LDE 3910 – Week 3LDE 3910 – Week 3

Vicki NillesVicki Nilles

Metropolitan State CollegeMetropolitan State College

nilles@mesanetworks.netnilles@mesanetworks.net

Week 3Week 3

True colorsTrue colors Silent EpidemicSilent Epidemic Brain-based Assessment – cont.Brain-based Assessment – cont. Federal Legislation & Linguistically Federal Legislation & Linguistically

Diverse StudentsDiverse Students

True ColorsTrue Colors

Find your “color” groupFind your “color” group Record the things that bring you great joy Record the things that bring you great joy

and cause you great stressand cause you great stress Share what you think your strengths will Share what you think your strengths will

be as a classroom teacherbe as a classroom teacher Discuss your possible challenges as a Discuss your possible challenges as a

classroom teacherclassroom teacher

Silent epidemic…not so silent!Silent epidemic…not so silent!

The Silent Epidemic – Perspectives of The Silent Epidemic – Perspectives of High School Drop OutsHigh School Drop Outs

A report by Civic Enterprises in A report by Civic Enterprises in association with Peter D. Hart Research association with Peter D. Hart Research Associates for the Bill & Melinda Gates Associates for the Bill & Melinda Gates FoundationFoundation

March 2006March 2006

Subjects of reportSubjects of report

Four focus groups of 467 ethnically diverse 16 to Four focus groups of 467 ethnically diverse 16 to 24 year olds who did not complete high school24 year olds who did not complete high school

Subjects were from 25 different locations Subjects were from 25 different locations including large cities, suburbs, and small towns – including large cities, suburbs, and small towns – all with high drop out ratesall with high drop out rates

National Graduation RateNational Graduation Rate Between 68-71%Between 68-71% One third of all American students fail to One third of all American students fail to

graduategraduate In 2003, 3.5 million youth ages 16-25 did In 2003, 3.5 million youth ages 16-25 did

not have a high school diploma and were not have a high school diploma and were not enrolled in schoolnot enrolled in school

Experts expect rates to increase Experts expect rates to increase substantially through 2020 unless substantially through 2020 unless significant improvements are madesignificant improvements are made

Drops outsDrops outs Are more like to:Are more like to:

be unemployedbe unemployed live in povertylive in poverty receive public assistancereceive public assistance be in prisonbe in prison be on death rowbe on death row be unhealthybe unhealthy be divorced be divorced be single parents with children who drop out be single parents with children who drop out

of high school themselvesof high school themselves

Top Five Reasons Students Drop Top Five Reasons Students Drop OutOut

Classes not interesting – 47%Classes not interesting – 47% Missed too many days and could not catch Missed too many days and could not catch

up – 43%up – 43% Spent time with people who were not Spent time with people who were not

interested in school – 42%interested in school – 42% Had too much freedom and not enough Had too much freedom and not enough

rules in life – 38%rules in life – 38% Was failing in school – 35%Was failing in school – 35%

What Might Help Students Stay in What Might Help Students Stay in School?School?

Improve teaching and curricula to make school Improve teaching and curricula to make school more relevant and engaging and enhance more relevant and engaging and enhance connection between school and workconnection between school and work

81% said that there should be more opportunities for 81% said that there should be more opportunities for real world learning and more experiential learning. real world learning and more experiential learning. Students said they needed to see more of a Students said they needed to see more of a connection between school and getting a good jobconnection between school and getting a good job

Improve instruction, and access to supports for Improve instruction, and access to supports for struggling studentsstruggling students

81% wanted better teachers and smaller classes 81% wanted better teachers and smaller classes with more individualized instruction and 55% felt with more individualized instruction and 55% felt that more needed to be done to help students who that more needed to be done to help students who had problems learninghad problems learning

Build a school climate that fosters academicsBuild a school climate that fosters academics

62% felt more classroom discipline was necessary 62% felt more classroom discipline was necessary and 57% felt their schools did not do enough to help and 57% felt their schools did not do enough to help students feel safe from violence. students feel safe from violence.

