PROFESSIONAL LEARNING INSTRUCTIONAL MODIFICATIONS FOR THE ELL Students. By: Anastasiya Ard ESOL Teacher
INSTRUCTIONAL MODIFICATIONS FOR THE ELLs. Increasecomprehension. Increasepractice/interaction. Increase thinking/study skills Teach the text backwards
Grading Modifications for ELLs. • Grading assessment modifications for ELLs must follow instructional modifications. • The stages of language acquisition, culture and prior academic knowledge as well as the grading policy of your school district mold your grading policy. • ELLs can not be retained when their academic difficulties directly relate to incomplete mastery of the English language. • The grading of ELLs is best accomplished by the “use of alternative assessment techniques” and rubrics to evaluate student work.
Instructional Strategies Everyday classroom strategies: • Instructional conversations • Experiential learning • Collaborative learning • Structured overviews • Graphic organizers • Think-alouds
NCLB Title III Requirements • Develop a high quality language instruction educational program to assist children in learning English, and meeting State academic content standards. • Provide high quality professional development to classroom teachers.
Federal Case LawLau v. Nichols, 414 U.S, 563, 1974 • “There is no equity of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” • “Where inability to speak and understand the English language excludes national origin minority children from effective participation in the education program, the school district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”
NCLB Title III Requirements Annual Measurable Achievement Objectives (AMAOs) • Title III, section 3122: Each State shall develop annual measurable achievement objectives for LEP students served under Title III that relate to such children’s development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards as required by Title I, section 1111(b)(1). Title III AMAOs shall include: • annual increases in the # and % of LEP students making progress in learning English, • annual increases in the # and % of LEP students attaining English proficiency (as measured by a valid and reliable assessment of English proficiency), and • making adequate yearly progress (AYP) for LEP students under Title I.
Instructional Strategies What a mainstream teacherneeds to do for LEP students: • Increasecomprehension. • Increasepractice/interaction. • Decrease the workload. Simplify. Provide modifications and adaptations.
LEP Students: Instructional Needs • Quality English language development (literacy, vocabulary, comprehension) • Mainstream classroom instruction modified to the levels of English proficiency, increasing comprehension and practice • Content area support • Targeted Remediation/Interventions
Instructional Strategies Formula For Success - Content Based language instruction - Collaboration of mainstream and ESL program integrating language development and content instruction - Scaffolded and Sheltered mainstream instruction - All-school consistenteffort to provide effectiveeducation and interventions to Language Minority students, all teachers using the same strategies
Dimensions of Language BICS Basic Interpersonal Communication Skills Everyday/“playground” language Not related to academic achievement Attained after 1-2 years in host country CALP Cognitive/Academic Language Proficiency Classroom/“textbook” language Needed to function in decontextualized settings Requires high level of reading and writing Attained between 5-7 years in host country
Types of Language Skills Students Need to Acquire to be Truly Proficient in English
Skills in 1st Language Culture Personality Family Situation Geography Factors that may affect student learning Background English Language Learner The Learning Environment Teacher Class Program Other Students School/Community The ESL Program
The Need for Teacher Collaboration Evidence from national reports and regional data: Teacher collaboration is No. 1 determinant of the success of LEP students at a given school or school corporation. Strategies: • Focused Professional Development • Sharing, Coaching, Support & Feedback!
The Need for Title I & Title III Program Collaboration Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap. Title III Title I
The Need for Title I & Title III Program Collaboration Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap. Title I Requirements Title III Requirements Increase English Language Proficiency & Academic Achievement Academic content Standards English Language Proficiency Standards Academic Achievement Standards Annual measurable achievement objectives (English language proficiency) Annual measurable achievement objectives (Academic)
Measuring EffectivenessAssessment Strategies • Anecdotal records(asking a question, recording response) • Performance sampling(student is observed while performing a task and evaluated with the help of rubrics or checklists) • Portfolio assessment(gathering observations and performance samples in a folder and evaluating work during semester)
Measuring EffectivenessEnglish Language Proficiency Assessment (LAS Links) • Measures listening, speaking, reading, writing & comprehension. • Aligned to the English Language Proficiency (ELP) Standards. • Measures academic as well as conversational English ability. • Demonstrates growth from one proficiency level to another and growth within a level.
Measuring Effectiveness Title III AMAOs • Annual increases in the # and % of LEP students making progress in learning English (achieving a higher level of English proficiency) • Annual increases in the # and % of LEP students attaining English proficiency (measured by annual Las Links testing), and • Making adequate yearly progress (AYP) for LEP students under Title I.
Measuring Effectiveness Monitoring of Former LEP Students: Monitoring must ensure that former LEP students are able to fully participate in the regular educational program. Students should be able to: - Perform on par with native English speaking peers - Access all aspects of the mainstream curriculum and participate successfully - Access language instructional services if needed Records should document students’ performance on: - Standardized achievement tests - Oral, reading and written skills - Teachers observations - Grades in content classes and GPA