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Navigating the ELPS

Training Goals. Content Objective:Participants will be able to describe the significance of the new English Language Proficiency Standards for administratorsLanguage Objective:Participants will be able to begin the process of implementing the new standards. . . Why the ELPS? . . . The Big Ideas.

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Navigating the ELPS

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    1. Navigating the ELPS Using the New Standards to Improve Instruction for English Language Learners

    2. Training Goals Content Objective: Participants will be able to describe the significance of the new English Language Proficiency Standards for administrators Language Objective: Participants will be able to begin the process of implementing the new standards Highlight or Mention: Research into what works for English Language Learners indicates that one of the keys to success is a consistent focus on content area language acquisition (research is cited on p. 5 of Navigating the ELPS). This approach emphasizes the need to make content comprehensible while developing academic language skills. It also requires academic language instruction to be integrated into all areas of instruction. In 1998 (Please check the accuracy of this date.), the ESL standards were adopted as part of the TEKS for Spanish Language Arts and English Language Arts. Because these standards were only integrated into language arts instruction, few content area teachers made use of them when planning instruction for English Language Learners. In 2006, TEA revised the ESL standards and in 2007, the English Language proficiency Standards went into effect. The new standards clearly indicate that the ELPS are to be integrated into each subject of the required curriculum. These standards replace the ESL TEKS. The new standards provide a unique opportunity to improve instruction for English Language Learners and integrate what research shows is best practice for successful learning. This training will assist teachers, administrators, and specialists in using the ELPS to improve instruction for English Language Learners. Highlight or Mention: Research into what works for English Language Learners indicates that one of the keys to success is a consistent focus on content area language acquisition (research is cited on p. 5 of Navigating the ELPS). This approach emphasizes the need to make content comprehensible while developing academic language skills. It also requires academic language instruction to be integrated into all areas of instruction. In 1998 (Please check the accuracy of this date.), the ESL standards were adopted as part of the TEKS for Spanish Language Arts and English Language Arts. Because these standards were only integrated into language arts instruction, few content area teachers made use of them when planning instruction for English Language Learners. In 2006, TEA revised the ESL standards and in 2007, the English Language proficiency Standards went into effect. The new standards clearly indicate that the ELPS are to be integrated into each subject of the required curriculum. These standards replace the ESL TEKS. The new standards provide a unique opportunity to improve instruction for English Language Learners and integrate what research shows is best practice for successful learning. This training will assist teachers, administrators, and specialists in using the ELPS to improve instruction for English Language Learners.

    3. Why the ELPS? . . . The Big Ideas ELLs benefit from content area instruction that is accommodated to their need for comprehensible input (Krashen, 1983l; Echevarria, Vogt, and Short, 2008). ELLs benefit from academic language instruction integrated into content area instruction (Crandall, 1987; Snow et. al, 1989). ELLs benefit from programs that hold high expectations for students for academic success (Collier, 1992; Lucas et. al. 1990; Samway & McKeon, 2007). Language proficiency standards provide a common framework for integrating language and content instruction for English learners (Short, 2000). Activity: Refer to p. 14 of the book. Have participants glance at the 4 reasons and point to the one that they think is most significant. Have them share their answers with others at their table.Activity: Refer to p. 14 of the book. Have participants glance at the 4 reasons and point to the one that they think is most significant. Have them share their answers with others at their table.