Ensure that students have a strong Ensure that students have a strong relationship with at least one adult in the relationship with at least one adult in the schoolschool

65% said there was a staff member or teacher 65% said there was a staff member or teacher who cared about their success, only 56% said who cared about their success, only 56% said they could go to a staff person or teacher with they could go to a staff person or teacher with school problems and 41% said they could talk school problems and 41% said they could talk to someone about personal problemsto someone about personal problems

Improve communication between parents Improve communication between parents and schools:and schools:

71% said they felt that one of the keys to 71% said they felt that one of the keys to keeping kids in school is to have better keeping kids in school is to have better communication with parents and the school communication with parents and the school and increasing parental involvement in their and increasing parental involvement in their child’s education. 47% of parents reported child’s education. 47% of parents reported being notified by the school if their child was being notified by the school if their child was absent or had dropped out.absent or had dropped out.

Ending the Silent EpidemicEnding the Silent Epidemic The 10 Point Plan – supported by various The 10 Point Plan – supported by various

organizations representing educators and organizations representing educators and community stakeholderscommunity stakeholders

1.1. Support accurate graduation and dropout dataSupport accurate graduation and dropout data2.2. Establish early warning systems to support Establish early warning systems to support

struggling studentsstruggling students3.3. Provide adult advocates and student supportsProvide adult advocates and student supports4.4. Support parent engagement and individualized Support parent engagement and individualized

graduation plansgraduation plans5.5. Establish rigorous college and work prep Establish rigorous college and work prep

curriculum for high school graduationcurriculum for high school graduation

6. Provide supportive options for struggling 6. Provide supportive options for struggling students to meet rigorous expectationsstudents to meet rigorous expectations

7. Raise compulsory school age requirements 7. Raise compulsory school age requirements under State lawsunder State laws

8. Expand college level learning opportunities in 8. Expand college level learning opportunities in high schoolhigh school

9. Focus the research and disseminate best 9. Focus the research and disseminate best practicespractices

10. Make increasing high school graduation and 10. Make increasing high school graduation and college and workforce readiness a national college and workforce readiness a national prioritypriority

Interest SurveysInterest Surveys

Brain-based Assessment – cont.Brain-based Assessment – cont.

Federal Legislation and Federal Legislation and Linguistically Diverse StudentsLinguistically Diverse Students

Guidelines for Working with Second Guidelines for Working with Second Language LearnersLanguage Learners

Vicki NillesVicki Nilles

Educational Consultant Educational Consultant

nilles@mesanetworks.netnilles@mesanetworks.net

Theoretical Theoretical FrameworkFramework

Historical Federal Historical Federal Legal RequirementsLegal Requirements

Lau v. Nichols – 1974Lau v. Nichols – 1974

Supreme Court judges ruled, based on the Supreme Court judges ruled, based on the grounds of the Civil Rights Act of 1964, that grounds of the Civil Rights Act of 1964, that 1800 Chinese students were not being provided 1800 Chinese students were not being provided an equal educational opportunity compared with an equal educational opportunity compared with their English speaking peers.their English speaking peers.

There is no equality in treatment merely by There is no equality in treatment merely by providing students with the same facilities, providing students with the same facilities, textbooks, teachers, and curriculum; for students textbooks, teachers, and curriculum; for students who do not understand English are effectively who do not understand English are effectively foreclosed from any meaningful education.foreclosed from any meaningful education.

Basic English skills are at the very core of Basic English skills are at the very core of what these public schools teach. Imposition what these public schools teach. Imposition of a requirement that, before a child can of a requirement that, before a child can effectively participate in the education effectively participate in the education program, he must already have acquired program, he must already have acquired those basic skills is to make a mockery of those basic skills is to make a mockery of public education. We know that those who public education. We know that those who do not understand English are certain to find do not understand English are certain to find classroom experiences wholly classroom experiences wholly incomprehensible and in no way meaningful.incomprehensible and in no way meaningful.

( Lau v. Nichols, 1974)( Lau v. Nichols, 1974)

Although it did not expressly endorse bilingual Although it did not expressly endorse bilingual education, the Lau decision legitimized and education, the Lau decision legitimized and gave impetus to the movement for equal gave impetus to the movement for equal educational opportunities for students who do educational opportunities for students who do not speak English. not speak English.

