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ESL Teacher Networking Meeting

ESL Teacher Networking Meeting. Raynel Shepard, Ed.D. raynel.shepard@comcast.net. Introductions. Who traveled the farthest (from home) to get here? Who speaks more than one language? Has the most interesting hobby? Went to the most exotic place during summer vacation?

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ESL Teacher Networking Meeting

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  1. ESL Teacher Networking Meeting Raynel Shepard, Ed.D. raynel.shepard@comcast.net

  2. Introductions • Who traveled the farthest (from home) to get here? • Who speaks more than one language? • Has the most interesting hobby? • Went to the most exotic place during summer vacation? • Who has worked under the most superintendents in BPS? • Who knows the historical significance of the person your school is named after?

  3. Challenges and Successes • What has worked? • What do you still need support with? • What concerns do you have?

  4. Warm-Up • What does the following stand for? • AMAO • SDAIE • OELL • CUPKB • CBESL • NACC • How many ELD levels are there? • ELLs from BPS come from 40 different countries- what are the 5 most common languages?

  5. Diverse Population • 38% of the student population report on English is not their first language • 21% of student population meets the definition of ELL • 57% of ELLs are in programs for ELLs (12% of total population)

  6. ELLs in Boston ELLs Countries of Origin: over 40 • Spanish - 6590 • Chinese - 920 • Cape Verdean- 900 • Haitian - 860 • Vietnamese - 770 • Portuguese • Somali • Other (Arabic, Albanian, African and European Languages) • 24, 140 (38%) First language not English • 10, 040 (19%) ELP • 3260 FLEP • 11, 840 ELL

  7. Students in Boston

  8. ELL Enrollment All students go to a Family Resource Center with family to enroll Parents fill in a Home Language Survey If home language is not English then ….

  9. For K2-12 Students Appointment with the Newcomer’s Assessment and Counseling Center Take an oral & written test (L1 and English) Test outcome with suggested ELD level Advisement about placement

  10. Program Placement • SEI TBE, TW programs • Language Specific SEI & Multi-lingual SEI (including General Education) • SIFE (age 9 and up)

  11. Who is qualified to teach ELLs? ANY teacher who has 1 or more ELL must use SEI strategies. • ESL certification OR • Trained in all 4 categories

  12. Who is qualified to teach ESL? FOR ELD Levels 1-3 • ESL certification FOR ELD Levels 4-5 • ESL certification OR • Trained in all 4 categories

  13. State Assessments • MELA-O (fall and/or spring) • MEPA-R/W (fall and/or spring) • MCAS - Math • MCAS - ELA • MCAS - Science, Social Studies

  14. Information on ELD Level Tab

  15. Standards for ESL • ELPBO • English Language Proficiency Benchmarks and Outcomes • BPS Curriculum and Benchmarks • DESE ELD MEPA descriptors

  16. Instruction to ELLs • K-5: On Our Way to English & Reach (ELD Levels 1-3), Language Central (Level 3 for integrated classrooms), Reading Street (Levels 4-5) • 6-8: Milestones • 9-12: Visions Regardless of materials used, ELD instruction follows the ELPBO and the Citywide ELD Curriculum Frameworks and Benchmarks

  17. Compliance: Records and Tests • ELD Folder • Annual Notification of Program Placement • MEPA • Fall MEPA in October

  18. How do I find out more about the ELLs in my classroom? • ELD Folder • LIZA • ELD Level Tab • MyBPS>ELD Level

  19. MEPA ELD Descriptors and Services

  20. Newcomers (Level 1) and Novice (Level 2): Description Generally produce and understand very little spoken or written English. It is important that these students receive English language development (ESL) instruction for a substantial portion of their school day because sheltered content instruction, the other component of SEI, will be challenging for students at lower levels of English proficiency.

  21. Newcomers (Level 1) and Novice (Level 2): Services • ESL- 2.5 hours to full day by a licensed ESL teacher • No ELA • Content: available hours outside of ESL by a teacher qualified to teach ELLs • Specials/Electives: same as other students at grade level

  22. Developing (Level 3): Description Generally demonstrate a range of mid-level English proficiency in speaking, listening, reading and writing. Sheltered content instruction should be tailored to provide comprehensive content instruction. Students at this level have a wide range of English proficiency and teachers should plan with this in mind. Students at Level 3 still need to receive ESL instruction.

  23. Developing (Level 3): Services • ESL- 1 to 2 hours by a licensed ESL teacher • ELA/Reading- 1 to 2 hours per day by a teacher qualified to teach ELLs • Content: available hours outside of ESL by a teacher qualified to teach ELLs • Specials/Electives: same as other students at grade level

  24. Expanding (Level 4) and Bridging (Level 5): Description Generally demonstrate good English proficiency. However, a student performing overall at Level 5 may not have all the skills associated with a Level 5 student in all four domains (Reading, Writing, Speaking, Listening). There are increasingly complex and varied language demands on LEP students in late elementary, middle, and high school. ELLs need to learn these skills in order to achieve academic parity with English-speaking peers

  25. Expanding (Level 4) and Bridging (Level 5): Services • ESL- minimum of 2.5 hours per week by a qualified ESL teacher • ELA/Reading- 1 to 2 hours per day by a teacher qualified to teach ELLs • Content: available hours outside of ESL by a teacher qualified to teach ELLs • Specials/Electives: same as other students at grade level

  26. Instruction to ELLs Content instruction in R/LA, Math, Science, and Social Studies is provided to the extent that is indicated by the student’s ELD level. Content teachers use Boston Public Schools curricula and materials. They ensure that LEP/ELL students understand new concepts by using sheltered instruction strategies and providing native language clarification as necessary.

  27. Take a break

  28. Common Underlying Professional Knowledge Base Reflective Practice Problem Solving Action Research Case Studies Collaborative Inquiry Assessments Theory and Practice Curriculum Standards Lesson Planning

  29. Turn and Talk • What is effective ESL instruction? • How is it different from ELA instruction? • How is ESL different from SEI?

  30. 7 Dimensions of Effective ESL Instruction • Focus on language and development of language skills. • Clear, achievable language learning outcomes. • Opportunities for meaningful, relevant, communicative practice.

  31. 7 Dimensions of Effective ESL Instruction • Checking for understanding. • Formative assessment of student learning. • Appropriate use and adaptation of materials to support skills in language modalities. • Use of subject matter content for English language learning. • SIT 2007

  32. What are some instructional models? • Pull-out • Push-in • During literacy block • Content-based ESL • Workshop and ESL

  33. Thinking about practice • Chunking • Action research

  34. Next Time READ ARTICLE: Basic Principles for Conducting Action Research Think about a research topic and question

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