8/9/2019 ELL RFS Brochure 2010-2011

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8/9/2019 ELL RFS Brochure 2010-2011

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Equal Access of English Language Learners (ELLs)The Rights and Equal Access of English Language Learners (ELLs)Knowledge about the federal and state laws that protect the rights of English Language Learners is essential to district personnel developing, implemupervising/coordinating, and evaluating programs and services for English Language Learners. It also is essential to educators working wit

tudents in general and in special education settings. Educators will be able to identify and apply federal and state laws to scenarios to determinqual access in procedures, programs, and services, and name major requirements and components of procedures, programs, and services for E

Overview of Second Language Acquisition and Sheltered InstructionGeneral knowledge and skills about the stages, processes, and principles of Second Language Acquisition are necessary for all educators in lassrooms. Sheltered Instruction, an approach that makes content comprehensible to ELLs at any stage/level and in the general education class based on Second Language Acquisition theory and principles. Through professional development and technical assistance, participants will

understand how to align theory with practice.

Writing Language ObjectivesOne of the most effective teaching strategies is the use of clear and measurable lesson objectives, and one of the major components of Sh

nstruction is the use of language objectives. Through this professional development and/or technical assistance, participants will be able to dentify, and write several types of language objectives, as well as practice aligning them to content area objectives.

Vocabulary and Literacy Instruction forEnglish Language LearnersEducators will learn not only important strategies for teaching vocabulary and literacy skills to English Language Learners, but also important diffebetween teaching vocabulary and reading to ELLs and teaching vocabulary and reading to native-English speaking students. (These different weaching are based on the differences in acquisition processes of native speakers and second language learners, which are supported by research

Effective Teaching Strategies (ETS) for ELLs & Connecting ETS and Sheltered InstructionMarzano et al.s meta-analysis on the most effective teaching (macro-) strategies (Classroom Instruction that Works, 2001) was seminal. However

based on research studies that did not specifically target or include English Language Learners. To fill the gap, investigators at Mid-continent Refor Education and Learning (McREL) conducted a second meta-analysis that looked at research studies that included and targeted ELLs. Thiesulted in the bookClassroom Instruction that Works with English Language Learners(2006). However, in order to apply these strategies with ELLs, edu

must understand differences between the ways that the strategies are applied with students learning English and the ways they are applied with English speaking students. It is through this content and comparison that participants will be able to see and build connections between the Ef

Teaching Strategies and the research-based strategies of Sheltered Instruction. Districts with a strong or developing knowledge of ETS are encoo continue their work through this professional development and technical assistance.

Tier I (SRBI) Instruction for ELLsAll districts must have an accurate understanding about what Core or Tier I instruction for English Language Learners looks like and in

Programs and services that support the native and English language development of students are part of an ELL students Core instruction. Whntensity, frequency, and duration of instruction might be increased or varied to meet individual student needs, this instruction must first be prov

an appropriate way in the Core. It is essential that districts have a deep understanding of the many factors to consider in designing and providin

Core instruction and interventions. This professional development and technical assistance will enhance participants knowledge of these topics,as develop their skill sets for making informed decisions about both Core instruction and Tier II and III interventions for ELLs.

Classroom Visits and Technical AssistanceOnce educators have general knowledge and skills about the stages, processes, and principles of Second Language Acquisition and Sheltered Instrputting their knowledge into practice becomes the focus of job-embedded professional development and technical assistance. Through the

ollaboration of SERC consultants and educators in schools, participants will better understand how to align theory with practice.

LAS Links Data Analysis to Inform InstructionParticipants will be able to use LAS Links and other student data to identify trends and areas of strength or areas for instructional focus in E

anguage proficiency, select corresponding instructional strategies, designate an appropriate progress monitoring tool or measurement, and creappropriate timeline, all of which will be captured in written SMART Goals. Participants also will be able to monitor and adjust goals and inst

with guidance from district administrators, coordinators, and instructional leaders. Districts with a strong or developing knowledge of Data-

Decision-Making (DDDM) and Data Teams are encouraged to continue their work through this professional development and technical assista

ESL and Bilingual Education Program Development, Coordination, and EvaluationDistrict personnel will learn about the federal and state laws and requirements that both protect students and families and guide program

procedures for English Language Learners. Some subtopics of this professional development and technical assistance include identification, notification, annual assessment, reporting, grant writing, and data analysis to inform instruction.

ESL and Bilingual Education Action ResearchWhile research is expanding but still limited in the area of effective instruction for English Language Learners, local education agencies (n collaboration with SERC, can analyze their data and instructional practices to identify what is currently working for their ELL students.

professional development opportunity, participants will disaggregate and analyze district and school data to determine trends and needs, as wdentify corresponding SMART Goals and instructional strategies that will increase student learning. Research might then be conducted at variou

evels to determine effective teaching and learning strategies that work for a districts or schools populations.