Lau raised the nation’s consciousness of the Lau raised the nation’s consciousness of the need for bilingual education, encouraged need for bilingual education, encouraged additional federal legislation, energized federal additional federal legislation, energized federal enforcement efforts, led to federal funding of enforcement efforts, led to federal funding of nine regional “general assistance Lau nine regional “general assistance Lau centers”, aided the passage of state laws centers”, aided the passage of state laws mandating bilingual education, and spawned mandating bilingual education, and spawned more lawsuits.more lawsuits.

May 25th ReferendumMay 25th Referendum First memorandum issued regarding national origin First memorandum issued regarding national origin

minority groups with limited English language skills minority groups with limited English language skills was issued by the Office of Civil Rights on May of was issued by the Office of Civil Rights on May of 1970. It recommends the following:1970. It recommends the following:

1) Where inability to speak and understand the 1) Where inability to speak and understand the English language prevents minority group children English language prevents minority group children from effective participation in the educational from effective participation in the educational program offered by a school district, the district program offered by a school district, the district must take affirmative steps to rectify the language must take affirmative steps to rectify the language deficiency in order to open its instructional program deficiency in order to open its instructional program to these students.to these students.

2) School districts must not assign minority 2) School districts must not assign minority groups with limited English language proficiency groups with limited English language proficiency to classes for the mentally retarded on the basis to classes for the mentally retarded on the basis of criteria which essentially measure or evaluate of criteria which essentially measure or evaluate English language skills.English language skills.

3) Any ability grouping or tracking system 3) Any ability grouping or tracking system employed by the school system to deal with the employed by the school system to deal with the special language skill needs of minority group special language skill needs of minority group children must be designed to meet such children must be designed to meet such language skill needs as soon as possible and language skill needs as soon as possible and must not operate as an educational dead-end or must not operate as an educational dead-end or permanent track.permanent track.

4) School districts have the responsibility to 4) School districts have the responsibility to adequately notify national origin-minority adequately notify national origin-minority group parents of school activities which are group parents of school activities which are called to the attention of other parents. Such called to the attention of other parents. Such notice, in order to be adequate, may have to notice, in order to be adequate, may have to be provided in a language other than English be provided in a language other than English ( U.S. Office of Civil Rights, 1970).( U.S. Office of Civil Rights, 1970).

Language assessment is one of the key Language assessment is one of the key components of the Lau Remedies.components of the Lau Remedies.

1) 1) IdentificationIdentification-identify the target -identify the target population: all students with a primary population: all students with a primary language other than English who are (a) language other than English who are (a) limited or non-English speaking and/or (b) limited or non-English speaking and/or (b) achieving below grade level. Identification achieving below grade level. Identification can be carried out by the means of a home can be carried out by the means of a home language questionnaire, parent interview (K-language questionnaire, parent interview (K-8), or student interview ( 9-12).8), or student interview ( 9-12).

The Four Must Do’sThe Four Must Do’s

2) 2) Language AssessmentLanguage Assessment-the classification -the classification of identified students into five language of identified students into five language categories:categories: A. Monolingual speaker of the language other A. Monolingual speaker of the language other

than English (speaks the language other than than English (speaks the language other than English exclusively).English exclusively).

B. Predominantly speaks the language other B. Predominantly speaks the language other than English (speaks mostly the language other than English (speaks mostly the language other than English, but speaks some English).than English, but speaks some English).

C. Bilingual ( speaks both the language other C. Bilingual ( speaks both the language other than English and English with equal ease).than English and English with equal ease).

D. Predominantly speaks English (speaks D. Predominantly speaks English (speaks mostly English, but speaks some of the mostly English, but speaks some of the language other than English).language other than English).

E. Monolingual speaker of English ( speaks E. Monolingual speaker of English ( speaks English exclusively).English exclusively).

Those students who are classified as Those students who are classified as belonging to categories C,D, and E are belonging to categories C,D, and E are entitled to special services in schools only if entitled to special services in schools only if they are achieving below grade level. This they are achieving below grade level. This determination is done through proficiency determination is done through proficiency testing in both English and the first language, testing in both English and the first language, combined with school achievement scores.combined with school achievement scores.

