Alabama Courses of Study and WIDA ELP Standards

Services for ELL Students Presenters: Dely Roberts, ALSDE Federal Programs Cindy Hunt, ALSDE Regional ELL Coach Which students receive ESL services? ELL students who qualify for services have completed Home Language Survey

indicated that a language other than English is spoken at home and/or by the student have been screened using W-APT administrator should be WIDA certified student scoring < 3.9 must be identified for service student scoring >4.0 may be identified for placement Whats required? Lau v. Nichols

Equal access does not equal appropriate instruction. Must consider students linguistic needs. Casteada v Pickard Selected program must be research-based. Implemented with necessary resources and personnel. Evaluated and adjusted.

No Child Left Behind Equal access to complete educational program. Regular and special education, as appropriate. Curricular and extracurricular opportunities. Federal funds are supplemental. Castaeda v. Pickard The court case Castaeda v. Pickard established a threepronged test for evaluating programs that serve ELLs. The SDE

has developed a model to provide LEAs with technical assistance to comply with this law. English as a Second Language Program Implementation An ESL leadership committee should convene to develop a strategic plan. The AMAO LEA Improvement Plan can be used to accomplish this activity. Needs Assessment Goals/Strategies/Action steps Implementation Evaluation


ELL/ ESL Program Selection and Curriculum Requirements ESL Pull-out Generally used in elementary settings. Students spend a portion of the day with the ESL instructor. The majority of the day is spent in the regular classroom. ESL Push-in The ESL instructor goes into the regular

classroom. Collaboration between the ESL instructor and the regular education teacher is essential for success. Newcomer Program Addresses specific needs of recent immigrant students (usually students that enroll in middle school or high school). Goals for Newcomers - Acquire beginning English language skills along

with core academic skills. - Acculturate the students to the school system. Generally, students stay in the newcomer program for one year. ESL Class Period Students receive ESL instruction during a regular class period. Students can receive course credit. Students can be grouped according to their level of proficiency.

ESL Resource Center The ESL Resource Center is a variation of the pull-out design. Students from several classrooms or schools come together where ESL materials and staff are concentrated in one location. Usually, there is at least one full time ESL instructor. Sheltered English or Content-based Programs Language minority students from different

language backgrounds are given instruction with English as the medium of instruction. Instruction is focused on content rather than language. Gestures and visual aids can be used to help students understand. How are ESL services delivered? LEA has an ELL plan detailing the service delivery model. ELL Committee determines the best methods of meeting individual student language acquisition needs

ELL coordinator ELL teacher Content-area or grade-level teachers Special needs teacher as needed Guidance Counselor English as a Second Language Program Evaluation

The LEA conducts a program evaluation after the each year of implementation to determine the effectiveness of the program. Evaluation of the program involves the collection and analysis of data to determine if goals were met. The data analysis should include a summary of the status of the ESL program and future goals and plans to improve the program the following school year. English as a Second Language Program Evaluation continued

LEAs are encouraged to complete a self- assessment to determine program compliance. - See appendix K in the English Language Learners (ELL) Policies and Procedures Manual for a sample ESL Evaluation Template. - See Appendix L in the English Language Learners (ELL) Policies and Procedures Manual for a

sample ESL Program District Assessment Survey. Curriculum Requirements: Alabama Courses of Study and WiDA ELP Standards Collaborate Alabama Courses of Study (Content)

WiDA ELP Standards (Academic Language) WiDA ELP World-Class Instructional Design and Assessment English Language Proficiency The

Resourc e Guide What are WiDA ELP standards? The WIDA ELP standards facilitate the design of language development objectives that support, guide and develop content knowledge and skills at the appropriate level of English proficiency.

