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Title: 2008 Illinois State Board of Education Superintendents’ Conference 4 Questions Superintendents should ask themselves about English Language Learners Presented by


1
2008 Illinois State Board of Education
Superintendents Conference 4 Questions
Superintendents should ask themselves about
English Language Learners Presented by
  • Dr. Carmen Acevedo
  • Assistant Superintendent for Curriculum
    Instruction Plainfield CCSD 202
  • Robert B. Bagby
  • Superintendent Beardstown Community Unit School
    District 15
  • Robin M. Lisboa
  • Division Administrator for English Language
    Learning, ISBE
  • Karen Mulattieri
  • Assistant Superintendent of Student Services
    Cicero School District 99
  • Dr. Diep Ngoc Nguyen
  • Assistant Superintendent for Curriculum
    Instruction Des Plaines CCSD 62
  • Josie Yanguas
  • Director, Illinois Resource Center

2
DISCUSSION QUESTIONS
  1. Do you serve English Language Learners (ELLs)?
  2. How do you provide your ELLs with meaningful
    instruction and services?
  3. How do you make informed instructional decisions
    for your ELLs?
  4. How do you engage your ELLs and their parents?

3
United States Immigration
Source U.S. Census Bureau 2000
4
Foreign Born Population
  • Grew by 57 between 1990 and 2000
  • Over 16 million are now from Latin America
  • 8.2 million are now from Asia
  • 9 of the top 10 leading countries are Latin
    American or Asian
  • More than 30 of the foreign born population now
    is Mexican

Immigration and the No Child Left Behind Act
(September 30, 2005)
5
Current National State of K-12 ELLs
  • Approximately 5.1 million (10.5 ) of the U.S.
    Student population in K-12 are ELLs
  • Approximately 79 are from Spanish-language
    backgrounds
  • 61 in 6 states (AZ, CA, TX, NY, FL IL)
  • Some states experienced a 300 or higher growth
    of ELLs from 1995-2005 (AL, IN, KY, NB, NC, SC
    TN)
  • CA educates 1/3 of all ELLs (1.6 million- 85
    Spanish speaking) nationally

(Payan Nettles, 2008)
6
Did you know?
  • 76 of ELL students in elementary schools and 56
    of high school students are born in the US.
  • Five of the six top immigration states CA, TX,
    NY, FL and IL - accounted for 68 of the
    elementary LEP students
  • The majority (70) of ELL students (K-5)
    are enrolled in 10 of schools.


7
More LEP Children are Native (U.S.) than Foreign
Born
Source Urban Institute tabulations, Census 2000
8
Illinois ELL Student Count
Number of ELL Students
Fiscal Year
9
ILLINOIS ELL DEMOGRAPHICS
  • 180,000 ELLs in Illinois
  • 138 languages
  • 80 Spanish
  • Majority in collar county area (cook, Kane, Lake,
    Du Page, Will, McHenry, Winnebago)

10
DISCUSSION QUESTION 1
  • Do you serve English Language Learners (ELLs)?
  • How do I know if I serve ELLs?

11
Home Language Survey Identification of ELLs
  • Q1. Is a language other than English spoken at
    home?
  • If so, what language?
  • Q2. Does the student speak a language other than
    English?
  • If so, what language?

12
Home Language Survey Identification of ELLs
  • All students who enroll in Illinois schools must
    complete a Home Language Survey (HLS)
  • The HLS must be kept in individual student files

13
English Proficiency Screening
  • District shall use prescribed screening
    instrument (W-APT) within 30 days of enrollment
  • Proficiency score (defined by the State
    Superintendent) - minimum composite score of 4.0
  • A school district may utilize additional
    indicators

14
Assessment - ACCESS for ELLs
  • All ELLs must annually take the State English
    language proficiency assessment until they test
    proficient

15
The ILLINOIS English Language Proficiency
Standards
  • Standard 1Social and Instructional Language
  • English language learners communicate in English
    for social and instructional purposes in the
    school setting.
  • Standard 2 Language Arts
  • English language learners communicate
    information, ideas and concepts necessary for
    academic success in the content area of Language
    Arts.
  • Standard 3Math
  • English language learners communicate
    information, ideas and concepts necessary for
    academic success in the content area of Math.
  • Standard 4Science
  • English language learners communicate
    information, ideas and concepts necessary for
    academic success in the content area of Science.
  • Standard 5 Social Studies
  • English language learners communicate
    information, ideas and concepts necessary for
    academic success in the content area of Social
    Studies.

