ell english language learner program by: martha sosa

ELL English Language Learner Program

By: Martha Sosa

Agenda1. The Consent Decree2. ELL Training3. Identification, Placement, and Assessment4. CELLA5. What are all these abbreviations????6. ELL procedures (Enrollment, Assessment, Placement,

Scheduling, Extension of Services, Follow-Ups)7. LEP Committee8. Suggested Classroom Techniques for ELL students9. ELL Strategy overview10. Questions

The Consent Decree

LULAC et al. vs. State Board of Education Consent Decree,

United States District Court for the Southern District of Florida,

August 14,1990

The Consent DecreeThe Consent Decree settlement terms focused on the following six issues:

• Identification and assessment• Equal access to appropriate programming • Equal access to appropriate categorical and

other programming for Limited English Proficient(ELL students)

• Personnel• Monitoring • Outcome measures

See Handout

Time line for Completion of the ELL Training Requirements

Identification, Placement and Assessment of ELL Students

Language Survey = Yes

B = Beginning= ELL Program

L = Low Intermediate H= High Intermediate

= ELL Program

P = Proficient = Continues to a Regular Program

CELLA is Administered

CELLA• C= Comprehensive• E = English• L = Language• L= Learning• A = Assessment

CELLAThe Purpose of CELLA : • Florida uses the CELLA as a tool to measure the

progress of English Language Learners(ELL) proficiency in English; thus, ensuring the skills needed in school to achieve at high levels, academically.

• It provides individual student information to parents and teachers.

• It provides information to schools, districts and the state on how well a schools program is working.

CELLA• Provides evidence of program accountability

in accordance with Title I and Title III of NO Child Left Behind(NCLB).

• NCLB mandates schools and districts to meet state accountability objectives for increasing the English language proficiency of ELL students.

• These requirements are called AMAOs= Annual Measurable Achievement Objectives.

CELLA States are required to report on the

achievement of three AMAOs:

1. Progress towards acquiring English language Proficiency.

2. Attainment of English language proficiency. 3. Adequate yearly progress in academic

reading and mathematics by ELL students.

CELLA Annual goals must be set for each objective.

Districts that do not meet the goals for all three AMAOs must inform the parents of all ELLs about the district’s performance. This notice must be provide, if possible, in a language the parent understands.

What are all these abbreviations????

LY= Lep yes or receiving ELL services.LF=Lep Follow- up or students who exited the ELL program and are on their two year follow-ups.LZ= Students who exited the ELL program and finished their two year Follow-up period. ZZ= Students who do not speak another language other than English or students who were tested for ELL services and did not qualify based on testing , former reports cards from other counties, parent surveys, or observations, etc.

What are all these abbreviations????

B = Beginning (non English Speaker)

L = Low Intermediate(non/limited English)

H= High Intermediate(limited English)

P= Proficient(Fluent English Speaker)

Students Enrollment

Procedures for enrollment: • Parent fills out registration form•Parent fills out the language survey ( 3 Q’s)•If “yes” to one of the language survey questions, test using the CELLA.

CELLA Administered

Online CELLA is administered to all students that have a “yes” in one of the survey questions in the registration form.Note: There is only a 20 day window to assess and place student in the ELL Program or one would be out of compliance with the state requirements.

ELL Placement

By law parents have to be informed of placement in the ELL program with in the 20 day window of registration.

Schedule

An ELL schedule for the student is formed by the Data Entry and ELL Contact in the 20 day window.

Extension of Services

Once an ELL student has been in the program for 3 years, they will need to be evaluated and a ELL Committee Meeting must occur to extend services or to dismiss the ELL student from the program.

ELL CommitteeA school based committee composed of : ELL TeacherELL Parent An AdministratorA Guidance counselor ELL Contact/ Resource Teacher

ELL CommitteeReasons to hold ELL Committee:

PlacementPupil ProgressExtension of services ( 4th, 5th and 6th year)ESE InterventionExit ReclassificationRe-ExitLF Review InterventionsRetentionRTIOther

Follow up

After ELL student have been exited out of the ELL program, the ELL contact/Resource teacher will follow the ELL students progress for 2 years. A: 1st full grading period after exit.B: 2nd full grading period after exit. C: 1 year after exit date.D: 2 years after exit date.

Suggested Classroom Techniques For ELL Students

Vocabulary Process Strategy

DECIDE – Decide that you want to learn a word. FIGURE OUT - Try to figure out what the word means by context clues, word parts, or asking another person. FIND OUT – Look in the dictionary to see if you are right. PICTURE IT – See the word and what it means.SHOW YOU KNOW IT – List examples, use it.

Different Kinds of Graphic Organizers

Venn Diagrams/ KWL ChartsStory Maps Text mapsTimelinesDiscussion WebsWord WebsThinking MapsStory or Text Structure Charts (Comprehension)

Activities Which Promote Language Acquisition

1. Label classroom items.2. Act out/Role play.3. Games.( Bingo, Simple Simon,

Concentration)4. Songs/Chants. 5. Imitation/Repetition6. Flash cards7. Interactive audio/video

cassettes.8. News of the day on the board. 9. Write in a journal.10. Conversational

opportunities/dialogues.


