Presentation on theme: "Hawaii English Language Learner (ELL) Program January 18, 2014 Andreas Wiegand OCISS ELL, Educational Specialist Phone: 203-5544"— Presentation transcript:
Hawaii English Language Learner (ELL) Program January 18, 2014 Andreas Wiegand OCISS ELL, Educational Specialist Phone:
Hawaii Department of Education Statistics Source: HIDOE Website
Source: Superintendent ’ s Annual Report
Number and Percent of Public School Students Participating in Programs for English Language Learners Source: National Center for Education Statistics
Number and % of ELLs Participating in ELL Programs
2011 ELL Counts: 18,922+ Students Speaking 53+ Languages (Top 12 Below) Source, 2011 ELL “Most Used” Languages. (Note, approximately 33% of ELLs, indicate English is their most used language)
ELL Program Mission English Language Learners (ELLs) will meet state standards and develop English language proficiency in an environment where language and cultural assets are recognized as valuable resources to learning.
ELL Program Goals The goals of the ELL Program for all schools are to ensure that students will: 1. Acquire a level of English proficiency that will provide them with equal opportunities to succeed in the general education program. 2. Achieve the HIDOE content standards and English language proficiency standards at levels to be able to exit the program. 3. Possess the language, knowledge and skills to graduate and pursue post- secondary education and/or careers. 4. Develop an understanding of and appreciation for diverse cultures.
Legal Basis for ELL Program 1.To meet obligations under the Equal Educational Opportunities Act of 1974, 20 U.S.C. § 1703(f) (hereafter “ EEOA ” ) 2.Title VI of the 1964 Civil Rights Act, 20 U.S.C. § 2000d et seq., and its implementing regulations at 34 C.F.R. part 100 (hereafter collectively “ Title VI ” )
Identification Use SIS-10 registration form to identify potential ELLs identified based on: – First Language – Most Used Language – Language Most Spoken in Home If a language other than English is spoken, a student may qualify for supplemental ELL Program services
Assessment & Program Placement Screener/Placement Test: W-APT™ given upon referral or arrival (World-Class Instructional Design and Assessment (WIDA)- ACCESS Placement Test) w/in 14 calendar days and entered into database. Annual Assessment for ALL ELLs in February: ACCESS for ELLs ® ( Assessing Comprehension and Communication in English State-to-State for English Language Learners). –Hawaii NCLB State Consolidated Application states all ELLs are counted under Title III
Continuum of Proactive Supports for Early Intervention & Prevention
Language and Content Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.
Example: Content-Based Instruction 1.Main goal is English language skill development 2.Secondary goal is to prepare the students for the regular English-medium classroom 3.ELL class is taught by language educators 4.Students practice academic skills common to mainstream classes
ELL Programs Address Language Development Needs Six levels of student language proficiency Proficiency Levels (PL) Language Proficiency Standards/Levels 6Reaching 5Bridging HIDOE ELL Exit Criteria is a PL of 4.8 and Literacy Level of 4.2 4Expanding 3Developing 2Beginning 1Entering
Interaction of Performance Level Definitions and ELLs’ Abilities Language Proficiency (Performance Level Descriptions) 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging PIs L 1 L 2 L 3 L4 L 5 Linguistic Complexity Vocabulary Usage Language Control
The World-Class Instructional Design and Assessment (WIDA) Consortium WIDA Consortium
Variations of Language Adapted from Zwiers (2008)
ELD & State Standards State Content Standards Academic achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum ELD Standards Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts
WIDA Performance Definitions – Listening and Reading Grades K-12
The Bottom Line In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.
State ELL Progress & Proficiency ELL Student Progress & Exit Rates Annual ProgressExit Year Students with Growth (.5 PL Gain) Tested (at least 2 Times)Percentage Students Exited (4.8 & 4.2)Total PopPercentage % % % % % % % % 12506
Performance of Recently Exited ELL Students on 2013 HSA Reading Grade LevelWell BelowApproachesMeetsExceedsGrand Total
Performance of Recently Exited ELL Students on 2013 HSA Math Grade LevelWell BelowApproachesMeetsExceedsGrand Total
Let’s work together to support our English Language Learners!