, 10, 11 & 12 Additional support through ESL Elective, Academic Assist The other classes are taken with mainstream students (ex. Briggs, Hilltonia) A few M.S. & H.S. have sheltered courses (Northland, Mifflin M.S. & H.S.) Others have no ESL teacher or Bilingual Assistant (ex. Centennial) – Note: Regardless of if a school has ESL staff or not, services must be provided by the classroom teacher and the school must monitor their progress providing additional support as needed.

8. Annual Measureable Achievement Objectives (AMAOs) 1.% of LEPs making progress on OTELA 2.% of LEPs attaining proficiency on OTELA 3.Meeting AYP in Reading & Math on OAA/OGT

9. LEP Improvement Plan 2013-2014 Provide Reading intervention for LEP students not On-Track (LLI Kits) Push-In to General Ed classrooms (Bilingual Assistants and/or ESL teacher) Provide increased support for lower level students (based on Reading levels and OTELA) Provide Math literacy intervention Begin a new Writing initiative to support growth in Reading

10. Title III- Report from ODE

12. Teacher Share

14. Classroom Supports Pacing: ____ Extended Time ____ Longer “wait time” for answering questions ____ Other: ________________ Environment: ____ Assign peer buddy ____ Provide one on one support ____ Flexible seating ____ Work alone ____ Other: ________________ Reinforcement & Follow Through: ____ Student-teacher goal setting ____ Build confidence with positive comments ____ Have student restate directions ____ Check often for understanding/review ____ Re-teach / extend skills ____ Use games (for review and mastery) ____ Arrange for peer tutoring ____ Plan cooperative learning experiences ____ Make/use vocabulary files/ personal dictionaries ____ Teach organizational & study skills ____ Provide outline for content materials ____ Use study guides to organize materials ____ Other: ________________ Presentation of Subject Material: ____ Use individual/small group instruction ____ Simplify language ____ Tape lectures for playback ____ Show and discuss video clips ____ Demonstrate concepts ____ Provide explicit vocabulary instruction ____ Use manipulatives ____ Post graphics, charts & visual aids ____ Emphasize critical information ____ Use graphic organizers ____ Pre-teach vocabulary ____ Other: ________________ Materials: ____ Provide recorded texts / readings (check with Hudson) ____ Use supplementary materials ____ Highlighted textbooks / study guides ____ Use adapted textbooks / easier readings ____ Allow use of computer ____ Varied computer programs ____ Daily assignment student notebook ____Other: ________________

15. Shift 1 Access to Text Complexity www.achievethecore.org

16. Comprehensible Input Students learn by hearing and reading English that is slightly above their current English level. This is called comprehensible input. Also give students opportunity for comprehensible output – to show what they know through pictures, simple English, etc.

17. Layer/Staircase Approach for Text Complexity

18. Appropriate Text Adapted Text District Text

22. Content Statement 5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).

24. If the basic accommodations allowed by ODE on Ohio’s State Tests are _________ and ______ _______.

25. Then… the basic accommodation allowed in the classroom should be _______ and ______ _______.

26. Accessibility Features PARCC / New State Tests for ALL students Blank paper Answer masking * General masking * Line reader tool Highlight tool Eliminate answer choices Flag items for review Audio amplification Background/Font color Writing Tools Headphones or noise buffers Magnification/ enlargement Pop-up glossary Spell checker Text-to-speech for Math test, also Sci and SS * General administration directions read aloud + Features in red are the only ones that must be activated manually for select students. The others are already available. * Recommended for all LEP

27. ELL Accommodations *Prefunctional is considered Beginner on PARCC Extended time (* ALL LEP) Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP) General administration directions read aloud in student’s native language (possibly) Scribe or Speech-to-text (in English only) responses dictated for Math, Sci & SS – Not recommended by the ESL department First year ELA test does not count (like before)….district credit for participation???

28. Shift 2 Building Knowledge: Building knowledge Through Content-Rich Readings

29. The procedure is actually quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set…(see packet for rest of text)

31. Passages should be of high quality so that they are worthy of close reading Text complexity and text quality share powerful links: Only by reading a complex text is one able to increase reading proficiency CCSS-aligned questions cannot be asked of passages lacking complexity and fully developed ideas

33. Shift 3 The ability of students to cite evidence from the text to answer questions

34. LEP Highlights from the State