    4. History of ESL in Texas 1980s content-based/ESL sheltered instruction 1998 ESL standards in Spanish and English Language Arts 1999 SIOP research validates use of sheltered instruction to improve instruction for ELLs Highlight or Mention: Refer to p. 3, Table of Contents and p. 5, History of ESL in Navigating the ELPS In the 1970s ESL focused on developing social language (i.e. language needed for shopping, traveling, and the workplace) In the 1980s, Krashens work helped us focus on the kind of English needed for school. Sheltered instruction grew in significance for teachers of ELLs. (Krashen, S., 1982. Principles and practices in second language acquisition. Oxford: Pergamon.) In 1998, the ESL standards were adopted as part of the TEKS in Spanish and English Language Arts. These included student expectations and descriptions of proficiency levels for reading, writing, listening and speaking for students at various levels of language proficiency. However, few content area teachers made use of them when planning instruction for ELLs. In 1999, SIOP research validated the importance of sheltered instruction in the content areas to improve instruction for ELLs. (Echevarria, J., Short, D., Vogt, M., 2008. Making content comprehensible. The sheltered instruction observation protocol. Boston, MA: Pearson.)Highlight or Mention: Refer to p. 3, Table of Contents and p. 5, History of ESL in Navigating the ELPS In the 1970s ESL focused on developing social language (i.e. language needed for shopping, traveling, and the workplace) In the 1980s, Krashens work helped us focus on the kind of English needed for school. Sheltered instruction grew in significance for teachers of ELLs. (Krashen, S., 1982. Principles and practices in second language acquisition. Oxford: Pergamon.) In 1998, the ESL standards were adopted as part of the TEKS in Spanish and English Language Arts. These included student expectations and descriptions of proficiency levels for reading, writing, listening and speaking for students at various levels of language proficiency. However, few content area teachers made use of them when planning instruction for ELLs. In 1999, SIOP research validated the importance of sheltered instruction in the content areas to improve instruction for ELLs. (Echevarria, J., Short, D., Vogt, M., 2008. Making content comprehensible. The sheltered instruction observation protocol. Boston, MA: Pearson.)

    5. History of ESL in Texas 2001 NCLB; focus on research-based instruction 2006 ESL standards revised 2007 English Language Proficiency Standards established In 2001, the No Child Left Behind Act was passed which required research-based instruction. (http://www.ed.gov/nclb/landing.jhtml) In 2006, the ESL standards were revised in response to research that indicated that one of the keys to success for ELLs is a consistent focus on content area language acquisition. This approach emphasizes the need to intentionally make content comprehensible while developing academic language skills for ELLs. It also requires academic language instruction be integrated into all areas of instruction. In 2007, the ELPS went into effect which requires that cross curricular second language acquisition skills be integrated into each subject of the required curriculum. The new ELPS contain a brief introduction into what kind of instruction is required for ELLs, an outline of district responsibilities, cross curricular expectations, and language proficiency level descriptors. (Refer to p. 10 of the book for the introduction of the ELPS, p. 12 for a summary of the ELPS and p. 13 for a summary of the Proficiency Level Descriptors.) Activities: During the explanation of the ESL standards as part of the Spanish and English TEKS in 2006, have 5 people volunteer to stand in front of the audience. One person will represent math, one will represent science, one will represent social studies, and one will represent English Language Arts and one will represent Technology or another elective. You, the presenter, will represent the ESL standards. Ask the audience where the ESL standards were located. (answer: in English; have this person put his/her hand on your shoulder). After discussing the implementation of the ELPS in 2007, ask the audience where the new ELPS are located. (answer: in all content areas; have all of the people put their hands on your shoulders.) Discussion Questions: Pretend you are a social studies teacher with one ELL and one non ELL. How do you address the ELPS in this situation? (answer: All students need academic language, so incorporating the ELPS will help all of your students.) This is important because _____________. Have participants share responses at their table and then call on individuals. In 2001, the No Child Left Behind Act was passed which required research-based instruction. (http://www.ed.gov/nclb/landing.jhtml) In 2006, the ESL standards were revised in response to research that indicated that one of the keys to success for ELLs is a consistent focus on content area language acquisition. This approach emphasizes the need to intentionally make content comprehensible while developing academic language skills for ELLs. It also requires academic language instruction be integrated into all areas of instruction. In 2007, the ELPS went into effect which requires that cross curricular second language acquisition skills be integrated into each subject of the required curriculum. The new ELPS contain a brief introduction into what kind of instruction is required for ELLs, an outline of district responsibilities, cross curricular expectations, and language proficiency level descriptors. (Refer to p. 10 of the book for the introduction of the ELPS, p. 12 for a summary of the ELPS and p. 13 for a summary of the Proficiency Level Descriptors.) Activities: During the explanation of the ESL standards as part of the Spanish and English TEKS in 2006, have 5 people volunteer to stand in front of the audience. One person will represent math, one will represent science, one will represent social studies, and one will represent English Language Arts and one will represent Technology or another elective. You, the presenter, will represent the ESL standards. Ask the audience where the ESL standards were located. (answer: in English; have this person put his/her hand on your shoulder). After discussing the implementation of the ELPS in 2007, ask the audience where the new ELPS are located. (answer: in all content areas; have all of the people put their hands on your shoulders.) Discussion Questions: Pretend you are a social studies teacher with one ELL and one non ELL. How do you address the ELPS in this situation? (answer: All students need academic language, so incorporating the ELPS will help all of your students.) This is important because _____________. Have participants share responses at their table and then call on individuals.

