ESL Teacher Training September 8, 2016
teachers-- the reason you are here -- we need YOUR help 2
English Language Learners are Everyone s Responsibility 3
What does the Law say? Lau V. Nichols, 1974, U.S. Supreme Court a child must have basic English skills to participate in the educational process and may not be denied access to education because of limited English. 4
FEDERAL Legislation Referencing ELL Title VI, Civil Rights Act, 1964,-no person may be denied rights and benefits of citizenship because of race, color, or national origin Plyler v. Doe, 1982, U. S. Supreme Court upheld Texas court ruling that undocumented children have the same right to a free public education as U.S. citizens No Child Left Behind Act of 2001 makes school districts accountable for the education of all children, including ELLs
FEDERAL Legislation Referencing ELL Every Student Succeeds Act - Dec., 2015 ESSA --adds more emphasis on education and assessment results of ELLs ELL growth in English acquisition used as part of Virginia accreditation (ACCESS scores)
Who might qualify for ELL services? Student who were: * Born outside United States *first Language other than English Secondary factors: *language other than English spoken in the home *prior scholastic/academic records 7
How are students identified for ESL services? Identification must take place during the registration process. When a student registers in our division a home language survey is included in the paperwork. This survey aims to identify any and all languages present in a home. If a language other than English is indicated on the survey, students are given the WIDA W-APT screening test. If students transfer from another school division in which they have already taken a WIDA language proficiency assessment, those scores are used in place of a screening. Scores on these assessments are used to determine if a student is eligible for ESL services and accommodations. Here is a flowchart of the process: 8
ESL Identification Procedure 9
Federal Law Translations if requested Registrars should notify the local ESL instructor of any form indicating a language other than English recorded on Home Language Forms 10
Federal Law --Translations Federal law requires schools communicate with parents in a language they understand concerning: 1) Disciplinary notices 2) Changes in scheduling 3) School rules and regulations 4) Applications for free and reduced lunch 5) Field trip forms 6) Health and immunization notices 7) Other general information sent to all students. 8) Parent conference -- if the parent does not understand English, the school is obligated to provide an approved interpreter with prior notice. https://translate.google.com 11
Federal Law Discipline Translations An ESL student CANNOT be used to translate DURING A DISCIPLINE MEETING, regardless of the situation. If a family brings in a family member or friend to help interpret, the district is still responsible for providing an approved interpreter. 12
Supporting ESL in the Classroom Classroom Teachers Should: Use visuals and manipulatives Allow more time and practice Simplify directions, tasks, number of steps, and language when necessary Use Differentiation 13
What Can My ESL Student Do? Use the CAN DO indicators chart to find out what ESL students at specific levels CAN DO or should be working toward. What can SAM do? Listening level 5.0 Speaking level 5.2 Reading level 5.0 Writing level 4.9 Sam has an overall language level & literacy level of 5.0 BRIDGING 14
CAN DO Indicators 15
Role of the CLASSROOM TEACHER -- ESL The CLASSROOM TEACHER with ESL students are: Responsible for making their classroom instruction accessible, even for students at a beginning level of English proficiency Responsible for assessing students in such a way that does not discriminate against them on the basis of their language proficiency. Incorporate both content and the WIDA ELD standards in each lesson. (The standards along with accommodations and modifications should be well documented.) 16
ESL Supports Sensory Supports Graphic Supports Interactive Supports Real-life objects Manipulatives Pictures & photographs Illustrations, diagrams, drawings Bulletin boards Magazines & newspapers Physical activities Videos Models & figures Charts Graphic organizers Tables Graphs Timelines Number lines Illustrated word walls Posters & displays Bulletin boards In pairs or partners In small groups In a whole group Using cooperative group structures Internet or software With native language With mentors 17
