Engaging All Students: Spotlight on English Language Learners

1. Engaging All Students: Spotlight on English Language Learners Leadership I January 12, 2010 The Ten Oaks Ballroom 8:30 AM- 12:00 PM

2. Linda Wise Chief Academic Officer

3. We learn more through experience than by absorbing what we simply see or hear. -William Glasser, Psychologist

4. “Effective teaching may be the hardest job there is.” -William Glasser, Psychologist

5. Systemic Expectations Know our students Ensure our students receive exemplary instruction that prepares them for college and careers Know what interventions and supports are in place to ensure their success Have a process for continuously monitoring their progress Develop a relationship with students and their families

6. Today’s Outcomes • Increase knowledge of the Superintendent’s proposed FY 2011 budget • Gain a better understanding of LAS Links and the AMAOs • Identify characteristics that impact language acquisition • Describe and apply instructional strategies to support ELLs • Enhance relationships between and among DOI colleagues

7. Sydney Cousin Superintendent

8. Linda Wise Chief Academic Officer

9. Leslie Grahn World Languages Resource Teacher

10. Baggage Claim • Write your name on your suitcase. • Pack your “bag” by listing ways your school/office/program has created spending efficiencies on your suitcase cutout

11. Baggage Claim • The first time a person shakes hands with you, introduce yourself and tell each other what is in your “bag.” • Then, exchange “bags” and move on to greet another participant.

12. Baggage Claim • As you greet other participants, shake hands and introduce yourself and explain that you have the wrong “bag.” • Proceed to tell each other who the “bag” belongs to and what’s in it. • Then, trade “bags.”

13. Baggage Claim • When time is called, return the “bag” you have to its owner.

14. Leadership 1 & 2 wiki

15. Linda Wise Chief Academic Officer

16. ESOL and Instruction for ELLs Outcomes: • Gain a better understanding of LAS Links and the AMAOs • Identify characteristics that impact language acquisition • Describe and apply instructional strategies to support ELLs

17. John Arnold ESOL Resource Teacher

18. Pretest • Read each question and the responses. • Work with your table group to determine the best answer. • Respond using the Personal Response System (PRS). • Pass the PRS to the next person at the table to take turns responding.

19. Personal Response System The Document Repository link to the PRS Folder is on the wiki.

20. Laura Hook ESOL Coordinator

21. Parking Lot If you have a question, please write it on a Post-it note and place it on one of the Parking Lot charts.

22. AMAO I • AMAO I:Progresstowards proficiency • Progress is made if the student’s Overall test score on the English Language Proficiency (ELP) assessment is 15 scale score points higher than the Overall test score from the previous year’s test administration.

23. AMAO II • AMAO II: English Language Proficiency Attainment • ELP attainment is made when the student receives an Overall score of 5 on the ELP assessment with a minimum score of 4 on Listening, Speaking, Reading, and Writing. • These students are released (RELLs) from ESOL Services.

24. AMAO III • AMAO III:AYP • AMAO III represents Adequate Yearly Progress of Local School Systems for the LEP students. • Consider data regarding confidence intervals. INROADS contains separate data for ELLs & RELLs. Mdreportcard.org lists data for ELLs & RELLs combined.

25. LAS Links • Stands for Language Assessment Scale • Is administered to ALL students in the ESOL program • Diagnostic Test - given at the International Student Registration Center (ISRC) or school • Summative Test - given at the school • Assesses skills in listening, speaking, reading, and writing • Yields an English proficiency level (1-6)

26. Proficiency Levels of ELLs • Level 1 - Low Beginner • Level 2 - High Beginner • Level 3 - Low Intermediate • Level 4 - High Intermediate • Level 5 - Advanced • Level 6 - Independent

27. HCPSS 2009 LAS Results

28. ELL Profile: English Language Proficiency (ELP)based upon LAS Links

29. ELL Profile: English Language Proficiency (ELP) • What is the ELL’s Overall Proficiency Level? Answer using either a number or word(s)

30. ELL Profile: English Language Proficiency (ELP) • What is the ELL’s Overall Proficiency Level? Answers: #1: ELP level 5 or Advanced #2: ELP level 5 or Advanced #3: ELP level 5 or Advanced #4: ELP level 4 or High Intermediate #5: ELP level 2 or High Beginning

31. ELL Profile: English Language Proficiency (ELP) • Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points? (AMAO I)

32. ELL Profile: English Language Proficiency (ELP) • Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points? Overall Proficiency Level Scale Scores from 2008: #1: 551 #4: 534 #2: 517 #5: 449 #3: 570

33. ELL Profile: English Language Proficiency (ELP) • Did the ELL’s Overall Proficiency Level Scale Score increase by 15 points? Answers: #1: 551 to 562 - NO #2: 517 to 550 - YES #3: 570 to 582 - NO #4: 534 to 550 - YES #5: 449 to 487 - YES

34. ELL Profile: English Language Proficiency (ELP) • Will the student be released from the ESOL Program? (AMAO II) • ELL needs an Overall Proficiency Level of 5 with a minimum of 4 in Listening, Speaking, Reading, and Writing to be released.

35. ELL Profile: English Language Proficiency (ELP) • Will the student be released from the ESOL Program? Answers: #1: YES #4: NO #2: NO #5: NO #3: YES

36. ELL Profile: English Language Proficiency (ELP) • What other kinds of support might the ELL need to be successful in school?

37. Access to LAS Links Data • INROADS - • Student Profile has individual student’s LAS scores • Sandbox has students’ English language proficiency data from LAS Links • School report for AMAO I, II, & III • Cumulative folders contain reports

38. Cognitive Development Personal Development Social Development V V V Vision of Exemplary Teaching for Student Learning“All Students Can Learn” Knowing The Learner WHO? Ongoing Assessment Ongoing Assessment Knowing Myself and My Influence on Learners Knowing the Curriculum & Content WHAT? Knowing the Pedagogy HOW? Ongoing Assessment

39. ELLs in Our Schools • 2007-08: approximately 1,600 ELLs • 2008-09: approximately 1,800 ELLs • 2009-10: approximately 2,100 ELLs • 81 languages: • Spanish, Korean, Urdu, Chinese, and Vietnamese • 77 countries

40. The ESOL Program • Helps develop proficiency in listening, speaking, reading, and writing using Standard American English. • Assists ELLs in a well-articulated, content-based program to support and supplement classroom instruction.

42. John Arnold ESOL Resource Teacher

43. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

44. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

45. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

46. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

47. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

48. Cultural Adjustment Adjustment Mental Isolation Honeymoon Initial Adjustment Culture Shock

49. Maha Abdelkader ESOL Resource Teacher

50. The music The sounds The correct sequence of sounds in a word How to use and interpret intonation How to change the time of a sentence The order of words Formal vs. informal language Idiomatic expressions A wealth of vocabulary The variety in meaning of words Language nuances The gestures What do you understand when you know a language? • To ask for info. • How to persuade • How to take turns in a conversation • How to enter a conversation • How to use language to build relationships • Connections between language and culture