ELLs at Hall

1. ELLs at Hall

2. Learning Targets • I CAN • Dazzle people with mind-boggling statistics about ELLs. • Impress people by outlining mind-numbing legal requirements re ELLs. • Envision mind-blowing instruction in collaboration with the ELL teacher.

3. What is an English Language Learner? Students who come from an environment where a language other than English has had significant impact on English proficiency. Students whose language prevents their success in the classroom and on standardized tests.

4. “High poverty students can be compared to ELLs when it comes to vocabulary development.” (Echevarria, 1998) “When it comes to risk factors for vocabulary development, poverty trumps race, urban v. rural…, limited English proficiency, and language impairments.” (Marulis & Neuman, 2011)

5. Mind-Boggling Statistics

6. SOURCE: Migration Policy Institute, http://www.migrationinformation.org/integration/media/video1.cfm

7. SOURCE: Migration Policy Institute, http://www.migrationinformation.org/integration/media/video1.cfm

8. Projected ELL % of Total Student Population ELLs are EVERYONE’s responsibilty!

9. Mind-Numbing Legal Requirements

10. Step 1: Identification

11. Step 2: Initial Placement • W-APT/K W-APT • Multiple Measures • Notify parents – right to waive services

12. Step 3: Instruction An IDEAL ELL program would have: • Scaffolded content instruction • Literacy instruction • English language instruction • First language support MORE ABOUT THIS LATER!

13. Step 4: Annual Assessment • Must take MCA Math and Science, but don’t have to include scores in first 12 months. • Can waive MCA reading in first 12 months. • WIDA Access • Tests progress in listening, speaking, reading, and writing

14. Step 5: Exit • MN rules: • If student achieves overall score of 5.0 on Access test, with no domain less than 4.0, Title III funds end. • Teachers determine whether students should exit based on multiple measures.

15. Step 6: Monitoring • Students must be monitored for 2 years after exiting. • Continue to take Access test. • MCA scores are part of LEP group for AYP purposes.

16. Mind-BlowingInstruction

17. First, some clarification: “Language through Content” – primary goal is teaching content. Secondary goal is teaching English. “English Language Development” – primary goal is teaching English. BEST if tied to content, but not necessary.

18. Step 3: Instruction An IDEAL ELL program would have: • Scaffolded content instruction • Literacy instruction • English Language Development (ELD)***. • First language support

19. MPS ELL Framework

20. One Teaching, One Drifting • Team Teaching • Parallel Teaching • Alternative Teaching—Small Group • One Teaching, One Observing • Station Teaching The 6 Models

21. Benefits of Collaboration • Shared responsibility for student achievement • Transfer of teacher expertise • Shared understanding and use of standards, curriculum, & assessment data • Opportunity for a variety of activities

22. Limitations • Extra planningtime required • Personality and work style differences • ESL Teachers put into teaching assistant role • Change can be difficult!

23. Where do we go from here?

24. Keep It Simple! An IDEAL ELL program would have…. • Scaffolded content instruction • Literacy instruction • English Language Development (ELD) • First language support

25. Latest research shows….. • Separate ELD block better for teaching English skills than “language through content”. • ELD block should • focus on vocabulary, morphology, grammar – tied to content if possible. • emphasize listening and speaking over reading and writing. • provide corrective feedback on form.

26. So, in practice…. • Co-teaching which includes ELD • Listening and speaking (discussions, read-alouds, speeches, Reader’s Theater…) • “Chunkable” activities: • VOCABULARY, morphology, grammar • shared reading • mini-lessons • technology • Small groups

27. In practice (cont’d.) • Every classroom/lesson will look different • Brains, heart, and courage • Communication/planning • An OPPORTUNITY!