ESL -- LEP -- EL Grading Grading must reflect the student's accommodated and modified curriculum objectives, presentation, and assessment. Teachers cannot require an ESL student to do the same assignments as an English-fluent student, without regard for the ESL student's level of English proficiency or the ability of limited-english proficient parents to help at home. Teachers cannot penalize an ESL student for work missed while with the ESL teacher Teachers cannot assign an ESL student a failing grade if the reason for that failure is his or her limited English proficiency. 18
Incorporating WIDA ELD Standards Teachers should note the WIDA ELD Standard being used/taught within the regular content classroom lesson plan. WIDA ELD STANDARDS English language learners communicate information, ideas and concepts necessary for academic success in the content area : ELD STANDARD 1 ~ Language of Social & Instructional Purpose ELD STANDARD 2 ~ Language of Language Arts ELD STANDARD 3 ~ Language of Math ELD STANDARD 4 ~ Language of Science ELD STANDARD 5 ~ Language of Social Studies 19
WIDA Resources and Proficiency Levels Resources and information for teachers click links to access resources! WIDA Virginia is a member of the WIDA Consortium, which provides our English Language Development Standards and the assessments for screening and tracking English language proficiency. Click on the links below to view various WIDA resources. Standards & Instruction The WIDA ELD Standards are used in conjunction with the Virginia Standards of Learning to ensure meaningful education and participation in the content classroom. Can Do Descriptors Used in conjunction with the ACCESS for ELLs 2.0 scores, the Can Do Descriptors help educators identify language that students at a given level should be able to manipulate and understand. Assessment English Language Learners are assessed annually on their academic English proficiency. These scores are used to determine supports in the classroom and on standardized tests. Professional Development WIDA offers some free educational resources and online learning modules for educators. 20
Level 1- Entering Level 2- Beginning Level 3- Developing Level 4- Expanding Level 5- Bridging Proficiency Levels There are 6 ELD proficiency levels. Click on each level to learn more. Level 6- Reaching 21
Federal Law SPED and ELL All students who are dually identified as SPED and ELL must have BOTH an IEP and a PLEP (ESL education plan). IEP must specify on the PLOP page of the IEP information related to ESL services IEPs must list the WIDA Access Information IEP Teams must include the ESL teacher 22
The ESL Coordinator will ensure procedures are in place: ESL Handbook & Resource Guide English Language Learners English as Second Language K-12 Resource Guide 23
Role of the Principal -- ESL The principal will ensure: All students upon registration have a Home Language Survey completed ESL students are screened and placed accordingly ESL students receive an equal education and families are treated fairly and respectfully ESL students receive appropriate ESOL services and appropriate modifications and accommodations in the regular classroom 24
Role of the Principal -- ESL (cont d) The principal will ensure: School staff and classroom teachers are informed of the legal and procedural guidelines for working with ESL students and their families. (This includes providing appropriate translation for communication with parents and assuring that accommodations and modifications in PLEP plans are followed, and adequate PD is provided to mainstream teachers) 25
VDOE Title III TOOLKIT Dear Colleague Letter Tools and Resources for Identifying All English Language Learners Information for Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs (Fact Sheet) Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate With Them (Fact Sheet) http://doe.virginia.gov/federal_programs/esea/title3/index.shtml
Common Acronyms The world of English Language Teaching is full of acronyms. If you are not constantly immersed in this material, it can be difficult to remember what they all mean. Here are some common acronyms you might run across in your research and reading. BICS Basic Interpersonal Communication Skills CALP Cognigive Academic Language Proficiency EAP English for Academic Purposes EFL EL ELD ESL ELT ESOL English as a Foreign Language English Learner English Language Development English as a Second Language English Language Teaching English to Speakers of Other Languages 27
More acronyms ESP FLEP L1 L2 LEP NNS NS SLA TESOL English for Specific Purposes Formerly Limited English Proficient Native Language Second (or additional) Language Limited English Proficient Non-Native Speaker Native Speaker Second Language Acquisition Teachers of English to Speakers of Other Languages 28