1. Students with Unique Learning Needs Specific Considerations in Evaluating Teachers of English Language Learners and Students with Disabilities Broome-Tioga BOCES March 18th, 2013

2. Elements of Lead Evaluator Training
New York State Teaching Standards and Leadership Standards
Evidence-based observation
Application and use of Student Growth Percentile and VA Growth Model data
Application and use of the State-approved teacher or principal rubrics
Application and use of any assessment tools used to evaluate teachers and principals
Application and use of State-approved locally selected measures of student achievement
Use of the Statewide Instructional Reporting System
Scoring methodology used to evaluate teachers and principals
Specific considerations in evaluating teachers and principals of ELLs and students with disabilities

3. New York June 2011 Graduation Rate Calculated College & Career Ready*
Graduation under Current Requirements
Calculated College & Career Ready*
% Graduating
All Students
74.0
34.7
American Indian
59.6
16.8
Asian/Pacific Islander
82.4
55.9
Black
58.4
11.5
Hispanic
58.0
14.5
White
85.1
48.1
English Language Learners
38.2
6.5
Students with Disabilities
44.6
4.4
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.
Source: NYSED Office of Information and Reporting Services 3

4. ESL & Special Ed: Similarities
Students with unique learning needs
Shared responsibility among teachers
Federal civil rights legislation
Common Core Standards & Assessments
Testing accommodations available
Service model options

5. ESL & Special Ed: Differences
No IEP
Individualized Education Plan
Parents cannot opt out
Parent must approve participation
Single classification: LEP
Multiple classifications
Identification & exit based upon standardized test
Identification & exit based upon comprehensive evaluation
Developmental continuum leads to bilingualism
Developmental trajectories differ greatly

6. Specific Considerations in Evaluating Teachers of ELLs
Adam Bauchner
Director
How many of you have ELLs in your building?
How many of you supervise ESL teachers?
How many of you supervise other teachers of ELLs?
How many of you, when you were teachers, were ESL teachers?
How many of you were teachers of English Language Learners?
How many of you are served by an itinerant ESL teach?
One ESL teachers for the building?
Multiple ESL teachers in a building?
Bilingual program? SIOP training?
For those of you with English Language Learners, raise your hands if in your school they are performing & achieving as well as their Native English Speaking peers?

7. Agenda for ELLs Section
Context
Which teachers?
NYS Regulations
Service Models
Evaluation of Best Practice
Ask about students
Ask about curriculum
Ask about instruction

8. Some things look the same, but are different
Some things look the same, but are different. Some things look different, but are the same.

9. My goal in this presentation is to provide you some basic tool to distinguish between them. I will describe a basic framework for understanding best practice with ELLs. This includes understanding the students, the curriculum, and the instructional practice that research shows is best suited for increasing outcomes fro ELLs. Recognizing that the total evaluation process is complex and to some extent contact-bound, I want to help you learn how to see, hear, and talk about teaching English Language Learners.

10. Objectives Participants will be able to:
Understand NYS regulations regarding English Language Learners.  
Describe “language objectives” and “sheltered instruction”.  
Evaluate and develop best instructional practice for ELLs.

11. Pre-Assessment: Self-Evaluation
Adam Bauchner, RBERN
11/6/2012
Pre-Assessment: Self-Evaluation
I wonder if this will help with state tests?
Do I need to speak other languages?
Is this all for those few students?
Indian River MS & HS

12. Which teachers?? “ESL Teachers” “Teachers of ELLs”
Linguistics & second language acquisition (SLA)
Cultural components
ESL standards, curriculum & assessment
Best instructional practice for ELLs
Training or experience with content areas?
Any teacher with ELLs
Any subject
Any grade level
Generalists & specialists
Training or experience with ELLs & SLA?
These teachers rely on each other. Neither group can succeed without support from the other. Collaboration time has always been vital- the new APPR system underscores this. Please consider, do I need to change systems and schedules within my building to increase this collaboration? Do I need to change the culture in my building?

13. Commissioner’s Regulations CR 154*
ID Process (CR 117)
Services models
Services minutes
Testing accommodations
*Also the name of the annual report

14. Commissioner’s Regulations CR 154*
*Also the name of the annual report
Even if there are no ELLs, your district submits a “zero report”.
Every district has one “Program Coordinator” responsible for this reporting.
Do you know who is your district’s ESL program coordinator?