English as a Second Language Curriculum and Instruction.English Language Learners (ELL) Policy and Procedures Manual; Federal Programs Section Division of Instructional Services of AL Department of Education, 2008 ed, p.25 A closer look at the WIDA ELP Standards 2 Frameworks: Formative Summative Elements in each framework: ELP Standards (Content Areas) Language Domains

Grade level clusters Language Proficiency ELP Standards (Content Areas) Each ELP standard addresses a specific context for language acquisition. The five standards are: STANDARD 1: Social and Instructional Language STANDARD 2: Language Arts STANDARD 3: Mathematics STANDARD 4: Science

Language Domain Grade Level Clusters The ELP standards are divided into five grade level clusters: PreK-K 1 2 3 5 6 8 9 -12 The WIDA ELP Scale 6


BEGINNING BRIDGING R E A C H I N G Teacher-friendly Tools from WIDA

Performance Definitions General descriptions of how ELLs understand, process, use and produce English. Aligned with ELP levels. CAN DO Descriptors General descriptions of what student can do in a specific language domain. Aligned with the specific ELP level for each language domain. How do you determine the students level? Screener Test:

Annual Test: W-APT ACCESS for ELLs Assessing WIDA ACCESS Placement Test Comprehension and Communication in English State-to-State

for English Language Learners SOURCES & RESOURCES: The Alabama Department of Education ELL Policy and Procedures Manual ( 2007 Edition of WiDA Consortium English Language Proficiency Standards and Resource Guide (see WiDA website for ordering a copy) WiDA Consortium website (

What do I do? Theyre in my class? GRADING AND RETENTION What instruction must ELLs receive? English language development Driven by W-APT and WIDA ACCESS scores. BICS and CALP Content learning

Driven by content standards and objectives of Alabama State Course of Study. Required standardized testing objectives. What do I do? Theyre in my classroom! Provide professional development for content-area and grade-level teachers! ACCOMMODATIONS must be provided by the content-area or grade-level teacher. Examples:

Activation of background knowledge Scaffolded instruction Sheltering of instruction Use of authentic assessment tools What assessment methods should be used with an ELL? Use authentic methods of assessment with ELL

interview or oral assessments projects or illustrations observation or interactions traditional format with accommodations use translation tools

reduced text format graphic support Assessment Examples* P o s it io n ( m ) Position v s Time 140 120 100 80 60 40 20

0 0 1 2 3 4 5 6

Time (sec) The objects initial position is >120 m <120 m As time passes, the object is going up a hil down a hill The objects velocity is decreasing changing 0 m

accelerating going staying the same The change of velocity is positive negative zero The objects position change is positive

negative zero Assessment Examples* Heat & temperature Look at the pictures below. Read the temperatures. Fill-in the box beside the correct answer choice. You may need to make conversions. Freezing Point of H2O 0oF, 305oC 32oF, 0oC 273oF, 373oC Room Temperature is

70.0oF or 21oC 56.7oC 158oC Boiling Point of H2O 212oF, 100oC 180oF, 373oC 100oF, 273oC Body temperature is 98.6oF or 37.0oC 98.6oC

235oc A cold day temperature = 10.0oC -39.6oF -273.15oF 50oF Absolute zero is 0 K -373oC -273oC -100oC What considerations should be made when assigning grades for ELLs?

Is an I-ELP in place? Were accommodations made to lower the language barrier? Were authentic assessment methods used to evaluate ELL student learning of content? Were all content objectives included in students instruction? What level of mastery on content objectives did student demonstrate? What considerations should be made regarding retention? Is an I-ELP in place?

Were accommodations made to lower the language barrier? Were authentic assessment methods used to evaluate ELL student learning of content? Were all content objectives included in students instruction? What level of mastery on content objectives did student demonstrate? Failing Grades & Retention Documentation to support action Develop a protocol Example components:

Samples of regular and accommodated documents Samples of graded and/or accommodated student work Brief narrative of teacher behaviors accommodations made teacher observations of student behavior contact with ELL specialist contact with parents Failure and Retention Failure and retention is determined through

the support of evidence that: accommodations were provided consideration was made of students level of language proficiency progress monitoring and intervention strategies were implemented Common Issues

Title III vs. Core ESL program Waiving ESL services Evaluation of core ESL program Required activities for Title III funds ESL program exit requirements Barriers to enrollment Communication of ELL Plan to personnel other than ESL staff

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