    6. ELPS . . . Building a Mental Framework Big Ideas Make content comprehensible Build academic language Student Expectations Learning strategies Listening Speaking Reading Writing Big Responsibilities Curriculum must be Communicated Sequenced Scaffolded Linguistically accommodated PLDs Proficiency Level Descriptors Beginning (L,S,R,W) Intermediate (L,S,R,W) Advanced (L,S,R,W) Advanced High (L,S,R,W) Highlight or Mention: There are 4 main subsections in the ELPS (a, b, c, d): Big Ideas, Big Responsibilities, Student Expectations, and Language Levels. Activities Use body as a graphic organizer to help remember parts: 1. Big ideas right eye 2. Big responsibilities left eye 3. Student expectations right hand/5 fingers 4. Language levels left hand/5 fingers (thumb is emergent readers) Review each quadrant separately. Practice with graphic organizer as a group, then with partner. Refer to p. 10. Point out the second sentence, School districts shall implement this section as an integral part of each subject in the required curriculum. Highlight or Mention: There are 4 main subsections in the ELPS (a, b, c, d): Big Ideas, Big Responsibilities, Student Expectations, and Language Levels. Activities Use body as a graphic organizer to help remember parts: 1. Big ideas right eye 2. Big responsibilities left eye 3. Student expectations right hand/5 fingers 4. Language levels left hand/5 fingers (thumb is emergent readers) Review each quadrant separately. Practice with graphic organizer as a group, then with partner. Refer to p. 10. Point out the second sentence, School districts shall implement this section as an integral part of each subject in the required curriculum.

    7. Big Responsibilities School districts must: (1)identifyEnglish language proficiency levels (2)provide instructionthat is linguistically accommodated (3)provide content-based instruction including knowledge and skills in subsection (c) (4)provide intensivesecond language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level Highlight or Mention: ELPS implementation is not optional. Just as teachers must implement TEKS. If ELLs are present for instruction, teachers must implement the ELPS student expectations and differentiate instruction commensurate with the students proficiency level. Implementation will take time, and the quality of instruction will increase as the ELPS are integrated into instruction for ELLs. Activity: Have participants discuss which responsibility poses the biggest challenge for the districts and campuses they work with. Highlight or Mention: ELPS implementation is not optional. Just as teachers must implement TEKS. If ELLs are present for instruction, teachers must implement the ELPS student expectations and differentiate instruction commensurate with the students proficiency level. Implementation will take time, and the quality of instruction will increase as the ELPS are integrated into instruction for ELLs. Activity: Have participants discuss which responsibility poses the biggest challenge for the districts and campuses they work with.

    8. Curriculum must be Communicated Sequenced Scaffolded Discussion Questions/Activity: Refer to p. 18. Ask participants to look through the three big responsibilities as they consider this question: Which of these three big responsibilities do you think is most needed for ELLs in your classroom? Ask participants to put their thumbs up when they have a response. When all have a response, ask participants to raise their hand. They should put their hand down when you say the one they picked. Discuss the response most people picked. Ask participants to explain why this is important.Discussion Questions/Activity: Refer to p. 18. Ask participants to look through the three big responsibilities as they consider this question: Which of these three big responsibilities do you think is most needed for ELLs in your classroom? Ask participants to put their thumbs up when they have a response. When all have a response, ask participants to raise their hand. They should put their hand down when you say the one they picked. Discuss the response most people picked. Ask participants to explain why this is important.

