Educating English Language Learners
Transcription
Educating English Language Learners
Educating English Language Learners A Handbook for AEA and LEA Staff Loess Hills Area Education Agency 13 August 2005 Table Of Contents: Section 1 School District Responsibilities Section 2 Identification Section 3 Assessment Section 4 Parent Notification Section 5 Educational Programs Section 6 Program Evaluation Section 7 Exit Process Section 8 Grading Section 9 ELL Students and Special Needs Section 10 Second Language Acquisition Section 11 Culture Section 12 Parent Involvement Section 13 Interpreters and Translators Section 14 Equity Section 15 Resources School District Responsibilities in the Education of English Language Learners Identification § Registration (Screen all students to identify those students who are potential ELL) § Utilize criteria to classify a potential ELL (Home Language Survey) § Potential ELL are forwarded for assessment to determine if services are appropriate Assessment § District has identified instruments to assess language proficiency and academic skills § Potential ELL English language proficiency skills (listening, speaking, reading, and writing) are assessed within the first 30 days after arrival into the district § ELL academic/content area skills are assessed Program Selection § District has selected its program (based on potential students’ population and resources) § Educational programs and curricula are based on scientifically based research i.e. Bilingual or ESL Staffing § Staff is appropriately trained and sufficient in number to fully implement the program § Valid Iowa teaching license and ESL endorsement § Paraprofessionals have training Program Placement and Participation § ELLs are placed into the district’s programs, develop English language and academic skills and have opportunity for meaningful participation in the educational program § Students are not segregated from their English-speaking peers § Parents should be involved in the decision and are informed of program options within the first 30 days of entering the district and school activities Exit From Program § Students are proficient in English (language proficiency in listening, speaking, reading, writing and enables them to participate meaningfully in the education program) § ELLs are working at grade level in all content areas (subject matter development is sufficient to meaningfully participate in the education program) § Teachers recommend their exit § Parents agree with the decision § After exiting the program students continue to be monitored for 2 years Program Evaluation § Implementation of the program § § Effectiveness in meeting the goals (for language proficiency and academic development) Revise and modify based on data Compiled by C Sosa 2002 Why Identification? Legal and Educational Rationale This section describes the legal and educational rationale for educating English Language Learners (ELL)/ Limited English Proficient Students (LEP). An overview of the federal and state legislation, United States Supreme Court decisions and the impact on education of ELL students is presented. Funding sources as a result of Identification of ELL/LEP students is also described. Legal Rationale Title VI – Civil Rights Act, 1964 No person in the United States shall, on the grounds of race, color or national origin be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity receiving federal financial assistance from the Department of Health, Education and Welfare. Bilingual Education Act, 1968 (Amended 1974 and 1978) In order to establish equal educational opportunity for all children, Congress declared that the policy of the United States would be as follows: (a) to encourage the establishment and operation, where appropriate, of educational programs that use Bilingual Educational practices, techniques, and methods; and (b) for that purpose, to provide financial assistance to local education agencies, and to state education agencies for certain purposes. As part of Improving America’s Schools Act, reauthorization in 1994,Title VII was restructured to provide for an increased state role. It also modified eligibility requirements for services under Title I so that limited English proficient students are eligible for services under that program on the same basis as other students. Memorandum, Department of Health, Education and Welfare- May 25, 1970 This memorandum interprets the Civil Rights Act of 1964. It contains the responsibility of school districts to provide equal educational opportunity to national origin minority group students whose English language proficiency is limited. The following excerpts address compliance with Title VI. Where the inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students. School districts have the responsibility to adequately notify national origin minority group parents of school activities which are called to the attention of other parents. Such notice, in order to be adequate, may have to be provided in a language other than English. School districts must not assign national origin minority group students to special education on the basis of criteria which essentially measure or evaluate English language skills; nor may school districts deny national origin minority group children access to college preparation courses on a basis directly related to the failure of the school system to inculcate English language skills. Any ability grouping or tracking system employed by the school system to deal with the special language skill needs of national origin minority group children must be designed to meet such language skill needs as soon as possible and must not operate as an educational dead-end or permanent track. Although the memorandum requires school districts to take affirmative steps, it does not prescribe the content of these steps. It does, however, explain that federal law is violated if: • Students are excluded from effective participation in school because of their inability to speak and understand the language of instruction. • National origin minority students are inappropriately assigned to special education classes because of their lack of English skills; • Programs for student whose English is less than proficiency are not designed to teach them English as soon as possible, or if these programs operate as a dead end track; or • Parents whose English is limited do not receive school notices or other information in a language they can understand. Equal Education Opportunity Act of 1974 The denial of equal opportunity includes “the failure by an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional program.” Title III- of the Reauthorization of the Elementary and Secondary Education Act (ESEA) – No Child Left Behind President George W. Bush signed No Child Left Behind Act of 2002 into law on January 8, 2001. The major components of the Title III law require that school districts: • Help ensure that ELL and immigrant children o Attain English proficiency o Develop high levels of academic attainment in English. o Achieve the same challenging State academic content and student academic achievement standards as all students are expected to meet. (Section 3115. (c) ) • Assessment of ELL student’s English proficiency annually. (Section 3316. (b) ) • Inform parents of their child’s identification as a Limited English proficient student no later than 30 days after the beginning of the school year. (Section 3302. (a) ) • Develop and implement high-quality language instruction educational programs based on scientifically based research. (Section 3315. (a) ) • Promote parental and community participation in language instruction educational programs. (Section 3115. (d) ) • Provide high quality professional development to classroom teachers, principals, administrators and other school or community-based organizational personnel. (Section 3115. (c) ) School districts that do not make annual yearly progress for 2 consecutive years must develop an improvement plan that will ensure that the ELL/LEP students in the district meet state academic and achievement standards, and attain English proficiency. School districts that do not make annual yearly progress for 4 consecutive years must modify the curriculum, program and method of ESL instruction. If progress is not made for 4 consecutive years, a determination is made whether the district shall continue to receive Title I, Title III funds and if the school district is required to replace educational personnel relevant to the school districts failure to meet such objectives. Iowa Limited English Proficiency Legislation Chapter 280.4, Uniform School Requirements, Iowa Code. When a student is limited English proficient, both public and nonpublic schools shall provide special instruction, which shall include, but need not be limited to, either instruction in English as a second language or transitional Bilingual instruction. Such instruction will continue until the student is fully English proficient or demonstrates a functional ability to speak, read, write and understand the English language. Court Cases Supreme Court Lau v. Nicholas (1974) A suit by Chinese parents in San Francisco lead to a ruling that identical education does not mean equal education under Title VI of the Civil Rights Act of 1964. School districts must take affirmative steps to overcome the educational barriers faced by non-English speakers. This supreme court ruling also established that the Office of Civil Rights, under the former Department of Health, Education and Welfare, has the authority to establish regulations for Title VI enforcement. The court declared that: “There is no equality of treatment merely by providing students with the same facilities, textbooks, teacher and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the education program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.” This unanimous decision by the U.S. Supreme Court did not require bilingual education, but it required districts to make efforts to provide special language programs in order to provide equal educational opportunity. Pyler v. Doe (1982) In Pyler v. Doe, the United States Supreme Court held as unconstitutional the Texas law that allowed local education agencies to deny enrollment to children of undocumented immigrants. The five to four ruling was based on the equal protection provision of the Fourteenth amendment of the U.S. Constitution. Of particular concern to the Court was the fact that children were affected, rather than their parents. The Court believed that denying the undocumented children access to education punished the children. Such an action, the Court noted, did not square with basic ideas of justice. States therefore do not have the right to deny a free public education to undocumented immigrant children. Federal Court Castaneda v. Pickard (1981)- Fifth Circuit Court Reputed to be the most significant court decision affecting language minority students after Lau. In responding to the plaintiffs’ claim that Raymondville, Texas Independent School District’s language remediation programs violated the Equal Educational Opportunities Act (EEOA) of 1974, the Fifth Circuit Court of Appeals formulated a set of basic standards to determine school district compliance with the EEOA. The “Castaneda test” includes the following criteria: (1) Theory: The school must pursue a program based on an education theory recognized as sound or at least, as a legitimate experimental strategy; (2) Practice: The school must actually implement the program with instructional practices, resources and personnel necessary to transfer theory to reality; (3) Results: The school must not persist in a program that fails to produce results. In other words, the “affirmative steps” program must be based on sound educational theory, or at least a legitimate experimental strategy. The school must effectively implement the program. The program results must demonstrate the program’s effectiveness. Funding Sources: The primary responsibility in meeting the needs of the ELL students lies with the local school district. In order to comply with the legal requirements, school districts must use local resources to provide these programs to ELL students. Federal and state resources are intended to supplement not supplant, local resources in meeting the needs of ELL students. The Iowa Legislature has approved funding (weighting) for the excess cost of instruction of limited English proficient students. This weighting is .2%. Federal Title III funding is available to states based on the enrollment of ELL students in the state. The state of Iowa awards subgrants to the eligible agencies based on enrollment of ELL students. How Do I Identify ELL/LEP Students? An ELL/LEP student is initially identified when they enroll in the school system. The school district’s registration form should contain “trigger questions” which deal with the student’s exposure to another language other than English. The trigger questions should address: • • • If the first language learned or acquired by the student was not English If there is another language other than English used in the home by the student If there is another language other than English used in the home by others. If all of the language trigger questions are answered “no”, the student is identified as English Only. If any of the trigger questions are answered “yes”, a Home Language Survey is given to determine if there is the influence of a language other than English. The state of Iowa requires that schools identify and report the primary language of their students. The Home Language Survey is a tool, which helps the school district meet those requirements, as well as identifies potential ELL students in their districts. (note sample in procedure manual or myeduportal.com) The Home Language Survey should be administered by designated school personnel within days of the initial enrollment. When a parent is non-English or limited English speaking, a bilingual translator should be provided if necessary. If a language other than English is identified in any of the Home Language Survey/Registration Forms responses, the student will be identified as a potential ELL student. A language assessment is conducted by the ESL teacher or identified staff within the building to determine English language proficiency levels. (listening, speaking, reading and writing) In addition to the school registration process, students can be referred for consideration as an ELL/LEP student if the teacher acquires knowledge in regards to the trigger questions, after the registration process. (Note Identification of an ELL/LEP Student flow chart) Enrollment forms as well as additional forms are available on the Eduportal website. www.eduportal.com Identification of an ELL/LEP Student Student enrolls in local school district Trigger Questions on Enrollment form are Answered YES Child’s first language was not English A language other than English is used in the home by the student A language other than English is used in the home by others Student identified as English only student. No further action required. • Administer Home Language Survey. • Note Addendum in AEA Procedure Manual or Eduportal website (www.myeduportal.com) for Home Language Survey Samples • Refer for assessment if the answers to the Home Language Survey indicate a language other than English • Provide interpreter for family if needed, so family can complete Home Language Survey Assessment should establish – English Oral Proficiency Level – English Reading and Writing Skills (Note Assessment Guidelines in AEA Procedure Manual) If concerns arise… Teacher refers child for consideration as an ELL/LEP student based on knowledge acquired after the initial enrollment date: • Teacher learns: • The first language learned by the child is not English • The language spoken in the home by the child or others is not English. • Teacher observes: • The child uses a language other than English to interact with peers or parents Assessment indicates child is an ELL/LEP student (Note Assessment Guidelines in AEA Procedure Manual) Identification of student as an English Language Learner is recorded on the district’s Educational Placement Form. (Note Addendum # for sample) Parent Notification • Parent is notified of assessment information • Parent is notified of program information and options • Parental rights are explained • Parents are notified within 30 school days of student enrollment Child receives appropriate ELL program based on identified needs. NO Teacher Language Observation Form This form should be submitted to the school principal for any student you feel may be having difficultly due to a home language background other than English. Student Name _______________________________________ Grade________ Teacher Name _______________________________________ Date ________ School __________________________________________________________ Check all that apply: _______1. I have observed this student speaking a non-English language in the classroom, cafeteria, halls, or playground, or in other school situations. _______2. The student has indicated that the language spoken in his or her home is non-English. _______3. Conversation with a parent indicated that a non-English language is probably spoken in the home. _______4. The student has experienced difficulty in understanding and or producing oral and written academic English. English as a Second Language (ESL) Registration The school district offers services to students who have a primary language other than English spoken in the home. Before we test your child or offer English language services, we would like your permission. __________________________ has my permission to be tested. Student Name ____________Yes ____________No _____________________________________________ Parent/Guardian Signature ___________________________ Date Why Assess? Assessment plays a key role in every aspect of programs for ELL/LEP students. It is essential in identifying the students who need those programs, placing them in the right levels of service, monitoring their progress, improving programs that serve them and deciding when a special program is no longer needed. Assessment becomes critical as districts meet the accountability requirements of NCLB. Section 3113 (D) of NCLB states that school districts must When Does the District Assess? The decision to assess is guided in part by the legal requirements of Title III and the LEA’s district assessment schedule. Assessment of an ELL/LEP student’s English Oral Proficiency, reading and writing skills according to Section 3302 of Title III must occur within 30 school days of the students enrollment. Section 3113b.(3)(d) of Title III requires annual assessment of the English proficiency of all LEP/ELL students. Section 3113b.(3C) requires districts to annually assess in English children who have been in the United States for 3 or more consecutive years. For guidance regarding an ELL/LEP student’s participation in the LEA’s district wide assessment please refer to that section of this handbook. What is the purpose of Language Proficiency Assessment? Language proficiency assessment provides information that may not be available from records, enrollment forms or simple observation. Language Proficiency assessment will help the school district determine whether a child’s lack of English-language proficiency in listening, speaking, reading and writing is likely to affect his/her opportunity to learn. A child’s language proficiency level will also indicate a need for an alternative program of instruction. An alternative program of instruction does not imply alternative education or curriculum but rather instructional strategies. ELL/LEP students are entitled to access the same curriculum, programs and other services as all other students. Assessment should provide the answer to the following questions: • • • • • • Can the student participate in the oral language of the mainstream classroom? Can the student read and write English at levels similar to his or her mainstream grade peers? Does the student need an alternate program? ( Bilingual education program, ESL, Title I) If the student needs an ESL or bilingual program, what should his or her placement be? What specific aspects of English grammar or vocabulary does the student lack? Is the student progressing in oral or written English? What tests can the district use to determine Language Proficiency? The state of Iowa at this time has approved the administration of the Language Assessment Scales (LAS) or the IDEA Oral Language Proficiency Test (IPT). The LAS-Oral is an individually administered test. It presents a variety of oral language tasks, including correct vocabulary for pictures of objects, responding to comprehension questions, and producing oral language in response to pictures. The LAS provides 2 kinds of scores: proficiency levels (1-5) and converted scores (1-100). The proficiency levels are useful for categorizing students as eligibile for the ESL or bilingual program and for producing data that depicts the characteristics of a school’s LEP population. The LAS –Reading and Writing test is used to assess students in grades two through high school. Scores on each section are combined for a standard score, which in turn indicates three reading/writing competency levels. The IPT Oral Language Proficiency tests are available Pre-K through high school. The IPT is used for initial identification of an LEP student. It provides 3 levels of English language proficiency, Non-English speaking, limited English speaking and fluent English speaking. The IPT Reading and Writing Proficiency tests are group administered. The test is designed to assess student in grades two through high school. The test yields diagnostic reading profiles, percentiles and National Coefficient Equivalent. Spring Assessment Guidelines: • Kindergarten students will be assessed on the Pre-LAS. • Students in grade 1-12 will be assessed on the LAS. • A student who has scored on the oral LAS a level 4 or 5 (Fluent English Speaker-FES) does not have to retake the oral LAS. • All students will be assessed in the spring unless they have exited from the program. Only new students will be assessed in the fall of the next school year. What scores on the LAS or IPT indicate that a child qualifies as an ELL/LEP student and should be considered for admission in an ESL program? Best practice procedures indicate the use of the following criteria. Assessment Instruments English -Oral,Reading and Writing Proficiency Grade Pre-K PreLAS A score of 4,5 indicates a child is a fluent English A score of 1,2,3 speaker and -Child qualifies may not be for ESL eligible for ESL services services No additional May not assessments qualify for ESL required services Monitor Monitor English English reading and reading and writing skills writing skills PreIPT A score of NES, LES or FES-D Child qualifies for ESL services No additional assessments required A score of FES indicates a child is a fluent English speaker and may not be eligible for ESL services No additional assessment required Monitor English Monitor English reading and writing reading and skills writing * The student's academic performance is also a determining factor in a child's identification and placement in an ESL program. Assessment Instruments English -Oral,Reading and Writing Proficiency Grade K-1 PreLAS A score of 1,2,3 Child qualifies for ESL services A score of 4,5 indicates a child is a fluent English speaker No additional assessments required May not qualify for ESL services Monitor English Monitor English reading and writing reading and writing skills skills IPT A score of FES indicates that the Early Literacy Reading and Writing test must be given If the child scores less than "Early Stages" in either reading or writing he/she is No additional eligible for ESL assessments required services If the child scores as an Early Reader/Writer Monitor English he/she may not be reading and writing eligible for ESL skills services A score of NES or LES indicates a child qualifies for ESL services * The student's academic performance is also a determining factor in a child's identification and placement in an ESL program. Assessment Instruments English -Oral,Reading and Writing Proficiency Grade LAS 2 A score of 4,5 indicates a child is a fluent English speaker. However you must administer the Reading LAS A score of 1 or 2 on the Reading LAS indicates a child qualifies for ESL services. No additional assessments needed. A score of 3 on the Reading LAS indicates the child is a No additional assessments required competent reader. IPT A score of 1,2,3 on the Oral LAS - Child qualifies for ESL services A score of NES or LES A score of FES indicates indicates a child qualifies that the IPT Reading and for ESL services Writing test must be given Monitor English reading and writing skills If the child scores less than a Competent Reader No additional and Writer, the child assessments required qualifies for ESL services. If the child scores Competent in Reading and Writing the child may Monitor English reading not be eligible for ESL services. and writing skills Monitor English reading and writing skills * The student's academic performance is also a determining factor in a child's identification and placement in an ESL program. Assessment Instruments English -Oral,Reading and Writing Proficiency Grade LAS A score of 1,2,3 on the Oral LAS - Child qualifies for ESL services 7th-12th A score of 4,5 indicates a child is a fluent English speaker. However you must administer the Reading LAS A score of 1 or 2 on the Reading LAS indicates a child qualifies for ESL services. No additional assessments needed. No additional Monitor English reading and assessments required writing skills Monitor English reading and writing skills A score of 3 on the Reading LAS indicates the child is a competent reader. You must administer the Written LAS. A score of 1 or 2 indicates the child is eligible for ESL services. A score of 3 on the written LAS indicates the child may not be eligible for ESL services. No further assessment required. IPT A score of LES or FES A score of NES indicates that the IPT indicates a child qualifies Reading and Writing test for ESL services must be given No additional assessments required If the child scores less than a Competent Reader and Writer, the child qualifies for ESL services. If the child scores Competent in Reading and Writing the child may Monitor English reading not be eligible for ESL and writing skills services. * The student's academic performance is also a determining factor in a child's identification and placement in an ESL program. Assessment Instruments English -Oral,Reading and Writing Proficiency Grade LAS A score of 1,2,3 on the Oral LAS - Child qualifies for ESL services 3rd -6th A score of 4,5 indicates a child is a fluent English speaker. However you must administer the Reading LAS A score of 1 or 2 on the Reading LAS indicates a child qualifies for ESL services. No additional assessments needed. No additional Monitor English reading and assessments required writing skills Monitor English reading and writing skills A score of 3 on the Reading LAS indicates the child is a competent reader. You must administer the Written LAS. A score of 1 or 2 indicates the child is eligible for ESL services. A score of 3 on the written LAS indicates the child may not be eligible for ESL services. No further assessment required. IPT A score of LES or FES A score of NES indicates that the IPT indicates a child qualifies Reading and Writing test for ESL services must be given No additional assessments required If the child scores less than a Competent Reader and Writer, the child qualifies for ESL services. If the child scores Competent in Reading and Writing the child may Monitor English reading not be eligible for ESL and writing skills services. * The student's academic performance is also a determining factor in a child's identification and placement in an ESL program. Why Assess Academic Achievement? Assessment becomes critical as districts meet the accountability requirements of NCLB. Section 3102 of NCLB states that school districts must “help ensure that children who are limited English proficient, develop high levels of academic attainment in English and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.” Section 3122 (3)(A) iii states that annual measurable achievement objectives shall include making adequate yearly progress for limited English proficient children in the area of academic achievement. When Does the District Assess Academic Achievement of an ELL student? The No Child Left Behind Act of 2001 stipulates in Section 1111(b)(3)(C)(ix)(I) that all students (including ELLs) must participate in state assessments of math, reading, and (beginning in 2007-2008) science (No Child, 2002). (In Iowa’s case, this refers to ITBS/ITED.) Currently, reading and math tests are required at grades 4, 8, and 11 in Iowa (refer to the annual letter available at www.state.ia.us/educate/ecese/ nclb/documents.html). Furthermore, if your district assesses other grade levels, all students (including ELLs) in those grade levels must be tested. Please refer to the flowchart Inclusion of ELL in DistrictWide Assessment and Iowa Title III – Enrollment Descriptors accompanying this section. Please refer to the Guidelines for the Inclusion of English Language Learners in K-12 Assessment published by the Iowa Department of Education 2004 for more detailed information. However, Federal Register Proposed Rule (Title I, 2004) provides for the following flexibility beginning with the 2003-2004 school year: • • There is flexibility for recently-arrived ELLs during their first year of enrollment in U.S. schools (defined as up to 180 dates of enrollment); they