11. Cooperative Learning.12. Informal Speeches.13. Journal14. Hands on activities15. Open ended questions.16. Opinions? 17. Show ‘n tell.18. Sharing experiences. (Family

pictures, cultural objects, recipes)19. Listening Centers with

books/tapes20. Big Books.


21. Echo reading.22. Discussion of story. 23. Language experience stories.24. Finger plays. 25. Manipulative. 26. Visuals (charts, videos, pictures,

filmstrips, and films). 27.Peer Tutoring (Peer Consultant)

(buddy or buddy up). 28.Note taking(T-notes, outlines)29.Ask yes /no questions.


30. Simplify Vocabulary.31. Give concrete examples. 32. Demonstrate. 33. Model reading and

writing. 34. TPR – Total Physical

Response.35. Personal interactive

picture dictionary.

Story Retelling Checklist

•Can the student identify his/her favorite character in the story? •Can the student tell where the story takes place?•Can the student tell when the story takes place?•Can the student relate to the visuals in the story?

Story Retelling Checklist

•Can the student relate the story to any other story he/she might have read? •Can the student identify the major events of the story? •Can the student identify problems and issues that arise in the story?

Previewing Text Helps ELL Students Make Connections

*Talk about “why” you are reading a text.*What is the purpose for reading? *What will you learn? *What will the reading be about? *What do you think might happen in the story?

What You Should Do in Facilitating Good Discussions

*Model different ways to respond to questions.*Use different types of questions and provide prompts.*Paraphrase and expand on what students say. *Ask for clarification if they don’t make sense. *Give them feedback by adding to what they say. *Give them time to think and respond.

Give Prompts to Elicit Strategies for Use in Discussions

I remember…….This is about………Where…..? Who…..? When….? Why….?What happened….? How do you know….? What’s the reason….? What does it mean?What would have happened if ….?I think what is going to happen is…..

ELL Strategies: Language Arts

LA1. Use Language Experience ApproachLA2. Read to students everyday.LA3. Use a picture fileLA4. Develop a picture dictionaryLA5. Tape stories for listening centersLA6. Attach flashcards to object to acquire sight vocabulary.


LA7. Use chants, songs, and poems printed on paper strips.LA8. Use games to reinforce materialsLA9. Use trade books/predictable storiesLA10. Use highlight markers to identify key words and phrasesLA11. Use thematic approach.LA12. Use language master for sight words.


LA13. Check comprehension through:( ) strip story ( ) reading log ( ) close exercises ( ) story summary( ) dialog journal ( ) drama/role play ( ) writing headlines( ) graphic organizers ( ) story maps ( ) character maps ( ) webs( ) oral retelling ( ) experiments ( ) character diaries


LA14. List new/difficult words in categories such as people, food, animal, etc.LA15. Match vocabulary words with picture representing words.LA16. Have students read high interest signs, advertisements, notices, etc., from newspapers, magazines, movie promotions.


LA17. Use language master for spelling.LA18. Use word processors.LA19. Teach reading and writing togetherLA20. Base topics on real life experiencesLA21. Determine lesson procedures by the students level of oral skills/begin with dictation, if needed.LA22. Use semantic webbing.LA23. Write letters or notes to students and encourage him/her to write back.


LA24. Have students identify a word a day he/she doesn’t know to use throughout the day in various writing contexts.LA25. Use electronic spell checkers.ORAL LANGUAGELA26. DramaLA27. Total Physical ResponseLA28. Language PreparationLA29. Storytelling


LA30. Cooperative learningLA31. Song/MusicLA32. Peer tutorLA33. Adult tutorLA34. RealiaLA35. Computer Assisted InstructionLA36. Audio Visuals, Tapes, Laser DisksLA37. Multisensory experiences.LA38. Bilingual dictionaries accessible to students


ASSESSMENTLA39. PortfoliosLA40. Modification of gradesLA41. Teacher observationLA42. Test orally or read test to studentsLA43. Open book testsLA44. Test modifications-multiple choice, matching, true/false, short answer.LA45. Provide word bank for tests

ELL Strategies: MathM1. I taught vocabulary using realia and/or demonstration.M2. I related math problems and vocabulary to prior knowledge and background.M3. I taught concrete first, then abstract.M4. I applied problems to real-life situations.M5. I used manipulatives to introduce, develop and practice concepts.

ELL Strategies: MathM6. I used drawings for word problems.M7. I encouraged students to think aloud when solving word problems.M8. I had students give oral explanations of their thinking.M9. I had students write original word problems.M10. I explained directions clearly and repeated key terms and/or words to look for.

