ESL and Me: Why It Matters 1 st Marking Period

1. ESL and Me:Why It Matters1stMarking Period ESL Teachers

2. Learning Goal • Participants will be able to understand how results from the ACCESS assessment are used to develop our district-wide strategic plan. • Participants will be able to understand the language expectations for ELLs using the Can-Do Descriptors and Student Profile.

3. The ELL Population in the SDoL • 1,969 Active ELLs • 17% of the school’s population are ELLs • 332 Monitored ELLs • 76 ESL Teachers • 1:26 Teacher: Student Ratio

4. The ELL Population in the SDoL (Cont.) • 38 Languages are spoken among our ELLs: • 78% Spanish • 12% Nepalese • 1% Haitian • 1% Vietnamese • 1% Arabic • 1% Burmese (and other Burmese dialects) • 5% Other

5. The ELL Population in the SDoL (Cont.) • Top 3 Countries/Territories Represented by Our ELLs: • Puerto Rico: 823 • Nepal (Bhutanese Refugees): 239 students • Dominican Republic: 85 students

6. Refugee Students in the SDoL • Large numbers of refugee families are re-settled in Lancaster City • 392 Refugee students total (to date) • The majority of these students are from: • Bhutan • Burma/Myanmar • Haiti • Congo (may be coming) • District Refugee Group was formed to address the needs and supports available for this group of students

7. What does our building look like? • Turn and talk with your table to predict how our building compares to the district. • I noticed that… • I predict that our building will have… • Based on my knowledge of our students…

8. The ELL Population in McCaskey East • East JPM • 379 ELLs 123 ELLs • 27% school pop. is ELL 9% school pop. Is ELL • 48 monitored ELLs 15 monitored ELLs • 9 ESL Teachers 3 ESL Teachers • 1:42 Teacher: Student ratio 1:41 Teacher: Student ratio • Top 3 countries: • Puerto Rico • Nepal • Dominican Republic

9. Typical ELL Instruction per Day

10. SDOL Theory of Action: English as a Second Language • Feedback: • Utilize the ESL Walk Through Tool to provide targeted feedback related to the AMAO goals • Communicate expectations and information to ESL specialists via the Weekly ESL Update. • Conduct annual ESL compliance reviews with building contacts at each site • Provide translation/interpretation based on student/family need • Curriculum Design: • Alignment of ESL instruction to literacy (ELA) content • Incorporate Read Well 3 as a supplemental ESL material • Continue to utilize Language! and Read Well K-2 as supplemental ESL materials • ProfessionalDevelopment: • Consultation/Support: Socorro Herrera – Middle school ESL focus • Professional development for ESL specialists and content/classroom teachers in accordance with the AMAO plan to include the following topics: WIDA “Can Do” Descriptors, WIDA Performance Definitions, Student profile tool, ESL “Look Fors”, AMAOs, ACCESS Testing, culturally responsive teaching • Induction ESL overview • Updated ESL binder on intranet • Effective Teaching: • Consistent implementation of research-based, rigorous, and culturally responsive methods • Incorporate appropriate language functions into planning and instruction • Extend dual language program to include fourth grade • Providing support for students at alternate locations

11. AMAOs for ELLs(Annual Measurable Achievement Objectives) • The AMAOs were developed to measure students’ development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards required by Title III of NCLB • Results from ACCESS for ELLs are used to calculate AMAO 1 and 2 • PSSA Reading and Math achievement and participation data is used to calculate AMAO 3

12. AMAO 1 • AMAO 1: Annual increases in the number or percentage of LEP/ELLs making progress in learning English • Definition of making progress or growth: > 0.6 composite level for an individual student on the ACCESS exam

13. AMAO 1 : Annual increases in percentage ofchildren making progress toward learning English School Year Target percent of ELLs in LEA* • 2007-2008 target of 49% • 2008-2009 target of 51% • 2009-2010 target of 53% • 2010-2011 target of 55% • 2011-2012 target of 57% • 2012-2013 target of 59% • 2013-2014 target of 61% • 2014-2015 target of 64% • 2015-2016 target of 67% (Final target) *Confidence intervals are applied

14. AMAO 2 • AMAO 2: Annual increases in the number or percentage of LEP/ELLs attaining English language proficiency • Definition of attainment: • Grades 1-12-composite score of > 4.5 (from both Tier B and Tier C forms of test are acceptable) • Kindergarten-oral language score of > 3.8 AND composite proficiency score of > 2.7

15. AMAO 2: Annual increases in the number or percentage of children attaining English proficiency • Growth targets: • School Year Target % of ELLs in LEA attaining English proficiency • 2007-2008 target of 14% • 2008-2009 target of 16% • 2009-2010 target of 18% • 2010-2011 target of 20% • 2011-2012 target of 22% • 2012-2013 target of 24% • 2013-2014 target of 26% • 2014-2015 target of 28% • 2015-2016 target of 30% (Final target)

16. AMAO 3 • AMAO 3: Adequate yearly progress (AYP) for LEP/ELL subgroup in meeting grade-level academic achievement standards in English Language Arts (ELA) and mathematics

17. Give Me a Break…

18. Lingo Bingo • Please fill your bingo card with the acronyms or terms at the bottom of your paper. • As we play bingo, take notes on each acronym or term at the bottom of your paper.

19. Acronyms or Terms • ELL: English Language Learner (Refers to the student) • ESL: English as a second language (Refers to the program) • LEP: Limited English Proficient • NES: Non-English Speaker • ELPS: English Language Proficiency Standards (PA) • TESOL: Teaching English to Speakers of Other Languages

20. Acronyms or Terms • AMAO: Annual Measurable Achievement Objectives • CLD: Culturally and Linguistically Diverse • LFS: Limited Formal Schooling • ACCESS: Annual test given to all active ELLs to assess their English language proficiency • WIDA: Consortium that develops the ACCESS and the English Language Development Standards

21. 4 Language Domains • Aligned with Common Core • Reading • Writing • Speaking • Listening

22. English Language Proficiency Levels Moving toward English proficiency • Entering (1.0-1.9) • Emerging (formerly Beginning) (2.0-2.9) • Developing (3.0-3.9) • Expanding (4.0-4.9) • Bridging (5.0-5.9) • Reaching (6.0)

23. Can-Do Descriptors • Range or expectation for student performance within an English language proficiency level in each domain • Based on WIDA’s English Language Development Standards • ACCESS scores report how students are currently performing based on the English Language Development Standards

24. Can-Do Descriptors

25. Student Profile • A document that outlines the “Can Do” Descriptors and goals for a specific child based on his/her most recent ACCESS scores

26. ‘Til We Meet Again • Complete the blank Can-Do Descriptor chart with your students’ levels based on their student profiles. • Use this chart to begin differentiating for your ELLs • Bring the chart and your experiences with you next time.