3) 3) Diagnostic Prescriptive ProcessDiagnostic Prescriptive Process: After : After the students are placed in a special program, the students are placed in a special program, the next step involves regular ongoing the next step involves regular ongoing diagnostic prescriptive evaluation in all subject diagnostic prescriptive evaluation in all subject areas, just as in any school program.areas, just as in any school program.

4) 4) Exit CriteriaExit Criteria: For decisions regarding when : For decisions regarding when it is appropriate for students to leave the special it is appropriate for students to leave the special program, “a district must provide predictive data program, “a district must provide predictive data which show that such students are ready to which show that such students are ready to make the transition into English and will make the transition into English and will educationally succeed in content areas and the educationally succeed in content areas and the educational program in which he or she is to be educational program in which he or she is to be placed” (U.S. Office of Civil Rights, 1975).placed” (U.S. Office of Civil Rights, 1975).

The 1980 proposed changes in the Lau The 1980 proposed changes in the Lau Remedies were an attempt by the federal Remedies were an attempt by the federal government to address some of the problems government to address some of the problems that had arisen in implementation. The that had arisen in implementation. The determination was to leave the decisions on determination was to leave the decisions on the specifics of assessment and program the specifics of assessment and program design up to the individual school districts.design up to the individual school districts.

Equal Educational Opportunities Act of Equal Educational Opportunities Act of 19741974

According to Perez and Roos, this act has According to Perez and Roos, this act has been the most useful legal tool in language-been the most useful legal tool in language-minority education casesminority education cases

EEOA requires each school district to take EEOA requires each school district to take appropriate action to overcome language appropriate action to overcome language barriers that impede equal participation by its barriers that impede equal participation by its students in its instructional programs.students in its instructional programs.

Castaneda v. Pickard 1981Castaneda v. Pickard 1981 A school district in Raymondville, Texas, was A school district in Raymondville, Texas, was

charged with inappropriate ability-grouping charged with inappropriate ability-grouping practices, discrimination against Hispanics in practices, discrimination against Hispanics in employment as teachers and administrators, employment as teachers and administrators, and inadequate bilingual instruction.and inadequate bilingual instruction.

The court did not find the school district guilty The court did not find the school district guilty of segregation and discrimination, but it of segregation and discrimination, but it applied a three-part test to judge the applied a three-part test to judge the adequacy of the school program.adequacy of the school program.

The three part test consisted of:The three part test consisted of: Examination of the educational theories of the Examination of the educational theories of the

school systemschool system Comparison of actual practice to the theoretical Comparison of actual practice to the theoretical

basebase Examination of program effectiveness after given Examination of program effectiveness after given

period of timeperiod of time Findings: The court found the district’s plan Findings: The court found the district’s plan

conceptually sound but ordered improvement conceptually sound but ordered improvement of the Spanish-language ability of teachers of the Spanish-language ability of teachers and more appropriate assessment of student and more appropriate assessment of student achievement in both English and Spanish. achievement in both English and Spanish.

Federal Federal Requirements for Requirements for

LEP Students LEP Students According to NCLBAccording to NCLB

• Title III is the English Language Title III is the English Language Acquisition, Language Enhancement Acquisition, Language Enhancement and Academic Achievement Act.and Academic Achievement Act.

What is Title III of NCLB?What is Title III of NCLB?

What are the basic requirements What are the basic requirements of Title III for school districts?of Title III for school districts?

LEAs must implement quality instruction LEAs must implement quality instruction educational programming that is supported with educational programming that is supported with scientifically based research in its effectiveness scientifically based research in its effectiveness with LEP students in acquiring English language with LEP students in acquiring English language proficiencyproficiency

LEAs are accountable for meeting annual LEAs are accountable for meeting annual measurable achievement objectives that relate measurable achievement objectives that relate to LEP student’s development & attainment of to LEP student’s development & attainment of English proficiency & academic achievementEnglish proficiency & academic achievement

LEAs must assess, annually, the progress of LEAs must assess, annually, the progress of LEP children enrolled in Title III language LEP children enrolled in Title III language instructional programs in the five domain areas instructional programs in the five domain areas of listening, speaking, reading, writing & of listening, speaking, reading, writing & comprehensioncomprehension