ELL Strategies: MathM11. I encouraged students to do the following when solving word problems: a. understand the problem, b. find needed information, c. choose a plan, d. solve the problem.M12. I used calculators to check problems as a group or to assist in calculations.M13. When explaining information, I provided extra clues through the use of visuals, diagrams, captions and labels.

ELL Strategies: MathM14. I used supplemental materials.M15. I used cooperative learning.M16. I used peer tutoring.M17. I used multisensory experiences.M18. I used computer-assisted instruction.

ELL Strategies: MathASSESSMENTM19. PortfoliosM20. Modification of grades.M21. Teacher observationM22. Test orally or read test to studentsM23. Open book testsM24. Test modifications-multiple choice, matching, true/false, short answer.M25. Provide word bank for tests

ELL Strategies: Science

S1. I reviewed vocabulary on a daily basis/combined with pictures.S2. I taught new vocabulary contextually.S3. I used pictures, films, filmstrips, manipulatives to reinforce context.S4. I built on past experiencesS5. I related science experiments and vocabulary to prior knowledge and background


S6. I applied experiments to real-life situations.S7. I encouraged students to think aloud when solving problems. S8. I had students give oral explanations of their thinkingS9. I explained directions clearly and repeated key terms and/or works to look for.


S10. I encouraged students to do the following when solving word problems: a. understand the problem, b. find needed information, c. choose a plan, d. solve the problemS11. I used computer assisted instruction.S12. I used cooperative leaning.S13. I used peer tutoring.S14. I used multisensory experiences.S15. I have a bilingual dictionary accessible to students


ASSESSMENTS16 PortfoliosS17 Modifications of gradesS18 Teacher observationS19 Test orally or read test to students.S20 Open book testsS21 Test modifications-multiple choice, matching, true/false, short answer.S22 Provide word bank for tests

ELL Strategies: Social Studies

SS1. I built on past experiences.SS2. I acquainted students with different cultures.SS3. I used students and parents as resources.SS4. I had students discuss traditions of their native land.SS5. I invited members from ethnic communities to speak to class.


SS6. I used films, filmstrips, and library books to preview and reinforce materials.SS7. I used new vocabulary in simple sentences.SS8. I used first-hand experience.SS9. I used visual representations – maps, charts, timelines, outlines,concept maps, webs, etc.SS10. I used computer assisted instruction.SS11. I used cooperative learning.


SS12. I used peer tutoring.SS13. I used multisensory experiences.SS14. I used visual aids.SS15. I provided or had students look up antonyms/synonyms of newvocabulary.SS16 I used new vocabulary within context of materials already presented.SS17 I have a bilingual dictionary accessible to students.


ASSESSMENTSS18 PortfoliosSS19 Modifications of gradesSS20 Teacher observationSS21 Test orally or read test to students.SS22 Open book testsSS23 Test modifications-multiple choice, matching, true/false, short answer.SS24 Provide word bank for tests

ELL Strategies: Related Arts

RA1. Song/Music/Chants/GamesRA2. Silent periodRA3. Peer tutorRA4. Realia/Visual AidsRA5. Multi-sensory ExperienceRA6. Multi-media aids

ELL Strategies: Related Arts

RA7. Computer-Assisted InstructionRA8. Total Physical ResponseRA9. Drama/Role PlaySuggested ESOL Assessments for Related Arts teachers:PortfoliosModification of assignments/gradesTeacher observation

Test Accommodations

For ELL StudentsFlexible Setting: Ell students are given the opportunity to be tested in a separate room with the ELL or heritage language teacher serving as test administrator. If the student is not of legal age, the parents of said student are informed of the particular accommodation and are given the opportunity to select the preferred method of test administration.

Test Accommodations

For ELL Students

Assistance in the Heritage Language: The ELL or heritage language teacher may answer student questions about the general test directions in their heritage language. The teacher at no time, however, gives specific assistance to the student in answering the question.

Test Accommodations For ELL Students

Flexible Scheduling: Students are allowed to take the tests during several brief sessions within one school day. All testing is completed within the prescribed testing schedule shown in the test administration manual.


Flexible Timing: Students are provided additional time beyond the time limit specified in the test administration manual for administration of the test to non- ELL students. However, all testing is completed within one school day.


Dictionary: Ell students may have access to English-to- heritage language/heritage language-to-English dictionaries, such as those made available to ELL student in an instructional setting.


Several days prior to the test, the ELL teacher explains to the ELL students, in their native language: * valuable information on test-taking skills, * what to do the night before the test, * the morning of the test, * and other valuable skills for test taking.


If the ELL teacher is not available the day of the orientation, a tutor is used to translate the information for them. ELL teachers inform students about the importance of trying their best and easing their level of anxiety through practice exercises and valuable information. ELL and heritage language teachers who administer the tests to ELL students are given adequate training at each school site to enable them to administer the test under the procedures defined above.

Thank you,and remember that a smile

is the same in every language!!!!

ell english language learner program by: martha sosa

Documents

ell program

ell services

english speakerl

ell procedures enrollment

cella states

language survey questions

schools program

online cella