The World of EL & How It Applies to Your Teaching

Understanding the pressures teachers encounter in making academic content accessible to all learners, the EL Team of Marshall County has created this PowerPoint for classroom teachers, administrators, and staff members working with our EL students to utilize.

EL TEAM:Sherise Swearengin, Karen Golden, Amber Hancock, Tana

Bonds, Kelli Isbill, Dona Hill, Whitney Pate, Gabriela Conriquez,

Dr. Stephanie Wisener (Director for EL, Migrant, Homeless, and Preschool Services)

First, review student I-ELP plan (that your EL teacher has provided for you) to identify the student’s EL status as LEP 1, LEP 2, FLEP 1, FLEP 2, FLEP/Exit, or NOMPHLOTE.

Next, consider the following for lesson planning and grading:

• ACCESS Teacher Report• Accommodations Checklist/SDAIE

Strategies• WIDA Can-Do Descriptors• Student Profile Page

So I have a student with an I-ELP Plan, what do I do?

This is the first year the student has been in the U.S.

LEP 1

LEP 2•This is year 2 or more for the student. •Most EL students are LEP 2.

*LEP 1 and 2 students should receive accommodations in the classroom. They need to have class work and tests accommodated to help them be successful.

These are students who have met the criteria to exit the program (making a 4.8 or higher on the ACCESS test).

These students are not receiving services from the EL teacher.

FLEP 1 – first year to be “on monitor”

FLEP 2 – second year to be “on monitor”• These students should be working at grade

level and should not be receiving modifications. • If at any time the students’ grades are failing we need to stop and try to determine the problem for lack of success. •The ELL Committee needs to meet and discuss if the problem is something other than language.

These students have scored 4.8 or higher on the ACCESS and have had two years of monitoring.

They are no longer in the EL program.

FLEP / Exit

NOMPHLOTE • National Origin Minority student who has a

Primary Home Language Other Than English• These are students who have a non-English

speaking background but are fluent in English and do not require EL services. Their parents, however, may need information in their home language.

The ACCESS for ELLs test battery is a collection of assessment instruments administered to all ELL students across all grades and all proficiencies.

Given Annually in the Spring Exit score must be a composite 4.8 or

higher Given in grade level clusters Test is Tiered for measurement of language

development

Assessing Comprehension and Communication in English State-to-State for English Language Learners

(ACCESS for ELLs)

Incorporates items from each of the five content areas

1. Social and Instructional Language

2. English Language Arts

3. Language of Math4. Language of Science5. Language of Social

Studies

Assessing Comprehension and Communication in English State-to-State for English Language Learners

(ACCESS for ELLs)

The Highest Proficiency Level is a 6.0 Look at the composite score – 4.8 or

higher is an exit score Look at the level of reading – Low scores

may mean student will have difficulty understanding in your classroom

Look at the level of speaking – very normal for this to be high (Do not mistake a high speaking score for PROFICIENCY in English)

Using the ACCESS for ELLs in your classroom

Listening – Different ELs may have a higher listening comprehension than speaking

Writing – across the nation, this is an area of concern with ELs

Look at the CONTENT areas where academic language was assessed

Please ASK your EL TEACHER or EL Staff Member for help with this report so that it will be helpful with instruction

Using the ACCESS for ELLs in your classroom

For Further information about the ACCESS for ELLs, the links below provide much information.

www.wida.us http://www.wida.us/assessment/access/Scor

eReports/ACCESS_Interpretive_Guide10.pdf

How to Interpret the ACCESS for ELLs

The CAN DO Descriptors offer teachers and administrators working with ELs a range of expectations for student performance within a designated English Language Proficiency (ELP) level of the WIDA ELP Standards. The Descriptors are not instructional or assessment strategies, per se. They are exemplars of what ELs may do to demonstrate comprehension in listening and reading as well as production in speaking and writing within a school setting. Descriptors do not scaffold from one ELP level to the next. Rather, each ELP level is to be viewed independently.

Currently, the CAN DO Descriptors are written for the entire preK-12 spectrum. Given that they are generalized across grade spans, it is important to acknowledge the variability of students’ cognitive development due to age, grade level spans, diagnosed learning disabilities (if applicable) and their diversity of educational experiences. Due to maturity level, expectations of young ELs differ substantially from those of older students. These differences must be taken into account when using the Descriptors.

For specific grade level cluster CAN DO Descriptors refer to links listed below.