15. Check the FAQ
Use the
FAQ.

16. Service Minutes “Language Allocation Policy”

17. Service Minutes
1 unit = 180 minutes per week
2 units =360 minutes per week
3 units= 540 minutes per week
Minutes per week do not need to be exactly the same every day, keeping in mind the needs of the students.
K-8
9-12
Beginner & Intermediate:
2 units = 360 m/week = 72 m/day
Advanced:
1 unit = 180 m/week = 36 m/day
Beginner:
3 units= 540 m/week = 3 periods/day
Intermediate:
2 units = 2 periods /day
1 unit = 1 period /day

18. Testing Accommodations Mandatory on state tests, local decision on local tests
Extended Time
Best location
3rd read on listening sections (ELA & Regents)
Bilingual dictionaries or glossaries
Simultaneous dual language testing
Translator or interpreter

19. Mathematics 2006-2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4
2012: 64.8% 19

20. Mathematics 2006-2012 Grades 3-8 Combined Percentage of ELLs Scoring at Levels 3 and 4
2012: 34.4% 20

21. English Language Arts 2006 – 2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4
2012: 55.1% 21 21

22. English Language Arts 2006 – 2012 Grades 3-8 Combined Percentage of ELLs Scoring at Levels 3 and 4
2012: 11.7% 22 22

23. English as a Second Language (ESL)
Service Models
English as a Second Language (ESL)
Push-in
Pull-out
Combo
Content area support
No opting out
Bilingual Education
Transitional
Two-Way
Rule of 20: One building, one grade level, one language
Parents can opt-out

24. Please tell people at your table one new thing you learned about ESL regs.

25. What questions remain about the ESL regs?

26. Agenda for ELLs Section
Context
Which teachers?
NYS Regulations
Service Models
Evaluation of Best Practice
Ask about students
Ask about curriculum
Ask about instruction

27. Ask about Students
Emergent Bilinguals: One thing we know: If we can successfully educate bilingual people, we are creating an amazing resource for our communities. Bilingualism pay off academically, cognitively, emotionally, socially, culturally, economically. The first step in succeeding with English Language Learners or Emergent Bilinguals is a deeply help conviction of the value of these students and all they bring and all their potential. Any teacher who sees them as deficient, as extra work, as a burden, cannot succeed.

28. 5 Stages of Second Language Acquisition
Preproduction 
Early Production 
Speech Emergence 
Intermediate Fluency 
Advanced Fluency 
Stage I: Pre-production
up to 500 words in their receptive vocabulary, will repeat, will listen attentively and copy words from the board. respond to pictures and other visuals. Exhausting
Stage II: Early production
last up to six months, receptive and active vocabulary of about 1000 words, one- or two-word phrases, short memorized language chunks
Stage III: Speech emergence
vocabulary of about 3,000 words, simple phrases and sentences, ask simple questions, initiate short conversations with classmates.
BICS: Basic Interpersonal Communication Skills
CALP: Cognitive Academic Language Proficiency
Stage IV: Intermediate fluency
vocabulary of 6000 active words, more complex sentences when speaking and writing , will ask questions to clarify , able to work in grade level math and science classes with some teacher support, students will use strategies from their native language to learn content in English, writing at this stage will have many errors , time for teachers to focus on learning strategies
Stage V: Advanced Fluency
4-10 years, near-native, exited from ESL, need continued support

29. 5 Stages of Second Language Acquisition
Preproduction: 0-6 months
Early Production: 6-12 months
Speech Emergence: 1-3 years
Intermediate Fluency: 3-5 years
Advanced Fluency: 5-7 years
Stage I: Pre-production
up to 500 words in their receptive vocabulary, will repeat, will listen attentively and copy words from the board. respond to pictures and other visuals. Exhausting
Stage II: Early production
last up to six months, receptive and active vocabulary of about 1000 words, one- or two-word phrases, short memorized language chunks
Stage III: Speech emergence
vocabulary of about 3,000 words, simple phrases and sentences, ask simple questions, initiate short conversations with classmates.
BICS: Basic Interpersonal Communication Skills
CALP: Cognitive Academic Language Proficiency
Stage IV: Intermediate fluency
vocabulary of 6000 active words, more complex sentences when speaking and writing , will ask questions to clarify , able to work in grade level math and science classes with some teacher support, students will use strategies from their native language to learn content in English, writing at this stage will have many errors , time for teachers to focus on learning strategies
Stage V: Advanced Fluency
4-10 years, near-native, exited from ESL, need continued support

30. 5 Stages of Second Language Acquisition
Affects:
Questioning strategies
Response expectations
Level of independence 

31. English Language Learners English Language Learners
Differentiation
For
English Language Learners
Among
English Language Learners

32. Sub-Groups Of LEP/ELLs
Long Term LEP/ELLs (LTL)
Students With Disabilities who are LEP/ELLs (SWD)
Former LEP/ELLs
New Immigrants
Students with Interrupted Formal Education (SIFE)

33. What other differences do you find among ELLs?

34. So we need to ask: “Who are your ELLs? What are their specific needs?
How is this lesson tailored to help them?”
Teachers of ELLs probably won’t be able to answer these questions without some training in SLA and consulting with ESL teachers

35. Ask about Curriculum Language Goals Content Goals Dual Objectives

36. Content Goals Usually drawn from state standards for the content area
Recognized by verbs related to knowledge of the content area:
identify, analyze, rank, construct, graph, divide, solve, visualize, design.

