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SAMUEL II Understanding Your Core EL Program & The Principals Role In Supporting The Core EL Program Slide 2 Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. Light! Give me light! was the wordless cry of my soul, and the light of love shone on me in that very hour. Helen Keller Slide 3 Slide 4 Workshop Objectives Read and become experts on articles pertaining to English Only Program Models. Explain your article in small groups. Use graphic organizers to record facts EL Core Program Identify and develop a list of suggestions and/or ideas of how to adapt an EL Core Program for your system while utilizing all Federal dollars effectively, share in whole group Express ways principals can effectively support the core EL program in their schools Slide 5 A model is a specific set of instructional services or a fully developed curriculum intended to help ELs acquire English proficiency and meet high academic standards. It comprises a set of characteristics, principles and practices that have been developed based on theory and scientifically based research, and serves as a rough blueprint that classrooms, schools and districts may follow as an implementation guide. A model is a specific set of instructional services or a fully developed curriculum intended to help ELs acquire English proficiency and meet high academic standards. It comprises a set of characteristics, principles and practices that have been developed based on theory and scientifically based research, and serves as a rough blueprint that classrooms, schools and districts may follow as an implementation guide. 5 Slide 6 ENGLISH INSTRUCTION EDUCATIONAL MODEL Slide 7 Castaeda vs Pickard 1981 Schools must base their program on educational theory Implement the program with resources and personnel necessary to put the theory into practice Evaluate the program and make adjustments where necessary to ensure that adequate progress is being made [648 F. 2d 989 (5th Circuit, 1981)] Castaeda vs Pickard 1981 Schools must base their program on educational theory Implement the program with resources and personnel necessary to put the theory into practice Evaluate the program and make adjustments where necessary to ensure that adequate progress is being made [648 F. 2d 989 (5th Circuit, 1981)] Slide 8 This case established a three-part test to evaluate the adequacy of a district's program for the English learner 1 Educational EL Theory and Research Based 2 Effective implementation of EL Theory 3 Yearly evaluation and adjustments of EL Program Slide 9 Whatever program model is selected as your core EL program: Instruction must be provided by qualified and appropriately trained teachers Training and instruction must be scientifically research based using EL strategies Core EL instruction must be delivered by certified teachers in all academic areas Whatever program model is selected as your core EL program: Instruction must be provided by qualified and appropriately trained teachers Training and instruction must be scientifically research based using EL strategies Core EL instruction must be delivered by certified teachers in all academic areas REMEMBER Slide 10 SDAIE Specially Designed Academic Instruction in English ELD English Language Development CALLA Cognitive Academic Language Learning Approach SEI Structured English Immersion SI/SIOP Sheltered Instruction ESL English As a Second Language Slide 11 Form groups of 6 Number heads 1-6 in each group From the 6 different EL programs, each group participant reads about one different program Take notes, you will become the Expert on that article Using graphic organizers, groups fill in with key information, about the EL program Slide 12 English Language Development (ELD) English as Second Language (ESL) Sheltered Instruction (SI) Language Instruction A state mandated program based on state ELP (English Language Proficiency) standards A class in which students are grouped by language proficiency levels Explicitly reflected in the schools master schedule A scope and sequence of vocabulary, language functions and grammatical forms Minimum of 150 minutes Students are served in mainstream classrooms with ESL instructional support provided in English (push-in) ESL pull-out ESL class period Delivered by the core content teacher Making core content standards accessible to all learners Clear grade level, content and language objectives Active student engagement Building background knowledge Uses visuals, manipulative, gestures, paraphrasing, etc Slide 13 Structured English Immersion (SEI) Cognitive Academic Language Learning Approach (CALLA) Structurally Designed Academic Instruction in English (SDAIE) Language Instruction All instruction in English and adapted to students proficiency levels L1 support may be provided separately English language development focuses on phonology Students receive a minimum of 4 hours per day in ELD Emphasis on developing Academic English vocabulary and language structures Accessing prior knowledge is essential Incorporating and valuing the home culture of the student and the students family Several opportunities for students to practice all four ELD strands- reading, writing AND speaking and listening Emphasis on developing content knowledge in English L1 (Primary Language) can be used to provide conceptual support Front load key English vocabulary Scaffold abstract ideas and concepts that require organization Students may still be more focused on English issues, leaving less time for concept processing. Slide 14 Sheltered Instruction Preparation Building Background Comprehensible Input Strategies Specially Designed Academic Instruction English Respectful of EL culture, low risk/safe environment Connects to previous learning Technology, visuals, manipulative, realia Performance based, multiple access points Slide 15 Sheltered Instruction Interaction Practice/Application Lesson Delivery Review & Assessment Specially Designed Academic Instruction English Cooperative, interactive L1 support, content lessons including speaking, listening, reading and writing Chunking/webbing Performance based, multiple access points Slide 16 Take a minute to look at the sample How does this