may be excused from participation in ONE administration of the districtwide reading assessment (ITBS/ITED). If a student is excused from an administration of the districtwide test (ITBS/ITED), that year would still count as the first year (of three) during which the student could take the reading assessment in his/her native language. (Case-by-case waivers would still be available for two additional years.) • Recently-arrived students are still required to take the districtwide math assessment (ITBS/ITED). Regarding AYP, the Proposed Rule clarifies that: • Scores for recently-arrived ELLs (during their first year of enrollment) need not be included for AYP decisions. • Recently-arrived ELLs’ participation in math testing should be counted for AYP participation rates. • Recently-arrived ELLs’ participation in English language proficiency testing (if they do not participate in the districtwide reading assessment) can be counted for AYP participation rates in reading. • The scores of recently-arrived ELLs who participate in districtwide reading and math assessments need not be counted for the proficiency component of AYP, though they can be. This provision must be applied consistently by districts – either all scores of recently-arrived ELLs are counted for proficiency or none are. (Iowa Department of Education, 2004b) • Reading and math scores for ELLs who have been exited from limited English proficient (LEP) status during the last two years can be counted in determining AYP for the LEP subgroup (though these students need not be included in order to achieve a statistically viable number of students). An alternate assessment is not available in the state of Iowa as of 5/03. Can Students take the District Wide Assessment with Accommodations? Whether an ELL student takes the district wide assessment with accommodations depends on his/her level of oral English proficiency, and his or her English reading and writing proficiency. Factors that should be considered are the student’s level of English proficiency, primary language of instruction, number of years the student received academic instruction in English, and the level of literacy of the native language. For Example… • Level of English proficiency: Is the student’s proficiency in English at a level that will allow the student to demonstrate knowledge and understanding of the content, or will it only reflect language proficiency in English? It is required that the level of English language proficiency be determined. However, this does NOT affect whether or not the student will be included in district-wide assessment. The level of language proficiency will be used to determine what, if any, accommodations are appropriate. (Iowa Department of Education Guidelines for the Inclusion of English Language Learners in K12 Assessment 2003) • Primary language of instruction: What has been the student’s primary language of instruction? If the student has been instructed primarily in • • English, then he/she should take the test in English. (Iowa Department of Education Guidelines for the Inclusion of English Language Learners in K-12 Assessment 2003) Number of years the student has received academic instruction in English: Research provides evidence that there is a difference between the social/communicative skills in a second language acquired, on average, in 1 to 3 years and the cognitive/academic skills that require, on average 4 to 10 years. Each student’s proficiency data should be considered in determining the use of accommodation in the district-wide assessment program. (Iowa Department of Education Guidelines for the Inclusion of English Language Learners in K-12 Assessment 2003) Level of literacy in the native language: If the student is not proficient in English but is literate in the native language, then that student could be assessed in the native language. If the district chooses to assess the student in his or her native language, then a valid and reliable instrument that is aligned with district standards and benchmarks must be selected for this purpose. If the student is not literate in his/her first (or native) language, instruments in the native language are not likely to provide accurate information. Districts have the flexibility to choose whether or not to use assessments in language other than English for up to three years in reading. (Waivers are available of an additional two years on a case-by-case basis.) (Iowa Department of Education Guidelines for the Inclusion of English Language Learners in K-12 Assessment 2003) What Accommodations Can Be Made? Accommodations can be made in the test administration or testing environment that do not change what the test is measuring. The Standards and Assessments Non-Regulatory Draft Guidance (USDE, March 10, 2003, page 16) identifies four categories of accommodations. These are: • • • Time/Scheduling ( e.g., Extended time and extra breaks) Setting (e.g., Individual or small group administration, a different location, study carrel) Presentation (e.g., explanation, repetition, translated or oral reading of instructions, audio taped instructions, bilingual or translated versions of the test, administration of test by a person familiar to the student. Providing additional clarifying information at the end of the test booklet or throughout the test- synonyms for unclear or idiomatic words and phrases in math and science and other content areas but not in reading) • Responses (e.g., Allowing a student to dictate answers or to respond using the native language, mark answers in book, use reference aids, point) Note Appendix F of the Iowa Title III Enrollment Descriptors for guidance regarding which ELL students should receive testing accommodations. For additional information on accommodations for ELL see: ? Jamal Abedi http://cress96.cse.edu/CRESST/Newsletters/polbrf4web.pdf ? Rebecca Kopriva Ensuring Accuracy in Testing for English Language Learners (2000) Council of Chief State School Officers, SCASS-LEP Consortium www.ccsso.org ? National Center for Educational Outcomes, http://education.umn.edu/NCEO/LEP/default.htm What about an alternate assessment? Alternate assessments are evaluative measures that are administered when the standard assessment is considered unsuitable for a student. Currently an alternate assessment for ELL students is not available. ELL students who are identified as special needs with Individual Education Plans (IEP) can take the Iowa Alternate Assessment if mandated by the IEP. Appendix F: Iowa Title III - Enrollment Status Descriptors Participation in District-Wide Assessment Transitional Pre-production/Early Production/ Speech Emergence STAGE 4: Intermediate Fluency English Fluency Levels: • LAS- less than 3/4 • IPT- NEP/LEP English language proficiency testing English Fluency Levels: • LAS- 3/4-5 • IPT- upper LEP or FEP English language proficiency testing Instructional Services Receive/Participate in: • Newcomer/Orientation • Two-Way Bilingual Education, Dual Language Instruction, Bilingual Immersion, or Developmental Bilingual Education (DBE) • Transitional Bilingual Education (TBE) • Foreign Language Immersion • Direct ESL Services (ESL pull-out, ESL class period, or ESL resource center) • Special Alternative Instructional Program (SAIP) (Also known as Structured Immersion, Immersion Strategy, Sheltered English Instruction, Specially Designed Alternative Instruction in English (SDAIE), or Content-Based Programs) • Inclusion Model/Push-in • Content area support • Tutor/Native language support • Mainstream classroom instruction (to the extent practicable) Receive/Participate in: • Some ESL support • Flexible scheduling and instruction • In-class support • Tutoring • Resources General Achievement Levels Reading, math and science may be below grade level Student Characteristics/ Descriptors English Language Fluency Levels English Language Proficiency Testing STAGES 1, 2 and 3: Accommodations in assessment and delivery of instruction Reading, math and science near or at grade level Meets District Exit Criteria (reading level, language proficiency, academic achievement, school personnel recommendations, parent recommendations - see guidance in Educating Iowa’s English Language Learners) CURRENT Full Service EXITED Monitoring for 2 Years STAGE 5: Fluent English Fluency Levels: • LAS-5/Native • IPT- FEP No English language proficiency testing Receive/Participate in: • No ESL staff support • Full participation in district classes- same guidelines as general education students • Flexibility for re-entry • Differentiated instruction as needed Reading, math and science at grade level Assess as general education students Parent Notification No later than 30 days after the beginning of the school year or when a child enrolls in a school district, parents shall be informed of the ELL/LEP children identified for participation in an ESL program. Parents need to be provided the following information: 1) Reason for identification of their child as limited English proficient and need of placement in a language instruction educational program. 2) Their child’s level of English Proficiency, how such level was assessed, and the status of the child’s academic achievement. 3) The method of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instruction, goals, and use of English and a native language instruction. 4) How the program will meet the educational strengths and needs of their child 5) How the program will specifically help their child learn English and meet age appropriate academic achievement standards for grade promotion and graduation. 6) The specific exit requirements for such program, expected rate of transition and expected rate of graduation from secondary school. 7) In the case of a disability, how such program will meet the objectives of the IEP. 8) Parental rights that include written guidance detailing • The right that parents have to have their child immediately removed from such programs upon their request. • The options parents have to decline enrollment in the program offered and to choose another method of instruction if available. • The district’s responsibility to assist the parents in selecting among various program options. (Section 3302. Parental Notification – Title III Reauthorization of the Elementary and Secondary Education Act (ESEA) – January 8, 2001 Parent Notification Letter and Consent (SAMPLE) Date: The School District is committed to providing programs that will meet the needs of students in our schools. In accordance with the educational goals of this district, we have developed a program of instruction that addresses the special language needs of our students. Based on (student name) ’s English proficiency test scores and initial academic test results, we are pleased to inform you that we have enrolled him/her in our program. Limited English Proficiency Information: Your child was assessed to determine his/her proficiency in English oral skills, English writing skills, and English reading skills. The test used was the (Language Assessment Scales Test (LAS)/ the ----(IPT)). Oral/ Speaking Score: Reading Score: Writing Score: Listening Score: Total Score: Level of English Proficiency: Academic Achievement: Your child’s academic levels were also assessed using (test name) . Results: Reading Score: Writing Score: Math Score: Description of our Programs: The district offers the following programs to students who qualify for language assistance: English as a Second Language program Accommodations within the general classroom Regular instruction with no modifications Other: Exit Procedures: Parents may request to have their child exit the program at any time. However, the instructional treatment is provided to participating students until they have reached a fluent level of English proficiency, as determined by assessment results. If you have any questions, I would be happy to discuss them with you. Please call my office at ( phone number ). Sincerely, Parent Consent Section You have the right to decline to have your child enrolled in the program proposed above. You may choose to have your child participate in the English Only program, which would not include any instructional modifications or accommodations. Upon your request, your child will be immediately removed from the language program. No, I do not want my child placed in the program described above. I will inform the school office of which program I want my child to participate in. Yes, I would like my child to be placed in the program described above, and I fully understand the benefits of enrollment in this program. Parent’s Signature Translator’s Signature (if applicable) Date Date English as a Second Language (ESL) Registration The school district offers services to students who have a primary language other than English spoken in the home. Before we test your child or offer English language services, we would like your permission. __________________________ has my permission to be tested. Student Name ____________Yes ____________No _____________________________________________ Parent/Guardian Signature ___________________________ Date Inscripcon par alas clases de ingles como Segundo idioma (ESL) El distrito escolar ofrece los servicios a los estudiantes que no hablan ingles en la casa. Antes de proveer los servicios de ESL a su hijo o antes deponerle a presenter un examen de la compression de ingles para determiner si califica de estos servicios, queremos su permiso. _________________ tiene mi permiso de presenter una prueba en ingles nombre del alumno _______________ Si _______________No _____________________________________________ Firma de los padres de familia _____________________________________________ Fecha English as a Second Language – Educational Programs The term English as a Second Language (ESL) refers to a structured language acquisition program designed to teach English to students whose first language is other than English. The program is available to the student until he/she demonstrates English proficiency and meets the same academic content and academic achievement standards that other children are expected to meet. The primary goals of an ESL program should be to : • • Efficiently and effectively provide ELL students with sufficient English skills so that they can access to meaningful academic instruction, at their grade level. Provide an environment in which ELL students can attain academic success regardless of linguistic or cultural background or experiences. The Office of Civil Rights does not require or advocate for a particular program of instruction for ELL students and nothing in the Federal law requires one form of instruction over another. However, under federal law, programs to educate children with limited proficiency in English must be: • • • Based on a sound educational theory. Adequately supported so that the program has a realistic chance of success. ? Appropriate qualified staff ? Adequate resources- equipment, materials Limited financial resources does not justify failure to provide an appropriate program. Periodically evaluated and modified when the programs are not Successful. Program Models Bilingual Models Bilingual program models use the student’s home language, in addition to English for instruction. Typically a bilingual program is used in districts with a large number of students with the same language background. In bilingual classrooms the students are grouped according to their first language and teachers are proficient in both English and the student’s first language. Two-Way Bilingual Education, Dual Language Instruction, Bilingual Immersion or Developmental Bilingual Education: ? Combine language minority and English speaking students. ? Each group learns the other’s language while meeting high content standards. ? Classes may be taught by one teacher who is proficient in both languages or by two teachers, one of whom is bilingual. ? In some programs the languages are used on alternating days, alternate morning and afternoon or divided by academic subject. Transitional Bilingual Education (TBE)- Early Exit Bilingual Model ? Primary goal is to “mainstream” students to all English classes as soon as possible. ? Programs provide some initial instruction in the student’s first language, primarily when introducing reading and clarification of content. ? Instruction in the first language is phased out rapidly. Foreign/Second Language Immersion ? Language minority students are taught primarily or exclusively through sheltered instruction or a second language, later combined with native language classes. ESL Program Models ESL programs are likely to be used in districts where the language minority population is diverse and represents many different languages. ESL programs can accommodate students with different language backgrounds in the same class. Teachers do not have to be proficient in the native language of the students. ESL Pull-out ? Typically used in elementary school settings. ? Students spend part of the day in mainstream classroom and a portion pulled out to receive instruction in English as a second language. ? Teachers use instructional methods, learning tasks and classroom techniques from academic content areas as a vehicle of developing second language (English). ESL Class Period ? Generally used in middle school settings. ? Students receive ESL instruction during a regular class period . ? Students may be grouped for instruction according to their level of English proficiency. ESL Resource Center ? A variation of a pull-out design where students from several classrooms or schools are brought together. ? ESL materials and staff are located in one setting and is staffed by at least one full-time ESL teacher. ESL Push In ? ESL students attend classes with native English speakers ? Teacher uses ESL strategies. ? ESL teacher team plans and team teaches with the classroom teacher for an hour or so a day. ESL Immersion Classroom ? Program provides only English language instruction. ? A variety of English as a second language methods or instructional models may be used. ? Teachers are certified with ESL endorsements or have at least 15-30 hours of ESL staff development. Special Alternative Instructional Programs (SAIP) Structured Immersion, Immersion Strategy, Sheltered English Instruction, Specially Designed Alternative Instruction in English (SDAIE) or Content Based Programs ? Language minority students are taught in classes where teachers use English as the medium for providing content area instruction. ? Although the acquisition of English is one of the goals, instruction focuses on content rather than language. ? Teachers use core curriculum but modify it to meet the language development needs of English language learners. ? Careful attention is paid to the English language learners distinctive second language development needs and to gaps in their educational backgrounds. Orientation Center/Newcomer Program ? Designed for students who are non-English speaking or new arrivals to the country. ? Curriculum focuses on the thematic units that are content-based ? Emphasis is placed on teaching the students concepts that help them become successful in the mainstream classroom and in their new country. Please note Descriptive Summary of Instructional/Program Alternatives following at the end of this section Considerations for Low Incidence ELL Population Schools Berube (2000) in his study of schools with low incidence ELL populations reported that at least 28,000 public schools had at least one limited English proficient student (LEP) and nearly one-third of small rural towns enroll LEP students. With that many schools dealing with low numbers of LEP students, ESL instruction is the more commonplace way of addressing the needs of these students. The question becomes how best to implement ESL services in those schools experiencing LEP enrollment. Berube (2000) has outlined the challenges presented to rural and small urban communities as: • Growth in numbers is accelerating at a greater rate than in larger schools. • Rural schools are more likely to lack qualified personnel. • Rural schools lack funding for teacher training. • Rural schools are less likely to have formal policy for accommodating LEP students. • Rural and small urban schools are more homogenous and are less likely to incorporate more pedagogical approaches to reflect diversity. • There are few, if any, nationally well-known ESL program models for rural and small urban schools that help gauge accountability. • Students coming from larger school districts where ESL services were available will expect similar offerings. • Rural and small urban schools lack a national political power base. • Expectations of rural ESL teachers tend to be lower than those from large school districts. • Rural schools cannot readily access federal discretionary funding support that their larger counterparts receive. Despite these challenges, however, rural and small urban districts can meet the challenge by recognizing that while larger school districts do have some advantages, so does the small school district. Changes can take place quicker and easier in small school districts. Collegial communication can be more direct and a sense of community is a strong point. Other points to consider are: • Administrators need to be the leaders and establish an accepting view of changes in diversity and relay that to staff. They must educate themselves on the issues and find the resources to help when necessary. (See Appendix F) • Districts should be proactive and craft a Lau Plan to be followed /implemented as LEP students enroll. • Districts can share qualified personnel. • Districts can combine their staffs to receive in-servicing and share the cost. • Districts can take advantage of mediated courses to help their staff fulfill course work. • Enlist the aid of qualified volunteers to assist in the school as well as in the community to help families become active members of the community. • The school can encourage staff members to form learning communities to educate themselves about ESL methodologies and support one another • • • All staff should receive information about workshops, conferences, etc. and encouraged to attend. Staff attending workshops, conferences, etc. should be given the opportunity to share with the rest of the staff what they learned. Contact the AEA for assistance. B. Berube. 2000. Managing Programs in Rural and Small Urban Schools, TESOL Publications. Alexandria, VA. In order to meet the requirements of NCLB and the Office of Civil Rights, local school districts with a small number of English language learners can use an individual success plan. The success plan can be tailored to the unique second language needs and academic needs of the English language learner. Please contact the AEA ELL Consultant for more information on an individualized success plan. The following success plan forms, with accompanying accommodations can be used by the local school district. Descriptive Summary of Instructional/Program Alternatives SHELTERED INSTRUCTION IN ENGLISH NEWCOMER PROGRAM DEVELOPMENTAL TRANSITIONAL BILINGUAL BILINGUAL SL/FL IMMERSION TWO-WAY IMMERSION English Proficiency Transition to all English Instruction Bilingualism Bilingualism Bilingualism Understanding of and integration into mainstream American culture Understanding of and integration into mainstream American culture Integration into mainstream American culture and maintenance of home/heritage culture Understanding and appreciation of L2 culture and maintenance of home/mainstream American culture Maintenance/integration into mainstream American culture and appreciation of other cultures Same as district/ program goals for all students Same as district/ program goals for all students Same as district/ program goals for all students Native English speakers and students with limited or no English - Variety of cultural backgrounds Language Goals Academic English Proficiency Cultural Goals Understanding of and integration into mainstream American culture Academic Goals Same as district/program goals for all students Varied Same as district/program goals for all students Student Characteristics Limited or no English; some programs mix native and non-native English speakers Limited or no English, low level of literacy. Recent arrivalvariety of language/cultural backgrounds Limited or no English All students have same L1 Variety of cultural backgrounds Limited or no English All students have same L1 Variety of cultural backgrounds Speak majority language (English in US) May/may not be from majority culture Grades Served All grades during transition K-12 most prevalent at to English middle/high school levels Primary and elementary grades Elementary grades Early immersion serves K-8, preferably K-12 K-8. preferably K-12 Entry Grades Any Grade Most students enter in middle or high school K, 1,2 K, 1,2 K, 1 Length of Student Varied: 1-3 years or as needed Usually 1 to 3 semesters 2-4 years Usually 6 years (+K), preferably 12 years (+K) Usually 6 years (+K), Usually 6 years (+K), preferably 12 years (+K) preferably 12 years (+K) K, 1 Participation Yes; preferable if mainstream teachers have Yes; mainstream teachers must Yes; mainstream teachers SI training have training SI must have training SI No, stand alone program with Yes, mainstream teachers teach English its own specially trained teachers curriculum Teacher Qualifications Often certified ESL or bilingual teachers and content teachers with SI training. Preferably bilingual Regular certification Training in SI - preferably bilingual Bilingual certificate Bilingual -multicultural certificate - Bilingual proficiency Instructional Materials, In English with adaptations; visuals; realia; culturally appropriate In L1 or in English with adaptations Participation of Yes; mainstream teachers with special training Mainstream Teachers Texts, Visual Aids In L1 and English; English materials adapted to students' proficiency levels Regular certification Training in immersion pedagogy Bilingual proficiency Bilingual/immersion certification Bilingual proficiency Multicultural training In L1 and English; English In L2 (with adaptations In minority language and materials adapted to students' as needed), plus English English, as required by proficiency levels texts, where appropriate curriculum of study English Language Learner Success Plan Student Name: ______________________________ Grade: ______________ Birth date: ____________________ Grade Level: ______________ Age: ____________ M? F? Primary Language:___________________ Language Proficiency: IPT Oral: ___________ IPT Reading: ___________ IPT Writing:____________ Student’s Strengths: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Accommodations/Adaptations: Instructional Modifications: ? Alternative presentation/instructional method ? In-class assistance from _______________________ ? Change in lesson objective/outcome Materials Modifications: ? Textbook modifications ? Materials modifications Assessment Modifications: ? Alternative assessment ? Grading modifications ? Test modifications _____________________________ _____________________ Teacher Signature Date ____________________________________________ Administrator Signature _____________________ Date ELL Academic Accommodations Not all ELL students will require the same types of accommodations. Each level of ELL students will differ. MATH ? Beginning to intermediate students should be shown examples of a completed assignment to model the correct format. ? Assignments and directions should be printed on the board along with the cursive. ? An ELL tutor can be utilized to explain math concepts in the student’s native language when possible. ? Students have access to counters, number lines and other manipulatives that would enable them to complete assignments at their instructional level. ? If a student lacks the math concepts at their current grade level, the expectation will be that the child will have access to materials and help at their instructional level. SOCIAL STUDIES ? Allow beginning and advanced beginning students to use drawings to show knowledge of concepts. ? Show ELL students at all proficiency levels a model of project when expected to complete an assignment. ? Teach all KEY concepts while limiting the vocabulary and details in your lesson. ? Test over those KEY concepts (the big picture). ? Use visual aids during instruction. The use of overheads, maps, graphic organizers, puzzles, computer, and other visual stimulation during lesson. ? Tape test or give test orally. ? Allow ELL students who are able to tape-record lessons to do so. This enables the students to listen to the lesson again at home and work on assignments at their own pace. ? Allow optional grading activities that involve drama, music or art to respond to an assignment or test. SCIENCE ? Homework should including filling out graphs, drawings, or keeping a journal that includes many visual ways to help the ELL student demonstrate understanding of concepts. ? Students should work in groups when possible to solve problems or do experiments. ? Provide as many hands-on experiences as possible. ELL students learn the best by doing and seeing things. ? Show the ELL students at all proficiency levels a completed project when requiring a completed science project for a grade. READING ? Students at all ELL proficiency levels will have reading materials provided at their instructional level by the classroom teacher. ? Students must be taught vocabulary in context. ? Limit the number of vocabulary words taught in each unit to key words. Increase as comprehension increases. ? Tape the main stories you expect the ELL student to learn and let them listen to it. ? Let students act out the story to show understanding. ? Use a variety of approaches to teaching reading, remembering that not all ELL students learn to read by decoding. The key component is to make sure that students are being taught vocabulary not in isolation, but with meaning. ? Give the ELL students the background knowledge that they need in order to understand the story. Bring in pictures or real-life items when introducing stories. ? Teach ELL students reading strategies that enable them to predict, connect, question, and visualize the story. WRITING ? Students may not know cursive. Teachers may have to provide instruction in cursive. ? Students are provided a list of Dolch words or words frequently used in their classroom to use when writing independently. Teachers may want to provide “No Excuse Words” or use a notebook with students of classroom words that they have available for writing independently. ? Students use journals as a means of practicing writing with teacher feedback. ? Many ELL students have difficulty with “inventive spelling” because their sound/letter association system may be different than English and they may lack the educational background to do this. ? Students have a model provided for them that includes the proper format for what the finished writing product to look like. ? Let the students write about topics in which they have background knowledge. ? Allow students to work together when possible to brainstorm and to begin the writing process. ? In spelling, use words at the instructional level of the student. Use words from their own materials. You might choose words from a unit that they are working on. ? Limit the number of spelling words. Cut the list in half and start with 3-6. Increase as appropriate. ? Students’ oral language skills tend to be higher than their reading and writing ability. Adjust assignments based on the instructional level of the student. ELL students will require assistance when writing creatively. Certain types of writing will be difficult for ELL students. What Is An Accommodation? It is a change to help “level the playing field” for students who receive it by neutralizing the effect of language proficiency in order to demonstrate their academic achievement. Test Accommodations: ? Provide word bank or use of bilingual dictionary ? Provide basic vocabulary ahead of time so it can be studied ? Avoid negatives, “all of the above” and “none of the above” ? Reduce number of test questions ? Allow more time ? Consider reading the test to the student ? Offer an alternative form of assessment (performance) ? Provide one-on-one testing setting ? Read instructions of assessment aloud, repeat, translate ? Have familiar person administer the test ? Modification of linguistic complexity ? Addition of visual support Grading the ELL student: ? Adjust criteria ? Adjust standards ? Consider using pass or credit for below “C” grade ? Indicate ”ELL Modifications” if used on report card ? Grade the student against themselves Physical Environment Accommodations: ? Seat student in the middle of the room ? Use many visuals (i.e., charts, pictures, posters, etc.) ? Speak slowly (but natural), clearly and expand wait time. ? Allow student to simply observe, absorb, and learn. ? Use body language and smile!!!! ? Label items in the classroom and invite your ELLs to provide the names in their own language. Curriculum Accommodations: ? Identify a reduced number of content objectives for the ELL student. ? Shorten and/or modify assignment. ? Adjust requirements for level of language acquisition. ? Highlight important information in the textbook. ? Record teacher directions on audio-cassette or use symbols. ? Consider teaching the text backwards-experience, questions, and discussion first. 