1. EL TECHNICAL ASSISTANCE MEETING 2015-2016

2. Chart your data and state your findings. Let’s Get Started! LEP1 NEWCOMERS LEP2 FLEP1 FLEP2 NOMPHLOTE

3. Schools Languages LEP 1LEP 2 (or more)FLEP1 & FLEP2 (Monitored Status) FLEP NOMPHLOTE Elementary School(s) Spanish Chinese 15 1 Newcomer 20795 Middle School Spanish Arabic Mixtec 012352 High School Spanish Other 4 3 Newcomers 7264

5. FINDINGS  Languages Represented Ex: Our top five languages are: Majority # Spanish, # Arabic, # Korean, # Chinese. Others Include:  Address needs of Newcomers Ex: Train Teachers, Hire Paraprofessionals, Provide Technology and Materials, Time for Pull-Out and Intensive ELD Instruction  Schools with Highest Population Ex: Goal Setting for All Students or Targeted Students

6. PROVIDES CRITICAL BACKGROUND KNOWLEDGE ABOUT INDIVIDUAL STUDENTS AS WELL AS SPECIFIC POPULATIONS INDICATES TYPICAL ERRORS INVESTIGATES LONGITUDINAL DATA SHOWS STATE ASSESSMENT CORRELATIONS Why Goal Setting?

7. 2015-2016 AMAO Targets Part A 55% Part B 21%

8. Goal Setting for all students or targeted students?

9. WIDA Language Proficiency Levels

14. Set Monthly Dates for Goal Setting with Classroom Teachers Work Samples Teacher Observations Formative Assessments Effective Strategies

15. SUPPORTING ELs IN CLASSROOM SETTINGS  Maintain predictable and consistent classroom management routines, aided by diagrams, lists and easy-to-read schedules displayed prominently in the learning space, to which the teacher refers frequently.

16. SUPPORTING ELs IN CLASSROOM SETTINGS  Utilize graphic organizers to make content and the relationships among concepts and different lesson elements visually explicit.

17. SUPPORTING ELs IN CLASSROOM SETTINGS  Provide additional time and opportunities for practice during the school day- remember there may be difficulties completing assignments outside of school.

18. SUPPORTING ELs IN CLASSROOM SETTINGS  Provide redundant key information-visual cues, pictures and physical gestures about lesson content and classroom procedures. storm thunder lightning

19. SUPPORTING ELs IN CLASSROOM SETTINGS  Identify, highlight, and clarify difficult words and passages within texts to facilitate comprehension and emphasize vocabulary development.

20. SUPPORTING ELs IN CLASSROOM SETTINGS  Help students consolidate text knowledge by providing opportunities for teacher, student and ELs to summarize and paraphrase.

21. SUPPORTING ELs IN CLASSROOM SETTINGS  Give students extra practice in reading words, sentences, and stories to build linguistic fluency. Every content teacher is a reading teacher.

22. SUPPORTING ELs IN CLASSROOM SETTINGS  Adjust instruction (teacher vocabulary, rate of speech, sentence complexity, and expectations for student language production) according to the ELL students’ language proficiency level.  Target both CCRS and WIDA Language Development Standards in every lesson.

23. Accommodated Assessment A short assessment that evaluates only the essential ideas and academic vocabulary that the EL was required to learn. True/false or yes/no Multiple choice with two answers Word banks provided Matching with a limited number of choices Use instructional materials for assessment purposes

24. Grading and Retention Guidelines for EL Students- Please refer to your ALSDE State EL Policies and Procedures Manual Grading Grading of ELs should be based on students’ level of English proficiency. The teacher ensures this through the continual use of accommodations and assessments according to the students’ I- ELP. This complies with the federal law (No Child Left Behind Act of 2001 (NCLB). Appropriate instruction and differentiation must be adjusted according to language proficiency level in order to appropriately accommodate the student. Documentation of these components (lesson plans, work samples, and ongoing assessments) should be maintained by the classroom teacher.

25. Grading and Retention Guidelines for EL Students- Please refer to your ALSDE State EL Policies and Procedures Manual Retention Retention of ELs shall not be based solely upon level of English language proficiency (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols). Prior to considering retention of an EL, the following points should be addressed by the EL Committee: What is the student’s level of English language proficiency? Has an Individual English Language Plan (I-ELP) been implemented to document classroom modifications and student progress? To ensure meaningful participation, are classroom accommodations being made in the areas of: - Teacher lesson delivery at student’s level of English proficiency? - Activities and assignments? - Homework? - Formal and informal assessments (e.g., quizzes and tests)? How much individual English language development instruction is the student receiving during the school day? Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher observation, or rubric assessment on content and language objectives)? Has the student’s classroom teacher been adequately trained with EL instructional and assessment strategies specifically designed for students learning English? Do the reports cards indicate that students were graded according to their I-ELPs?

26. Expectations for Next Technical Assistance Meeting Bring Goal Setting Forms for Discussion Discuss Strategies Reevaluate District Policies that Support Goal Setting

27. Regional Contacts : Debbie Baeder dbaeder@alsde.edudbaeder@alsde.edu Robin Stutts rstutts@alsde.edurstutts@alsde.edu Michele Lee mlee@alsde.edumlee@alsde.edu Krista Whatley kwhatley@alsde.edu