Report on the progress made by LEP students in Report on the progress made by LEP students in meeting state academic content & achievement meeting state academic content & achievement standards for each of the two years after these standards for each of the two years after these children no longer receive services under Title IIIchildren no longer receive services under Title III

Follow any requirements based on subgrantee Follow any requirements based on subgrantee guidelines if receiving Title III fundingguidelines if receiving Title III funding

What does the instructional What does the instructional programming need to look like for LEP programming need to look like for LEP

students according to Title III?students according to Title III? High quality English language instruction High quality English language instruction

educational programming can look many educational programming can look many different ways. It must, however, be supported different ways. It must, however, be supported by scientifically based research that has been by scientifically based research that has been demonstrated to be effective with students who demonstrated to be effective with students who are limited English proficient.are limited English proficient.

What quality instructional programming does not What quality instructional programming does not look like is a pre-packaged program that can be look like is a pre-packaged program that can be bought and implemented tomorrow (there is no bought and implemented tomorrow (there is no thingthing!)!)

An effective program is based on a sound An effective program is based on a sound theoretical foundation which is embedded in theoretical foundation which is embedded in research surrounding second language research surrounding second language acquisition…acquisition…

Theory first…materials later!Theory first…materials later!

What are the evaluation requirements for What are the evaluation requirements for LEP students in districts receiving Title III LEP students in districts receiving Title III

funding?funding?

LEAs that receive Title III subgrants must submit LEAs that receive Title III subgrants must submit every second fiscal year an evaluation, in a manner every second fiscal year an evaluation, in a manner determined by the State, that includes a description determined by the State, that includes a description of the programs and activities conducted by the of the programs and activities conducted by the school district with Title III funds during the two school district with Title III funds during the two immediately preceding fiscal years.immediately preceding fiscal years.

The measures in the local evaluation should assess: The measures in the local evaluation should assess: The progress of children in attaining English The progress of children in attaining English proficiency, including the level of comprehension, proficiency, including the level of comprehension, speaking, listening, reading, and writing in Englishspeaking, listening, reading, and writing in English

Student attainment of challenging State Student attainment of challenging State student academic achievement standards as student academic achievement standards as measured by performance on State content measured by performance on State content assessments assessments

What are school districts required to What are school districts required to do to meet parent notification do to meet parent notification

requirements according to Title III?requirements according to Title III? Parent’s Right to KnowParent’s Right to Know: Under the new opt-out : Under the new opt-out

provision, parents must be notified within 30 days provision, parents must be notified within 30 days after the start of the school year (or 30 days after after the start of the school year (or 30 days after date of student enrollment) of the following:date of student enrollment) of the following:

The reasons for identifying their child as LEP The reasons for identifying their child as LEP and in need of placement in a language and in need of placement in a language instruction educational programinstruction educational program

The child’s level of English proficiency, how The child’s level of English proficiency, how such level was assessed, and the status of such level was assessed, and the status of the child’s academic achievementthe child’s academic achievement

The methods of instruction used in the The methods of instruction used in the program in which their child is or will be program in which their child is or will be participating, and the methods of instruction participating, and the methods of instruction used in other programs available to the used in other programs available to the child, including how such programs differ in child, including how such programs differ in content, instructional goals, and the use of content, instructional goals, and the use of a native language in instruction (if a native language in instruction (if applicable).applicable).

How the program in which their child is or will How the program in which their child is or will be participating will meet the educational be participating will meet the educational strengths and needs of their childstrengths and needs of their child

How the program will specifically help their How the program will specifically help their child learn English and meet age-appropriate child learn English and meet age-appropriate academic achievement standards for grade academic achievement standards for grade promotion and graduationpromotion and graduation

The specific exit-criteria requirements for the The specific exit-criteria requirements for the program, including the expected rate of program, including the expected rate of transition from such program into classrooms transition from such program into classrooms that are not tailored for LEP children, and (if that are not tailored for LEP children, and (if the funded program extends into high school) the funded program extends into high school) the expected graduation rate for the childrenthe expected graduation rate for the children

