2008 Illinois State Board of Education Superintendents’ Conference
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2008 Illinois State Board of Education Superintendents’ Conference 4 Questions Superintendents should ask themselves about English Language Learners Presented by. Dr. Carmen Acevedo Assistant Superintendent for Curriculum & Instruction Plainfield CCSD 202 Robert B. Bagby

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2008 Illinois State Board of Education Superintendents’ Conference4 Questions Superintendents should ask themselves about English Language Learners Presented by

Dr. Carmen Acevedo

Assistant Superintendent for Curriculum & Instruction Plainfield CCSD 202

Robert B. Bagby

Superintendent Beardstown Community Unit School District 15

Robin M. Lisboa

Division Administrator for English Language Learning, ISBE

Karen Mulattieri

Assistant Superintendent of Student Services Cicero School District 99

Dr. Diep Ngoc Nguyen

Assistant Superintendent for Curriculum & Instruction Des Plaines CCSD 62

Josie Yanguas

Director, Illinois Resource Center


Discussion questions
DISCUSSION QUESTIONS Superintendents’ Conference

  • Do you serve English Language Learners (ELLs)?

  • How do you provide your ELLs with meaningful instruction and services?

  • How do you make informed instructional decisions for your ELLs?

  • How do you engage your ELLs and their parents?


United States Immigration Superintendents’ Conference

Source: U.S. Census Bureau 2000


Foreign born population
Foreign Born Population Superintendents’ Conference

  • Grew by 57 % between 1990 and 2000

  • Over 16 million are now from Latin America

  • 8.2 million are now from Asia

  • 9 of the top 10 leading countries are Latin American or Asian

  • More than 30% of the foreign born population now is Mexican

Immigration and the No Child Left Behind Act (September 30, 2005)


Current national state of k 12 ells
Current National State of K-12 ELLs Superintendents’ Conference

  • Approximately 5.1 million (10.5 %) of the U.S. Student population in K-12 are ELLs

  • Approximately 79% are from Spanish-language backgrounds

  • 61% in 6 states (AZ, CA, TX, NY, FL & IL)

  • Some states experienced a 300% or higher growth of ELLs from 1995-2005 (AL, IN, KY, NB, NC, SC & TN)

  • CA educates 1/3 of all ELLs (1.6 million- 85% Spanish speaking) nationally

(Payan & Nettles, 2008)


Did you know

Did you know? Superintendents’ Conference

76% of ELL students in elementary schools and 56% of high school students are born in the US.

Five of the six top immigration states –CA, TX, NY, FL and IL - accounted for 68% of the elementary LEP students

The majority (70%) of ELL students (K-5) are enrolled in 10% of schools.


More lep children are native u s than foreign born
More LEP Children are Superintendents’ ConferenceNative(U.S.) than Foreign Born

Source: Urban Institute tabulations, Census 2000


Illinois ell student count
Illinois ELL Student Count Superintendents’ Conference

Number of ELL Students

Fiscal Year


Illinois ell demographics
ILLINOIS ELL DEMOGRAPHICS Superintendents’ Conference

  • 180,000 + ELLs in Illinois

  • 138 languages

  • 80% Spanish

  • Majority in collar county area (cook, Kane, Lake, Du Page, Will, McHenry, Winnebago)


Discussion question 1
DISCUSSION QUESTION # 1 Superintendents’ Conference

Do you serve English Language Learners (ELLs)?

How do I know if I serve ELLs?


Home language survey identification of ells
Home Language Survey Superintendents’ ConferenceIdentification of ELLs

Q1. Is a language other than English spoken at home?

If so, what language?

Q2. Does the student speak a language other than English?

If so, what language?


Home language survey identification of ells1
Home Language Survey Superintendents’ ConferenceIdentification of ELLs

  • All students who enroll in Illinois schools must complete a Home Language Survey (HLS)

  • The HLS must be kept in individual student files


English proficiency screening
English Proficiency Screening Superintendents’ Conference

  • District shall use prescribed screening instrument (W-APT) – within 30 days of enrollment

  • Proficiency score (defined by the State Superintendent) - minimum composite score of 4.0

  • A school district may utilize additional indicators


Assessment - ACCESS for ELLs™ Superintendents’ Conference

All ELLs must annually take the State English language proficiency assessment until they test proficient


The illinois english language proficiency standards
The ILLINOIS English Language Proficiency Standards Superintendents’ Conference

Standard 1—Social and Instructional Language

  • English language learners communicate in English for social and instructional purposes in the school setting.

