english language proficiency standards (elps) for english language learners (ells)
DESCRIPTION
English Language Proficiency Standards (ELPS) for English Language Learners (ELLs). Pennsylvania Department of Education Bureau of Teaching Learning and Support. Presented by: Mrs. Marcia Vega Based upon original material created by: - PowerPoint PPT PresentationTRANSCRIPT
English Language Proficiency Standards (ELPS)
for
English Language Learners (ELLs)
Pennsylvania Department of
Education
Bureau of Teaching Learning and
Support
Presented by:
Mrs. Marcia Vega Based upon original material created by:
Barbara Mowrey, ESL/Bilingual Education Advisor, Lynore Carnuccio,Consultant
To Understand:• The need for standards for ELLs• The use of standards for ELLs• The connection to PA Academic Standards• The use of standards for ESL instruction and
assessment
Goals
Why do we need standards for ELLs?
• Assist students to meet PA Academic Standards based on their English language proficiency level
• Guidance for content and ESL/Bilingual teachers
• Required by Section 3113 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB), 20 U.S.C.§6823(b)(2)
What is the purpose of Standards for ELLs?
• To identify appropriate skill-based performance goals based on English proficiency levels of individual students
• To complement and align with existing PA Academic Standards
• To provide appropriate, reliable and valid expectations for students across the curriculum
What standards ARE NOT:
• A placement tool for English language learners
• A stand alone exit instrument
• A replacement for existing PA Academic Standards
PA Academic Standards vs. PA ELP Standards
PA Academic Standards:Are for ALL students
Guide the alignment of content curriculum
Guide content instruction
Comprise content specific objectives
PA ELP Standards:Are for ELLsAre aligned to PA Academic Standards, WIDA ELP Standards, and National TESOL ELP StandardsGuide district ESL curriculum and instructionInclude both content and language objectives
How were the Standards developed?
• WIDA framework
• Consultant
• Committee
• PDE Curriculum Advisors
• External review
• Internal review, review, review
English language learners communicate in English for SOCIAL AND INSTRUCTIONAL
purposes within the school setting.
English Language Proficiency Standard 1
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
English Language Proficiency Standard 2
English Language Proficiency Standard 3
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
MATHEMATICS.
English Language Proficiency Standard 4
English language learners communicate information, ideas, and concepts necessary for
academic success in the content area of SCIENCE.
English Language Proficiency Standard 5
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of
SOCIAL STUDIES.
Layout and Design
• Matrix
• 5 English language proficiency levels
• Grade level Clusters: Pre-K/K; 1-2; 3-5; 6-8; 9-12
• Model performance indicators (MPI) • Focus on language skills: Receptive/ Productive
Understanding the Matrix
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Standard or
Anchor
Level 6 –R
eachin
g
Listening . .
Reading .
Speaking
Writing
English Language Proficiency Standard: Grade Level Cluster:
UNDERSTANDING THE MODEL PERFORMANCE INDICATOR
Grade Level Cluster 4-5; Proficiency Level 3, DevelopingModality: Appropriate instructional support for Level 3
English language learners
Language Function: Content-specific, standards-based, how students use language
Content: Academic information or skill
Work with a partner to follow oral directions and apply appropriate
strategies to classify triangles according to sides or angles.
To better understand the design of an MPI, we will classify indicators by language function, content stem or student support.
Given a set of indicators, discuss in your small group whether the indicators are language, content or support.
Place indicators appropriately on the three-column graphic organizer.
Be prepared to defend your response.
MPI Sort:Language/ Content/ Support
Algebraic equation, inequality, or expression
Draw conclusions Match pictures Events in PA history Write a letter Using a graphic organizer Draw and label Solutions to environmental
problems Measure an object Restate steps Follow simple oral directions
MPI Sort: Language/ Content/ Support
With a partnerData in charts and graphs Information regarding natural processes In a small groupUsing a modelShare feelings Engage in formal debatesRelevant and irrelevant informationUsing notes Using an appropriately leveled textAnswer WH questions Two or three- dimensional figures
English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic
success in the content area of Mathematics.Grade Level Cluster: 4-5
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Standard or
Anchor
Level 6 –R
eachin
g
L 4. A.6.M5.A.8.M
R 4.A.8..5.A.9.M.
S 4.A.9.M 5.A.10.M
W 4.A.16.M 5.A.20.M
Teacher Expectations
To provide students with limited English proficiency the opportunity to meet PA Academic Standards
To provide meaningful and comprehensible content and assessment for students to be successful
Student Expectations
Progress with English language proficiency while meeting PA Academic Standards.
Have meaningful access to the full curriculum.
Demonstrate content knowledge and language skills.
Writing a MODEL PERFORMANCE INDICATOR
Write an MPI- using the PA standard below, choose a language domain & Level.
Modality: Use “Can-Do’s” to write appropriate instructional support for given Proficiency Level
Language Function: how students use language
Content: PA content standards
Work with a partner to follow oral directions to identify the meaning of an unfamiliar word using the knowledge of its root
What is our role in using ELPS for ELLs?
Curriculum Collaboration Student
achievement and accountability