    9. Intensive Academic English Focused Targeted Systematic Highlight or Mention: Refer to p. 19 in book. Make sure participants understand that for grades 3-12, Beginning and Intermediate students require a program that specifically provides intensive and ongoing foundational second language acquisition instruction, including English vocabulary, grammar, syntax, and mechanics necessary to support content-based instruction. The target is accelerated learning of English: Make sure the system for second language acquisition instruction focuses on the target. Discussion Question: On a scale of 1 to 3, with 1 being you disagree and 3 being you agree, rate this statement: Right now the language instruction system for Beginning and Intermediate students in our school is focused on accelerated English acquisition. Use your fingers to show your rating. Ask participants to discuss with the people at their table why they gave their rating. Activity: Refer to p. 30 for a teacher self-assessment and p. 11 for a specialist self-assessment to help determine if your system is focusing on the target. Have each participant complete a self-assessment. Participants should regroup so that there are 3 to 4 people in each group. Have each group share some of their responses. Have participants go back to their original seats and respond to others at their table using this sentence starter: This assessment tells me I need to _________. Highlight or Mention: Refer to p. 20 for a district planning tool and p. 32 for an integration plan for teachers. If we fail to plan, we plan to fail. Discussion Question: Have participants respond to this statement: The planning tools would be helpful with _______. Highlight or Mention: Refer to p. 19 in book. Make sure participants understand that for grades 3-12, Beginning and Intermediate students require a program that specifically provides intensive and ongoing foundational second language acquisition instruction, including English vocabulary, grammar, syntax, and mechanics necessary to support content-based instruction. The target is accelerated learning of English: Make sure the system for second language acquisition instruction focuses on the target. Discussion Question: On a scale of 1 to 3, with 1 being you disagree and 3 being you agree, rate this statement: Right now the language instruction system for Beginning and Intermediate students in our school is focused on accelerated English acquisition. Use your fingers to show your rating. Ask participants to discuss with the people at their table why they gave their rating. Activity: Refer to p. 30 for a teacher self-assessment and p. 11 for a specialist self-assessment to help determine if your system is focusing on the target. Have each participant complete a self-assessment. Participants should regroup so that there are 3 to 4 people in each group. Have each group share some of their responses. Have participants go back to their original seats and respond to others at their table using this sentence starter: This assessment tells me I need to _________. Highlight or Mention: Refer to p. 20 for a district planning tool and p. 32 for an integration plan for teachers. If we fail to plan, we plan to fail. Discussion Question: Have participants respond to this statement: The planning tools would be helpful with _______.

    10. Student Expectations Learning Strategies Listening Speaking Reading Writing Highlight or Mention: Refer to pp. 26-29 for a complete listing of the ELPS student expectations. Refer to p. 12 for a summary. Use p. 34 to introduce language objectives to participants. Discussion Questions: Ask participants to look through the student expectations on p. 12 while thinking about a specific content area (math, science, social studies, English). Ask them to respond to this question: Which expectation would not be effective in the content area you have in mind? (Answer: All are appropriate for all content areas. The standards represent good instruction for ELLs and other students struggling with academic language development.) Highlight or Mention: Refer to pp. 26-29 for a complete listing of the ELPS student expectations. Refer to p. 12 for a summary. Use p. 34 to introduce language objectives to participants. Discussion Questions: Ask participants to look through the student expectations on p. 12 while thinking about a specific content area (math, science, social studies, English). Ask them to respond to this question: Which expectation would not be effective in the content area you have in mind? (Answer: All are appropriate for all content areas. The standards represent good instruction for ELLs and other students struggling with academic language development.)