37. Language Goals
Address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives:
read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft
Also key vocabulary, language functions, and language learning strategies.

38. Explain the effects of smoking on health. Language Objectives:
Content Objectives:
Students will be able to
Explain the effects of smoking on health.
Language Objectives:
Explain to a partner the effects of smoking.
One consequence of smoking is ___________.
Smoking leads to _____________.
Smoking causes _____________.
Smoking increases the risk of _____________.
Smokers are more likely to ___________ than nonsmokers.
In the reading, highlight the effects of smoking.

39. Content Objectives: Language Objectives: Students will be able to
Explore three decisions about the atomic bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orally
Decision A: Whether to build an atomic bomb
Decision B: Whether to drop an atomic bomb
Decision C: Whether Truman made the right decision
Language Objectives:
Read information in a small group for each decision and reach consensus on a position by listening and discussing
State their position and orally defend it in a class dialogue
Disagree with prior speakers in a respectful manner
In writing, defend a position on whether or not it was justifiable to use the bomb on Japan

40. What does a teacher need to know in order to identify dual objectives?

41. So we need to ask:
“What are the lesson’s content objectives and language objectives?
How did you determine these objectives?”
Interdependence of teachers of ELLs & ESL teachers.

42. Factors Affecting Language Learning
Motivation
Reading & Writing
Skills in 1st Language
How different is 1st language from new language.
How much English is in the home?
Age
Personality & Learning Style
Peers & Role Models
Quality of Instruction
Cultural Background

43. Ask about Instruction
“Sheltered Instruction” Definition: An approach to teaching content to English Language Learners in a strategic way so that they both access the subject matter and improve their English.

44. Eight Components:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

45. Not for summative evaluation.
Rubric on Handout:
For use by trained teachers and administrators
For self-evaluation
For peer observation
Not for summative evaluation.

46. Best Instructional Practice for ELLs
Start with what the kids bring:
Culture
Language
Personal Experiences
Academic Experience
Funds of Knowledge

47. Best Instructional Practice for ELLs
Provide lots of comprehensible input.
Speak slowly & clearly
Controlled, simplified vocabulary.
Minimize idiom
Use gestures & visuals
Check comprehension frequently
This is when people start to be concerned about pace & rigor for native English Speakers.
1. A lot of what is best practice for ELLs is best for any struggling student.
2. Yes, teachers need to differentiate so kids who can move faster & deeper have opportunities to do so, whether or not there are ELLs in the room.
3. Common Core: Pressure to slow down, build language & literacy, go deeper for higher order thinking skills. We can’t just race through any more.

48. Best Instructional Practice for ELLs
Teach strategies
Check comprehension frequently
The person who is doing the most learning is doing the most talk. See: “ESL Shadowing”

49. Best Instructional Practice for ELLs
Provide lots of opportunity to use English.
Students speaking a lot
Extra processing time
Affirm communicative ability
Correct with modeling
Check comprehension frequently
The person who is doing the most learning is doing the most talk. See: “ESL Shadowing”

50. Best Instructional Practice for ELLs
Practice all four language modalities:
The person who is doing the most learning is doing the most talk. See: “ESL Shadowing”

51. Best Instructional Practice for ELLs
Keep anxiety low.
All students benefit from this. Brain research tells us, we just don’t learn as well when we’re stressed out. For students learning both content & language, the likelihood of stress is higher, and the penalty doubled.
Check comprehension frequently for corrective measures, to lower anxiety.

52. So we need to ask: “How are you sheltering instruction for your ELLs?
How do you check comprehension and progress?”

53. Application Questions
Which aspects of this presentation tie in directly with your teacher evaluation rubric?
What can you do for a teacher who is developing or ineffective in teaching ELLs?

54. Next Steps
Crosswalk these ideas with your districts evaluation rubric.
Practice evaluation with videos, norming levels of rigor.
Contact Network Team or RBERN for further support.

55. http://rbern.ocmboces.org/ RBERN Resources Website Resource Library
Contacts for Translators & Interpreters
List
Quarterly Administrators Meetings

56. Resources on OBE-FLS Webpage
LEP/ELL Program Evaluation Toolkit
Bilingual Glossaries
FAQ
“Art as a Tool for Teachers of ELLs”
“Guide for Parents of Limited English Proficient Students in New York State”
“Promising Instructional Practices for Secondary English Language Learners(7-12)”
“Response to Intervention (RtI)”
“Suggested Spanish Literature and Reading Books”
“Technology in the LEP/ELL Classroom”

57. Post-Assessment: Self-Evaluation
Adam Bauchner, RBERN
11/6/2012
Post-Assessment: Self-Evaluation
I wonder if this will help with state tests?
Do I need to speak other languages?
Is this all for those few students?
Indian River MS & HS

58. Please complete the evaluation.

59. 10 Minute Break