WIDA CAN DO Descriptors for Lesson Planning

http://wida.us/standards/CAN_DOs/Booklet_PreK-K.pdf

http://wida.us/standards/CAN_DOs/Booklet1-2.pdf

http://wida.us/standards/CAN_DOs/Booklet3-5.pdf

http://wida.us/standards/CAN_DOs/Booklet6-8.pdf

http://wida.us/standards/CAN_DOs/Booklet9-12.pdf

SDAIE- Specially Designed Academic Instruction in English

Specially designed academic instruction in English (SDAIE) is an approach intended for teaching various academic content (such as social studies, science or literature) using the English language to teach students who are still learning English. SDAIE is an approach that seeks to teach both content and

language in a cognitively demanding environment. It is an important aspect of an English Learner program. Lessons include both content and language goals/objectives for the EL students.

SDAIE requires awareness that the student is not a native English speaker. This includes avoiding use of idioms and other figurative speech which may seem natural to a native speaker but would confuse non-native speakers.

Features of SDAIELow affective filter• Error correction done in context through teacher modeling• New teaching material introduced and presented by the teacher in a way that

engages the student.

Modified speech• Slower, clear enunciation, controlled vocabulary• Use of cognates• Limited use of idioms• Words with double meaning defined

Contextual clues• Gestures and facial expressions• Meaning acted out

Multisensory experiences• Real objects/realia, props and manipulatives• Audio-visual materials• Hands on activities and demonstrations

Comprehensible input• Graphic organizers (maps, charts, graphs, etc)• Word banks with picture clues• Bulletin boards

Frequent comprehension checks• Ask questions about details• Allow students to answer verbally (yes or no) or nonverbally (thumbs up or down) based on the English Language development.

Formative assessment• Variety of question types• Multiple interactions using various groupings

Summative assessment• Mastery assessed using a variety of modalities• Review of main topics and key vocabulary

Appropriate lesson design• Student fluency level is reflected• Evidence of scaffolding• Vocabulary emphasis• Use of cooperative learning groups• Activating prior knowledge/ personal application• Modeling of activities• Use of cognates (family/familia)

Content-driven• Key topics organized around main themes

English Language Strategies/Activities:

Some commonly used strategies:• Front loading vocabulary• Cooperative learning• Activate prior knowledge• Gestures/facial expressions• Choral reading• Graphic organizers• Word Walls• Quick write• Teacher modeling

Accommodations are meant to give English Learners (EL)

opportunities to achieve a passing grade on their own.

Accommodations should be provided so all assignments match the student’s level of language proficiency in order for the student to achieve a passing grade on his/her own.

EL students who receive accommodations should not earn a failing grade without proper documentation reflecting the failing grade is not due to a language barrier. **(60 or above is a passing grade and can be put on daily papers and report cards.)**

Failing grades should not be sent home on daily papers or report cards without proper documentation, because failing grades indicate that accommodations were not provided. If a student is failing, the EL Committee should meet immediately to discuss amending the I-ELP plan, contacting the parents, adding an additional piece of intervention support, etc.

EL Grading Accommodations

WIDA CAN DOLevel 1 & Level 2

Regular classroom teachers will grade non-English speaking students (entering and beginning) on improvements in the content areas by using the WIDA standards in order to make accommodations for a lesson. In other words, assignments will match the level as determined by the ACCESS/ W-APT screener. When grades are reported on official report cards or progress reports, the teacher should indicate accommodations to grading procedures were due to the student’s language proficiency.Example: Graded According to I-ELP Plan

The following guidelines must be followed to assure that EL students are not discriminated or penalized because of their language barrier. Lack of ability to read and write proficiently in English is not to be considered for failure in the Marshall County School System. Teachers are to consider the following recommendations when determining grades for ELs.

Elementary & Secondary EL Grading Guidelines

WIDA CAN DOLevel 1 & Level 2

Here are some types of testing accommodations for language arts:

1. Read test one on one with student- allow student to use gesturesinstead of verbal responses to indicate understanding

2. Modify testVocabulary Tests

-match picture to word: cut and paste -match word from word box to picture: write word under picture-limit/reduce number of vocabulary words on written or picture test-limit number of answer choices on multiple choice tests-provide two choices for cloze test

Spelling Tests-limit or reduce number of words -alternate spelling list with word families-give credit for correct initial sound -give credit for any correctly placed sound-give credit for initial/final consonant sounds

-give multiple choice test (let them pick the correctly spelled word)