In the case of a child with a disability, how the In the case of a child with a disability, how the program will meet the objectives of the child’s program will meet the objectives of the child’s individualized education program (as individualized education program (as required under the Individuals with required under the Individuals with Disabilities ActDisabilities Act

Identification and Identification and Exiting Process Exiting Process

Home Language Survey

Survey administered at registration

to all students

Administer new language surveys annually to all

Survey must be administeredin languages appropriate

for each student

Surveys of students speaking language

other than English at home identified

Surveys sent to ESL staff to determine language assessment schedule

Instructional plan will be determinedaccording to assessment results

Parent notification requirements met within 30 days

Guidelines for Establishing Exit Criteria Guidelines for Establishing Exit Criteria for LEP Studentsfor LEP Students

““Once students have been placed in an Once students have been placed in an alternative language program, they must be alternative language program, they must be provided with services until they are proficient provided with services until they are proficient enough in English to participate meaningfully in enough in English to participate meaningfully in the regular educational program. Some factors the regular educational program. Some factors to examine in determining whether former LEP to examine in determining whether former LEP students are able to participate meaningfully in students are able to participate meaningfully in the regular educational program include:the regular educational program include:

(1) whether they are able to keep up with (1) whether they are able to keep up with their non-LEP peers in the regular their non-LEP peers in the regular educational program educational program

(2) whether they are to participate (2) whether they are to participate successfully in essentially all aspects of the successfully in essentially all aspects of the school’s curriculum without the use of school’s curriculum without the use of simplified English materials; and simplified English materials; and

(3) whether their retention in grade and (3) whether their retention in grade and dropout rates are similar to those of their dropout rates are similar to those of their non-LEP peers” (Office of Civil Rights, 1991).non-LEP peers” (Office of Civil Rights, 1991).

Districts determine their own exit Districts determine their own exit criteria for students:criteria for students:

Laramie 1 Exit CriteriaLaramie 1 Exit Criteria Fluent English Speaker Mastery Level on all Fluent English Speaker Mastery Level on all

components of IPT or LAS (listening, components of IPT or LAS (listening, speaking, reading, writing, and speaking, reading, writing, and comprehending)comprehending)

Demonstrate reading skills consistent with the Demonstrate reading skills consistent with the established district standards for reading near established district standards for reading near student’s grade levelstudent’s grade level

District writing assessment at near proficient District writing assessment at near proficient level (70%)level (70%)

Teacher and parent recommendation supported Teacher and parent recommendation supported by body of evidenceby body of evidence

Student portfolio componentsStudent portfolio components

Demonstrated mastery of ELD standards for Demonstrated mastery of ELD standards for advanced category of speaking, listening, advanced category of speaking, listening, reading, and writingreading, and writing

Currently maintains 2.0 average or above in all Currently maintains 2.0 average or above in all core content subject areascore content subject areas

Instructional Instructional Programs for LEP Programs for LEP

StudentsStudents

ElementaryGrades K-6

ElementaryGrades K-6

NEP/LEPBeginning

NEP/LEPBeginning

LEP Intermediate

LEP Intermediate

FEPIntermediate/

Advanced

FEPIntermediate/

Advanced

Pull out ESL(for portion of day)

Pull out ESL(for portion of day)

Mainstream in to Sheltered ClassroomMainstream in to

Sheltered Classroom

Pull Out ESL(portion of day)Pull Out ESL

(portion of day)

Mainstream in to Sheltered ClassroomMainstream in to

Sheltered Classroom

Sheltered Strategies in Regular Classroom

Sheltered Strategies in Regular Classroom

SecondaryGrades 7-12Secondary

Grades 7-12

NEP/LEPBeginning

NEP/LEPBeginning

LEP Intermediate

LEP Intermediate

FEPIntermediate/

Advanced

FEPIntermediate/

Advanced

Pull out ESL(for portion of day)

Pull out ESL(for portion of day)

HILT Classes for Core Content

HILT Classes for Core Content

Pull Out ESL(portion of day)Pull Out ESL

(portion of day)