    11. Proficiency Level Descriptors Beginning Intermediate Advanced Advanced High Listening Speaking Reading Writing Highlight or Mention: Refer to p. 13 This page categorizes the ELPS according to proficiency level (Beginning, Intermediate, Advanced, and Advanced High) for each domain (Listening, Speaking, Reading, and Writing). This page includes summaries of the ELPS proficiency level descriptors. These are the same descriptors found in the TELPAS. (Participants who have not attended TELPAS training will need further elaboration on the description of student behaviors at each language level.) Highlight or Mention: Refer to p. 13 This page categorizes the ELPS according to proficiency level (Beginning, Intermediate, Advanced, and Advanced High) for each domain (Listening, Speaking, Reading, and Writing). This page includes summaries of the ELPS proficiency level descriptors. These are the same descriptors found in the TELPAS. (Participants who have not attended TELPAS training will need further elaboration on the description of student behaviors at each language level.)

    12. Putting it all Together . . . Activity: With participants at your table, create a graphic organizer of the information we have discussed so far. Include the 4 subsections of the Ch 74.4 (Big Ideas, Big Responsibilities, Student Expectations, and PLDs) and the main ideas about each. Activity: Give participants a large sheet of chart paper and markers. Allow them to create any graphic of their choice to help them represent and remember the information discussed so far in the workshop. Allow about 10 minutes for participants to complete their graphic. When finished, ask participants to post their work. Allow participants a few minutes to walk around and see how others organized the information. Ask participants to look for ideas to share this information with others in their district. After the activity, walk participants through the table of contents of the book, Navigating the ELPS. Point out that each section has a title page, section from TAC 74.4, and tools to help with implementation. Activity: Give participants a large sheet of chart paper and markers. Allow them to create any graphic of their choice to help them represent and remember the information discussed so far in the workshop. Allow about 10 minutes for participants to complete their graphic. When finished, ask participants to post their work. Allow participants a few minutes to walk around and see how others organized the information. Ask participants to look for ideas to share this information with others in their district. After the activity, walk participants through the table of contents of the book, Navigating the ELPS. Point out that each section has a title page, section from TAC 74.4, and tools to help with implementation.

    13. Getting Started Implementing the ELPS Open a discussion with faculty about . . . What can we do to ensure English learners understand the key content concepts? What can we do to ensure English learners develop their ability to read, write, listen, and speak in academic English about content concepts? The ELPS are the answer! Highlight or Mention: Refer to p. 21 in the book. At a meeting with teachers show the need by asking the questions on p. 21. Present the ELPS as the road map for helping make content comprehensible and developing academic language. Optional Activity: Simulate what might occur at this meeting: Do a Quick Write where each participant lists as many things as he/she can in 60 seconds to help ELLs understand the content concepts they teach. Participants then stand and find another person with which to share their list. Another idea is to complete a Whip Around (Zweirs, 2008) activity after the Quick Write: All faculty members stand. One person shares something from his/her list. If others have the same thing or something similar on their list, they cross it off. They may sit when all of their ideas are crossed off. When everyones ideas have been shared, the activity is complete. To debrief, have the faculty members talk with others at their table by answering these questions: Which of the activities that have been shared am I already doing? Which can I add to current practices? Have each faculty member take a post-it note and write one way he/she can get students to develop language in one content area he/she teaches and post on a chart. Emphasize that we all have shared some knowledge about how to make content comprehensible and develop academic language and we can start here. The ELPS serve as the road map for how we can accomplish these goals more effectively. Highlight or Mention: Refer to p. 21 in the book. At a meeting with teachers show the need by asking the questions on p. 21. Present the ELPS as the road map for helping make content comprehensible and developing academic language. Optional Activity: Simulate what might occur at this meeting: Do a Quick Write where each participant lists as many things as he/she can in 60 seconds to help ELLs understand the content concepts they teach. Participants then stand and find another person with which to share their list. Another idea is to complete a Whip Around (Zweirs, 2008) activity after the Quick Write: All faculty members stand. One person shares something from his/her list. If others have the same thing or something similar on their list, they cross it off. They may sit when all of their ideas are crossed off. When everyones ideas have been shared, the activity is complete. To debrief, have the faculty members talk with others at their table by answering these questions: Which of the activities that have been shared am I already doing? Which can I add to current practices? Have each faculty member take a post-it note and write one way he/she can get students to develop language in one content area he/she teaches and post on a chart. Emphasize that we all have shared some knowledge about how to make content comprehensible and develop academic language and we can start here. The ELPS serve as the road map for how we can accomplish these goals more effectively.