Sentence Writing or Dictation -give credit for capitalization, spacing and ending marks -allow for inventive spelling

Elementary & Secondary EL Grading Guidelines

Elementary & Secondary EL Grading Guidelines

WIDA CAN DOLevel 1 & Level 2

Here are some accommodations for mathematics:1. provide manipulatives

2. reduce number of problems

3. review key concepts

4. read word problems aloud

5. provide extra time for assignments

Elementary & Secondary EL Grading Guidelines

WIDA CAN DOLevel 1 & Level 2

** Students at these levels of language proficiency can earn a participation grade. As an accommodation, this grade can be used to improve the EL student’s average. **

Here are some accommodations for participation:

1. Teacher can base participation grade on:

-attendance

-behavior

-completion of assignments (attempt not accuracy)

-willingness to follow daily routine

** Lack of ability to read and write in English cannot be the basis for an “F”. It is against the law to fail a student because he/she is not proficient in English. **

WIDA CAN DO Level 3 & Level 4

For developing and expanding English Learners, teachers are to grade students based on a combination of their understanding and mastery of course content and the student’s improvement as the course progresses. If the student is graded on a scale significantly different from other students, the teacher may indicate that it was earned with accommodations. If only minor accommodations to the student’s program were made, such as accommodations made for non-EL students, it is not necessary to indicate this on the report card.

*Developing English Learners should require minimal accommodations from the list above. If the students are successful with minimal accommodations, they should NOT be coded as Graded According to I-ELP on their report card. However, if significant accommodations are necessary for the student to *EARN a passing grade, the student should be brought before the EL Committee to provide additional accommodations.

*Students are not given a grade, accommodations allow them to EARN a passing grade.

A failing grade (below 60) is not to be assigned to an EL without full documentation of accommodations having been made to ensure the student’s full access to the content. A record of all documentation of accommodations should be submitted to the EL Committee within 10 days of assignment of such a grade. It is unlawful to fail a student in a subject because he/she is not proficient in the English language.

Modifications change the playing field.

Accommodations level the playing field.

Interventions enhance the playing field.

MODIFICATION- What content is taught.o Adjusting the content so that students will be successful.o Students are given less complex or lengthy content to meet learning needs.

ACCOMMODATION- How content is taught.o A physical or environmental change that ensures success.o Differentiated teaching practices based on students learning needs.

INTERVENTION- Specific and differentiated instructional strategies.o Key feature of RTI, refers to specific action teachers mindfully take as a preventative measure to support students at risk of failure.o Interventions= Assess Implement Adjust to enhance a child’s ability to learn.

STATE ACCOMMODATIONS – must be a part of the initial I-ELP plan

State Accommodations are set as part of the IELP plan and must be approved by the EL committee.

Any accommodations made on state assessments must also be made in the regular classroom. (These must be ongoing…not immediately prior or solely for state purposes.)

Accommodations & Grading (State Assessments)

There are particular, specific accommodations that can be made on State assessments.  These accommodations on assessments must be set in the initial I-ELP plan. They also require proper documentation from the state policy manual for special populations. (http://www.alsde.edu/html/sections/section_detail.asp?section=91&footer=sections)

There are different accommodations for different standardized tests. The accommodations given must be the approved accommodations from the state dept.

Accommodations & Grading(State Assessments)

ASPIRE EXPLORE PLAN QualityCore End-of-Course Assessments ACT Plus Writing ACCESS for ELLs

Current State Assessments

EL Committee Who to refer…EL students who are having academic difficulties or are experiencing behavior concerns may be referred to the EL Committee for evaluation. The team will collectively make a plan to help the student succeed.

1. Any student exhibiting a pattern of academic weakness will be referred. 2. Students exhibiting continual behavior or emotional problems will be referred. (If the EL Committee finds the student’s behavior or emotional problems are not due to a language barrier, the student will be referred to the PST for evaluation. )3. The teacher must make a pre-referral at which time he/she will present work samples and assessments to the EL committee to demonstrate the student’s academic weakness. 4. The EL committee will review all documentation and work samples. 5. The teacher will implement the intervention plan. 6. Following intervention, the student will be reevaluated to determine if further intervention is necessary. A new plan will be developed if further intervention is needed. 7. If a student continues to be unsuccessful after intervention, the EL Committee will discuss referral to PST (RtI) for further evaluation.

*If student is not in the EL program, they will not be referred to the EL Committee. Follow RtI guidelines.

