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White Americans No Longer a Majority by 2042

White Americans No Longer a Majority by 2042. CBS. http://www.cbsnews.com/stories/2008/08/07/eveningnews/main4331336.shtml. Welcome!  There are approximately 42,542 students in Pennsylvania who are Limited English Proficiency (LEP),speaking in 175 different languages. .

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White Americans No Longer a Majority by 2042

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  1. White Americans No Longer a Majority by 2042 • CBS http://www.cbsnews.com/stories/2008/08/07/eveningnews/main4331336.shtml

  2. Welcome!  There are approximately 42,542 students in Pennsylvania who are Limited English Proficiency (LEP),speaking in 175 different languages.  The education of students whose dominant language is not English and/or are English language learners, is the responsibility of every school district/charter school in the Commonwealth.

  3. www.ed.gov/offices/OELA Pennsylvania Census Data ESL Population in PA

  4. Profile of General Demographic Characteristics:  2000Data Set: Census 2000 Summary File 1 (SF 1) 100-Percent DataGeographic Area: Pennsylvania • White 10,484,203 85.4 • Black or African American 1,224,612 10.0 • Other 5.1 • Under 5 years 727,804 5.9 • 5 to 9 years 827,945 6.7 • 10 to 14 years 863,849 7.0 • 15 to 19 years 850,986 6.9

  5. ESL Regulations • Office for Civil Rights Enforcement Policy 1991 provides that personnel in school districts that enroll LEP students should have a working knowledge of LEP legal rights. • ESL is English as a Second Language • LEP is Limited English Proficiency • Berube, Managing ESL Programs in Rural and Small Urban Schools, TESOL 2000

  6. Civil Rights Act, 1964 • Schools must treat LEP students the same way as peers in services and opportunities. • Schools must provide supplemental language support for LEP students in Engl. only classrooms, which includes ESL instruction and classroom modifications. • Failure to address LEP is a denial of equal educational opportunity. • Berube, Managing ESL Programs in Rural and Small Urban Schools, TESOL, 2000

  7. Supreme CourtLau v Nichols, 1974 • Equality of educational opportunity requires comprehensible and meaningful instruction • LEP students experience classrooms which are neither • LEP’s receive fewer benefits than English speaking majority=discrimination • Berube, Managing ESL Programs in Rural and Small Urban Schools, TESOL, 2000

  8. Casteñada v Pickard 1981Plyler v Doe, 1981 • U. S. Court of Appeals formulated a 3 part test to measure compliance with EEOA: Theory; Practice; Results. • Supreme Court ruled that schools must provide full access to programs, regardless of immigration status; immigrants are not excluded from 1964 Civil Rights Act. • Berube, Managing ESL Programs in Rural and Small Public Schools, TESOL, 2000

  9. Office for Civil Rights, May 25th Memorandum (1970) • If student is unable to speak or understand English and that inability excludes participation in district programs, district must take steps to include. • LEP students may not be assigned to special ed classes based on lack of English, nor may they be excluded from advanced classes for lack of English skills. • ESL programs must have exit criteria. • Schools must notify LEP parents of school activities and information in the language of their choice.

  10. English Language Proficiency Standards (ELPS) forEnglish Language Learners (ELLs) Pennsylvania Department of Education Bureau of Teaching Learning and Support Presented by: Barbara Mowrey ESL/Bilingual Education Advisor Lynore Carnuccio Consultant

  11. Why do we need Standards for ELLs? • Assist students to meetPA 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).

  12. BICS and CALP • Basic Interpersonal Communication Skills (Conversation) develop in 1-2 years • Bloom’s Taxonomy Identify, label, list, match, name, reproduce, select, Distinguish, estimate, give examples Manipulate, operate, compute, prepare, show, use, solve Diagram, differentiate, illustrate, outline, point out, separate, subdivide • Cognitive Academic Language Proficiency takes 4-7 years to develop • Bloom’s Taxonomy Define, describe, state Summarize, predict, explain Demonstrate, discover, modify, predict, relate Discriminate, distinguish, infer, relate

  13. English Language Proficiency Standard 1 English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

  14. English Language Proficiency Standard 2 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. 

  15. English Language Proficiency Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

  16. English Language Proficiency Standard 4 English language learners communicate information, ideas, and conceptsnecessary for academic success in the contentarea of SCIENCE.

  17. English Language Proficiency Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

  18. Matrix Understanding the Standard Matrix

  19. 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

  20. 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.

  21. Remember • Clarity • Focus • Alignment • Grade and language appropriate skills • Flow • Rigor appropriate to language proficiency level • Manageability for student

  22. Foreign Exchange • An important goal is to help English language learners who reside in the United States attain English language proficiency in comprehension, listening, speaking, reading and writing English and achieve challenging academic content standards. Foreign exchange students come to our country to experience the American culture and at the same time provide our students with the opportunity to learn from other cultures. • Therefore, foreign exchange students are NOT required to: • Be identified for English as a Second Language instruction based on Pennsylvania's home language survey; • Be assessed for placement in English language instructional programs; • Be included in the LEP SYSTEM data collection as ELLs or immigrants; • Participate in the annual state English language proficiency assessment. • HOWEVER, foreign exchange students arerequired to participate in the PSSA, and their results are attributed to the host family's district of residence and to the state.

  23. English as a Second Language • New Brighton Area School District • Cheri Velto and Vicky Manzo, teachers of ESL • August 21, 2008 • 1 Chinese student at elementary school • 1 Egyptian student at elementary school Monitor

  24. cvelto@nbsd.k12.pa.us • Please email me if you would like a copy of this PowerPoint presentation for your files. • Credits: CBSTM; PDE ESL homepage

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