    14. ELPS and PBMAS BE English TAKS passing rate ESL English TAKS passing rate BE Spanish TAKS passing rate ESL Spanish TAKS passing rate LEP Year after exit TAKS passing rate LEP participation rate LEP annual drop out rate LEP graduation rate LEP RHSP/DAP diploma rate Highlight or Mention: Refer to handout ELPS and PBMAS. Explain that the intention behind the performance based monitoring and assessment system (PBMAS) is to ensure that students in all sub populations meet specific targets to ensure their success within a school system. ELLs are one subpopulation designated within the system. Activities: Ask participants to survey the left hand column Implementing ELPS impacts performance because.. of the handout ELPS and PBMAS Have participants choose which of the two ways that the ELPS will impact performance seem most significant to them. You can use the stem What I found most significant was Have them share in small groups and then discuss as a group. Highlight or Mention: Refer to handout ELPS and PBMAS. Explain that the intention behind the performance based monitoring and assessment system (PBMAS) is to ensure that students in all sub populations meet specific targets to ensure their success within a school system. ELLs are one subpopulation designated within the system. Activities: Ask participants to survey the left hand column Implementing ELPS impacts performance because.. of the handout ELPS and PBMAS Have participants choose which of the two ways that the ELPS will impact performance seem most significant to them. You can use the stem What I found most significant was Have them share in small groups and then discuss as a group.

    15. ELPS/PDAS Connections v Content and language objectives posted v Evidence of use of explicit vocabulary instruction v Evidence of use of a variety of techniques to make content comprehensible v Evidence of reading and writing in academic English v Evidence of student/student interaction focusing on lesson concepts v Specific instructional interventions for ELLs Highlight or Mention: Many of the strategies and techniques required to differentiate instruction and implement the cross curricular student expectations are connected to the kind of teaching we have been looking for under the PDAS appraisal system. PDAS requires that Instructional strategies are aligned with the objectivesstudent characteristics and prior learning (II,5). The ELPS provide a framework for accomplishing this goal for ELLs. Activity: Distribute the handout ELPS/PDAS Connections. Ask, Which instructional goal would it be easiest for the teachers you work with to begin focusing on? Have participants target which examples would be effective with the teachers and students you work with. Which of the ELPS correlate with that example? Which PDAS indicators?Highlight or Mention: Many of the strategies and techniques required to differentiate instruction and implement the cross curricular student expectations are connected to the kind of teaching we have been looking for under the PDAS appraisal system. PDAS requires that Instructional strategies are aligned with the objectivesstudent characteristics and prior learning (II,5). The ELPS provide a framework for accomplishing this goal for ELLs. Activity: Distribute the handout ELPS/PDAS Connections. Ask, Which instructional goal would it be easiest for the teachers you work with to begin focusing on? Have participants target which examples would be effective with the teachers and students you work with. Which of the ELPS correlate with that example? Which PDAS indicators?

    16. What do administrators need to do? School districts must: provide intensivesecond language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level (b4) provide content-based instruction including knowledge and skills in subsection (b3) provide instructionthat is linguistically accommodated (b2) Highlight or Mention: Review with participants that ELPS implementation is not optional. Just as teachers must implement the content area TEKS, they must also implement ELPS if ELLs are present for instruction, teachers must implement the ELPS student expectations and differentiate instruction commensurate with the students proficiency level. Mention again that Implementation will take time, and the quality of instruction will increase as the ELPS are integrated into instruction for ELLs. Activity: Distribute handout Evidence of ELPS Implementation. Have participants discuss in small groups responses to the following questions: 1. What evidence listed in the bullets can we collect at our campus/district site? 2. What other evidence could we collect? 3. Who needs to be trained on the new standards in order to make this possible? On chart paper or a white board, list other sources of evidence brought up during the discussion. List staff who need to be trained. Highlight or Mention: Review with participants that ELPS implementation is not optional. Just as teachers must implement the content area TEKS, they must also implement ELPS if ELLs are present for instruction, teachers must implement the ELPS student expectations and differentiate instruction commensurate with the students proficiency level. Mention again that Implementation will take time, and the quality of instruction will increase as the ELPS are integrated into instruction for ELLs. Activity: Distribute handout Evidence of ELPS Implementation. Have participants discuss in small groups responses to the following questions: 1. What evidence listed in the bullets can we collect at our campus/district site? 2. What other evidence could we collect? 3. Who needs to be trained on the new standards in order to make this possible? On chart paper or a white board, list other sources of evidence brought up during the discussion. List staff who need to be trained.