HILT Classes for Core Content

HILT Classes for Core Content

HILT Classes and/orMainstreamed in to Sheltered Classes

HILT Classes and/orMainstreamed in to Sheltered Classes

Mainstream in to Sheltered ClassesMainstream in to Sheltered Classes

Mainstream in to Sheltered ClassesMainstream in to Sheltered Classes

Mainstream Monitor PlanMainstream Monitor Plan

English as a Second LanguageEnglish as a Second Language

Students functioning as NEP or at lower levels Students functioning as NEP or at lower levels of LEP (Introductory Level) will be offered of LEP (Introductory Level) will be offered English as a Second Language classroom English as a Second Language classroom opportunity for a portion of the school day. opportunity for a portion of the school day. This includes a This includes a content based pull-outcontent based pull-out instructional program designed to meet the instructional program designed to meet the unique language needs of the students in the unique language needs of the students in the district performing at the lowest levels of district performing at the lowest levels of English language proficiency. English language proficiency.

A block of instructional time dedicated to the A block of instructional time dedicated to the intensive language acquisition needs based intensive language acquisition needs based on each individual student’s level of on each individual student’s level of comprehensible input in English will allow comprehensible input in English will allow these students to move very quickly through these students to move very quickly through content based instruction that will not content based instruction that will not necessarily take place in the mainstream necessarily take place in the mainstream classroom. classroom.

It is highly advisable that these students move It is highly advisable that these students move from the ESL classroom in to a mainstream from the ESL classroom in to a mainstream classroom where the teacher has received classroom where the teacher has received training using Sheltered Instructional training using Sheltered Instructional strategies. This will provide an optimum strategies. This will provide an optimum learning opportunity for these students just learning opportunity for these students just being introduced to English.being introduced to English.

High Intensity Language Training (HILT)High Intensity Language Training (HILT)

HILTHILT programs are used primarily at the secondary programs are used primarily at the secondary levels where students are grouped for a significant levels where students are grouped for a significant portion of the day. Students receive intensive portion of the day. Students receive intensive training in content based ESL, usually for three training in content based ESL, usually for three hours of the day in the first year of instruction and hours of the day in the first year of instruction and less than that with each succeeding year. less than that with each succeeding year.

Placement of students into regular mainstream Placement of students into regular mainstream classrooms is accomplished on a subject by subject classrooms is accomplished on a subject by subject basis and usually includes the linguistically basis and usually includes the linguistically undemanding classes initially such as music, undemanding classes initially such as music, physical education, and art. Some HILT models physical education, and art. Some HILT models incorporate Sheltered Instruction as an additional incorporate Sheltered Instruction as an additional component. (Designed for students at higher levels component. (Designed for students at higher levels of NEP and all levels of LEP and FEP).of NEP and all levels of LEP and FEP).

Sheltered InstructionSheltered InstructionSheltered Instructional strategies are content based Sheltered Instructional strategies are content based

and are used at both elementary and secondary and are used at both elementary and secondary levels. Students who are functioning at an levels. Students who are functioning at an intermediate level of English language proficiency intermediate level of English language proficiency are grouped into specific content classes. These are grouped into specific content classes. These strategies may also be effectively implemented in the strategies may also be effectively implemented in the mainstream classroom. mainstream classroom.

These classes are designed to provide comprehensible These classes are designed to provide comprehensible input for all students and may parallel virtually all input for all students and may parallel virtually all mainstream academic curricular offerings. (Sheltered mainstream academic curricular offerings. (Sheltered Instructional Strategies are only appropriate for Instructional Strategies are only appropriate for students at high levels of LEP or FEP as a stand students at high levels of LEP or FEP as a stand alone program as they need to have, at minimum, alone program as they need to have, at minimum, intermediate skills in English language proficiency).intermediate skills in English language proficiency).

English Language English Language Development Development

StandardsStandards

Important District Important District FormsForms

FormsForms Home Language SurveyHome Language Survey

English & SpanishEnglish & Spanish

Home Language Survey InstructionsHome Language Survey Instructions

Declaration of Rights for Parents of English Declaration of Rights for Parents of English Language LearnersLanguage Learners English & SpanishEnglish & Spanish

Exit Criteria FormExit Criteria Form