    Standard 2— Language Arts

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

    Standard 3—Math

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

    Standard 4—Science

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

    Standard 5— Social Studies

  • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.


Discussion question 2
DISCUSSION QUESTION # 2 Superintendents’ Conference

Do you provide your ELLs meaningful instruction and services?


Transitional bilingual education
TRANSITIONAL BILINGUAL EDUCATION Superintendents’ Conference

When an attendance center has an enrollment of 20 or more limited English proficient students of the same language classification, the school district must establish a (TBE) program for each language classification represented by those students (Section 14C-3 of the School Code).

A further assessment of those students to determine their specific programmatic needs or for placement in either a full-time or a part-time program may be conducted.


Transitional bilingual education1
TRANSITIONAL BILINGUAL EDUCATION Superintendents’ Conference

Shall consist of at least the following components (Section 14C-2 of the School Code):

  • A) Instruction in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the student’s school district, to be given in the student’s home language and in English; core subjects such as math, science and social studies must be offered in the student’s home language;

  • B) Instruction in the language arts in the student’s home language and in English as a second language; and

  • C) Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.


Transitional program of instruction tpi
TRANSITIONAL PROGRAM OF Superintendents’ ConferenceINSTRUCTION (TPI)

When an attendance center has an enrollment of 19 or fewer students of limited English proficiency from any single non-English language, the school district shall conduct an individual student language assessment to determine each student’s need for native language instruction

and may provide a transitional bilingual program in the non-English languages common to such students.

If the district elects not to provide a transitional bilingual program, the district shall provide a locally determined transitional program of instruction (TPI) for those students. (Section 14C-3 of the School Code.)


Transitional program of instruction tpi1
TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) Superintendents’ Conference

Must include instruction or other assistance in the student’s home language to the extent necessary, as determined by student assessment

So, a TPI may include, but is not limited to:

  • Instruction in ESL

  • language arts in student’s native language

  • history/culture of U.S.

  • history/culture of native land


Classroom student numbers
CLASSROOM STUDENT NUMBERS Superintendents’ Conference

  • The student-teacher ratio in the ESL and native language components of programs as of September 30 of each school year shall not exceed 90% of the average student-teacher ratio in general education classes for the same grades in that attendance center.

  • Decreases in the ratio for general education during the course of a school year due to students’ mobility shall not require corresponding adjustments within the bilingual program.


Classroom student numbers1
CLASSROOM STUDENT NUMBERS Superintendents’ Conference

Further, additional students may be

placed into bilingual classes during

the course of a school year, provided

that no bilingual classroom may

exhibit a student-teacher ratio that is

greater than the average for general

education classes in that grade and

attendance center as a result of such

placements.


Administrator requirments
ADMINISTRATOR REQUIRMENTS Superintendents’ Conference

Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010)

  • TBE must hold bilingual approval/endorsement; TPI must hold bilingual OR ESL approval/endorsement

  • Districts with <200 TBE/TPI students exempt, but must complete 2 hours ELL specific professional development


Administrator requirments1
ADMINISTRATOR REQUIRMENTS Superintendents’ Conference

Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010)

  • PD may include annual State Bilingual conference

  • Document activity

  • Districts with growth to more than 200 LEPs are subject to requirements at start of year 4 of growth.


Required professional development
REQUIRED Superintendents’ ConferencePROFESSIONAL DEVELOPMENT

  • Training of bilingual staff at least twice yearly covering listed areas.

  • All certified staff administering ACCESS for ELLS™ or W-APT must complete and pass the on-line training.


WIDA Website: Superintendents’ Conferencewww.wida.us


Illinois english language proficiency standards are
ILLINOIS English Language Proficiency Standards are: Superintendents’ Conference

  • Anchored in the Illinois academic content Learning Standards

  • A tool for teachers & administrators

  • The starting point for assessment, curriculum, and instruction of English language learners (ELLs).