1. Do selected applications based on the material. 2. Discuss the material in class. 3. Answer the study questions at the end of the chapter. 4. Read the text. Teaching Strategies: ? Accompany verbal directions with hand signals or pictures ? Introduce new words in context ? Repeat, rephrase, reiterate, restate, reword, recycle ? Model rather than correct mispronounced words ? Use pre-reading strategies ? Stick to routines ? Use language experience approach-follow event with student dictation ? Use cooperative learning ? Use graphic organizers Materials: ? Read-along cassettes and books ? Software ? Videos and films ? Lower grade or alternative materials that cover similar content but have more illustrations and less language ? Drawings, pictures, photos, maps, real objects ? Picture dictionaries-purchased or created ? Have student keep journals of pictures and writing The Classroom Environment should….. Increase the student’s motivation to use the new language and to take risks by: • Maintaining a positive, supportive environment • Welcome and respect the child’s language and culture and family • Accept mistakes as part of learning • Provide interesting and relevant materials • Involve ELL in activities and lessons • Respect bilingualism The Classroom Instruction should be….. • Comprehensible (new language plus clues to what the language means) • Cognitively challenging • Connected to students’ lives and culture • Designed to develop language and literacy across curriculum • Directed towards achievement of academic standards • Rich, Natural, Hands-on, Relevant and Interesting Lesson Guide for ELL Success Plan Content Area: _____________________ Unit: ___________________________ Main Idea: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Supporting Concepts: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Key Names, Dates, Places: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Key Vocabulary: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Assessment: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Results: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ English Language Learner Success Plan Student Name: ______________________________ Grade: ______________ Birth date: ____________________ Grade Level: ______________ ___________________ Age: ____________ M? F? Primary Language: Language Proficiency: IPT Oral: ___________ ____________ IPT Reading: ___________ IPT Writing: Student’s Strengths: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Accommodations/Adaptations: Instructional Modifications: ? Alternative presentation/instructional method ? In-class assistance from _______________________ ? Change in lesson objective/outcome Materials Modifications: ? Textbook modifications ? Materials modifications Assessment Modifications: ? Alternative assessment ? Grading modifications ? Test modifications _____________________________ _____________________ Teacher Signature Date ____________________________________________ Administrator Signature _____________________ Date Grading Have grades reflect a variety of performance (some less dependent on fluent language skills) such as participation, projects, portfolios, and oral explanations. Focus on the ELL student’s meaning and content knowledge, not language errors such as grammar mistakes or awkward phrasing, Ask yourself: Did the student understand the question? Did he/she answer the question? And, if appropriate. How well did the student develop his thought? Adapt test and test administration. For example, allow more time for ELL students, or read the test to them. Teach test-taking skills and strategies. Since grading on a curve is often unfair to beginning ELL students, use criterion-reference tests. Recognize effort and improvement in ways other than grades. Grade beginning ELL students as “satisfactory/unsatisfactory” or “at/above/below expectations” until the end of the year. Then a letter grade for the year. Put a not on the report card or transcript to identify the student as an English Language Learner. Write comments to clarify how the student was graded. If the ELL student is participating in a curriculum that is modified such as using off grade level materials or working with an abbreviated spelling list, the teacher should indicate that the curriculum area was modified “M” on the report card. Students who are functioning in a particular subject or subjects at, close to, or above grade level should be graded as any English speaking student. If the student is functioning below grade level (due to Limited English abilities and/or interrupted schooling), the grade should be recorded as A, B, C, D (modified). Somewhere on the report card, the student’s language proficiency level should be indicated. Assessment ? Selected responses test ? Presentation (rubric supported) ? Interview (rubric supported) ? Short answer ? Learning Log/journal/notes ? Scored discussion ? Anecdotal record ? Self-reflection (student) ? Lab (rubric supported) ? Debate (rubric supported) ? Student oral responses ? Student written responses ? Develop drama/role-play ? Student participation ? Report (rubric supported) ? Project (rubric supported) ? Group’s reflection ? Essay ? Portfolio ? Teacher observation ? Checklist ? Exhibit (rubric supported) ? Graphic organizers ? Created product ? Student drawing of the concept ? Physical responses to answers ? Create poster/display ? Investigation (rubric supported) Math “ELL students are placed in grade level mathematics classes because of the myth that math is not language dependent. The language of mathematics, not often spoken in day to day activities, needs to be reinforced for the students who have little opportunity to gain experience with this specialized language and vocabulary.” (Chamot & O’Malley, 1994, p.229) Instructional Modification Strategies ? Help students prepare a card file/glossaries on mathematics vocabulary ? Teach language of mathematical operations (addition, etc) and connect visually with signs (+) ? Use actual instruments to teach measurements such as rulers, measuring cups, etc. ? Show the same information through a variety of difference graphs and visuals ? Teach comparison terms and use visuals to support language (more, less, greater than) ? Use number games to support learning ? Teach names of monetary units ? Rewrite story problems into simple English or convert to computation exercises ? Reduce the number of problems to be completed, selecting a representation of those assigned ? Encourage the use of diagrams and drawings as an aid when solving problems ? Use visuals such as charts, graphs, and other manipulatives ? Introduce vocabulary and structure used in common mathematical sentences ? Use active student participation in example problems and introduction to new concepts ? Teach prefixes particular to the language of math such as: bi, deci, centi, and kilo ? Write instructions and problems using shorter and less complex sentences ? Prepare a sequence of ordinal numbers and identify the ordinal position of each one by writing the appropriate numerical symbol and word (1st and first) ? Limit the number of problems that must be worked ? Emphasize special mathematical meanings of words commonly used in English Modifications of Materials ? Provide numerous pictures to illustrate new words ? Offer a variety of reference materials at the student’s instructional level of independent use ? Maintain a library of supplementary reference books, workbooks, and other materials that are written in simple English and that offer additional illustrations for problems ? Keep listening tapes on mathematical problems for individual assignments ? Help students prepare glossaries of mathematics terms ? Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships Social Studies “Since social studies depends heavily on language, ESL students encounter many difficulties in understanding information presented by the teacher. Even more difficult to understand is the generally decontextualized language that needs to be read in social studies topics, students must also be able to discuss the concepts being developed, and acquire competence in the skills taught.” (Chamot & O’Malley, 1994; p. 258) Instructional Modification Strategies ? Help students build individual card files on needed vocabulary for social studies ? Combine main idea and context clues with visuals ? Introduce vocabulary with students’ own experiences ? Use videos, cassette recordings, newspapers, magazines and historical artifacts ? Use role playing, creative drama, music and class discussions ? Use movies, TV, travel brochures, almanac activities, political cartoons, and news broadcast ? Convert discussions to personal written accounts and summaries ? Show the same information through a variety of different graphs and visuals ? Build vocabulary needed to read maps and legends as these are discussed ? Encourage students to underline key words or important facts in their written assignments ? Teach necessary vocabulary for sorting categories of social studies concepts into groups and to explain this vocabulary in words known to the students ? Use student pairs for team learning (cooperative) especially for reports ? Teach vocabulary helpful in evaluating material for logic of written expression and for categorizing as opinion or fact ? Write shorter and less complex sentences and paragraphs with fewer sentences for easier comprehension ? Use language experience techniques in discussing concepts and ideas ? Teach the words that signal sequence ? Check understanding of written language that may convey complex concepts ? Show students how to use a timeline to arrange and sequence important facts Modifications of Materials ? Provide a number of pictures to illustrate new words ? Offer a variety of reference materials at the students’ instructional levels for independent use ? Collect many of the available comic books that portray historic and cultural events in simplified language ? Provide biographies of significant men and women from different cultures ? Prepare difficult passages from textbooks on tape for listening activities ? Use outline maps for students practice writing in details and labels ? Support reading instruction in social studies with a variety of supplemental materials ? Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills by organizing chapters meaningfully, and by writing headings that show introductions for transitions from one idea to another ? Use pictures, maps, tables, diagrams, globes, and other visual aids to assist in comparison and contrast for comprehension of concepts Language Arts “ESL students may not have been taught reading and writing strategies in their previous school, or they may not be aware that strategies useful in first language reading and writing can be transferred to English” (Chamot & O’Malley, 1994) Instructional Modification Strategies ? Help students build card files on needed vocabulary ? Show information through visual aids ? Underline key words or important passages ? Teach words that signal sequence ? Teach special vocabulary terms/concepts ? Assign short homework task ? Write shorter and less complex sentences ? Review terms already mastered ? Develop student study habits ? Use journals ? Read aloud and silently before class discussions ? Use daily oral language ? Rewrite story problems in simpler English by using shorter sentences and pictures ? Tape short stories for independent listening assignments ? Convert discussions to written summaries and explanations ? Check understanding of written language that may convey complex concepts ? Use newspapers and magazines to enhance written and verbal skills through discussions and interviewing activities ? When reading plays, short stories, or novels, read in small groups and rewrite play in more common spoken English to check comprehension Modifications of Materials ? Provide numerous pictures to illustrate new words ? Offer a variety of reference materials at the student’s instructional level of independent use ? Keep a variety of word games to be played by pairs of students or small groups ? Use cartoons and leave the bubbles above the speakers blank to be filled in by students ? Students prepare glossaries of reading terms ? Use drawings to identify concepts and relationships ? Maintain a library of supplementary reference books, workbooks, and other materials that are written in simple English and that offer additional reading samples that are well illustrated ? Provide films, records, filmstrips, and other materials that may be used independently/small groups ? Help students improve writing skills by highlighting transitional devices used in writing samples ? Use pictures and other visuals aids to assist in comparison and contrast for comprehension of concepts Science “Students who are acquiring English may face language-related difficulties in science classes at all grade levels due to the introduction of extensive new vocabulary and the complexity of the discourse, grammatical structures, language functions, and study skills required. Furthermore, students are expected not just to listen and understand, but to follow directions and to perform reasonably complex procedures. Students are faced with an impressive number of technical terms in science. In addition, students must learn that some non-technical vocabulary has special meanings in science, such as the words table, work, energy, nerve, sense compound, and mass. (Chamot & O’Malley, 1994, p. 195) Instructional Modification Strategies ? Practice cause & effect relationships in the environment, laboratory, and on field trips facilitated by providing language and visual clues ? Include as many hands-on experiments as possible ? Introduce vocabulary common to the chapter ? Use inductive and deductive reasoning allowing students to become actively involved ? Chapter vocabulary cards to include student drawings for word association. ? Use Spanish/English dictionaries for Spanish translations of key terms for the chapter ? Teach the special vocabulary of the scientist, particularly verbs such as discover, classify, and hypothesize ? Help students build notebooks of their hypothesis, materials, procedures, data, and conclusions on experiments and filed experiences ? Ask numerous questions which require higher level thinking responses: hypothesizing and predicting ? Limit number of variables in laboratory experiments ? Show the same information through a variety of different charts and visuals ? Develop meanings through the science materials and activities rather than in terms of the equivalent words of the student’s vernacular since direct translations often do not convey exact meaning ? Stress definitions of terms based on the students’ observations ? Read a variety of sources to highlight contributions of scientists, inventors, and researchers ? Contrast interrogative, negative, and affirmative statements drawn from the science lesson ? Encourage careful, thoughtful reading of short selections in which one main idea is presented ? Encourage students to underline key words or important facts in written students assignments ? Teach interrogative words and expressions and show how they are used in science to answer such questions as whom, how, when, and where and higher level questions Modifications of Materials ? Provide a number of pictures to illustrate terms ? Develop interests and arouse curiosity through hands-on experiences, the outdoors pictures, newspaper clippings, and periodicals ? Have students prepare collections of science objects ? Prepare difficult passages from textbooks on tape for listening activates ? Support reading instruction in science by having a variety of supplementary materials available ? Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills ? Highlight written materials for readability by enlarging the size of the print, by organizing chapters meaningfully, and writing headings that show introductions for transition form one idea to another Lesson Guide for ELL Success Plan Content Area: _____________________ Unit: ___________________________ Main Idea: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Supporting Concepts: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Key Names, Dates, Places: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Key Vocabulary: ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Assessment: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Results: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Cross Referencing Language Proficiency Levels and Reasonable Expectations of English Language Learners in Content Areas Math Social Studies Reading Science Writing Beginner Emergent Intermediate Nearly Fluent Fluent Is aware of math concepts at his/her instructional level. Beginning to: understand basic numbers and facts at his/her instructional level and understand how to complete and turn in an assignment. Is able to solve one step problems with help at his/her level. Is learning math facts and beginning to apply them. Has some understanding of previously learned skills and is learning new concepts. Understands how to complete and turn in an assignment. Relies on verbal and visual instruction to retain limited facts. Is able to help with projects. Needs to be drawn into class discussions for a short time. Demonstrate understanding of basic facts. Is learning to solve problems using +, -, x, and ÷ which will require assistance at his/her level. Is able to: apply previously learned skills with review, learn and apply new skills with help, and solve story problems with assistance. Is able to solve problems using +, -, x, and ÷ with some assistance. With some assistance is able to: apply previously learned skills, learn and apply new skills, and solve story problems. Relies mostly on verbal and visual instruction to learn the material. Testing situations are modified to test basic concepts. Able to complete modified projects with guidance and assistance. Beginning to pay attention to class discussion. Learning the conventions of printed material (top, bottom, left-right, etc.). Attends to stories that have meaning to listener. Learning letter/sound associations in context. Looks at books at his/her instructional level independently. Starts to identify words taught in context with repetition. Reads words taught in context with repetition. Uses teacher assistance when selecting books. Demonstrates knowledge of vocabulary and skills at his/her instructional level. Comprehends material read at his/her instructional level. Demonstrates the recall of details and sequence stories at his/her instructional level. Attends to class instruction. Participates in class work through drawing, demonstrating, and sharing. Helps with experiments. Completes modified assignment with teacher and/or peer group help. Is learning about the scientific method and is beginning to understand its focus. Completes modified homework assignments with help. Participates in classroom experiments with help. Beginning to provide feedback on the information taught at grade level. Begins to understand writing left to right. Copies neatly and legibly with proper spacing. Starts to write what he/she can say. Beginning to write simple sentences, using inventive spelling. Demonstrates very basic punctuation and capitalization. Copies neatly and legibly with proper spacing. Writes what he/she can say. Reads two or more grade levels below grade level peers. Selects independent reading material at his/her instructional level. Uses vocabulary and skills in context at his/her instructional level. Comprehends material read at his/her instructional level. Can recall details and sequence stories at his/her instructional level with assistance. Is able to apply the scientific method to modified assignments with assistance. Completes modified projects and homework with assistance. Participates in classroom experiments and discussion with assistance. Demonstrates knowledge in modified testing situations. Beginning to compose simple sentences with correct word order and verb tense. Uses basic punctuation/capitalization with assistance. Write neatly and legibly with proper spacing. Uses inventive spelling with some success. Tries staying on a topic and writes limited details supporting that topic, with assistance. Understands some comprehensible parts of the textbook but relies mostly on verbal clues and study guides. Beginning to retain instructional information and can relate it in modified testing situations. Is able to complete projects with some assistance. Pays attention to class discussion with limited participation. Reads two or more grade levels below grade level peers. Reads independently at his/her instructional level. Demonstrates knowledge of vocabulary and skills in context. Comprehends material read (with class discussions). Can recall details and sequence stories at his/her instructional level. Is able to solve problems using +, -, x, and ÷ with little or no help. Is able to apply previously learned skills with minimal review. With minimal help, is able to: learn and apply new skills at grade level and solve multistep story problems at his/her reading level. Can read comprehensible chunks of the textbook. Retains some facts from previous discussion and is experiencing success in modified testing situations. Is able to complete some “hands on” projects independently. Is attentive in class and participates in class discussions. Relies on hands-on visual instruction to retain basic facts. Shows knowledge of concepts through demonstration, drawing, and participation. Completes projects with teacher or peer group help. Attends to discussions for a short time. Is able to apply the scientific method to classroom assignments with some assistance. With some assistance, is able to complete projects and homework assigned and to participate in classroom experiments and discussion. Demonstrates knowledge in modified testing situations. Able to compose a complete, simple sentence with few errors in word order and verb tense. Knows basic punctuation/capitalization and is beginning to apply them most of the time. Writes neatly and legibly with proper spacing. Able to use inventive spelling. Able to write using meaningful details in a logical sequence. Reads closer to grade level. Reads independently at his/her instructional level. Demonstrates vocabulary and skills in context. Comprehends material read at his/her instructional level. Can recall details and sequence of a story, at his/her instructional level. Is able to apply the scientific method to classroom assignments. Completes projects and homework assigned. Participates in classroom experiments and discussion. Applies knowledge in modified testing situations. Able to compose a complete, simple sentence with correct word order and verb tense. Able to use correct punctuation and capitalization. Able to write neatly and legibly with proper spacing. Uses inventive spelling, but spells correctly commonly used words in the Dolch list. Writes about a topic using details in a logical sequence. From: Policies for Limited English Proficient Students (L.E.P.), Western Hills AEA 12, Spring 1999, and Iowa Dept. of Education Guidelines for Inclusion of ELL in District-Wide Assessment Program Evaluation Four Areas of Program Evaluation Qualified Staff Professional Development Standards-driven Program Design Program Implementation Source: B. Berube, 2000, Managing ESL Programs in Rural and Small Urban Schools, page 168 School districts, big or small, have the same need to evaluate their ELL/Bilingual programs. What and how to evaluate may seem like a daunting task especially in schools with low incidence ELL populations, because administrators/staff will feel inadequate or inexperienced when dealing with issues of quality ESL/bilingual services. With that in mind, Berube (2000) developed the above chart to assist schools in evaluating their programs. The important thing to remember, however, is the goal of all programs which is to teach ELL students English. That may seem like a self-evident goal, but an important one to keep in mind as a district looks at its program. To begin the program evaluation three things need to be established. First, districts should be familiar with the seven key components for program evaluation which the Office for Civil Rights has established as guidelines. Those include goals, scope, data collection, appraisal of results, commitment, time line and follow-up. (For a more complete explanation, see Appendix D). Secondly, a district should determine objectives which are compatible with and are the intent of local school policy and its administration. Those objectives include: • The identification and program placement of all ELL students is achieved. • ELL students must master English. • ELL students must master appropriate grade-level skills. • The mainstream educational curriculum is equitably accessible to ELL students • ELL students have qualified teaching staff. • ELL instruction must emphasize content learning as well as English language acquisition • Collaboration between ELL and regular education exists • ESL methodologies are used to enhance teaching and learning styles • Staff development is on-going Thirdly, a district should have a comprehensive Lau Plan which will help the district to align its goals and objectives with all the compliance regulations that must be met on both the national and state levels. An effective Lau Plan is the nucleus of the ELL program. It outlines the procedures that a district has implemented to serve ELL students. The Lau Plan is an effective evaluation tool in itself to ensure the program is being successful. The following is a closer look at the four areas of program evaluation and a suggested checklist to help districts determine if they have a sound and effective program. Qualified Staff The Office for Civil Rights (OCR) has addressed the issue about qualified teaching in its Memorandum dated April 6, 1990 and again in a Memorandum dated September 27,1991. Both memos were issued by William L. Smith, Assistant Secretary for Civil Rights. The Assistant Secretary wrote: “The appropriateness of Staff is indicated by whether their training, qualifications, and experience are consonant with the requirements of the program. For example, their appropriateness would be questioned if a district has established an English-as-aSecond Language (ESL) program, but the staff had no ESL Training and there was no provision for ESL teacher training.” Does the ESL teacher have ESL certification/endorsement?.................................................YES NO If the ESL teacher is working towards endorsement, has a reasonable timeline been given for completion of that requirement?.........................................YES NO Has the ESL teacher demonstrated mastery of the skills necessary to effectively teach in an ELL program?.............................................................................YES NO Has the ESL teacher’s classroom performance been evaluated by someone familiar with ESL methodologies?..YES NO Is the para-professional/aide working under the direct supervision of a certified classroom teacher?......................YES NO Does the para-professional/aide qualify or is working towards qualifying under NCLB requirements?....................YES NO Does the ESL teacher have a level of cultural awareness in order to facilitate working with students and families?......YES NO Professional Development General education (content area) teachers play an integral role in the life of the ELL student. Because ELL students spend considerable amounts of time in the general education classroom, classroom teachers need to know how to teach ELL students. This becomes a collaborative effort between ESL personnel and the classroom teacher, supported by the administrator. It is extremely important to encourage the classroom teacher to accept their crucial role in the educational life of the ELL student through shared collaboration and educational objectives with adjunct programs such as ESL, Title I, Special Education, etc. With this objective in mind, all staff should have on-going opportunities to learn about culturally and linguistically diverse populations. Most teacher education programs do not address these issues in course work. Thus, it becomes a part of an effective ELL program to enable general education teachers to become more knowledgeable and acquire the skills needed to teach ELL students. Are on-going ELL in-services provided for staff?........ YES NO Does all staff (teachers, aides, support personnel) participate in in-services related to ELL issues?........................................................................YES NO Is information about workshops, conferences, and course work related to ELL distributed to all staff?.....YES NO Is time provided for staff to collaborate and plan together?..............................................................YES NO Are staff members encouraged to develop learning communities or mentoring programs?………………….YES NO Does the staff have information about journals, books, web sites, etc that provide resources for teachers?.....YES NO Does the administrator attend workshops, conferences, in-services etc. related to ELL issues?..................................................................YES NO Standards Driven Program Design The days of excluding ELL students from national or state mandated assessments are over. Initially states were slow in addressing the issue of ELL students and standards, but as the various provisions of NCLB are implemented, the expectations are that ELL students must achieve all standards. Furthermore, OCR expects school districts to ensure that ELL students have equal access to the mainstream curriculum. In order to do that it becomes essential to design a program that sets clear expectations and goals for every student. Have local ELL standards been aligned with the TESOL - ESL standards? (Appendix E).......................... YES NO Is there ELL curriculum?...................................................YES NO Is the ELL curriculum aligned with the TESOL-ESL Standards?........................................................................YES NO Do ELL students have equal access to general education curriculum?…………………………...................YES NO Is the ELL program model based on sound research?..........................................................................YES NO Classroom practices Is the learning environment challenging, but not threatening for the ELL student?......................................YES NO Does the instruction in the classroom allow for language learning as well as acquisition of new knowledge?.......................................................................YES NO Is instruction comprehensible and conceptually appropriate?.....................................................................YES NO Are there opportunities for students to contribute and are those contributions valued?................................YES NO Program Implementation In 1981, the Supreme Court made a decision in the case of Castenada v. Pickard that affected school districts and the kinds of ESL/bilingual services that can be provided. While it allowed flexibility for schools to design what works best for them, it set forth a three prong test which is used to judge if the program works. Those elements are: • A program must be based on sound theory recognized by some experts in the field, or is, at least, a legitimate experimental strategy. • A program has been given the time to be implemented and to be effective with adequate resources, practices, and personnel. • A program has been evaluated in order to determine success or failure. A district Lau /ELL Plan becomes the guiding light for program implementation. By following its procedures, a district ensures that all elements for compliance to the law, developing good instructional practices, accessibility to mainstream curriculum, and achieving district goals and objectives will happen. The process for initial identification of ELL students is in the Lau Plan........................................................................YES NO The process for initial assessment of ELL students is in the Lau Plan........................................................................YES NO The process for initial program placement of ELL students is in the Lau Plan........................................................................YES NO The process for data collection (home language survey, academic history, program forms, etc.) about ELL students is in the Lau Plan........................................................................YES NO The process for regular proficiency testing of ELL students is in the Lau Plan….....................................................................YES NO The process for program exit of ELL students is in the Lau Plan….....................................................................YES NO The process for student monitoring and follow-up of ELL students is in the Lau Plan..........................................................YES NO The testing criteria of ELL students is in the Lau Plan................YES NO Timelines for testing and parent notifications are in the Lau Plan………………………………………………………………YES NO The description of instructional services is in the Lau Plan…......YES NO The description of staffing requirements is in the Lau Plan…......YES NO Seven Components as Key Guiding Elements in Program Evaluation 1. Goals: The intent is for the LEP student to acquire English and comprehensible academic instruction. 2. Scope: Program implementation practices and student performance are key. 3. Data Collection: Student outcomes over time, including LEP student exit from ESL support, must be appraised. 4. Appraisal of Results: Identification of concerns for follow-through should be made as a result of program evaluation. 5. Commitment: A commitment to implementing program changes as a result of evaluation should occur. 6. Time Line: A firm schedule for program improvement milestones as a result of evaluation should be set. 7. Follow-Up: Evaluation is ongoing. ESL Standards GOAL I To use English to achieve in all academic areas and settings Standard A Students will use English for personal and instructional interactions in the classroom. Standard B Students will use English to obtain, process, construct, manipulate, provide and expand knowledge, and information through spoken and written media. Standard C Students will use appropriate learning strategies to construct and apply academic knowledge. Standard D Students will acquire English across the curriculum through the use of technology. GOAL II To use English for all social and personal purposes. Standard A Students will use English to communicate and meet personal needs. Standard B Students will interact in and through spoken and written English for personal expressions and enjoyment. Standard C Students will use English to participate in social and business interactions. Standard D Students will use appropriate learning strategies to extend their communicative competence. GOAL III To tailor the English language for various and specific purposes and uses Standard A Students will use the appropriate language variety according to audience, purpose and setting Standard B Students will use nonverbal communications appropriate to audience, purpose and setting. Exit Process The overall goal of the ESL program is to help students function independently in the mainstream educational program. When students are at a Fluent in English reading, writing, listening and speaking, and have the skills necessary to be successful in the general education setting, they can be exited from the ESL program. The following criteria need to be evident. Exit Criteria Using the Language Assessment Scale Grades PrekK LAS-O Grade 1 Grade 2-6 Grade 7-12 No students will be exited at the PreK-K level. It is too early to determine if literacy skills have been met. FES FES FES LAS R/W NA NA RCS NA + Competency Level 3 + Competency Level 3 + TJ NA ++ ++ ++ PJ NA + + + LAS-O FES= Fluent English Speaker LAS R/W Language Assessment Scale- Reading/Writing (Grade Appropriate Test) RCS Regular Classroom Success + indicates the student is able to participate meaningfully in their grade level educational program without ESL program services. TJ Teacher Judgement-ELL and Regular Classroom + indicates the teacher agrees with the decision for the student to “test out” of ESL program services. PJ Parent Judgement + indicates the parent agrees with the decision for the student to “test out” of ESL program services. Exit Criteria Using the Idea Proficiency Test Grades Prek Grade K-1 Grade 2 Grade 3-12 No students will be exited at the PreK level. It is too early to determine if literacy skills have been met. FES FES FES Early Literacy Reading/Writing NA Early Reader & Writer Stage NA NA IPT Reading NA NA CER CER IPT Writing NA RCS NA NA + CEW + CEW + TJ NA ++ ++ ++ PJ NA + + + IPT-Oral IPT-Oral FES= Fluent English Speaker IPT Reading CER=Competent English Reader IPT Writing CEW=Competent English Writer RCS Regular Classroom Success + indicates the student is able to participate meaningfully in their grade level educational program without ESL program services TJ Teacher Judgment-ELL and Regular Classroom + indicates the teacher agrees with the decision for the student to “test out” of ESL program services. PJ Parent Judgement + indicates the parent agrees with the decision for the student to “test out” of ESL program services. Exit Procedures: 1. The ESL staff identifies a student who is proficient in English, reading, writing, listening and speaking as measured by the assessment approved by the Iowa Department of Education. (The IPT or LAS can be used until such designation is made) 2. The student’s academic record is reviewed. 3. The ESL teacher, classroom teacher, principal and parents make decision to exit the student from the ESL program or to have the student continue to receive ESL services. 4. Notification is sent to parents/guardians of change in status and options are explained. 5. The student is placed on maintenance status and monitored by the ESL staff and general education staff for 2 years. Monitoring of Exited ESL Students: Having met all the exit criteria, the student will be monitored by the ESL staff or someone appointed within the district for two years. During the maintenance period of two years, the ESL staff will use the Student Monitoring form when reviewing the student’s progress. Documentation will be a part of the student’s portfolio. The district’s procedures for monitoring K-12 academic progress for ELL students are as follows: • The ESL staff will contact the general education teacher(s) in order to review student progress during each grading period. The ESL staff member will: ? Review the academic grades, academic assessments and test scores to determine if the student is successful. ? Identify any academic needs. ? Inquire about the student’s successful transition into the general education classroom. Student progress will be documented at the end of each quarter/grading period. If the student does not meet the requirements to pass the course or make satisfactory progress in class, the former ELL student may need to re-enroll in the ESL program in order to receive the necessary support. If at the end of the two-year monitoring period, the student is academically successful, the student is reclassified as an exited student. Student Monitoring Elementary Form Student: __________________________________________ Date exited from ESL program:______________________ School_________________________ Date: ______________________ Grade:__________________ Academic Progress Information Please list below all of the classes for which you have this student: Subject: Satisfactory/Unsatisfactory: Comments: ____________________________ __________________________ Classroom Teacher Signature ESL Staff Signature Teacher: Student Monitoring Middle & Secondary Form Student: ________________________ School_________________________ Date exited from ESL program:_________________ Monitor Period:___________________ Date: _______________ Grade:____________ Academic Progress Information Please list below all of the classes for which you have this student: Subject: Teacher: Grade: Study Habits/Homework: Mark one response for each question: The student completes homework assignments: Always Sometimes Seldom The student has good study habits: Always Sometimes Seldom The student turns in homework on time: Always Sometimes Seldom The student is on-task in class: Always Sometimes Seldom The student’s attendance interferes with grades: Always Sometimes Seldom Comments: Never Never Never Never Never ____________________________ __________________________ Classroom Teacher Signature ESL Staff Signature When a Student Leaves the ESL Classroom An ESL teacher once said that when her students transitioned from her ESL classroom and back into the mainstream classroom fulltime, the second half of her job began. Her point is well taken. Students who do transition into the mainstream class face a daunting task which could be overwhelming if all support are withdrawn. It is important to remember that even when the ELL student transitions from the ESL classroom he still is an ELL student and requires language support. It is essential for the ESL and mainstream teachers to maintain a high degree of collaboration and communication in order to supply the ELL student with the kind of language support that will help ensure the academic success that is the goal for all students in the English speaking classroom. The mainstream classroom teacher will find the ESL teacher to be a good resource to help with advance lesson preparation and information, as well as a mentor to give support. Other suggestions for the mainstream classroom teacher: • • • • • • • • • • • • It is good practice to simply language for ELL students, but not the content. Appropriate expectations are preferred. Continue to use visuals, realia and concrete references during lessons. Use graphic organizers Use hands on activities Acknowledge cultural differences Understand that every child has different experiences. It may be necessary to supply explanations of concepts we take for granted. Build background knowledge before teaching lessons Write assignments on board Use “think alouds” Directly teach learning strategies Ask open ended questions to elicit language and comprehension Use cooperative learning Grading English Language Learners Classroom teachers often have the following concerns when grading ELL students: • The ELL student’s limited English affects the student’s ability to communicate his or her content knowledge. • The ELL student works hard, but the student’s achievement falls short in comparison to others in the class because of the ELL student’s limited proficiency in English. • The teacher worries that recognizing the ELL student’s effort and progress will be setting two standards of achievement: ELL and non-ELL students. • The teacher and the ELL student have different expectations and interpretations of the grade. There are no easy answers to these issues. However, the following suggestions are offered to help teachers develop a grading and assessment plan. Teachers need to enable ELL students to attain their maximum levels of success. ELL students need to be held accountable for the learning of which they are capable of, but not penalized for their limited language proficiency. 1. Have grades reflect a variety of performance (some less dependent on fluent language skills) such as participation, projects, portfolios, and oral explanations. 2. Focus on the ELL student’s meaning and content knowledge, not language errors such as grammar mistakes or awkward phrasing. Ask yourself: Did the student understand the question? Did he/she answer the question? And, if appropriate. How well did the student develop his thought? 3. Adapt test and test administration. For example, allow more time for ELL students, or read the test to them. Teach test-taking skills and strategies. Since grading on a curve is often unfair to beginning ELL students, use criterion-reference tests. 4. Recognize effort and improvement in ways other than grades. 5. Grade beginning ELL students as “satisfactory/unsatisfactory” or “at/above/below expectations” until the end of the year. Then a letter grade for the year. 6. Put a note on the report card or transcript to identify the student as an English Language Learner. Write comments to clarify how the student was graded. Judy Jameson, Center of Applied Linguistics 7. If the ELL student is participating in a curriculum that is modified such as using off grade level materials or working with an abbreviated spelling list, the teacher should indicate that the curriculum area was modified “M” on the report card. 8. Students who are functioning in a particular subject or subjects at, close to, or above grade level should be graded as any English speaking student. 9. If the student is functioning below grade level (due to Limited English abilities and/or interrupted schooling), the grade should be recorded as A, B, C, D based on a modified grading scale. Giving a student a failing grade is not appropriate. 10. Somewhere on the report card, the student’s language proficiency level should be indicated. Remember: All ELL students in your classroom should receive a grade for every class in which they participate or are present. Testing English Language Learners Standardized and Classroom Tests: • Read the instructions out loud. Explain in the native language if necessary. • Check students after a few minutes of test-taking to make sure they understood the instruction and are on track. • Allow bilingual dictionaries which give direct translations (with minimal definitions). • Teach test-taking skills and practice on sample items throughout instruction. Classroom Assessments: • Teach to the assessment; let students know in advance how achievement will be measured. • Align instructional methods and assessment methods. • Check comprehension frequently throughout instruction. • Supplement tests with other measures of content understanding such as observation, participation, talking to students, alternative assignments like projects. • Review test “through the eyes of an ELL”: look for difficult language and cultural bias; provide support such as word banks. • Read tests to beginning ELLs. • Allow more time for ELLs or give the test in sections. Taken from: Enhancing English Language Learning in Elementary Classrooms Test Modifications: • Test key concepts or main ideas. • Provide basic vocabulary ahead of time so it can be studied • Make a simplified language version of the test • Simplify instruction • • • • • • • Reduce number of test items Provide word banks or use of bilingual dictionary Add visual support Give students extra time to complete tasks Give students objective tests: matching, multiple choice, etc. Avoid negatives “all of the above” and “none of the above” Make all or part of the exam oral Informal Assessment Techniques for Young Students or Beginning English Language Learners • Use pictures to assess vocabulary • Have students draw the concept • Ask students to point to the correct answer • Ask the student to paraphrase concepts • Allow students to explain orally • Allow oral reports instead of written ones • Have students develop a drama or role play • Allow students to record concepts on a graphic organizer or in a list instead of in an essay • Provide a word bank for beginning ELLs • Have students create a poster or display to demonstrate their understanding • Use a project for assessment • Use a pair and group reports • Maintain Reading Journals or Logs. At intervals, record three books at the student’s reading level and attach a photocopy of a page from each book. • Allow the use of a bilingual or picture dictionary Taken from: Enhancing English Language Learning in Elementary Classrooms Placement with Same-age Peers ELL students should be placed in standard curriculum classrooms or courses with their same-age peers. The following exceptions may apply: • • • Profound lack of native language schooling and native language proficiency may warrant a lower grade or level placement. If a lower placement is necessary, it will not me more than one year below the same-age English peer. If there is an existing IEP. Gifted and Talented English Language Learners The identification and assessment of gifted and talented students who are both gifted and talented and from linguistic and cultural backgrounds different from that of native-English speaking children require multiple assessment measures to give students opportunities to demonstrate their skills and performance potential. Identification and assessment of students should include a screening process that is appropriate for specific populations. An assessment team should be comprised of members sensitive to needs of the represented population to be served, and who interact with students in numerous academic and social situations. Western Hills, AEA 12 How Can They Be Gifted if They Don’t Speak English? Dr. Jeanne Angel, Waterloo Schools ELL Facilitator “Teachers need to become more aware of their students’ cultural backgrounds…Our research show that different groups have different conceptions about what intelligence means. What one group considers intelligent may not be considered intelligent by another. The teacher has to understand what values have been placed on intelligence in different cultures or cultural groups in order to understand what they are trying to excel in-and this may or may not match the teacher’s values.” --Robert Sternberg English Language Learners should be considered potential candidates for gifted programs and services from the beginning of their school attendance, regardless of their English proficiency. It is not appropriate to wait until the student has mastered English before considering him or her as a possible gifted student. When assigned to write an acrostic poem about their native countries, Carla, a 4th grader with two years of English and low grades, recalled her life in Honduras: How wonderful it was On the boat Near the mouth of the river at Dawn. The sun was pointing at me Under the roof of the boat. The River was wonderful when the sun was pointing to me And the boat was soft in the water, Soft, very soft in the water. Barriers to identification and education of gifted ELLs • Attitudes-low academic expectations • • • Access-need for staff development and outreach to families Assessment-over-reliance on standardized test scores and use of unidimensional instruments Accommodation-need to develop talents valued by two cultures Characteristics of Gifted & Talented ELL Students: Bernal and Reyna (1974) • • • • • • • • • • Rapidly acquire English Exhibit leadership Exhibit interpersonal skills Have older playmates Engage adults in lively conversation Enjoy intelligent (or effective) risk-taking behaviors Often have a sense of drama Are able to keep busy and entertained Accept responsibility at home Are “street-wise” and recognized as able to make it in the Anglo-dominant culture Strategies for Planning Adequate Identification Process • • • • • • • • Collect background data and work samples Observe the child’s language and social behaviors Look at behavioral checklists or inventories that describe the trait in ways that reflect its complexity Use other methods like interviews, self-reports, and case studies Examine cultural and linguistic behaviors of the child and determine if they can be obscuring the child’s potential giftedness Consider all nominations Examine standardized test scores in light of demographic data Draw a profile of the student and determine placement Resources “Assessing limited English proficient (LEP) students for eligibility for gifted programs,” Technical Assistance Paper, Florida Department of Education, 1999, http://sss.usf.edu/html/Professions/Psychology/leptap.htm Bermudez, Andrea B. & Marquez, Judith A., “Insights into gifted and talented English Language Learners,” IDRA Newsletter, http://222.idra.org/Newslttr/1998/Jun/Andrea.htm Cohen, Linda M. “Meeting the needs of gifted and talented minority language students: issues and practices,” 10/10/2001, http://www.ncbe.gwu.edu Frasier, Mary M., et. Al., “Educators’ perceptions of barriers to the identification of gifted children from economically disadvantaged and limited English proficient backgrounds,” http://www.gifted.uconn.edu/frahun1.html Harris, Carole Ruth, “Identifying and serving recent immigrant children who are gifted,” ERIC EC Digest #E520, 1993. “Talent and diversity: The emerging world of limited English proficient students in gifted education,” http://www.ed.gov/pubs/TalentandDiversity/index.html Criteria for Identification Measures • • • • • Identification of student’s strengths, talents, and abilities in their first language Identification of creative thinking skills Identification of intellectual development Identification of language proficiency Identification of nonverbal perceptual skills of cognitive development Western Hills, AEA 12 Recommended Instruments for Identification • • • • • • • • • Cognitive Abilities Test in Verbal and Quantitative subtest scores (used to demonstrate student growth…comparison of scores from one testing session to another) Cognitive Abilities Test in Nonverbal subtest score (awareness of student/cultural learning styles) Torrance Test of Creativity Nonverbal Kingore Observation Inventory of Gifted Behaviors Hartman/Renzulli Behavior Inventory of Creativity, Learning, and Motivation (completed by team approach that include classroom and ESL teacher, counselors…consideration of student and cultural differences) Case studies…to include multiple sources of information about a student’s performance gathered from different staff members’ perceptions. Student portfolio of evidence of strengths…to include productions of student work, interests, and projects. Planned teaching experiences using multiple intelligences in problem solving in the classroom Anecdotal data of student strengths, interests, learning styles, and acquisition of English language Review of ESL Student Progress Report (Western Hills, AEA 12) Where Do We Begin in Educational Reform Initiative for ELL’s in Gifted and Talented programs? • • • • • • • • Establishing a cognitive and philosophical shift to a view of youth-including youth not yet proficient in English-as high ability students, with accompanying multi-pronged identification procedures to identify and nurture youth with outstanding talents Forgoing a commitment to the long-term social benefit of redesigning gifted education to include and meet the needs of ELL students Collaborating across programs; a willingness to negotiate and entertain different points of view Building on strengths and program maturity Establishing a clear and coherent vision of inclusive gifted education Bringing the issue of ELL students and gifted education to a heightened level of publish awareness Creating an action plan with realistic timelines Securing adequate teacher training and in-services, including training in identification procedures for ESL/bilingual education teachers One Type of an Inclusive and Authentic Gifted Education Program for ELL’s GOTCHA Project: Galaxies of Thinking and Creative Heights of Achievement Identification process: • Nomination-in this stage teachers nominate children for the program based on supportive information (such as informal observations, and samples of student’s work) and orientation sessions. A Parent/Community Form is sent home for parents to nominate their child. A Peer Nomination Form is also used by the teacher to obtain additional information from still another source. • Identification-during this stage, more information is collected