16
DISCUSSION QUESTION 2
  • Do you provide your ELLs meaningful instruction
    and services?

17
TRANSITIONAL BILINGUAL EDUCATION
  • When an attendance center has an enrollment of
    20 or more limited English proficient students of
    the same language classification, the school
    district must establish a (TBE) program for each
    language classification represented by those
    students (Section 14C-3 of the School Code).
  • A further assessment of those students to
    determine their specific programmatic needs or
    for placement in either a full-time or a
    part-time program may be conducted.

18
TRANSITIONAL BILINGUAL EDUCATION
  • Shall consist of at least the following
    components (Section 14C-2 of the School Code)
  • A) Instruction in subjects which are either
    required by law (see 23 Ill. Adm. Code 1) or by
    the students school district, to be given in the
    students home language and in English core
    subjects such as math, science and social studies
    must be offered in the students home language
  • B) Instruction in the language arts in the
    students home language and in English as a
    second language and
  • C) Instruction in the history and culture of the
    country, territory, or geographic area which is
    the native land of the students or of their
    parents and in the history and culture of the
    United States.

19
TRANSITIONAL PROGRAM OF INSTRUCTION (TPI)
  • When an attendance center has an enrollment of
    19 or fewer students of limited English
    proficiency from any single non-English language,
    the school district shall conduct an individual
    student language assessment to determine each
    students need for native language instruction
  • and may provide a transitional bilingual program
    in the non-English languages common to such
    students.
  • If the district elects not to provide a
    transitional bilingual program, the district
    shall provide a locally determined transitional
    program of instruction (TPI) for those students.
    (Section 14C-3 of the School Code.)

20
TRANSITIONAL PROGRAM OF INSTRUCTION (TPI)
  • Must include instruction or other assistance in
    the students home language to the extent
    necessary, as determined by student assessment
  • So, a TPI may include, but is not limited to
  • Instruction in ESL
  • language arts in students native language
  • history/culture of U.S.
  • history/culture of native land

21
CLASSROOM STUDENT NUMBERS
  • The student-teacher ratio in the ESL and native
    language components of programs as of September
    30 of each school year shall not exceed 90 of
    the average student-teacher ratio in general
    education classes for the same grades in that
    attendance center.
  • Decreases in the ratio for general education
    during the course of a school year due to
    students mobility shall not require
    corresponding adjustments within the bilingual
    program.

22
CLASSROOM STUDENT NUMBERS
  • Further, additional students may be
  • placed into bilingual classes during
  • the course of a school year, provided
  • that no bilingual classroom may
  • exhibit a student-teacher ratio that is
  • greater than the average for general
  • education classes in that grade and
  • attendance center as a result of such
  • placements.

23
ADMINISTRATOR REQUIRMENTS
  • Administrators - Starting July 1, 2008
    (current program directors starting July 1, 2010)
  • TBE must hold bilingual approval/endorsement TPI
    must hold bilingual OR ESL approval/endorsement
  • Districts with lt200 TBE/TPI students exempt, but
    must complete 2 hours ELL specific professional
    development

24
ADMINISTRATOR REQUIRMENTS
  • Administrators - Starting July 1, 2008
    (current program directors starting July 1, 2010)
  • PD may include annual State Bilingual conference
  • Document activity
  • Districts with growth to more than 200 LEPs are
    subject to requirements at start of year 4 of
    growth.

25
REQUIRED PROFESSIONAL DEVELOPMENT
  • Training of bilingual staff at least twice yearly
    covering listed areas.
  • All certified staff administering ACCESS for
    ELLS or W-APT must complete and pass the on-line
    training.

26
WIDA Website www.wida.us
27
ILLINOIS English Language Proficiency Standards
are
  • Anchored in the Illinois academic content
    Learning Standards
  • A tool for teachers administrators
  • The starting point for assessment, curriculum,
    and instruction of English language learners
    (ELLs).