Indicators to Consider When Determining the Need for Special Education Evaluation :o If an EL student has limited language structure in both the home language

and English.o Both languages may be marked by a short length of utterance.o Student’s response to structured intervention addressing his/her

presenting problem is documented to be more than 40% below EL/CLD (Culturally and Linguistically Diverse) peers within individualized instructional intervention.

o If an EL student continues having academic difficulties or is experiencing behavior concerns he/she may be referred to the PST (RtI) for evaluation.

o The PST (RtI) team will determine if Special Education evaluation is needed.

Teacher monitoring – Teachers will continuously monitor EL student progress and provide appropriate classroom modifications or accommodations. Monitoring will be done through review of test scores, work samples, review of oral reading fluency, group interaction, and student-teacher conferences.

EL Committee

1. AMAO - A2. AMAO - B

Annual Measurable Achievement Objectives

(AMAO)

Accountability regarding Limited English Proficient (LEP) students/English Learners (ELs)

Teaching challenging academic content standards – Alabama Course of Study

Making annual increases in the number or percent of children making progress in learning English

Making annual increases in the number or percent of children attaining English proficiency each school year

Annual Measurable Achievement Objectives (AMAOs)

(Title III, section 3122

AMAO- A – ELs making Annual Adequate Progress on ACCESS for ELLs Spring Testing

AMAO-B – Number of ELs attaining language proficiency (4.8 or higher on composite of ACCESS for ELLs Spring Test) AND must have been in the EL Program 5 years or less when attaining the 4.8

Annual Measurable Achievement Objectives

(AMAO)

AMAO- A – Met AMAO- B – Met

Marshall County 2014 Met all Title III AMAOs

The ELs in Marshall County on 2014 ACCESS met all AMAOs for ACCESS districtwide

This is a testimony to the HARD work by ALL Classroom teachers, Administrators, Parents, Students, and Specialized Staff working TOGETHER

Not all ELs Exited the program, but the majority are making progress in language acquisition

Take advantage of the people you work with, ask questions, ask for help, and use SDAIE strategies that work for you and your students.

Big Picture

Websites and Materials Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to

Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

JO GUSMAN grew up in a Spanish speaking farm-working family who experienced the challenges that non-English speakers face in the United States. Based on her childhood experiences as a “limited English speaker”, she truly understands the complexities and multiple variables that surround the English language learner. Jo began her teaching career in 1974 as a bilingual instructional assistant, and later attended California State University, Sacramento where she received her Bilingual Cross-Cultural teaching credential and Masters. Jo was a Bilingual Education teacher for many years, and in 1981 her career led her to the nationally known Newcomer School, where Jo worked in a multilingual setting with refugee and immigrant K-8

Bilingual/Multiculural/ESL Website List www.NHIE.NET

First language www.1-language.comFirst language .com Flashcards and ESL activities http://www.1-language.com/eslflashcards/index.htm4Teachers ESL Links Page www.4teachers.orgActivities for ESL Students http://a4esl.orgBilingual Teacher Store www.bilingualteacherstore.comBoggles World www.bogglesworld.comBreaking News English – ESL/EFL Lesson Plans for Current Affairs www.breakingnewsenglish.com

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Practical Ideas/Lesson Plans/Resource Materials

CNN Newsroom and Worldview for ESL/CNN Student News http://lc.byuh.edu/CNN-N/CNN-N.htmlDave’s ESL Café www.eslcafe.comEduHound Espanol www.eduhound.com/espanolEnglish As a Second Language www.rong-chang.comEnglish Club www.englishlearner.comEnglish Learner.Com www.englishlearner.comEnglish Learner Mentor http://elm.borderlink.org/English To Go www.english-to-go.comESL All International www.eslall.comESL/Bilingual/Foreign Language Lesson Plans and Resources http://www.csun.edu/~hcedu013/eslindex.html Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the

Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Practical Ideas/Lesson Plans/Resource Materials

(continued)

ESL Games/Edutainment www.eslgames.comESL Grammar Links for ESL Students http://www.research.umbc.edu/~rschwart/links.htmESL Lessons and Flashcards www.esl-images.comESL Lounge www.esl-lounge.comESL Resources http://members.aol.com/Jakajk/ESLLessons.htmlESL Through Music www.forefrontpublishers.com/eslmusicEnglish Outlook: Online Magazine www.englishoutlook.comESL Wonderland www.eslwonderland.comEverything ESL www.everythingsesl.net/lessons/Holiday Zone: Activities for English Language Learners www.theholidayzone.com Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the

Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Practical Ideas/Lesson Plans/Resource Materials

(continued)

Interesting Things for ESL Students www.manythings.orgInteresting Things for ESL Students to Read www.iei.uiuc.edu/web.pages/readinglist.htmlInternet Picture Dictionary (multilingual picture dictionary) www.pdictionary.comInternet Resources for Language Teachers and Learners www.fredriley.org.uk/call/langsite/It’s Elemental (The Periodic Table of Elements) http://education.jlab.org/itselemental/Karin’s ESL Party Land www.eslpartyland.comMiddle Web www.middleweb.comNew York Times Learning Network www.nytimes.com/learning/

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Practical Ideas/Lesson Plans/Resource Materials

(continued)

Teaching Diverse Learners http://www.alliance.brown.edu/tdl/index.shtml

TESL/TEFL/TESOL/ESL/EFL/ESOL Links http://iteslj.org/links/Pam’s ESL Classroom www.pamseslclassroom.comPlanning Instruction for English Language Development: A

Knowledge Base of Teaching Strategies http://coe.sdsu.edu/people/jmora/MoraModules/ELDInstruction.htm

Songs For Teaching: Using Music To Promote Learning www.songsforteaching.comTeach With Movies www.teachwithmovies.comThe Educators Reference Desk www.eduref.orgWe Speak English www.wespeakenglish.com/ Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the

Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Practical Ideas/Lesson Plans/Resource Materials

(continued)

Connie Prevatte’s Theory Into Practice: Literacy in the Middle Grades www.connieprevatte.comInternational Reading Association www.reading.orgLiteracy Matters

www.literacymatters.orgNational Literacy Panel on Language Minority Children and Youth (NLP) www.cal.org/natl-lit-panelRead Write Think www.readwritethink.orgThe Knowledge Loom: Adolescent Literacy in the Content Areas www.knowledgeloom.orgThe Textmapping Project: A Resource for Teachers Improving Reading

Comprehension Skills Instruction www.textmapping.org

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010

Reading/Language Arts/Biliteracy

Alta Vista Spain www.altavista.comArabic search engine www.4arabs.comEduHound Espanol http://www.eduhound.com/espanolEuroseek (European) www.euroseek.comHikyaku (Japanese) www.hikyaku.com/trans/jengineg.htmlMexicoweb (Mexico) www.mexicoweb.comMexmaster (Mexico) www.mexmaster.comRussian search engines

www.searchenginecolossus.com/Russia.htmlSpanish About www.spanish.about.comTerra (Spain) http://www.terra.es/YUPI (Latin American search engine) http://www.yupimsn.com/

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Spanish/Multicultural/Multilingual Search Engines

All words www.allwords.com Alta Vista Babel Fish Translation Service

http://babelfish.altavista.com The Human Language Page

www.ilovelanguages.com Your Dictionary

www.yourdictionary.com

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Translation Sites and Software

Content Area Instruction and Current Events www.proteacher.com Human Resource Institute

www.hrinstitute.info/LinksDem.asp Questia – World’s Largest ESL Online Library

www.Questia.com

Gusman, J. Practical Strategies for Adapting Response to Intervention Techniques to Enhance the Performance of Your English Language Learners (Grades 1-8). Bellevue, WA: Bureau of Education & Research, 2010.

Research Sites for EL Students

http://wida.us/standards/CAN_DOs/Booklet_PreK-K.pdf

http://wida.us/standards/CAN_DOs/Booklet1-2.pdf

http://wida.us/standards/CAN_DOs/Booklet3-5.pdf

http://wida.us/standards/CAN_DOs/Booklet6-8.pdf

http://wida.us/standards/CAN_DOs/Booklet9-12.pdf

WIDA Standards

Thank you for working with our EL staff and students. We greatly appreciate your help.

Please call or email us if we can help.

Dr. Stephanie Wisener – wisenersl@marshallk12.orgDona Hill – hilldj@marshallk12.orgWhitney Pate – patew@marshallk12.orgTana Bonds – bondst@marshallk12.orgKelli Isbill – Isbillkm@marshallk12.orgSherise Swearengin – swearengins@marshallk12.orgKaren Golden – goldenka@marshallk12.orgAmber Hancock - hancockas@marshallk12.orgGabriela Conriquez – conriquezg@marshallk12.org

Thank You