about the nominated students. This information is based on the scores obtained on the Renzulli Checklist (adapted), the Torrance Test of Creative Thinking (Figural), and additional project and work samples. If available, achievement test scores and/or report card grades are considered. • Placement-the GOTCHA teachers evaluate the Matrix Form which contains a profile of the student’s performance. The students that meet eligibility criteria are then placed in the GOTHCA Program. There are seven criteria on the matrix, students need to qualify on five of the criteria. The implementation consists of two models, inclusion or pull-out. Thematic Approach: • Activities reflect six levels of Bloom’s Taxonomy • Student’s process, product and environment are modeled after June Maker’s Modification Model • Design of the activities incorporate Gardner’s Multiple Intelligences Theory • Social Studies and Science units provide opportunity for developing Problem Solving Skills • The Learning environment emphasizes the cooperative learning style • Creativity is fostered through the use of Torrance’s Creative Thinking skills of fluency, flexibility, originality, and elaboration. • Meta-cognitive skills are taught to instill in students the desire to become life-long learners Program Features: • Transportability has been implemented successfully in diverse cultural and ethnic settings • Cost effectiveness • Maximizes student’s strengths; minimizes weaknesses • Performance based, content/language acceleration curriculum • ESL methodology integrated with gifted strategies • Specialized parent education • Multifaceted-multidimensional identification criteria • Staff development to include gifted and ESL specialized training • Data collection for claims of effectiveness Easily correlated with GOALS 2000, ESL standards, State Standards & Benchmarks Project GOTCHA Website http://www.kreative-kids.com Source: Talent and Diversity: The Emerging World of Limited English Proficiency Students in Gifted Education; Office of Educational Research and Improvement, U.S. Department of Education Assessment, Awareness, and Action: A Self-Evaluation Tool for Gifted and ESL/Bilingual Educators The following self-evaluation tool is intended to assess where your school and district falls on a continuum of awareness and action as related to ELL students with outstanding abilities and gifted education. Awareness, Philosophy, and Understanding In my school and/or district… 1. Gifted and ESL/bilingual staff communicate with each other about programmatic goals. Always Frequently Sometimes Never 2. Staff in gifted education is committed to multi-pronged identification procedures for students in gifted programs. Always Frequently Sometimes Never 3. Staff in ESL/bilingual education sees opportunities for their students in gifted programs and believe gifted education has something to offer ELL students. Always Frequently Sometimes Never 4. Staff in gifted education shows an understanding of and appreciation for students from linguistically diverse backgrounds. Always Frequently Sometimes Never 5. Gifted and ESL/bilingual staff have a philosophical commitment to the inclusion and success of the ELL students in gifted programs. Always Frequently Sometimes Never 6. Gifted staff is committed to a multi-dimensional view of ability. Always Frequently Sometimes Never Action and Implementation: 1. Gifted and ESL/bilingual staff have established a core committee that will lead a change effort to include and nurture proportionate numbers of ELL students in gifted education. Yes No In process 2. Gifted and ESL/bilingual staff have a clear vision of gifted education that authentically identifies and nurtures ELL youth. Yes No In process 3. Key staff, including program personnel and administrators, have worked with community representatives to increase public awareness of ELL students and their role in gifted education. Yes No In process 4. Gifted and ESL/bilingual staff meet on a regularly scheduled basis with community members, eliciting their feedback and support for inclusive gifted education. Yes No In process 5. Distinct timelines for discrete goals have been established to increase the numbers of ELL students in gifted programs. Yes No In process 6. Concrete responsibilities have been determined and have been assigned to gifted and ESL/bilingual staff, as well as other key district personnel. Yes No In process 7. Evaluation plans to determine program success as well as needed refinement have been established. Yes No In process 8. The school board is fully cognizant of and educated about the effort to identify and nurture ELL students in gifted programs. Yes No In process Source: Talent and Diversity: The Emerging World of Limited English Proficiency Students in Gifted Education; Office of Educational Research and Improvement, U.S. Department of Education ELL/Special Needs Students Legal and Educational Rationale Educational policy, law and judicial decisions exist to ensure that English language learners with disabilities receive an appropriate education. It is not the intent of this section to provide a comprehensive review of the legal issues relating to English language learners and disabilities. However some of the most relevant laws and legal cases are presented. Civil Rights Act ( 1964) Prohibits federally funded programs from discriminating in their services on the basis of race, color, religion, sex or national origin. The Civil Rights Memorandum of 1970 required school districts to take steps to rectify children’s language “deficiencies”, avoid labeling students as mentally retarded based on criteria that reflected their English proficiency. Bilingual Education ACT (1968) The Bilingual Education Act (1968) and its subsequent amendments provided federal funding to local school districts for programs for students with limited English skills. Subsequent amendments increased funding for “special alternative” programs in which only English was used and reinforced the need for professional development for special language program personnel. Diana v. State Board of Education (1970) This lawsuit was filed on behalf of Mexican American children in California, alleged that the school system was inaccurately identifying Spanish-speaking children as mentally retarded on the basis of IQ tests administered in English. The judge ordered that all Mexican American children who had been placed in special education be reassessed in their first language and in English or by using nonverbal tests. It was also mandated that an IQ test appropriate for Mexican American students be developed and that school districts should be monitored to identify racial and ethnic disparities in special education placements. Larry P. v. Riles In this 1979 case, the judge ordered an injunction against use of IQ tests that did not take into account the cultural backgrounds and experiences of African American children. This court case also established the legal precedent that tests used with minority children must have been validated for use with that population. This case along with Diana v. Board of Education provide the legal precedent against cultural bias in testing. Court Cases Supporting Bilingual Education Jose P. v. Ambach(1983), United Cerebral Palsy(UCP) of New York v. Board of Education of the City of New York ( 1979) and Dyrcia S. et. al. v. Board of Education of New York are three of the most significant court cases in the development of bilingual special education services for English language learners. These court cases require school districts to: (a) use bilingual resources to identify English language learners that need special education, (b) provide evaluations that are in two languages and are nondiscriminatory, (c) provide bilingual alternatives at each stage of the special education process, (d) protect the rights of parents and students and develop a Spanish language version of the parents’ rights booklet, and (e) hire personnel who can facilitate parent participation in the assessment process and the development of the IEP. Involvement of Parents in the Special Education Process Legal Provisions The 1997 Individuals with Disabilities Education Act (IDEA) gave parents specific rights and responsibilities regarding educational services for children with special needs. Procedural safeguards are in place that ensure equitable access to special education services. School districts are responsible for ensuring that parents understand and are able to participate in the special education process. Parents must provide informed consent for the referral, evaluation, and placement of their child in special education. It means that information must be presented in the parents’ native language. Be aware that parents may need assistance in understanding the information especially if they are not literate in their native language, or the language does not have a written code. Interpreters must be provided at the IEP meeting so that parents can participate meaningfully in decision making. Cultural Perspectives It is important that educators and other professionals recognize that parents from culturally and linguistically diverse backgrounds may have a different perspective about the educational process and their role in it. Professionals must have knowledge of the cultural similarities and differences so they can accurately interpret behaviors, understand underlying values and respond in ways that promote successful communication. ELL Students and the Special Education Process While it may be difficult to determine if a referral for special education evaluation is appropriate, the decision is further complicated for children who are culturally and linguistically diverse. Screening information as well as other factors should be considered when differentiating if the student’s learning problems are due to a disability or normal second-language acquisition. An evaluation team should consider the following prior to making a referral for a child who is culturally and linguistically diverse. • • • • • • • • • • • • Does the problem exist across contexts (e.g. in general education, and ESL classes, at school and at home?) What is the child’s current level of language proficiency? What is the extent to which the student has received native language instruction and/or ESL services prior to the referral? Is the student’s progress in acquiring English significantly different from that of peers who started at about the same level of English language proficiency? Is there evidence that the difficulties can be explained by cross-cultural differences? For example, a lack of eye contact which is considered appropriate behavior in the child’s native culture. Are there other variables that could explain the difficulties? Such as inconsistent school attendance or language variations typical of English language learners? Can the student’s behaviors be explained by bias in the procedure before, during or after an assessment? Does the classroom teacher refer all English language learners in the classroom for special education, when inappropriate adaptations are used or when low expectations for student performance on district wide assessment influence the administration and interpretation of results? What experiential and/or enrichment services have been provided for the student? What is the amount of time and extent of services in an academic program for a student who has had little or no formal schooling? Do data indicate that the student did not respond well to general education interventions? For example were teaching, support interventions and alternative programs unsuccessful in closing the achievement gap? What is the length of residency in the United States and prior school experience in the native country and in an English language school system? What have been the attempts to remediate performance, including supplemental aids or support services? Please refer to the Problem Solving Process-English Language Learners flowchart and accompanying documents on the following page for guidance on appropriate referrals for special education services for culturally and linguistically diverse students. Problem Solving Process- English Language Learners Administer the IPT Has the student’s language proficiency been assessed in all 4 areas (oral/speaking, reading, writing, and listening)? No Yes Is the student experiencing difficulty in school? Problem-solving process ends. No Yes • • • • Adapt Supplement Develop Provide ESL No services, if needed No Are the curriculum and instructional methods known to be effective for language minority students? Validate problem considering st nd both 1 and 2 languages: • Review • Interview • Observe • Test Does the problem warrant further evaluation or intervention? No Yes Does the student have difficulties or needs beyond what is typically expected for ELL students of similar experiences? No Analyze the problem: Why is the problem occurring? (See factors on next page) Design, implement and monitor intervention based on analysis Continue intervention as needed, removing supports when appropriate Is the rate of progress acceptable? Yes No Yes Is problem due to language or lack of previous instruction? Unsure No Consider conducting an Extended Evaluation for Special Education services Adapted from Preventing Inappropriate Referrals of Language Minority Students to Special Education –Gracia and Ortiz 1988 Analyze the Problem: Factors to Consider Environment • Teacher background and experiences with ELL students • Consider professional development needs • Expectations • Perceptions • Instructional management • Behavioral management • Language exposure in the home Curriculum • Continuity of exposure to the curriculum • Scope and sequence • Student entry level into curriculum • Standards: Basic skills expected Higher cognitive skills expected • Consider mastery and practice Instruction • Sequence of instruction: Teach, re-teach using different approach, teach prerequisite skills • Language of instruction • Effective teaching behaviors • Coordination of instruction with various programs • Assessment of instruction Ongoing data collection Instructional changes based on assessment Student • Experiential background • Language proficiency • Cultural characteristics • Modes of communication • Academic skill levels • Self-concept • Motivation • School behavior and social skills Some Questions to Ask When Distinguishing Second Language Differences from Disabilities Note: The classroom teacher will use this form before a team meeting to learn if any of the behaviors have been observed. It will then be presented and discussed at the team meeting. The teacher needs to bring dated examples and explanations of areas that the student is having difficulty with. Yes No 1. Are the problems evident in the primary language? 2. Does the student exhibit the same types of problematic behaviors in the first language as in English? 3. Have the child's parents also noted difficulties? 4. Are there difficulties in learning language at a normal rate? 5. Has special instruction been provided in the first and second language? 6. Are there deficits in social and academic vocabulary/ concepts? 7. Are there communication difficulties when interacting with peers, including those from a similar language background, and in the home setting? 8. Does the child have auditory processing problems (e.g. poor memory, poor comprehension to questions? 9. Does the student show lack of organization, structure, and sequence in spoken and written language or difficulty conveying thoughts? 10. Is there a family history of special education/learning difficulties? 11. Does the child have a heavy reliance on gestures rather than speech to communicate that are nondevelopmental? 12. Does the child have difficulty paying attention not related to understanding the language? 13. Does the child have atypical social skills (e.g. interrupts frequently, digresses from topic, unable to conect with conversation, cannot stay on the topics of discussion, cannot take turns in conversation)? Please provide documentation for all questions. Adapted from: Roseberry-McKibbin,Celeste. Multicultural Students with Special Language Needs. Oceanside, CA. Academic Communication Associates. 1995. Teacher Reporting Form ELL Special Education TAT Process Note: The classroom teacher will use this form before a team meeting to learn if any of the behaviors have been observed. It will then be presented and discussed at the team meeting. Supporting data must be available. 1. Difficulty in learning language at a normal rate, even with special assistance in both languages. 2. Deficits in vocabulary. 3. Communication difficulties at home. 4. Communication difficulties at home and when interacting with peers including those from a similar language background and culture. 5. Auditory processing problems (e.g. poor memory, poor comprehension evident in academic situations as well as in social situations) 6. Lack of organization, structure, and sequence in spoken and written language; difficulty conveying thoughts. 7. Slow academic achievement despite adequate academic English proficiency. ( Bring supporting data) 8. Family history of special education/learning difficulties. 9. Slower development than siblings (as per parent report). 10. Difficulty paying attention which is not related to understanding the language of instruction. 11. Inappropriate, atypical social skills, social use of language (e.g. interrupts frequently, digresses from topic, is insensitive to the needs or communication goals of conversational partners, cannot stay on the topic of discussion, cannot take turns in conversations). Is unable to connection with conversation. Adapted from : Roseberry-Mckibbin, Celeste. Multicultural Students with Special Language Needs. Oceanside, CA. Academic Communication Associates. 1995. Teacher Reporting Form ELL Special Education TAT Process Note: The classroom teacher should attempt the following interventions that might benefit a bilingual, special needs learner and present the results at the team meeting. Almost Always Always Very Rarely Never Do I….. 1. Use a multimodal approach to teaching materials? 2. Review previous materials? 3. Make input comprehensible by slowing down, pausing, and speaking clearly? 4. Rephrase and restate information? 5. Check frequently for comprehension? 6. Focus on teaching meaning rather than focusing on correct grammar? 7. Avoid putting students on the spot by demanding that they talk immediately? 8. Give extra time for processing information? 9. Attempt to reduce students' anxieties and give them extra attention when possible? 10. Encourage students to interject their own cultural experiences and backgrounds into learning situations? 11. Encourage students' use and development of their primary language? 12. Expose all my students to multicultural activities and materials on a regular basis? 13. Include parents and community members from different cultural backgrounds in my teaching? 14. Include parents and community members from different cultural backgrounds in my teaching? Working with Linguistically and Culturally Diverse Students: The Interventionist's Self-Evaluation Checklist. Source: Roseberry-McKibbin, Celeste. Multicultural Students with Special Language Needs. Oceanside, CA. Academic Communication Associates. 1995 Special Education Considerations: Best Practices When Serving English Language Learners Special education is more likely to benefit a child if the child has: _____School attendance that has been uninterrupted and continuous _____Time to reach a cognitive language proficiency, which is unique for each individual _____Significant delays in many areas of development _____Limited progress in comparison to other English language learners who have had ESL services Special education is more likely to benefit a child if the school has: 1. Made extensive accommodations and adaptations in the regular education classroom such as: _____Modified the presentation of material (Using hand signals with verbalizations, visuals) _____Modified the environment (small groups, classroom seating) _____Modified time demands (extended time) _____Modified assignments and assessments (shortened homework, alternative projects) _____Provided peer helpers 2. Reviewed records to determine: _____Frequency of school changes _____Consistency of school attendance _____Health history _____Level of learning support (ESL services, Title I, bilingual para/volunteer) _____Extent of experience with English _____Academic History 3. Completed classroom observations to determine: _____Appropriateness of instruction _____Environmental characteristics influencing learning _____Level of social confidence and acceptance by the school community 4. Conducted interviews with: _____Parents and/or guardian _____Teachers (including specials) _____Child _____ELL personnel 5. Recognized the challenges of second language learning by considering: _____The child’s strengths and reinforcing those strengths to increase learning _____The complexity of language acquisition and the time it takes for proficiency in all modes of language (listening, reading, writing and reading) An assessment is more likely to be beneficial if: _____Primary language was determined _____Conducted in the child’s primary language by a bilingual professional _____Nonverbal intelligence was measured _____Tests were not translated (translation changes the level of difficulty) _____Adequately normed tests were used (preferably in student’s primary language) _____All aspects of the child’s development and environment were considered _____Examiners were trained in cross-cultural awareness _____Curriculum-based measurement, portfolio or classroom-based assessments were used LEARNING AND BEHAVIOR CHARACTERISTICS SHARED BY LD NATIVE ENGLISH SPEAKERS AND SECOND LANGUAGE LEARNERS Domain Language (receptive and expressive) Characteristics • • • • • • • • Reading • • • • • • Written Language • • • • • • • • Mathematics • • • Delayed acquisition Difficulties in expression (including articulation) Low vocabulary Problems understanding what is said (comprehension) Difficultly following oral directions Poor immediate auditory memory Poor retention of information Unable to rhyme words Poor reading progress Reads below grade level Confusion in sound/symbol associations Poor eye tracking; loses place during reading Unable to remember what has been read Poor progress in content areas Spelling is below grade level Words or letters may be reversed Inconsistent spelling “Bizarre” spelling poor recall of sequences of syllables poor visual memory difficultly expressing ideas in writing poor grammar and syntax Mathematics skills below grade level Difficulty in remembering processes apparently known Uses fingers or counting aids Behaviors • • • • • • Limited attention span and poor concentration Work may be “unpresentable” Low frustration tolerance Anxious or cries easily Poor peer relationships Poor eye contact Source: Fradd, S.H., McGee, P.L., & Wilen, D.K. (1994). Instructional Assessment: An Integrated Approach to Evaluating Student Performance. Reading, MA: Addison-Wesley Publishing Co. CHARACTERISTICS SHARED BY STUDENTS WITH LANGUAGE AND/OR LEARNING DISABILITIES AND STUDENTS ACQUIRING ENGLISH AS A SECOND LANGUAGE • • • • • • • • • • • • • • • • • Articulation, pronunciation errors Poor comprehension Forgets easily Cannot follow directions Poor oral language skills Syntactical and grammatical errors Low vocabulary Reading below grade level Short attention span Poor spelling Frequently off-task; does not complete tasks Cannot work independently Shy, withdrawn Anxious Poor motivation Distractible Low self-esteem Source: Alba Ortiz, Dept. of Special Education Second Language Learners For many second language learners, however, bilingual instruction is not a viable educational alternative for one or more reasons. Children in a specific community may speak languages that the teachers do not know. Some classrooms may be populated by children from as many as a dozen different language groups, making bilingual instruction impossible. Some languages have only recently developed written systems, which means that few, if any, elementary school materials will be available. In some communities, parents and community leaders do not believe that it is appropriate to use a language other than English in school. In schools where the numbers of second language learners are not large, ELL children may find themselves in regular classroom settings with a teacher who is not a bilingual/ESL specialist. In these circumstances, children will probably receive their formal education exclusively through the medium of English (although opportunities for children to pursue native language literacy in their communities and at home should be encouraged). This usually means that while children are learning to understand and speak English, they are also learning to read and write it, as well as having to cope with the English used for a variety of instructional tasks across the curriculum each school day. Teachers who are not in bilingual programs, and who do not themselves speak, read and write the native language(s) of their students, a major concern is how best to help their children grow as English readers and writers. One way of responding to this concern is to examine recent developments in the field of second language literacy research and theory, giving special emphasis to work done with children, and to interpret these findings in terms of implications for classroom instruction. Language Acquisition All children learn or acquire their first language (the language they speak at home) and their second language (English). There is a difference between “learning” language and “acquisition” of language. The term “acquisition” is used to emphasize the natural processes and ways that a child acquires a language. The term “learning” can be used generally or to emphasize “formal learning” of a language such as in a grammar class. (Enhancing English Language Learning in Elementary Classroom) Language Acquisition Theory Acquisition vs. Learning Stephen Krashen and Tracy Terrell, 1983 • • • Acquisition Subconscious Similar to first language development • Focus is on needs and interest of students • All attempts at communication are praised and reinforced; errors are accepted as developmental • Involves student-centered Situational activities • • Learning Conscious • Knowing about language • Focus is on grammar • Corrections of errors Involves drills and grammar exercises Implications for Classroom Teaching: Teachers should devote most class time to acquisition activities. Learning activities should play a smaller role in the classroom, and can also be done as homework. Summary of Language Acquisition • The child learns language by unconsciously generating rules, perhaps to fill in an innate blueprint. • His errors often indicate that learning is taking place. • He learns language in meaningful, supportive, and communicative settings. • He understands more than he can say. • He will require a lot of time to become fluent. (Enhancing English Language Learning in Elementary Classroom) Second Language Acquisition The processes of learning a first and second language are very similar, however, the circumstances or the reasons for learning are different. First and Second Language Acquisition Adapted from: Enhancing English Language Learning in Elementary Classrooms • § § § § § First Language Second Language Learned at home Learned by very young children Learned in order to communicate with others Largely an unconscious process Little or no time pressure Must learn developmental concepts as well as language • § § § § § Learned at school, through television or at the workplace Learners may be older Learned to survive or communicate Usually a conscious effort Pressure to learn, to fit in, funding sources, standardized test Learners are more cognitively developed Second languages are often learned in different settings and for different purposes than first languages. Needs of Second Language Learners • • • • • • • • Accepting Environment Recognition of culture ESL instruction Meaningful Context Academic Context Academic Language Content Instruction Consideration for Testing and Daily Assignments Accelerators to Second Language Learners • • • • • Purpose of using language is real and natural-focus is on communication Acceptance of all language attempts made-promotes confidence Modeling of correct grammar as students responses is restated Students speak only when they’re ready-not forced too soon Language has a purpose for the learner Roadblocks to Second Language Learners • • • Overemphasis on correctness-“No, that’s not the right way to say it” Students are forced to speakmajor cause of poor articulation and grammatical control, as well as stress overload Students are forced to complete work above their competence level-above their stage of development in language acquisition Adapted from “The Natural Approach: Language Acquisition in the Classroom” by Stephen Krashen and Tracy Terrell (Alemany Press, 1983) Two levels of English Language Proficiency You may have heard teachers say, “Why does he need ESL? He speaks English very well. He talks all the time.” When asked how the student is functioning academically, the response is, “He’s below grade-level, and not doing well, but the problem must be something other than language.” This child has acquired the social language (Basic Interpersonal Communication Skills-BICS), but not yet achieved the academic language (Cognitive Academic Language Proficiency-CALP), or full proficiency in English. He needs more time for focused academic language development. (From: Amazing English by Teresa Walter) BICS: Basic Interpersonal Communication Skills BICS are