Alabama Courses of Study and WIDA ELP Standards

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Services for ELL Students
Presenters Dely Roberts, ALSDE Federal
Programs Cindy Hunt, ALSDE Regional ELL Coach
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Which students receive ESL services?

• ELL students who qualify for services
• have completed Home Language Survey
• indicated that a language other than English is
  spoken at home and/or by the student
• have been screened using W-APT
• administrator should be WIDA certified
• student scoring lt 3.9 must be identified for
  service
• student scoring gt4.0 may be identified for
  placement

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Whats required?

• Lau v. Nichols
• Equal access does not equal appropriate
  instruction.
• Must consider students linguistic needs.
• Casteñada v Pickard
• Selected program must be research-based.
• Implemented with necessary resources and
  personnel.
• Evaluated and adjusted.
• No Child Left Behind
• Equal access to complete educational program.
• Regular and special education, as appropriate.
• Curricular and extracurricular opportunities.
• Federal funds are supplemental.

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Castañeda v. Pickard The court case Castañeda
v. Pickard established a three-pronged test for
evaluating programs that serve ELLs. The SDE has
developed a model to provide LEAs with technical
assistance to comply with this law.
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English as a Second Language Program
Implementation

• An ESL leadership committee should convene to
  develop a strategic plan. The AMAO LEA
  Improvement Plan can be used to accomplish this
  activity.
• Needs Assessment
• Goals/Strategies/Action steps
• Implementation
• Evaluation

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ENGLISH AS A SECOND LANGUAGE PROGRAM
IMPLEMENTATION AND STRATEGIC PLANNING A.
COLLABORATION STAKEHOLDERS MUST COLLABORATE FOR
STRATEGIC PLANNING FOR ESL PROGRAM
IMPLEMENTATION.
STAKEHOLDERS
Superintendent
Federal Programs Coordinator
ELL Coordinator
School Principal/s
Content Teacher
ELL Teacher
Parent of ELL
Community Representative


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ELL/ ESL Program Selection and Curriculum
Requirements
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ESL Pull-out

• Generally used in elementary settings.
• Students spend a portion of the day with the ESL
  instructor. The majority of the day is spent in
  the regular classroom.

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ESL Push-in

• The ESL instructor goes into the regular
  classroom.
• Collaboration between the ESL instructor and the
  regular education teacher is essential for
  success.

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Newcomer Program

• Addresses specific needs of recent immigrant
  students (usually students that enroll in middle
  school or high school).
• Goals for Newcomers
• Acquire beginning English language skills along
  with core academic skills.
• Acculturate the students to the school system.
• Generally, students stay in the newcomer program
  for one year.

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ESL Class Period

• Students receive ESL instruction during a regular
  class period.
• Students can receive course credit.
• Students can be grouped according to their level
  of proficiency.

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ESL Resource Center

• The ESL Resource Center is a variation of the
  pull-out design.
• Students from several classrooms or schools come
  together where ESL materials and staff are
  concentrated in one location.
• Usually, there is at least one full time ESL
  instructor.

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Sheltered English or Content-based Programs

• Language minority students from different
  language backgrounds are given instruction with
  English as the medium of instruction.
• Instruction is focused on content rather than
  language.
• Gestures and visual aids can be used to help
  students understand.

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How are ESL services delivered?

• LEA has an ELL plan detailing the service
  delivery model.
• ELL Committee determines the best methods of
  meeting individual student language acquisition
  needs
• ELL coordinator
• ELL teacher
• Content-area or grade-level teachers
• Special needs teacher as needed
• Guidance Counselor

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English as a Second Language Program Evaluation

• The LEA conducts a program evaluation after the
  each year of implementation to determine the
  effectiveness of the program.
• Evaluation of the program involves the collection
  and analysis of data to determine if goals were
  met.
• The data analysis should include a summary of the
  status of the ESL program and future goals and
  plans to improve the program the following school
  year.

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English as a Second Language Program Evaluation
continued

• LEAs are encouraged to complete a self-assessment
  to determine program compliance.
• - See appendix K in the English Language
  Learners (ELL) Policies and Procedures Manual
  for a sample ESL Evaluation Template.
• - See Appendix L in the English Language
  Learners (ELL) Policies and Procedures Manual
  for a sample ESL Program District Assessment
  Survey.

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Curriculum Requirements Alabama Courses of
Study and WiDA ELP Standards
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Collaborate
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(No Transcript)
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WiDA ELP

• World-Class Instructional Design and Assessment
• English Language Proficiency

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The Resource Guide
www.wida.us
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What are WiDA ELP standards?