28
Overall Organization of Standards
Frameworks for Classroom Large-Scale Assessment
English Language Proficiency Standards
Language Domains
Grade Level Clusters
Language Proficiency Levels
Model PIs are the lowest level of expression of
the standards
Model Performance Indicators
29
English Language Proficiency Standard
Domain Reading, Writing, speaking and Listening
Model Performance Indicator (MPI)
A strand of MPIs
30
Characteristics of the Levels of English Language
Proficiency
  • The five language proficiency levels across a
    grade level cluster form a strand
  • The first two levels, Entering and Beginning, are
    always supported visually or graphically
  • The last level, Bridging, always assumes working
    with grade level materials

31
The Model Performance Indicators are
  • Exemplars of what English language learners can
    do
  • Sample behaviors representative of the five
    English language proficiency levels
  • Developmental and additive that is, they
    scaffold from lower to higher levels of language
    proficiency

32
DISCUSSION QUESTION 3

How do you make informed instructional decisions
for your English Language Learners?
33
Accountability for English Language Learners
Rests with Schools, Districts and the
State AMAOs are determined annually and an LEA
must meet all three of the following
criteria 1) making progress in learning
English 2) attaining English proficiency 3) and
making adequate yearly progress (AYP) Failure to
meet any of these criteria is a failure to meet
the Title III AMAOs.
34
The targets for AMAOs emanate from both sets of
standards
English Language Proficiency Standards
Illinois Learning Standards
English language proficiency test
Academic achievement tests (IMAGE, ISAT, PSAE,
IAA)
1. Attainment of English language
proficiency (Criterion I) 2. Progress in English
language proficiency (Criterion II)
3. Adequate Yearly Progress (Criterion III)
35
Meeting AMAOs
  • To meet AMAOs for your Title III funded
    population of students, your district must
    achieve all targets defined by the state in all
    three areas.
  • Exempt status was given to LEAs that did not have
    an LEP subgroup for AYP in FY05
  • Safe Harbor was applied for some LEAs

36
NCLB SANCTIONS AND POSSIBLE COURSES OF ACTION
  • If a district fails to meet AMAOs for two (2)
    consecutive years,
  • 1. The State must provide technical assistance
    to that district and
  • 2. The State must require that the district
    develop a District Improvement Plan (DIP) to
    ensure that AMAOs are met in the future.

37
NCLB Sanctions and possible courses of action
  • If a district fails to meet AMAOs for four (4)
    consecutive years,
  • 1. The State must require the district to
    modify its curriculum, program or methods of
    instruction or
  • 2. The State must make a determination on
    whether the district shall continue to receive
    Title III funds, and require the district to
    replace educational personnel associated with the
    districts failure to meet such objectives (Title
    III Public Law 107-110 SEC. 3122 (b) (1-4)).

38
(No Transcript)
39
DISCUSSION QUESTION 4

How do you engage the parents of your English
Language Learners?
40
MAINTENANCE OF STUDENT RECORDS
  • Records
  • Include entry-exit info
  • Annual English proficiency scores
  • Other info (e.g. language, grade, part-time
    placement)
  • Written communications to/from parents
  • Parents have right to access records

41
PARENTAL NOTIFICATION
  • Parents Notice of Program Enrollment (30 days
    from start of school year or 14 days of
    enrollment)
  • Parents have absolute right to withdraw student
    from a program by written notice
  • Article 14C-3 student continues in a program 3
    years or until s/he achieves a level enabling
    him/her to perform well
  • Parent notification after 3 years

42
LOCAL PARENTAL INVOLVEMENT
  • TBE Parent Advisory Council
  • (parents, teachers, community leaders)
  • meets four times annually
  • district provides annual training in home
    language on
  • instructional approaches/methods of bilingual ed
  • state/federal law
  • accountability

43
RESOURCES
  • ISBE Division of English Language Learning
    www.isbe.net/bilingual
  • Legislation and Rules for ELLs http//www.isbe.net
    /bilingual/htmls/legislation_rules.htm
  • English Language Proficiency Standards
    www.wida.us or www.isbe.net/bilingual
  • ACCESS for ELLs www.isbe.net/bilingual/htmls/acce
    ss.htm
  • The Illinois Resource Center www.thecenterweb.org/
    irc
  • The New Demography of Americas Schools
    Immigration and the NCLB Act http//www.urban.org/
    publications/311230.html
  • Payan, R. M., Nettles, M. T. (2008). Current
    state of English-Language learners in the U.S.
    K-12 student population. 2008 English Language
    Learner Symposium, Princeton, NJ. Retrieved
    online October 2008 at http//www.ets.org/Media/Co
    nferences_and_Events/pdf/ELLsympsium/ELL_factsheet
    .pdf
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