Basic Interpersonal Communication Skills. These are the language skills needed for everyday personal and social communication. Second language learners must have BICS in order to interact on the playground and in the classroom. It usually takes students from 1-3 years to completely develop this social language. BICS are not necessarily related to academic success. Time to master: § 1 to 3 years Characteristics: § Basic “survival” English § Context embedded-applies to real life situations; can be pointed to or acted out § Carry on intelligible conversations about cognitively undemanding topics (TV, classroom activities, friends, family) § Interact with English-speaking peers § Use language needed to function in everyday interpersonal contexts (pronunciation, grammar, vocabulary) § Can mislead teachers CALP: Cognitive Academic Language Proficiency CALP is Cognitive Academic Language Proficiency is the language associated with native language literacy and cognitive development. These are the language skills needed to undertake academic tasks in the mainstream classroom. It includes content-specific vocabulary. It may take students from 5 to 7 years to develop CALP skills. CALP developed in the first language contribute to the development of CALP in the second language. Time to master: § 3 to 10 years Characteristics: § Language needed to succeed in school § May be more abstract and less connected to real life § Language needed to accomplish academic tasks § Context reduced language, abstract § Literacy skills & content area knowledge § Opinions and feelings expressed § Skills needed to manipulate language outside of the immediate interpersonal context § Content-reduced, cognitively demanding language used in classroom activities, such as writing, spelling and test taking Language Development Stages When working with students who are learning English as a second language, it is important to realize that many students often progress through a series of natural language acquisition stages. The duration of each stage may vary greatly from student to student. As teachers we can facilitate development within each stage and progression from one stage to the next by being aware of which stage or stages our students are in and by engaging students in activities appropriate for their level of development. • Preproduction • Early Production • Speech Emergence • Intermediate Fluency • Continued Language Development Students observe and internalize the new language. They use gestures, pointing, and nodding tocommunicate. Students continue to acquire English and they use language patterns, yes/no responses and single words to communicate. Students begin to use simple sentences. At this stage they may begin to initiate discussion. Students are fairly comfortable in social language situations. They state opinions and ask for clarification. Students participate in classroom activities with additional support for comprehension, academic language and cultural information. Stage 1:Pre-production: • • • • • • Teachers can facilitate language development during this stage by doing the following: Do not force production (speech). Students will begin to use English when they are ready. Provide materials in the native language. Use visuals such as pictures, objects, or gestures to aid in comprehension. Modify your speech: speak more slowly, emphasize key words, simplify grammar and vocabulary, do not talk out of context, and do not speak more loudly. Involve students in activities that require them to listen and do. Such activities might include making art projects, drawing pictures, following simple classroom directions. Stage 2: Early Production: As the name of this stage suggests, students begin using a limited number of words and phrases in English. At this stage, you can encourage language production in the following ways: • Use questioning techniques including: yes/no questions such as, Is this your coat?; choice questions such as, Is this your coat or Maria's?; questions which can be answered with a single word such as, What is in • • • • • your hand?; open sentence with a pause for a response such as, Lin is wearing blue pants, but Lou is wearing ____ pants. Do not overtly correct student errors as this may inhibit students from using language. Subtle forms of modeling may be used as indicated by the following interaction: o Student: I goed to the store last night. o Teacher: Oh, you went to the store. What did you buy? Expand student responses when possible. Continue to use activities indicated for the Comprehension stage, but encourage students to use their language to give commands and describe pictures. Have students keep dialogue journals. Use shared reading. Stage 3: Speech Emergence: During this stage, speech production will usually improve in both quantity and quality. Vocabulary will expand, and grammatical errors will decrease if students are involved in a language-rich environment. At this stage, students need to be encouraged to use oral and written language. There are many activities which foster development during this stage. Some suggestions are: • • • • • Involve students in activities that encourage them to compare/contrast, sequence, and problem solve with charts, graphs, tables, maps, and other visuals. Use skits and role play to contextualize situations for students. Play games. Use the Language Experience Approach to encourage reading and writing. Use semantic mapping to develop vocabulary. Stage 4: Intermediate Fluency: At this stage, students are orally quite fluent in English. They will continue to make some grammatical errors, and their vocabulary is expanding to include words beyond the concrete, immediate environment. Though their oral skills may be very well developed, oftentimes, academic skills and reading and writing skills in English may lag behind. Students need to be included in content-area activities at all stages, but at this stage in particular, activities that encourage both contentarea development and language development need to be included. It is also important to realize the different demands placed upon ELL students depending on whether they are using language for social purposes (often referred to as “Basic Interpersonal Communication Skills” or BICS) or for academic purposes (often referred to as “Cognitive Academic Language Proficiency” or CALP). Language which is social in nature is usually less complex and is often heavily contextualized, making it easier to learn and less cognitively demanding. Students often acquire this type of language rather quickly, within one to two years. Academic language, on the other hand, makes use of more complex grammatical and rhetorical patterns – in both its written and oral forms – as well as specialized and technical vocabulary. Also, this type of language is not inherently contextual. Because academic language is more cognitively demanding than social language, it is more difficult for ELL students to acquire. Many students require anywhere from 5-7 years to learn this type of language. Much current research, however, has shown that this amount of time can be reduced if students have a firm foundation in their native language. Thus, native language instruction in the content areas and in reading and writing should be provided whenever possible. Below is a chart that provides a framework from which to understand the various language demands placed upon ELL students, in terms of both the amount of extra-linguistic context and the degree of cognitive complexity. Second Language Acquisition Key Concepts There is a common underlying language proficiency (language acquisition device) for first and second language acquisition. Second language acquisition is similar, although not identical, to first language acquisition. Bilingual education programs allow students to stay on grade level as they acquire English language competence. Rather than which language a child speaks, the more critical variable is the quality of interaction they experience with adults. General Implications Speaking a language other than English does not interfere with the acquisition of English. Students in bilingual education programs may need 5-7 years to become English proficient. Students in ESL programs may take 8-10 years. The amount of time needed is influenced by native language/literacy skills. Students should not be exited until they have acquired academic language proficiency in English. If they are exited before this, regular classroom teachers must continue the students’ ESL program. Since premature exit is almost always the case, we must train regular classroom teachers in ESL techniques. Parents should be encouraged to speak to their children in their native language. Implications for Special Education Speaking a language other than English is not evidence of a disability. Many children are exited out of special language programs when they have acquired conversational skills. Academic problems are likely related to their lack of academic language proficiency, not to cognitive deficits or learning disabilities. IF tested, children who have been exited prematurely are likely to show an IQ-Achievement discrepancy. This is not sufficient to classify the student as having a learning disability. If limited English proficient parents speak English to their children, they may limit cognitive development. Moreover, they present a model of English that may need to be corrected. If this is the case, children do not have disabilities. Their language development is the responsibility of regular classroom teachers. Alba A. Ortiz, Department of Special Education, College of Education, the University of Texas at Austin Second Language Acquisition Key Concepts Children must have a high level of linguistic competence in at least one language to be academically successful. The native language is the foundation for learning English. Some language minority students who come from homes and communities other than English is spoken do not qualify for bilingual education program or ESL programs. They speak too much English to qualify. Some children will come to school with language skills which are not appropriate and functional for their speech and language community but which are not adequate for schooling. LEP children, who have true disorders, have a right to bilingual education and/or ESL instruction. General Implications Children must be given the opportunity to develop interpersonal communication skills and academic language proficiency in the native language These students, even though they are considered to be English proficient, may not have the same level of English competence as do their Anglo peers. Therefore, regular classroom teachers must provide language development programs. Teachers must accept and respect language differences. They must also provide instruction to develop the language skills needed to be successful in the school context. The need for school language development is typical of students from lower socioeconomic environments. It may also be true of students who learn English from individuals who are not native speakers of English. The need for language development may be present in the native language and/or in English. They should not be prematurely exited from special language programs. Implications for Special Education A child whose native language skills are significantly deviant from those of age level peers from the same speech and language community is likely to have a disability. If language development programs are not provided, students may experience communication or achievement difficulties. These problems are related to inappropriate instruction, not to the presence of a disability. The education of children with language differences is the responsibility of regular educators. If teachers do not provide language development, students are likely candidates for remedial instruction or special education referral. If they do not have disabilities, special education should refuse to serve them. Special education teachers must be trained to provide native language and/or ESL instruction. Placement in and English language special education class, without adaptation, does not provide appropriate educational opportunities. Alba A. Ortiz, Department of Special Education, College of Education, the University of Texas at Austin Misconceptions about Language Acquisition McLaughlin (1992) cites five unfounded assumptions about language learning that can give teachers unrealistic expectations of the language-acquisition process in the classroom: • "Myth 1: Children learn second languages quickly and easily." Current research indicates that children have no biological advantage in learning languages, although social factors may favor child learners. Unlike adults, however, children do not have the command of vocabulary or memory techniques to help them easily acquire proficiency in a second language. • "Myth 2: The younger the child, the more skilled he or she will be in acquiring a second language." Instead, each age group has its own advantages and brings its own skills to the language-learning process. Research has found that older children are better language learners in a school setting, but younger children may have an advantage in learning correct pronunciation. • "Myth 3: The more time students spend in a second language context, the quicker they learn the language." On the contrary, studies of immersion programs indicate that time on task provides no advantage in second-language acquisition. Instead, McLaughlin (1992) notes that continued support in the home language has proven beneficial to children: "The use of the home language in bilingual classrooms enables children to maintain grade-level school work, reinforces the bond between the home and the school, and allows them to participate more effectively in school activities. Furthermore, if the children acquire literacy skills in the first language, as adults they may be functionally bilingual, with an advantage in technical or professional careers." • "Myth 4: Children have acquired a second language once they can speak it." In reality, proficiency in face-to-face communication does not imply the more complex cognitive proficiency that is required in classroom activities. McLaughlin notes, "All teachers need to be aware that children who are learning in a second language may have language problems in reading and writing that are not apparent if their oral abilities are used to gauge their English proficiency." • "Myth 5: All children learn a second language in the same way." Different learning styles and cultural communication methods have an impact on language learning, just as they do on other types of learning. McLaughlin says, "Effective instruction for children from culturally diverse backgrounds requires varied instructional activities that consider the children's diversity of experience." For further information, refer to Myths and Misconceptions About Second Language Learning (McLaughlin, 1992). Common Myths and Questions Why is it necessary to identify language minority students? Are we required to have an English-language assistance program? Yes. The U.S. Office for Civil Rights, Department of Education, through the Civil Rights Act of 1964, requires the identification of language minority students by level of English language proficiency. While some language minority students are able to participate fully in a curriculum designed for monolingual Englishspeaking students, others need language support services to further develop their English language proficiency. What if I only have a small number of students needing services? They, just as any special-needs students, require services. Have a staff teacher enroll in an ELL endorsement program (thus making your district eligible for state funding) and teach one segment a day gathering all eligible students in one location. Student transportation may be used for English Language Learners (ELL) (same rule that governs special education). Do ELL students learn English easily and quickly simply by being exposed to and surrounded by native English speakers? Learning a second language takes time and significant intellectual effort on the part of the learner. Learning a second language is hard work; even the youngest learners do not simply "pick up" the language. When ELL learners are able to converse comfortably in English, have they developed proficiency in the language? It can take 6-9 years for ELL students to achieve the same levels of proficiency in academic English as native speakers. Moreover, ELL students participating in thoughtfully designed programs of bilingual or sheltered-content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages. In earlier times, didn't immigrant children learn English rapidly and assimilate easily into American life? Many immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today. Do I need to speak the student's home language to teach ELL? No. Although knowing firsthand the experience of learning any second language is advantageous, it is not required. Teachers are encouraged to know some important words, ex: stop, danger, or phrases such as, "There is a fire…." in the language of the children they teach, especially if they have a very low English Proficiency level. The goal of ELL is to allow our students to fully participate in an English instructional environment, graduate from high school and seek further educational and vocational opportunities. The key is comprehensible input. With more exposure to the contextual use of English, the more acquisition will occur. If students sound fluent in English, why would we screen them for ELL? Conversational proficiency is the ability to use language in face-to-face everyday situations. In these situations the context is salient and the language demands are reduced. Academic English is in a context-reduced environment and the language demands are high. Classroom contacts also require stronger literacy skills and the ability to guess at meaning since both lecture and reading/writing situations reduce opportunities for feedback to check comprehension. As we all know with native English speakers, oral language skills are not always a predictor for literacy skills. Don't younger children learn a second language faster than older ones? No. Although younger students appear to have faster gains in fluency, learning a second language is equally difficult at any age. This does not contradict the research pointing to a critical period for initial (any) language exposure in very young children. The apparent gains in younger students reflect less fossilization in muscle movement affecting pronunciation, new information is normally more concrete than abstract and the vocabulary and structural requirements are not as extensive for younger children in any language. Do all children learn a second language the same way? Yes. Although patterns of language use may vary amongst cultures, the stages of how English is acquired do not vary. There is a natural order of English language acquisition with more salient features such as the progressive "-ing" suffix learned prior to the subtle "-ed" suffix for simple past. There are of course as many variables to learning language as there are to learning anything. These variables are individualistic not cultural. When viewing an ELL student's learning strategies keep in mind the factor of the child's history. The amount and quality of formal schooling a child has received both in the United States and in their home country has a great impact. Literacy skills are transferable no matter what alphabet is used in the first language. The student's first language or home culture should not be viewed as being a hindrance to learning any subject including ELL. Two Misconceptions about Learning English I. Students have acquired enough English to succeed in school once they can speak it. Even though students have acquired the ability to converse, it takes much more time to be able to use English in a variety of academic ways. Students may have perfect English pronunciation and appear as if they are native-like in their competence; however, they may still need a great deal of reading and writing practice using a variety of language activities. 2. Younger students have more potential to acquire competence in all aspects of English use. This is not necessarily true. Students who start learning English in grades K-3 may not have adequately achieved competence in their first language; as a result, they may have difficulty transferring concepts into English. On the other hand, adolescent students learning English for the first time are also at risk because they may not have enough time in school to practice and to acquire academic language equal to their grade level. The optimum time for students to succeed in academic use of English is when they start learning English between the ages of approximately 8-12. At this age students have usually acquired enough proficiency in their first language to attain conceptual knowledge in English, and they have enough time in school to catch up with their native speaker peers. Sources: 1 TESOL "1998 Training Others to Use the ESL Standards", Alexandria (VA); TESOL Larsen-Freeman, Diane (2000). 2 "Techniques and Principles in Language Teaching New York", Oxford University Press. The Immigrants: Myths and Reality To hear many anti-immigration groups tell it, people who move to the United States from abroad these days are a pretty sorry lot. Immigrants, these groups say, come here to suck up free social services, not to better themselves. If they do work, they steal jobs from Americans and increase unemployment. They bring all kinds of diseases with them, and once here they despoil the environment for native-born Americans. To many people, these kinds of statements have the ring of truth. But studies from an array of groups--from the conservative Cato Institute to the liberal National Immigration Forum to the nonpartisan National Academy of Sciences--give the lie to these unfounded allegations. Here is the truth about some of these myths: Myth: Immigrants use more government services than they pay for with their taxes. Reality: Actually, the National Academy of Sciences found that the average immigrant annually contributes $1,800 more in taxes than he or she receives in benefits. Over their lifetimes, immigrants and their children will each pay an average $80,000 more in taxes than they will receive in local, state and federal benefits combined. Because states provide most services used by immigrants, they can be net financial losers, while the federal government is typically a net gainer. Myth: Immigrants increase unemployment and reduce wages. Reality: In line with a number of other studies, the Cato Institute found that immigrants do not increase joblessness, even among the lowest-paid workers. The institute studied the relationship of unemployment and immigration between 1900 and 1989 and found "no statistically reliable correlation" between the two. Other studies have found that immigration either has no effect on wage levels or, at worst, a very slight effect on a very small number of the lowest paid jobs in high-immigrant areas. There is a consensus among business leaders that immigration is vital to maintaining economic growth. Federal Reserve Chairman Alan Greenspan said recently that immigration is critical to mitigating "inflation pressures". Myth: Immigrants bring disease. Reality: Even though most immigrants come from countries poorer than the United States, recent immigrants are healthier than the U.S.-born population in virtually every particular. The Cato Institute also found that general health indicators like birth weight and infant mortality are better among babies to immigrants than to U.S.-born mothers. Myth: Immigrants degrade the environment. Reality: Since 1965, when the current high levels of immigration began, there is no evidence that the environment has worsened overall. In fact, many environmental indicators like air and water quality have generally improved. The Cato Institute, citing the data's complexity, reported that it could not "prove a causal connection" between environmental problems and the number of immigrants entering the United States. Source: Southern Poverty Law Center Myths About Second Language Learning Several myths regarding second language learning prevail both among many lay persons and some educational professionals and policy makers. One intent of this document is to refute these myths. Myth 1: ESOL students learn English easily and quickly simply by being exposed to and surrounded by native English speakers. Fact: Learning a second language takes time and significant intellectual effort on the part of the learner. Learning a second language is hard work; even the youngest learners do not simply "pick up" the language. Myth 2: When ESOL learners are able to converse comfortably in English, they have developed proficiency in the language. Fact: It can take 6-9 years for ESOL students to achieve the same levels of proficiency in academic English as native speakers. Moreover, ESOL students participating in thoughtfully designed programs of bilingual or sheltered content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages. Myth 3: In earlier times immigrant children learned English rapidly and assimilated easily into American life. Fact: Many immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today. Culture “Our ability to give every child a chance to succeed in school depends upon a full understanding of culture and learning styles. After all, effective educational decisions and practices must emanate from an understanding of the ways that individuals learn. Consequently, knowing each student, especially his or her culture, is essential preparation for facilitating, structuring, and validating successful learning for all students.” Guild, 1994 Someone once said that when a teacher stands in front of his or her classroom, the student sees the culture. All of us are products of our culture. Who we are, how we think, how we respond to situations and other humans, are all influenced by the culture we share in our tribe, village or nation. It is impossible to put that influence aside because it is such a part of us. The ELL student has that same pervasive influence in his life and brings it with him into the classroom. It is crucial to remember that an exchange of cultural perspectives will characterize the relationship of the ELL student not only with the adults in authority in school, but also with peers. It becomes critical then, that all school personnel understand the need to become more adept at communicating cross-culturally and at helping both the ELL student and his peers to do the same. Some practices that can help at school are: • • • • • • • Create a welcoming environment at school for all children and parents. Use visuals (posters, art work, etc.) that reflect the diversity of the school population. Allow children to talk about their experiences in their home country. Allow children to share about celebrations, traditions, etc. in their own culture. Help all children in the classroom to recognize differences and to celebrate similarities. Encourage parents to participate in school “life” by providing interpreters. Have a school-wide Culture Fair. These are just a few ways to incorporate everyone’s culture in the daily life of the school. However, the most important habit is to reflect the tolerance and acceptance that will help every child to learn and succeed. See Culture Comparison Charts Source: P. Guild. May,1994. The Culture/Learning Style Connection. Educational Leadership. Vol 51. #8. Cultural Comparison Aspect Mexico USA Asian Family Family is the first priority. Children are celebrated and sheltered. Important: Extended family and obligation to each other Family is usually second to work. Children often minimally parented, are independent. Wife often fulfills dual roles. Nuclearfamily concept Family members have a clearly defined roles and individuals act in accordance with role expectations. Male and female roles are more interchangeable, greater equality of sexes, more freedom, interdependence and selfreliance among women. Male head of household and authority unquestioned. The wife is absorbed into her husband’s family. Women are subservient to their husbands. Do not achieve status until becoming a mother-in-law Children’s upbringing stresses obedience and respect for parental authority. Children’s upbringing is more permissive; independence and self-reliance are stressed Elder children have greater value. Elder children take on parental role and considered an authority figure Mixed religion “Master of own life” outlook. Religion Long Roman Catholic tradition. Fatalistic outlooks “As God wills” Education Often sacrificed as child feels obligated to help family make ends meet. Priority for the family. Parents want children to have a “better life” than they did Confucian influence is apparent. Represented as saint and teacher, thus teachers given great respect Nationalism Very nationalistic. Proud of long history and traditions Very patriotic. Proud of “America way of life” Assumes everyone shares his/her materialistic values The teaching great leaders such as Confucious and Buddah have shaped the cultural distinctive society of Asians. Difficult separating work and personal relationships. Sensitive to difference of opinion. Fear loss of face, especially publicly. Shuns confrontation Separates work from emotions/personal relationships. Sensitivity seen as weakness. Tough business front. Has difficulty with subtlety. One’s success honors oneself, parents, family and ancestors. Self-disciplined individuals. Dress and groom are status symbols Appearance is secondary to performance