Understanding ESOL-English to Speakers of Other Languages

1. Understanding ESOL-English to Speakers of Other Languages Murray County High School

2. Background • Under the NCLB Act of 2001, all schools are held to the same level of accountability for ELL academic achievement as they are for any other student group. • Georgia SBOE made a formal commitment to ensure all ELLs are identified, served and assessed by signing a partnership agreement with the Office of Civil Rights. • This partnership resulted in GA joining WIDA

3. What is WIDA? • World-Class Instructional Design & Assessment • A consortium of 36+ states including GA • The basis for the English Language Proficiency (ELP) Standards • The basis for the ACCESS test

4. Title III Legal RequirementsDetermining eligibility • Home language survey (HLS) used to determine student’s primary home language (can be found on the back of enrollment or emergency card) • Consists of three questions pertaining to language spoken • Any student whose HLS reflects a language other than English must be screened • Students are screened using the WIDA Screener to determine eligibility

5. Title III Requirements Cont. • If determined to be an English Language Learner, the student must be offered support services for development of English language proficiency (ELP) • ELLs must be assessed annually for ELP progress and attainment of proficiency • ACCESS is the state approved annual language proficiency assessment.

6. ACCESS • ACCESS is tiered and clustered • Tier A- newcomers or those who speak little English • Tier B- students who are becoming more English proficient but still have a ways to go • Tier C- students whose ELP is close to that of a native speaker and/or are ready to exit the program • Clusters • K (is not tiered) • 1-2 • 3-5 • 6-8 • 9-12

7. Proficiency levels

8. Language Domains ACCESS is broken into the four main language proficiency domains: • Listening- process, understand, interpret, and evaluate spoken language in a variety of situations • Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences • Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency  • Writing-engage in written communication in a variety of forms for a variety of purposes and audiences

9. How does an English Language Leaner exit the ESOL program? • If the student achieves a Composite Proficiency Level (CPL) score of 5.0 or greater must be exited from the ESOL program. • For 2017 ACCESS, students achieving CPL scores between 4.3 – 4.9, may, at the district’s discretion and per district protocols, be deemed English proficient and exited from language assistance services.

10. Post-Exit • Students are monitored for two years after exiting. • If students are falling behind interventions need to begin to help the student. • EIP class • Before and/or after school tutoring • Follow pyramid of intervention

11. Conversational Or Social Language Most students gain this kind of proficiency in about two years. However, students may require five years or more to learn the academic language necessary to keep up with the demands of school. Academic Language Cummins, 1979, Collier, 1989

12. Promoting Academic Success for ELLs • Use the language of standardized testing with students on a regular, ongoing basis so students become familiar and comfortable with the terminology. • Always try to relate information to student’s prior knowledge. • When introducing a new term or phrase, provide a description, example and/or explanation rather than a formal definition. • Use graphic organizers, pictures or the real thing. • Don’t assume a student knows something.

13. WIDA English Language Proficiency Standards • Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) English language learners communicate information, ideas, and concepts necessary for academic success in the content area of …… • Standard 2:LANGUAGE ARTS (LoLA) • Standard 3: MATHEMATICS(LoMA) • Standard 4: SCIENCE(LoS) • Standard 5: SOCIAL STUDIES(LoSS)

14. WIDA ELP standards focus on academic language - GSE focus on academic content Language proficiency revolves around the languageassociated with the content areas. Academic achievement reflects the knowledge and skills associated with the content.

15. What are some language patterns (math sentences) that a student must comprehend in order to solve this problem? + ) ( X =

16. Did you think of any other Math sentences? • Solve for x? • Find x? • Distribute….? • What is the product of….? • What is the quotient of …? • Carry the… • Divide by …. • Multiply by ….

17. Other Terminology Taken from http://www.colorincolorado.org/article/reading-and-understanding-written-math-problems

18. Can Do Descriptors • Use of Can Do Descriptors • Starting point in understanding what students can do in each language domain • First steps of learning to differentiate instruction for ELLs • Not a comprehensive list but a starting (refer to your ESOL folder)

19. Speaking and Writing Rubrics • Use in conjunction with Can Do Descriptors • Provides an overview of expectations • Serves as a tool for classroom assessment (refer to your ESOL Folder)

20. Your Responsibility • Be familiar with WIDA standards (remember the focus is on academic language) • Be familiar with your students ELP (ACCESS scores in your data notebook) • Keep in mind students may not be able to master the standard without supports (ESOL Folder)

21. ESOL Differentiation Plan • Includes WIDA Standards, Can Do Descriptors, Student’s ELP level • Add • Academic vocabulary (not story words) • Supports to ensure understanding (If you do not have a clue what I’m talking about see me. Or if you have a better plan please share)

22. Resources • GaDOE Title III Esol website: http://www.gadoe.org/ci_iap_esol.aspx • WIDA Consortium website: www.wida.us