sample differ from your systems? Slide 17 State and Local Funds Districts must provide the core language acquisition program with state and/or local funds Districts must provide the core language acquisition program with state and/or local funds Slide 18 Federal funds used to supplement the core EL program i.e., Titles I, VI, etc. must be used prior to using Title III funds Federal funds cannot be used to fund professional development activities for the core EL program Translators/interpreters/facilitators are civil rights requirements; therefore, it is the responsibility of the school district to provide this service Federal funds used for personnel must be for supplemental staff i.e., before/after school tutors for ELs Slide 19 Supporting Your District and Schools Core EL Program Slide 20 How can we ensure that classroom teachers understand the core EL program and are receiving instructional training for ELs? What steps can be taken at your school? What measures can we take to ensure that classroom teachers are using the WIDA Standards at the ELs language proficiency to make content comprehensible? What can be done to ensure that classroom teachers are using EL accommodations at the students specific language proficiency levels during lesson delivery to review and assess? Slide 21 Share districts Core EL Program Share districts Core EL Program How does your districts Core EL Program/Model fit into your faculties lesson delivery model? How does your districts Core EL Program/Model fit into your faculties lesson delivery model? Review AMAO A and B. Why is it important? Review AMAO A and B. Why is it important? AMAO A- 0.5 gain on ACCESS for ELLs from year to year AMAO B- Attains 4.8 proficiency score on ACCESS for ELLs Emphasize N count of 10 students and how it rolls up to district Emphasize N count of 10 students and how it rolls up to district Slide 22 www.edcount.com https://egrant.alsde.edu Document library Scroll down to Title III Select Program Evaluation EL Diagnostic toolkit Support administrators efforts to identify areas of strength and areas for improvement for their language programs and services Analyze schools EL needs Write needs assessment Faculty implementation Monitor Evaluate program www.edcount.com https://egrant.alsde.edu Document library Scroll down to Title III Select Program Evaluation EL Diagnostic toolkit Support administrators efforts to identify areas of strength and areas for improvement for their language programs and services Analyze schools EL needs Write needs assessment Faculty implementation Monitor Evaluate program Slide 23 How do you hold your staff accountable for effectively using ACCESS data, WIDA Standards, and the Can Do Descriptors at the classroom level to differentiate instruction and assessment? How are you providing planning time and support to classroom and EL teachers to design lessons and assessments using the WIDA standards? How are you using the Can Do descriptors as a tool to collaborate? How do you hold your staff accountable for effectively using ACCESS data, WIDA Standards, and the Can Do Descriptors at the classroom level to differentiate instruction and assessment? How are you providing planning time and support to classroom and EL teachers to design lessons and assessments using the WIDA standards? How are you using the Can Do descriptors as a tool to collaborate? Slide 24 certified Include certified ESL teachers in the planning of PD sessions for faculty trainings Collaboratively plan data meetings with instructional coaches Ensure ACCESS/benchmark language data is included as criteria for decision making regarding EL students Ensure that ESL teachers are included on CIP teams at the school level Ensure that ESL teachers participate on student supports teams, providing EL data for IEPs etc. Include EL Look-Fors on your Walk Throughs Slide 25 Be An Advocate Attend EL PD at your schools Plan and attend EL parent nights Know the EL policies and procedures of the school system www.alex.state.al.us/ell Ask faculty, How are our EL students performing? Slide 26 Be An Advocate (continued) TransAct Have registration packets in the native language Consider RoadMap www.transact.com Log in My Account RoadMaps ESEA (NCLB) Parent Notification RoadMaps ESEA (NCLB) Series B: Title III (ELL) Parent Notices Slide 27 Slide 28 Make appropriate accommodations needed for EL students Differentiate instruction based on student proficiency level Turn in the appropriate documentation at the specified time Classroom teachers are welcoming to all new EL students Are provided supports in the use and understanding of ACCESS interpretation Accommodate assessments based on the EL students proficiency level Attend professional development workshops on ELs and turn around PD in team level meetings Hold book studies about English learners culture and learning strategies Make appropriate accommodations needed for EL students Differentiate instruction based on student proficiency level Turn in the appropriate documentation at the specified time Classroom teachers are welcoming to all new EL students Are provided supports in the use and understanding of ACCESS interpretation Accommodate assessments based on the EL students proficiency level Attend professional development workshops on ELs and turn around PD in team level meetings Hold book studies about English learners culture and learning strategies Slide 29 EL Teacher/Coach Support How are you utilizing your EL staff in providing time to coach classroom teachers in language acquisition? Does the EL staff have enough time to effectively create /learn presentations to provide to the staff concerning EL issues? Designate a specific room for the EL teacher to house his or her supplies, as well as to utilize for tutoring. Encourage collaboration with other ESL teachers in the district/region/state Allow time for planning sessions between ESL and general ed teachers Slide 30 ALSDE EL Regional Coaches Tammy Robbins trobbins@alsde.edu Meko Venegas mvenegas@alsde.edu Sevim Whitaker swhitaker@alsde.edu Slide 31 Robbie Mangum Education Specialist rmangum@alsde.edu Dely V. Roberts Education Specialist droberts@alsde.edu Novelette Seroyer Education Administrator nseroyer@alsde.edu