• The WIDA ELP standards facilitate the design
  of language development objectives that support,
  guide and develop content knowledge and skills at
  the appropriate level of English proficiency.
• English as a Second Language Curriculum and
  Instruction.English Language Learners (ELL)
  Policy and Procedures Manual Federal Programs
  Section Division of Instructional Services of AL
  Department of Education, 2008 ed, p.25

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A closer look at the WIDA ELP Standards

• 2 Frameworks
• Formative
• Summative
• Elements in each framework
• ELP Standards (Content Areas)
• Language Domains
• Grade level clusters
• Language Proficiency Levels

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ELP Standards (Content Areas)
Each ELP standard addresses a specific context
for language acquisition. The five standards
are STANDARD 1 Social and Instructional
Language STANDARD 2 Language Arts STANDARD 3
Mathematics STANDARD 4 Science STANDARD
5 Social Studies
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Language Domain

• Each of the ELP standards encompasses four
  language domains
• Listening
• Speaking
• Reading
• Writing

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Grade Level Clusters

• The ELP standards are divided into five grade
  level clusters
• PreK-K
• 1 2
• 3 5
• 6 8
• 9 -12

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The WIDA ELP Scale
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Teacher-friendly Tools from WIDA

• Performance Definitions
• General descriptions of how ELLs understand,
  process, use and produce English.
• Aligned with ELP levels.
• CAN DO Descriptors
• General descriptions of what student can do in
  a specific language domain.
• Aligned with the specific ELP level for each
  language domain.

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Review How do you determine the students level?

• Screener Test Annual Test

W-APT WIDA ACCESS Placement Test
ACCESS for ELLs Assessing Comprehension and
Communication in English State-to-State for
English Language Learners
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• SOURCES RESOURCES
• The Alabama Department of Education ELL Policy
  and Procedures Manual (www.alex.state.al.us/ell/)
• 2007 Edition of WiDA Consortium English Language
  Proficiency Standards and Resource Guide (see
  WiDA website for ordering a copy)
• WiDA Consortium website (www.wida.us)

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What do I do? Theyre in my class?

• Grading and Retention

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What instruction must ELLs receive?

• English language development
• Driven by W-APT and WIDA ACCESS scores.
• BICS and CALP
• Content learning
• Driven by content standards and objectives of
  Alabama State Course of Study.
• Required standardized testing objectives.

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What do I do? Theyre in my classroom!

• Provide professional development for content-area
  and grade-level teachers!
• ACCOMMODATIONS must be provided by the
  content-area or grade-level teacher.
• Examples
• Activation of background knowledge
• Scaffolded instruction
• Sheltering of instruction
• Use of authentic assessment tools

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What assessment methods should be used with an
ELL?

• Use authentic methods of assessment with ELL
• interview or oral assessments
• projects or illustrations
• observation or interactions
• traditional format with accommodations
• use translation tools
• reduced text format
• graphic support

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Assessment Examples
The objects initial position is agt120 m
a0 m alt120 m As time
passes, the object is agoing up a hil
aaccelerating agoing down a hill The
objects velocity is achanging
astaying the same adecreasing The change of
velocity is apositive anegative
azero The objects position change is
apositive anegative azero
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Assessment Examples
Heat temperature
Look at the pictures below. Read the
temperatures. Fill-in the box beside the correct
answer choice. You may need to make conversions.
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What considerations should be made when assigning
grades for ELLs?

• Is an I-ELP in place?
• Were accommodations made to lower the language
  barrier?
• Were authentic assessment methods used to
  evaluate ELL student learning of content?
• Were all content objectives included in students
  instruction?
• What level of mastery on content objectives did
  student demonstrate?

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What considerations should be made regarding
retention?

• Is an I-ELP in place?
• Were accommodations made to lower the language
  barrier?
• Were authentic assessment methods used to
  evaluate ELL student learning of content?
• Were all content objectives included in students
  instruction?
• What level of mastery on content objectives did
  student demonstrate?

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Failing Grades Retention

• Documentation to support action
• Develop a protocol
• Example components
• Samples of regular and accommodated documents
• Samples of graded and/or accommodated student
  work
• Brief narrative of teacher behaviors
• accommodations made
• teacher observations of student behavior
• contact with ELL specialist
• contact with parents

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Failure and Retention

• Failure and retention is determined through the
  support of evidence that
• accommodations were provided
• consideration was made of students level of
  language proficiency
• progress monitoring and intervention strategies
  were implemented

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Common Issues

• Title III vs. Core ESL program
• Waiving ESL services
• Evaluation of core ESL program
• Required activities for Title III funds
• ESL program exit requirements
• Barriers to enrollment
• Communication of ELL Plan to personnel other than
  ESL staff