    17. What steps should we take? Provide training for administrators and specialists on the new standards Provide training for teachers of ELLs on integrating cross curricular student expectations differentiating instruction for ELLs Provide curriculum that includes intensive academic English that supports content area instruction for beginning and intermediate students Highlight or Mention: Service centers and other service providers throughout the state will be providing various training on the ELPS. Currently there is no specific training required, however educators must be provided with sufficient knowledge of the new standards to be able to implement them effectively. Intensive content area academic English will require planning. Content area teachers may need to collaborate with ESL and bilingual teachers and other support staff to ensure that English language development for these students is focused, targeted, and systematic. See p.19 for ideas on implementation. More detailed ideas on creating an implementation plan can be found on p. 20. Activity Have participants divide a piece of chart paper into two sections. Below each section they will brainstorm a list of ideas. The two columns are: To provide training and support for administrators and specialists we need to To provide training for teachers we need to After they have finished listing ideas they can post their chart paper in a visible location. Provide two minutes for participants to view other participants posters. Highlight or Mention: Service centers and other service providers throughout the state will be providing various training on the ELPS. Currently there is no specific training required, however educators must be provided with sufficient knowledge of the new standards to be able to implement them effectively. Intensive content area academic English will require planning. Content area teachers may need to collaborate with ESL and bilingual teachers and other support staff to ensure that English language development for these students is focused, targeted, and systematic. See p.19 for ideas on implementation. More detailed ideas on creating an implementation plan can be found on p. 20. Activity Have participants divide a piece of chart paper into two sections. Below each section they will brainstorm a list of ideas. The two columns are: To provide training and support for administrators and specialists we need to To provide training for teachers we need to After they have finished listing ideas they can post their chart paper in a visible location. Provide two minutes for participants to view other participants posters.

    18. District Implementation Checklist Goals Target Steps Person(s) Responsible Dates/Deadlines Highlight or Mention: Refer to p. 20 for a district implementation checklist. This page provides more detailed information on how to integrate ELPS implementation into existing district and campus plans.Highlight or Mention: Refer to p. 20 for a district implementation checklist. This page provides more detailed information on how to integrate ELPS implementation into existing district and campus plans.

    19. Navigating the ELPS A good plan is like a road map: it shows the final destination and usually the best way to get there. H. Stanley Judd Highlight or Mention: Navigating the ELPS provides a road map for using the new standards to improve instruction for ELLs. Our Content Objective today was: Participants will be able to describe the significance of the new English Language Proficiency Standards for administrators Our Language Objective was: Participants will be able to begin the process of implementing the new standards Discussion Questions: Ask participants to pretend that they see a friend after the workshop and are asked what they learned today. Have them respond to someone at their table. Ask participants to rate on a scale of 1 to 5 the following statements: I understand the significance of the new standards for administrators. I can identify what I need to do to begin the process of implementing within my school system. Highlight or Mention: Navigating the ELPS provides a road map for using the new standards to improve instruction for ELLs. Our Content Objective today was: Participants will be able to describe the significance of the new English Language Proficiency Standards for administrators Our Language Objective was: Participants will be able to begin the process of implementing the new standards Discussion Questions: Ask participants to pretend that they see a friend after the workshop and are asked what they learned today. Have them respond to someone at their table. Ask participants to rate on a scale of 1 to 5 the following statements: I understand the significance of the new standards for administrators. I can identify what I need to do to begin the process of implementing within my school system.

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