Overall organization of standards
Overall Organization of Standards Superintendents’ Conference

Frameworks for Classroom & Large-Scale Assessment

English Language Proficiency Standards

Language Domains

Grade Level Clusters

Language Proficiency Levels

Model PIs are the lowest level ofexpression of the standards

Model Performance Indicators

28


English Language Proficiency Standard: Superintendents’ Conference

Level1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level5

Bridging

K-2

3-5

6-8

9-12

Domain: Reading, Writing, speaking and Listening

Model Performance Indicator (MPI)

A strand of MPIs


Characteristics of the levels of english language proficiency
Characteristics of the Levels of English Language Proficiency

  • The five language proficiency levels across a grade level cluster form a strand

  • The first two levels, Entering and Beginning, are always supported visually or graphically

  • The last level, Bridging, always assumes working with grade level materials


The model performance indicators are
The Model Performance Indicators are: Proficiency

  • Exemplars of what English language learners can do

  • Sample behaviors representative of the five English language proficiency levels

  • Developmental and additive; that is, they scaffold from lower to higher levels of language proficiency


Discussion question 3
DISCUSSION QUESTION # 3 Proficiency

How do you make informed instructional decisions for your English Language Learners?


Accountability for English Language Learners Rests with Schools, Districts and the State

AMAOs are determined annually and an LEA must meet all three of the following criteria:

1) making progress in learning English

2) attaining English proficiency

3) and making adequate yearly progress (AYP)

Failure to meet any of these criteria is

a failure to meet the Title III AMAOs.


The targets for amaos emanate from both sets of standards
The targets for AMAOs emanate from both sets of standards Schools, Districts and the State

English Language Proficiency

Standards

Illinois Learning Standards

English language proficiency

test

Academic achievement tests

(IMAGE, ISAT, PSAE, IAA)

1. Attainment of English language

proficiency(Criterion I)

2. Progress in English language

proficiency(Criterion II)

3. Adequate Yearly Progress

(Criterion III)


Meeting amaos
Meeting AMAOs Schools, Districts and the State

  • To meet AMAOs for your Title III funded population of students, your district must achieve all targets defined by the state in all three areas.

  • Exempt status was given to LEAs that did not have an LEP subgroup for AYP in FY05

  • Safe Harbor was applied for some LEAs


Nclb sanctions and possible courses of action
NCLB SANCTIONS AND POSSIBLE COURSES OF ACTION Schools, Districts and the State

If a district fails to meet AMAOs for two (2) consecutive years,

1. The State must provide technical assistance to that district; and

2. The State must require that the district develop a District Improvement Plan (DIP) to ensure that AMAOs are met in the future.


Nclb sanctions and possible courses of action1
NCLB Sanctions and possible courses of action Schools, Districts and the State

If a district fails to meet AMAOs for four (4) consecutive years,

1. The State must require the district to modify its curriculum, program or methods of instruction; or

2. The State must make a determination on whether the district shall continue to receive Title III funds, and require the district to replace educational personnel associated with the district’s failure to meet such objectives (Title III Public Law 107-110 SEC. 3122 (b) (1-4)).


Discussion question 4
DISCUSSION QUESTION # 4 Schools, Districts and the State

How do you engage the parents of your English Language Learners?


Maintenance of student records
MAINTENANCE OF STUDENT RECORDS Schools, Districts and the State

Records

  • Include entry-exit info

  • Annual English proficiency scores

  • Other info (e.g. language, grade, part-time placement)

  • Written communications to/from parents

  • Parents have right to access records


Parental notification
PARENTAL NOTIFICATION Schools, Districts and the State

  • Parent’s Notice of Program Enrollment (30 days from start of school year; or 14 days of enrollment)

  • Parents have absolute right to withdraw student from a program by written notice

  • Article 14C-3 – student continues in a program 3 years or until s/he achieves a level enabling him/her to perform well

  • Parent notification after 3 years


Local parental involvement
LOCAL PARENTAL INVOLVEMENT Schools, Districts and the State

TBE Parent Advisory Council

(parents, teachers, community leaders)

  • meets four times annually

  • district provides annual training in home language on

    • instructional approaches/methods of bilingual ed

    • state/federal law

    • accountability


Resources
RESOURCES Schools, Districts and the State

  • ISBE Division of English Language Learning www.isbe.net/bilingual

  • Legislation and Rules for ELLs http://www.isbe.net/bilingual/htmls/legislation_rules.htm

  • English Language Proficiency Standards www.wida.us or www.isbe.net/bilingual

  • ACCESS for ELLs™ www.isbe.net/bilingual/htmls/access.htm

  • The Illinois Resource Center www.thecenterweb.org/irc

  • The New Demography of America’s Schools Immigration and the NCLB Acthttp://www.urban.org/publications/311230.html

  • Payan, R. M., & Nettles, M. T. (2008). Current state of English-Language learners in the U.S. K-12 student population. 2008 English Language Learner Symposium, Princeton, NJ. Retrieved online October 2008 at http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdf


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