Gender Children Personal Sensitivity Personal Appearance Male superiority (machismo) protection and shelter women. Male and female roles are separated at an early age and rigidly outlined. Cultural Comparison Aspect Mexico USA Time Time is static entity. Life as it comes, there is little regard for punctuality or schedules. Is time-oriented. Life ordered along a time segmented continuum; emphasis on schedules, time appointments, etc. Punctuality is very important. Organized, orderly plan of life. Unsystematic and unplanned temporary experiences in everyday life. Friendship Status Ethics Asian Friendship patterns are casual, friendly and noncommittal. Unconcerned about the opinions of others, usually very self-confident and optimistic. Does not fear or think of failure.. Harmonious relationships with others are important. Friendships resemble sibling relationships so that friends are often called “brothers” and “sisters” Title and position more important than money in eyes of society Money is main status, measure and is reward for achievement Self-discipline is the unity of the society. One can rule family, kingdom and world. Truth is tempered by need for diplomacy. Truth is a relative concept. Direct Yes/No answers given and expected. Truth seen as absolute value. Philosophy focuses on human life and morality. Truth is a balance with people, matter and nature. Friendship patterns are restrictive, involve complete commitment, loyalty and devotion. Seeks the approval and the opinion of others, fears rejection, failure and deception LEARNING STYLES Hispanic • • • • • • • Tactile and visual learners Field sensitive Holistic approach Socially Oriented Non-competitive Incentives and motivations are important Teacher support and practice is needed Asian • • • • • • • • Visual learners Traditional lectures and notes Rote memorization, not application Saving face is important Social competition is strong Homework is expected Teachers are “Authority” Learning is associated with the written word Native American • • • • • • • • Visual learners Silent observers and patient Active listeners Group oriented Sharing is priority Homework needs to be justified Desires anonymity “Concrete” CLASSROOM Hispanic • • • • • • • Don’t snap “ok” gesture Eye contact is disrespectful No touching between sexes Emotionally expressive Personal space Personal honor Teachers are respected Copying and cheating is acceptable because it is not copying and cheating Asian • • • • • • • • Don’t point “come here” gesture “good luck” gesture Eye contact is rude Don’t touch the head Emotional, not logical (covers face) Personal space is very close P.E. can be difficult Conformity is priority Teachers are respected Copying and cheating is acceptable because it is not copying and cheating Native American • • • • • • • Eye contact is disrespectful No physical contact No outward emotions Personal space 2-3 inches P.E. can be difficult Group harmony is a priority Elders are respected Copying and cheating is acceptable because it is not copying and cheating FAMILY Hispanic • • • • • • • • • Extended family Young children are indulged Gender roles are well defined Family is high priority Teacher visit is significant School experiences may not be extensive Father is authority Economic issues Trust school Asian • • • • • • • • • Multi-generational Sons are important Gender roles are well defined Success honors whole family Teacher visit is significant School experience is usually complete Father is authority Desire to please parents Trust school Native American • • • • • • • • • Communal Discipline is less physical Gender roles redefined Family and tribe important Teacher visit is significant School experiences may be inconsistent Father substitute Allowed independence Distrust school Internal (Hidden) Cultural Characteristics To better understand the cultural filter that may affect children’s behavior; the following is a sample of some general, key cultural factors: Passive/Active Movement and Talking • In some classrooms, talking or moving about the classroom is usually teacher – directed. Implication for the classroom: How are children regarded who are more active and talkative? Verbal versus Non-Verbal Communication • Verbosity is interpreted by some cultures as friendly, outgoing or indicating a high level of language development, and by other cultures as rude. Implications for the classroom: If a child smiles or nods, do we assume he/she understands? Proximity and Touching • Some cultures value privacy and separate rooms vs. the importance of extended family and sharing living space. • In some cultures, demonstrative and informal behavior is common between children and adults. Implications for the classroom: What is the “zone of comfort” for interactions? (distant vs. pushy) Is there a small, close work space or wide-open work area? Do the children sit close together or spread out? Eye Contact • Some cultures show respect by not looking persons of authority in the eye Implications for the classroom: Is certain behavior interpreted as disrespectful? Could children be missing directions? Time • There are different perceptions of the concept of time: being on time or wasting time • Time runs vs. time walks • Relationships vs. punctuality Implications for the classroom: Are students late to school? Do they hand in assignments on time? Are tests based on speed? Gender • Cultures have different expectations of how boys and girls should behave and what is expected of them. Implications for the classroom: Is there a difference in the student’s performance if the assessor is male or female? Cooperation versus Competition • Come classrooms typically value competition and “doing better than others”. • Winners and losers • Working alone vs. cheating Implications for the classroom: What does “doing your best” mean? Family versus Individual Orientation • Some cultures place more value on the family than on individual achievement. Implications for the classroom: Is family pride a concern if the student fails or succeeds? Is there pressure to perform? Fate versus Individual Responsibility • Some cultures believe in individual responsibility, while others feel that control lies outside of themselves (God, fate, natural forces). • “We missed the bus” vs. “The bus left us”. Implications for the classroom: How do we perceive students who don’t accept responsibility for? their actions according to our expectations? Explanation for poor test preparation or performance? Adapted from Chamberlain and Landurand, 1991 by Beverly Fine, Illinois Resource Center, 2000 Parent Involvement Schools can increase the effectiveness of their bilingual and ESL programs by including a parent involvement program. Offering parents a significant role in their child’s schooling helps teachers and administrators develop and implement appropriate strategies. Parent involvement also directly benefits the students and parents themselves. A parent involvement program can be effective only if it addresses the needs of the community that it serves. An effective program requires that schools have an accurate picture of the population to be served, implement a variety of projects that meet the needs of the school, parents and students and monitor the program to make sure that stated goals are met. Program planners can determine these needs by learning about the parents’ backgrounds, concerns, and interests. Understanding these factors will help ensure that the program provides relevant services, responds to widespread interests, and makes use of the valuable resources parents can bring to the program. (note attached parent survey) Information that schools need to learn and know about parents include the following: Background Information • • • • • Language background of student and their parents Cultural values and practices of different linguistic groups Parents’ attitudes toward education Work schedules of parents Child care needs Information on Concerns and Interests • • • • Parents’ concerns about their child’s academic performance Parents’ knowledge or concern about their child maintaining their first language and/or English Parents’ ability and willingness to become involved in the school’s decision-making processes. Parents’ ability and willingness to assist in non-instructional school services Parental Involvement in a Multicultural Setting • In many cultures, teaching is left to the teachers • Many parents did not have opportunities for education and do not understand the US educational system Factors that Affect Parental Involvement Taken from: Fostering Home-School Cooperation Involving Language Minority Families as Partners in Education • • • • • • Length of residence in the U.S.: newcomers will especially need an orientation to clarify school expectations. English language proficiency: parents may find it intimidating to talk to school staff. Availability of support groups and bilingual staff: native language parent groups and bilingual staff can be crucial in building rapport. Translators can ensure that information is clear. Prior Experiences: Families may differ in the extent with which they are familiar and comfortable with schools. Different cultures view the parents’ role in very different terms. “Parents of minority language students often have deep reverence towards the school. In some cultures, teachers and administrators are highly respected professionals, and some parents may not be certain of how to respond when the program encourages their involvement in school activities.” (Careaga, 1998) Work schedules of parents: meeting times should be scheduled when most parents can attend. Child care needs: many parents need babysitting to attend meetings, and other school functions. How do we get parents involved in the school? Once parents’ background, concerns and interests are identified, program developers can design a parent involvement component that meets the needs of the school and parents. Some parents will be eager to participate, others may not. By making the programs relevant and convenient, parent participation can be maximized. To increase parent participation in school activities, communication with parents, opportunities to participate and parental supports are critical. The following strategies can assist school personnel in the planning and implementation process of a parental program. Communication with Parents • • • • • • • • • Make a positive first impression Maintain positive communication with parents Communicate directly with parents Familiarize parents with school buildings and system Provide frequent and flexible opportunities for parent conferences Promote and provide frequent opportunities for school visit Make parents feel some worth Think what you are asking of the parent Always have an interpreter available • Learn simple phrases English Spanish Good morning Good afternoon Hello Thank you Buenos dias Buenas tardes Hola Gracias Development of Effective Parent-Teacher Conferences • Parent Conferences: Bilingual staff contracts parents to put them at ease and clarify the purpose of the meeting. Scheduling for the working and non-working parents must be considered. Alternative times for conferences, such as early morning and evenings should be explored. Most importantly, it’s vital to let parents know that their participation is so important. • Information which the teacher can provide to the parent at parentteacher conferences: o The child’s academic and social behavior at school. o Areas of strength and weakness in various subjects. o Independent and guided work habits. o Relationships with teachers and other students. o Self-discipline and response to teacher authority. o Response to the rules of reward and punishment in school. o Ideas to help their child’s academic performance. o School policy on discipline. o The need for parental cooperation to help both in and out of the classroom and the important role that parents can play in the early learning years. • Information which the parent can provide to the teacher at parentteacher conferences: o Activities they do not want their child to participate in. o How much time is spent with the child in family activities. o Their expectations for the child at school. o The type of discipline the child responds to. o The child’s interests and hobbies. o Daily activities, television habits, children’s games and the child’s general behavior at home. Helpful strategies for Involving ELL Parents Mary Diaz, Comprehensive Center-Region VI, Minnesota Field Office • • • • • • • • • • • • • • • • Send a “Welcome” letter home at the beginning of the school year in the parents’ first language, giving details of the beginning of school and offering details about how and when they can be in contact with the school in their first language; Post friendly directional signs at the front entrance of the school in languages the parents can understand; Send school communications home in a language the parents can understand: (1) Translate written communications and (2) Send taped messages home for parents who do not read; Have a bilingual person make periodic friendly telephone calls to the home to see if there are any comments and concerns, making it very clear that this is routine and that their children have done nothing wrong Schedule tours of the schools with bilingual staff; Provide maps of each school with important information translated; Initiate as a school project a video tour of the school that parents can see in their homes, using ELL and mainstream students as narrators; Provide interpreters for parent conferences and all school functions for ELL parents; Produce a periodic newsletter for ELL parents, and all school staff, translating it into the languages of the parents and offering important school information as well as highlighting students, parents, and program events; Invite ELL parents to visit their children’s classrooms or for a school assembly to give demonstrations or perform; Have first language printed materials (children’s books, magazines, newsletters, community information) in a Parent Resource Room and help parents feel comfortable using them and checking them out to read themselves and to their children; Have a bilingual person available for telephone calls to the school at certain regular hours every week and be sure parents know that they can call and speak to someone who will understand them easily and be able to get answers to their questions; Provide transportation and child care for school functions whenever possible; Offer school news in the parents’ first language at a regularly announced time on a local radio station; Offer school news in the parents first language regularly in a local newspaper column; Start a “buddy” system with mainstream parents to help new ELL parents initially become familiar and comfortable with the school and understand procedures and parents roles • • • • • Compile a cookbook with recipes in two languages with recipe donations from parents and make it available to all staff and the community; Remember that many of the above suggestions will enhance your school’s or district’s involvement with multicultural educational experiences for all students; Generate other good ideas yourselves at a staff meeting. Provide parents with handouts such as “What Parents of ELL’s Should Know About Learning English” and “Ways to Help Children Learn to Read for Parents Who Do Not Read English”. ( Note Addendum) Provide parents with the “Parent Tips Handout” by Dr. Catherine Collier ( Note addendum) Common Time-Tested Parental Practices Parents can be asked to assist in the following : • Advisement of teachers and administration • Advocacy • Art/science activities • Bulletin Board • Calling other parents • Celebrations and awards • Classroom speaker • Clerical activities • Coffees • Cultural Events • Expert parent/speaker • Extracurricular activities • “Family of the Week” • Field trips • Fund-raising • Homework management and support • Learning a new language • Math and Science fun • Mentoring • Modeling learning and technology • Newsletters • Open House • Parent Resource Center • Photography • Pot lucks • Reading • School gardens • Selected television viewing (with parental guidance) • • • • • • • • Special events Story telling Supervising learning activities Training opportunities Translator/interpreter Tutoring Writing projects Young author’s day From: Barney Bérubé, (2000), Managing ESL Programs in Rural and Small Urban Schools, published by TESOL, Inc. Arlington, VA Parent Involvement: Major Resources, Linkages and Information Available to Assist State Education Agencies Overview The No Child Left Behind Act of 2001 defines parental involvement as regular, two-way, and meaningful communication between the parents and the school to ensure that parents are full partners in their children’s educational experience. The vision of the Secretary of Education and the Director of O.E.L.A. is that parents, community organizations, and governmental agencies will work together to make sure that no child is left behind. O.E.L.A. provides a specialist who has the responsibility of identifying and developing human and written resources to support this vision; forming linkages with other parent outreach specialists at the local, state, and Federal levels; and assisting the parents of English language learners to understand their rights and responsibilities under the Law. Resources Within Educational Department The O.E.L.A. Parent Involvement Specialist maintains a daily, on going, working relationship with his counterparts in other program offices and those offices that specifically address parent involvement under NCLB. This includes the Office of Parent and Community Involvement; The Office of Elementary and Secondary Education; The Office of Civil Rights; The Office of Safe and Drug Free Schools; and the Office of Faith Based and Community Organizations. Each unit listed above provides an abundance of human and material resources to facilitate effective parent and community involvement consistent with the Act. External to Educational Department O.E.L.A. has established linkage with such organizations as The National Coalition For Parent Involvement In Education (NCPIE). This is the Nation’s largest consortium of parent outreach specialists. Included in the membership of NCPIE are such well-known organizations as the National Parents and Teachers Association; The Council of Chief State School Officers; The National Education Association; and The National Council of La Raza. However, as an organization they have not, yet, focused their efforts on the specific needs of the parents of English language learners. The Plan The following specific support services, information, and resources are either immediately available to State and local educational agencies, or are in the process of development in pursuit of the effective involvement of the parents of English language learners, nationwide: 1. A brochure, for distribution, training, and presentation purposes that outlines, in layman’s language, the parents’ and schools’ rights and responsibilities under Title III, NCLB. (Available in Spanish and English) 2. A National Parent Leadership Training Workshop to facilitate the training and development of a national cadre of parent leaders to assist parents of English language learners to understand their rights and responsibilities under the Law. (This session will be planned in conjunction with the OELA Summit of 2003) 3. To facilitate, with the assistance of State Educational agencies, community organizations, Federal government parent specialists, and others, the National Coalition of Parents of English Language Learners. (NCPELL). The purpose of this organization is to expand the network of parents of ELL’s that are knowledgeable of the provisions and their rights under Title III, NCLB. 4. To prepare written resources, in a language that parents can understand, to further assist parents to understand their rights and responsibilities under the Law and to assist them in being a resource to their children in the learning process. (Such a document as “Helping Your Child Learn English” is an example of the type of resource.) 5. To develop a continuing communication link between the Parent Specialist of OELA, The Division of Consolidated State Grants, The National Clearing- house for English Language Acquisition, and the State Educational Agencies for the sharing of information on effective parent involvement practices throughout the Country. The Need 1. A National Parent Involvement Team consisting of three representatives of State Educational Agencies; Three members of the staff of the Division of State Consolidated Grants, and OELA’s Parent Involvement Specialist to facilitate and implement the above. 2. A daily network, through the Internet, of communication with OELA, NCELA, The National Coalition for Parent Involvement in Education, and (when established), the National Coalition for the Involvement of Parents of English Language Learners. The purpose of the network is to disseminate information on effective parent involvement practices for potential replication. James H. Lockhart ( [email protected]) “The way schools care about children is reflected in the way schools care about the children’s families.” Epstein, 1995 Parent Tips Handout By Dr. Catherine Collier Helping Your Children Become Bilingual • Speak your native language whenever and wherever possible • Use your dialect with comfort • Insist your children respond to you in the language in which they are addressed • Use your most proficient language • Speak with your children about what they are learning in school • Read books and magazines in your most proficient language • Balance the use of both your native language and English • Discuss clarification in your native language Helping Your Children Become Good Readers • Talk with your children about their experiences • Encourage your children to think about events • Read aloud to your children • Provide your children with writing materials • Help your children acquire a wide range of knowledge Helping Your Children Learn A Second Language Which You Do Not Speak • Ask your child to describe what they are doing in the second language class (using your native language) • Ask your child to describe or demonstrate their assignments using your native language and the second language • Ask your child to demonstrate one of the activities they have done in the second language class, explaining in your native language the vocabulary words they will be using in the second language • Ask your child to read a passage to you from their second language books and materials • Practice saying vocabulary words with your child. Have your child tell you what they mean in your native language • Ask your child and classmates to demonstrate some of their second language interactions for you • Have your child teach you and other family members greetings, yes/no, or simple words in the second language; use these during dinner or other family activities • Encourage your child to practice the second language communications everyday • Always use your most proficient language in the best quality you can with your children. Tell them to always respond in the language in which they are addressed, i.e. if you speak to them in the native language, they should respond in the native language and if you speak to them in the second language, they should respond in the second language • • • • • • • • • • • • Encourage your child by telling him/her how proud you are that he/she is learning a second language Do not feel discouraged if, at the beginning, your child seems nervous about this new experience. Some students may experience some stress initially. Parents need to be supportive and understanding of both their child and the teacher during the initial stages of second language learning. Do not expect your child to start speaking the second language after the first few days and do not try to force him or her to do so. Your child will start to use the second language at his or her own individual pace. Get to know your child’s teacher either by a phone call or a personal visit. Take the time to get involved in some of the class activities. The teacher will certainly appreciate your assistance and your interest in the class. Be actively involved in your child’s school Keep informed on second language education Encourage but do not force your child to speak the second language at home Never attempt to correct your child if you are uncertain of the correct expression or pronunciation. If you are familiar with the second language, model it through interaction with your child rather than by correcting him or her Do not give in to temptation to compare your child’s progress to that of the neighbor children. No two teachers and no two students work at the same rate Teach your child the songs and nursery rhymes that are part of his or her own heritage. Read to your child in your native language as you normally would. Take advantage of any opportunities to expose your child to the second language and its culture(s) outside of the school setting Let your child know that you are pleased with his/her progress. Speech & Language Development Here are some things parents can do to help children improve their speech, language and hearing. 1. Talk to your child about everything. Children need a lot of verbal stimulation from infancy on. Play games with sounds and words. Your children pick up most of their vocabulary from YOU. 2. Listen to your child and expand on his/her language. Use well-formed sentences that are a little longer than his/hers. Use new words. 3. Read to your child frequently. Talk about pictures and situations in books. Your child learns new words, concepts and patterns of speech from being read to. Read cereal boxes, signs-everything! Use the library and make reading a part of your daily life. 4. Provide new experiences. Take field trips, make things, do science experiments. Involve your child in daily activities. Talk about everything you do. 5. Play games with your child. S/he can learn coordination, how to follow rules, how to communicate with others and new concepts. Play hospital, zoo, store, restaurant or airport. Use puppets. These activities develop creativity and help your child learn about life situations. 6. Classify. Help your child sort things or make set so s/he will learn concepts of color, size, matching, comparison, etc. 7. Limit TV use to learning programs and spend more time in family interaction. 8. Make language and speech fun for your child. Reinforce his/her attempts and praise him/her. Do not allow other family members to tease, make fun of, imitate or label him/her. Math Here are some things parents can do to encourage children to think of themselves as mathematicians who can reason and solve problems. 1. Show your children that YOU like numbers. Play number games and think of math problems as puzzles to be solved. 2. From the time your child is very young, count everything. When you empty a grocery bag, count the number of apples. Count numbers of stairs, etc. 3. Put things into groups. When you do laundry, separate items of clothing: all of the socks in one pile, shirts in another and pants in another. Divide the socks by color and count the number of each. Draw pictures and graphs of clothes in the laundry. 4. Tell you children that anyone can learn math. Point out numbers in your child’s life: in terms of weight (pounds and ounces), measurements in terms of size, shapes, ages, temperature and time. 5. Help your children do math in their heads with lots of small numbers. Ask questions:”If I have four cups and I need seven, how many more do I need?” or “If I need twelve donuts for the class, how many packages of three donuts will I need?” Ways to Help Children Learn to Read for Parents Who Do Not Read English Mary Diaz, Comprehensive Center, Minnesota 1. Talk to your children, tell them stories, describe things in detail and in order. 2. Ask your children questions and listen to their answers. Ask why. Then discuss your and their points of view. 3. Show that you are interested in books and printed things. Tell stories from picture books. Talk about pictures in books and magazines and other printed things. Show the front and back, beginning and end of books, and top and bottom of pages. Have a special place in your house for books and other printed things. 4. Give your opinions to your children and ask them to express their opinions. 5. Ask your children to read to you, in any language. 6. Take your children to the public library and spend time there with them. Ask the librarian to help them find what they want or to read them a story. 7. Tell your children that it is important to read. They need to know that you think it’s important. 8. If possible, try to learn to read (in any language). Your children will be helped by your example. Ask your child’s school if they have reading classes for parents. Ask a friend or relatives to help you a few minutes every day. 9. Have written materials in your home. Examples could be: library books, newspapers, magazines, comic books, children’s story books, letters and notes, and catalogues. 10. If you have only a few things to read in your home, trade and share reading materials with friends, family, and neighbors. You can ask your school librarian and your child’s teacher for some suggested materials that help literacy development. 11. Turn off the television some times, and ask your children to read or write for awhile. 12. Let your children stay up five or ten minutes later if they use that time to read before bed. What Parents Of ELL Students Should Know About Learning English Mary Diaz, Comprehensive Center-Region VI, Minnesota Field Office 1. Your children don’t need to stop using and learning your home language in order to learn English. 2. Children who know their first language well will learn English better and more easily. 3. You can teach your children many important things at home in your home language that will help them to do better in school. 4. If you are proud of your home language and culture it will help your children. They and you, too can be successful in more than one language and cultural setting. Being able to communicate in each language is a talent. 5. Talk to your children, tell them stories, teach them to express their thoughts and feelings in your home language and it will help them to do this better in English. Encourage other members of your family to do this, too. 6. If you know how to read, read to your children in your home language. It is good for your children to see you read for pleasure, for work, and for useful information in any language that you can. It will help them learn to read in English better. 7. Some extra school activities that may not seem like serious study can actually be very good activities for your children to practice their English. Sometimes sports, music and school clubs are good for practicing English. It is good for your children to practice English with children their age both in school and in playing outside of school. 8. Children that are able to listen, speak, read and write in their home language will learn these things more easily in English. Keep In Mind That…. • Both the teacher and the parents are interested in the best interests of the child; • Many of the ELL parents may have had limited or no school experience themselves; • Parents are not language specialist; • Some of the parents of ELL students may not read in any language; • Parents may not sign and return forms that they cannot read (or even worse, they may); • You and the parents may have different ideas of what your role as a teacher and their roles as parents should be; • Some of the parents of ELL students may feel that their lack of English skills and formal schooling makes their presence in school more of an embarrassment than an attribute to their child’s education; • Many of the ELL parents of school aged children have much stress and trauma in their lives; • If parents of ELL students are not participating in school, there is a reason. Mary Diaz, Comprehensive Center-Region VI, Minnesota Field Office Ideas for Involving ELL Parents • Send a “Welcome” letter home at the beginning of the school year in the parents’ first language, giving details of the beginning of school and offering details about how and when they can be in contact with the school in their first language; • Post friendly directional signs at the front entrance of the school in languages the parents can understand; • Send school communications home in a language the parents can understand: (1) Translate written communications and (2) Send taped messages home for parents who do not read; • Have a bilingual person make periodic friendly telephone calls to the home to see if there are any comments and concerns, making it very clear that this is routine and that their children have done nothing worn; • Schedule tours of the schools with bilingual staff; • Provide maps of each school with important information translated; • Initiate as a school project a video tour of the school that parents can see in their homes, using ELL and mainstream students as narrators; • Provide interpreters for parent conferences and all school functions for ELL parents; • Produce a periodic newsletter for ELL parents, and all school staff, translating it into the languages of the parents and offering important school information as well as highlighting students, parents, and program events; • Invite ELL parents to visit their children’s classrooms or for a school assembly to give demonstrations or perform; • Have first language printed materials (children’s books, magazines, newsletters, community information) in a Parent Resource Room and help parents feel comfortable using them and checking them out to read themselves and to their children; • Have a bilingual person available for telephone calls to the school at certain regular hours every week and be sure parents know that they can call and speak to someone who will understand them easily and be able to get answers to their questions; • Provide transportation and child care for school functions whenever possible; • Offer school news in the parents’ first language at a regularly announced time on a local radio station; • Offer school news in the parents first language regularly in a local newspaper column; • Start a “buddy” system with mainstream parents to help new ELL parents initially become familiar and comfortable with the school and understand procedures and parents roles; • Compile a cookbook with recipes in two languages with recipe donations from parents and make it available to all staff and the community; • Remember that many of the above suggestions will enhance your school’s or district’s involvement with multicultural educational experiences for all students; • Generate other good ideas yourselves at a staff meeting. Mary Diaz, Comprehensive Center-Region VI, Minnesota Field Office Interpreters and Translators The appropriate use of individuals as interpreters for educational purposes is a major concern in providing quality services to children and families from nonEnglish speaking backgrounds. The significance of having trained interpreters in school setting should not be underestimated. Interpreting and Translating Neither interpreting nor translating is word for word equivalent. If done word for word, translation can often lead to an incorrect message. Interpreting and translating requires accurate conversion of a message from the point of view of its content, style and cultural concepts. An interpreter must receive training in interpreting techniques as well as background material specific to the field. What is the difference between an interpreter and a translator? An interpreter orally converts one language into another between two or more individuals who do not speak each other’s language. A translator converts one language to another in writing. Although the intent is the same, the skills and knowledge required of a translator is more extensive. Written translation requires knowledge of grammatical context, idiomatic expressions, syntax and colloquial terms as well as cultural concepts in both cultures and languages. Just because a person is “presumably” bilingual, one should not assume that the individual is qualified to be an interpreter or a translator. Why must trained interpreters always be used? Interpreting requires learned techniques and practice. Often bilingual staff members are called upon to provide interpreting services. The accuracy of the information converted from one language to another relies on the interpreter’s proficiency level in both languages. It is also important to note that English speakers can be at a disadvantage when using someone who is “presumably” bilingual. Unless the interpreter has been tested for proficiency in both languages, an English speaker may not be able to determine if the interpreter can accurately maintain the conversation. Untrained interpreters tend to edit information. Key words, concepts may be omitted, added, or changed in meaning. In addition certain words or concepts may not exist in one language or culture that exists in another. Lack of knowledge may impact a diagnosis, decision, or treatment plan. Untrained interpreters, especially family members may give unwarranted advice, opinions or may elect to withhold information. The biggest danger in using family members is that ethics are violated. The issue of confidentially is crucial. Why is it inappropriate to use children as interpreters? In the school setting you will often see parents as well as school personnel use children to interpret for them. Often it is assumed that after a year or two of school that children can use and understand English well enough to interpret. Children regardless of their English language proficiency are limited by their age and their experience. It puts a heavy burden on children to interpret a conversation that should be between adults. Using children to interpret for their parents inadvertently encourages this practice, resulting in children being kept out of school. Iowa House File 2241- Interpreters Bill The Iowa Legislators passed House File 2441-Interpreters Bill in April 2004. This bill allows the Iowa Commission of Latino Affairs to develop a state wide system of qualifications, protocols, listings and evaluation of interpreters. As this information becomes available, an update will be provided. Educational Equity Coordinator Roles and Functions State and federal regulations specify no specific duties or functions of the coordinator beyond the general requirement that she/he “coordinate” an agency’s compliance activities. The potential scope of such coordination responsibilities extend through every aspect of an agency’s policies, programs, and practices. However, there are five basic functions an effective coordinator is called on to do. They are the following: 1. Dissemination of information: to disseminate information about federal and state civil rights legislation to board members, administrators and all employees, students, parents and applicants for employment regarding their rights and responsibilities under the law. 2. Staff Development: To plan, facilitate or provide training for employees that will help them carry out the expectations of the laws. 3. Facilitate the Grievance Process: to mediate conflicts and to facilitate the use of the internal grievance procedure to be used when parents, staff or students allege they have been the victims of discrimination and harassment. 4. Documentation: to record or document the agency’s efforts to comply with civil rights laws and compliance activities. 5. Monitoring: to monitor and evaluate the implementation of equity programs, the incorporation of equity and multicultural, gender fair educations concepts into the Comprehensive School Improvement Plan. Educational Equity The condition that exists when educational programs challenge the learners, regardless of their race, national origin, gender, sexual orientation, disability, or socio-economic status, to perform at the boundary of their individual abilities and to test and extend their limits in school, at home and at work. This condition reflects fairness, justice and high expectations for all learners and provides alternatives to help students reach them. Diversity • Race • Gender • National Origin (Language) • Level of ability or disability • Age • Religion • Socio-economic status • Sexual orientation • Marital status Equity Review: Selection Criteria • Time Since Last Review • Review of Data • Demographic Changes • Concerns Raised by Staff, Students, Parents or Clients • Referrals from Other State Agency Reviews • Racial Isolation/Integration Plan • Requests Federal and State Civil Rights Laws Federal: • Title VI of the Civil Rights Act of 1964 (race & national origin) • Title IX of the Educational Amendments of 1972 (gender) • Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1992 (disability) • No Child Left Behind Act (2002) State: • Sections 280 and 216.9 of the Iowa Code (gender, race, national origin and disability) • Section 256.11 of the Iowa Code Multicultural, Gender Fair Education • Chapter 19B.11 of the Iowa Code (Equal Employment Opportunity & Affirmative Action) • Chapter 280 of the Iowa Code (services to English Language Learners) English Language Learners Principles to Remember 1. It is not necessary to give up or forget a first language in order to learn a second language. 2. Lack of skill and proficiency in English does not in itself make a student eligible for Special Education services 3. It may take a long time to learn English well enough to participate fully in an all-English language mainstream classroom (3-10 years) Court Decisions: 1. Lau vs. Nichols 1974: • Same treatment does not constitute equal treatment 2. Plyler vs. Doe 1982: • Refusing to enroll children of undocumented immigrants was unconstitutional 3. Diana vs. State Board of Education 1970 • Require special education testing to be done in the student’s primary language or in a language neutral way. Require districts to justify overrepresentation. Legislation: • Title VI Civil Rights of 1964 • May, 1970 HEW Memorandum • Bilingual Education Act, 1968 (amended in 1974 & 1978) • Equal Educational Opportunity Act of 1974 Iowa Code Chapter 280.4: Uniform School Requirement Legislation Requires: 1. Non-discrimination on the basis of national origin 2. Affirmative steps to rectify language deficiency related to inability to write or speak English 3. Informed notice to parents of school actions and activities which are called to the attention of other parents 4. Avoid including in or excluding from special education, gifted or tracking programs strictly on the basis of English language skills 5. Funding support for language assistance programs Sexual Harassment Unwelcome sexual advances, requests for sexual favors, sexually motivated physical contact, or other verbal or physical conduct or communication of a sexual nature when one or more of the following are met: • Submission to the conduct or communication is a term or condition, either explicitly or implicitly, of obtaining education • Submission or rejection of the conduct or communication is used as a factor in decisions affecting a person’s education • The conduct or communication creates an intimidating, hostile or offensive learning environment, which interferes with a person’s education Comprehensive Harassment Harassment on the basis of race, color, creed, religion, gender, age, disability, marital status or sexual orientation means conduct of verbal or physical nature that is designed to embarrass, distress, agitate, disturb or trouble persons when: • Submission to such conduct is made either explicitly or implicitly a term or condition of a person’s employment or advancement of a student’s participation in school programs or activities • Submission or rejection of such conduct by an employee or student is used as a basis for decisions affecting the employee or student Such conduct has the purpose or effect of unreasonably interfering with an employee or a student’s working or learning environment Harassment: Board Policy • Sets forth the school’s commitment to protect students from harassment and violence • Identifies types of harassment prohibited • Requires staff to report harassment • Explains how to report and who to report to • Describes steps the school will take when harassment is reported • Includes formal complaint procedures • Prohibits retaliation Ensures that parents, students, and staff are aware of their responsibilities Harassment and/or Discrimination Formal Complaint Procedures • • • • Notice to parents, students and employees of the process and how and where complaints can be filed Prompt, thorough and impartial investigation, including the opportunity to present witnesses and other evidence Notification of the outcome of the complaint consistent with any legally required privacy restrictions Effective remedies when discrimination is found Student to Student Harassment Davis vs. Monroe • • • First supreme court case to establish a private cause for action based upon student to student harassment Harassment must be severe and pervasive to the point that it undermines or detracts from the educational experience School administration knows about the harassment, but takes no action to stop it Harassment: Investigation of Complaints • • • • • • Interview with complainant Interview with alleged harasser(s) Interviews with witnesses Analysis of results Determination of action Notification and follow through Multicultural, Gender Fair Education and School Improvement • • • • • Diversity reflected on school improvement advisory committee Disaggregation of data by race, national origin, gender, disability and socioeconomic status Multicultural, gender fair education goals Diversity and MCGF related staff development Multicultural, gender fair standards and benchmarks 16 Principles: Inclusive Schools 1. Inclusive learning environment 2. Community engagement 3. Educational choices and alternatives 4. Inclusion and socioeconomic status 5. Inclusive curriculum (MCGF) 6. Staff development 7. Parental and Family involvement 8. Staff diversity/role models 9. Equitable resources 10. Inclusive leadership 11. State leadership and local flexibility 12. Accountability for student achievement 13. Emphasis on voluntary over involuntary 14. School board decision-making and inclusion 15. English Language Learners and students with disabilities 16. Inter-district collaboration and open enrollment Teacher Resources Books Explanations Adding English Helping ESL Learners Succeed Written by Katherine Maitland & Published by Good Apple. This is a very basic, but helpful 111 page book and includes information on how to integrate language learning in the content areas. The More than just surviving Handbook ESL For Every Classroom Teacher Written by Barbara Law and Mary Eckes Published by Peguis This book offers a lot of information on SLL. It is a good book for teachers with several ESL students in one classroom, for districts, or schools to share. Making Content Comprehensible for English Language Learners: The SIOP Model. Written: Echevarria, J. Vogt, M., & Short, D.J. (2000) Boston, MA: Allyn and Bacon This book outlines a list of 30 indicators of effective instruction for English language learners in the content classroom, which makes up the Sheltered Instruction Observation Protocol (SIOP). The researched list is divided into manageable chapters that include teaching vignettes that illustrate and explain examples and non-examples for each indicator. This book forms a meaningful basis for a professional development program that includes study, collaboration and implementation, monitoring and feedback. So Much to Say: Adolescents, Bilingualism, & ESL in the Secondary School. Written by: Faltis, C.J. & Wolfe, P., eds (1999). New York: Teachers College Press A great collection of information on many aspects of educating secondary LEP students. Several chapters are dedicated to each of the following topics: the students, the curriculum, and program considerations. Culture Bound: Bridging the Culture Gap in Language Education. Written by: Valdes, J.M. ed (1986). New York: Cambridge University Press A solid collection of work on issues of language and culture, and culture in the classroom. The authors of the chapters within take a subject that is often dealt with gingerly or quaintly and enlighten the reader with researchbased, useful information and examples. The Teacher’s Handbook; Contextualized Language Instruction. Written by: Shrum, J.L., & Glisan, E.W. (1994). Boston, MA: Heinle and Heinle This is great resource for language teachers to learn about or update their instructional methods. Designed for teachers of any language, this handbook starts with a review of current research on language instruction and provides examples for moving from theory to practice. The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Written by: Uhl Chamot, A. & O’Malley, J.M. (1994). Reading, MA: Addison-Wesley CALLA has earned its good reputation for supporting comprehensive, schoolwide programs for language learners. The CALLA approach requires commitment and participation from school administration as well as teachers, however, so do not use this as a textbook for individual teacher professionals’ development. There are, however, useful diagrams and examples from different content areas that effectively supplement any of the above resources on sheltered instruction. The Learning Strategies Handbook. Written by Uhl Chamot, A., Barnhardt, S., El-Dinary, P.B. & Robbins, J. (1999), White Plains, NY: AddisonWesley Longman This follow-up to CALLA takes the chapter on learning strategies and expands it into a full-length, teacherfriendly book. It includes 5 phases for teaching students to use the thinking strategies that research has shown most successful student employ. Also included are sample lessons that integrate learning strategies into classroom instruction. This book has only one shortfall: it is geared too exclusively to language teachers. This approach is highly recommended for content teachers, who will have to think a little harder to apply it to their area due to lack of content examples. Used in a professional development program that provides collaborative discussion, practice, implementation and follow-up, this book is a great resource for helping teachers help students learn to learn better. The Classroom Teacher's ESL Survival Kit, by Elizabeth Claire & Judie Haynes (Prentice Hall, 1994). The Inner World of the Immigrant Child, by Cristina Igoa (St. Martin's Press, 1995). Living Things: Concept Science: This series of eleven books is an excellent introduction to basic concepts about animal classification. Using very simple language, each book clearly develops the basic attributes of nine classifications of animals. There is a quiz at the end of each book along with a few pages of activities. Books for children that address the newcomer experience: I Hate English!, by Ellen Levine (Scholastic Inc., 1995). How My Family Lives in America, by Susan Kuklin (Simon & Schuster, 1992). Journey to America, by Sonia Levitin (Aladdin, 1987). Helpful Websites These sites include a wealth of resources, from legal information to professional research articles to collections of sample language and sheltered instruction programs and grant opportunities. Center for Applied Linguistics 1118 22nd Street NW Washington, DC 20037 (202)-429-9292 http://www.cal.org The Center for Applied Linguistics (CAL) is a private, nonprofit organization that has been involved in applying research and information about language and culture to educational, cultural, and social concerns since 1959. Center for Research on Education, Diversity & Excellence University of California, Santa Cruz 1156 High Street Santa Cruz, CA 95064 (831)-459-3500 ~(831)-459-3502 (fax) www.crede.ucsc.edu The OERI’s Center for Research of Education, Diversity & Excellence (CREDE) is one of five national educational research and development centers that assists the nation’s diverse students at risk of educational failure to achieve academic excellence. National Clearinghouse for English Language Acquisition & Language Instruction Education Programs At George Washington University 2121 K. Street, NW, Suite 260 Washington, DC 20037 http://www.ncela.gwu.edu http://www.ncela.gwu.edu/classroom/toolkit/index.htm classroom ideas and strategies Southwest Educational Development Laboratory 211 East Seventh Street Austin, TX 78701-3281 http://www.sedl.org TESOL: Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200 Alexandria, Virginia, 22314 USA Tel: 703-836-0774, FAX: 703-836-7864 http://www.tesol.org U.S. Department of Education 400Maryland Avenue, SW Washington, DC 20202-0498 1-800-USA-LEARN www.ed.gov The English Language Learner Knowledge Base Developed by: The University of Oklahoma Region VII Comprehensive Center and Northrop Grumman Information Technology Applied Science & Technology www.helpforschools.com This is a centralized electronic warehouse containing: forms, communications, sample policies, legal guidance, and “hand-picked” websites. About.com’s Guide to English as a Second Language http://esl.about.com This site includes quizzes, vocabulary study pages, interactive polls, chat rooms, pen pal information, and a weekly e-mail newsletter. U.S. Citizenship Study pages http://www.uscitizenship.org This site offers a web-based course to help immigrants prepare themselves to take the U.S. citizenship test. CNN Newsroom for ESL http://lc.byuh.edu/CNN_N/CNN-N.html Real reports aired on CNN are formatted as cloze exercises on this Web page. Students may fill in answers and obtain immediate results. Most of these exercises are suitable for students who are working at an intermediate to advanced level. Colorful Clothesline http://easternlincs.worlded.org/docs/clothing/index.html This is a lesson created to introduce level 1 ESL students to clothing, colors, and color patterns. Students can test their knowledge of colors of clothing. Select a category below to practice vocabulary. Then take a quiz to test what was learned. www.escort.org printable kits for elementary and secondary teachers http://teacher.scholastic.com/prducts/bilingual.htm bilingual resources www.leapfrogschoolhouse.com English Language Development products for “leapfrog” and bilingual Dave’s ESL Cafe www.eslcafe.com Dave’s ESL Café offers a chat room for students and teachers, a graffiti wall for students, and a message exchange board. The Café also includes pages on phrasal verbs, current slang, idioms, and quizzes on a variety of topics. For teachers there are ideas pages, job boards, a bookstore, and link to other ESL websites. E.L. Easton Materials for Teaching English http://eleaston.com/english.html This site offers links to numerous resources on the web that ESL teachers can use to support their instruction such as song lyrics, maps, calendars and clocks, newspapers, and country profiles. Everything ESL www.everythingesl1.net This site features lesson plans, teaching tips, downloadable classroom activities, discussion topics, and resource picks. First Find Info http:///www.firstfind.info This is a collection of websites reviewed by librarians that provide basic information about a wide range of topics. All the websites are accurate, up-todate and easy to use, including topics on Government, Health, History and immigration for ESL learners. Internet for ESL Teachers http://edvista.com/claire/internet-esl.html This site has links related to the Internet with ESL teachers in mind. Learn English-Have Fun http://www.englishday.com This site has word games like crosswords, hangman, ESL word-soup, and English test. NCLE www.cal.org/ncle The National Clearinghouse for ESL Literacy Education features ERIC digests on-line. These materials cover a wide range of topics on ESL literacy education. Oxford Picture Dictionary Online http://www.picturedictionary.org/opd Created as a companion to the print version of the Oxford Picture Dictionary, this site offers a changing online lesson that correlates to material in the textbook. Puzzlemaker http://puzzlemaker.school.discovery.com DiscoverySchool.com offers this puzzle generation tool that helps teachers create or customize word searches, crossword puzzles, math puzzles, and mazes for their classes. Translation sites: www.eduportal.com (language translation library-forms in many languages) www.freetranslations.com http://babelfish.altavista.com www.KSVN.com/anhviet.htm http://sangenjaya.arc.net.my/sent/index-e.html Office of Civil Rights http://ed.gov/offices/OCR/ELL The United States Department of Education’s Office of Educational Research and Improvement supports university-based national educational research and development centers to address nationally significant problems and issues in education, and to help strength learning for all students in U.S. The ESL Loop www.linguistic-funland.com/esloop The ESL Loop is a list of sites relevant to English language teaching and learning on the World Wide Web www.eslgames.com Software Usborne's Animated First Thousand Words With this CD-ROM from Scholastic, students can click on a picture, hear the words, and see how they are written in 35 scenes from everyday life. Originally designed to help young native speakers of English learn to read, this program is a great beginning vocabulary builder. In order to find this CD on the publisher's website, do a search from the homepage using the exact title. I purchase this item from Educational Resources at http://www.edresources.com/ Suggested ELL Resources for Schools Districts A Picture Dictionary (Addison Wesley, Longman, and Oxford all publish picture dictionaries and accompanying materials). Amazing English: How to Handbook by Walter (Addison Wesley) Authentic Assessment for English Language Learners by O’Malley and Pierce (Addison Wesley publication) Classroom Teacher’s Survival Kit #1 by Claire and Haynes (Alemany Press) Cooperative Learning by Spencer Kagan (Kagan Publications) Curious and Creative by Green (Addison Wesley) ESL Standards for Pre-K-12 Students (TESOL publications) Fifty Strategies for Teaching English Language Learners by Herrill (MerrillPrentice Hall) Kids Come in All Languages, eds. Spangenberg-Urbschat and Pritchard (TESOL publications) Managing ESL programs in Rural and Small Urban Schools by Barney Berbube (TESOL publications) Myths and Realities by Samway and McKeon (Heinemann) Teaching to Diversity by Mary Meyers (Addison Wesley) The CALLA Handbook by Chamot and O’Malley (Addison Wesley) The Complete ESL/EFL Cooperative and Communicative Activity Book by Sloan (National Textbook Company) The ESL Teacher’s Book of Lists by Kress (Prentice-Hall) The First Step on the Longer Path: Becoming an ESL Teacher by Ashworth (Pippin Publishing-Canada) The Learning Strategies Handbook by Chamot et al. (Longman) The More than Just Surviving Handbook: ESL for every classroom teacher by Law and Eckes (Peguis Publishers-Canada) TESOL Publications can be ordered by mail, telephone, FAX, or the web from TESOL Publications PO Box 753 Waldorf, Maryland 20604-0753 Telephone toll free: 1-888-891-0041 Fax: 301-843-0159 Two publishers/distributors that carry many ELL resources from a variety of different publishers, including most of the titles listed above: ALTA Book Center (1-800-ALTA-ESL or www.altaesl.com) DELTA Systems Co. Inc (1-800-323-8270 or www.delta-systems.com)