Presentation on theme: "Hawaii English Language Learner (ELL) Program"— Presentation transcript:
1 Hawaii English Language Learner (ELL) Program In today’s presentation I’m going to provide some background on the Title III/ELL Program Status,I’m going to be sharing some AMAO resources and some data for you, and we can celebrate the progress that our ELLs have been making, thanks to your efforts in helping to provide PD for our teachers.January 18, 2014Andreas WiegandOCISS ELL, Educational SpecialistPhone:
2 Hawaii Department of Education Statistics State General funds: 1.2 billionSpecial 34 MillionFederal 219 millionTrust funds 6.5 millionApproximately additional 139 Schools:Oahu 87Hawaii 20Maui 25Kauai 7Construction 45 millionSource: HIDOE Website
4 English Language Learners Number and Percent of Public School Students Participating in Programs forEnglish Language LearnersSource: National Center for Education Statistics
5 Number and % of ELLs Participating in ELL Programs School Year2002 -20032005 -20062006 -20072007 -20082008 -20092009 -20102010 -2011# ELLs12,85318,10615,66016,95918,56418,09719,092% of ELL Students7.09.98.79.410.310.010.6
6 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)6
7 ELL Program MissionEnglish 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.
8 ELL Program GoalsThe 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.
9 Legal Basis for ELL Program To meet obligations under the Equal Educational Opportunities Act of 1974, 20 U.S.C. § 1703(f) (hereafter “EEOA”)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”)Lau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities.1981 Castaneda- three part test:Educationally recognized theory to base supportResources and trained personnelShow measurable positive results w/in a reasonable amount of time1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.
10 IdentificationUse SIS-10 registration form to identify potential ELLs identified based on:First LanguageMost Used LanguageLanguage Most Spoken in HomeIf a language other than English is spoken, a student may qualify for supplemental ELL Program servicesI’ll recap for you what needs to occur in a timely fashion…Registration, supports…Note, we Need to get this right the first time.Suggestion:Train and assure that office staff and clerks get this right the first time!
11 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 IIIAll means all, no exceptions, e.g., parent refusal, unless stated in the IEP.Screener given based on the registration form or language survey. Notice the 20 day timeline. Data also should be entered into DELLS by this time. Something that is not always happening.Annual ACCESS for ELLs for ALLSuggestion to collaborate across schools and go in as a team to test the ELLs and to maximize classroom instruction and teacher being away.Assure that all are trained before administering either assessments.
12 Continuum of Proactive Supports for Early Intervention & Prevention
13 Language and ContentLanguage proficiency involves the language associated with the content areas.Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.The WIDA Standards measure English language proficiency (ELP) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5).
14 Example: Content-Based Instruction Main goal is English language skill developmentSecondary goal is to prepare the students for the regular English-medium classroomELL class is taught by language educatorsStudents practice academic skills common to mainstream classesAlso, more at the secondary level, there is Sheltered Instruction are content classes where all students are second language learners and need the mainstream content and strategies to be modified. Like theme-based classes, the emphasis is on the content and concepts from the subject area, rather than correct grammar and pronunciation. During the day, when the limited English student is not receiving ESL or native language instruction in his separate class, he/she receives appropriate content area instruction by a certified teacher who is trained in the approaches and techniques suitable for the language and learning needs of the student.Offered to ELLs via a language instruction educational program e.g.,1. Dual language2. Two-way immersion3. Transitional bilingual, developmental bilingual4. Heritage language5. Sheltered English instruction6. Structured English immersion7. Specially designed academic instruction delivered in English8. Content-based English-as-a-Second Language (ESL)9. Pull-out English-as-a-Second Language (ESL)
15 ELL Programs Address Language Development Needs Six levels of student language proficiencyProficiency Levels (PL)Language ProficiencyStandards/Levels6Reaching5BridgingHIDOE ELL Exit Criteria is a PL of 4.8 and Literacy Level of 4.24Expanding3Developing2Beginning1EnteringLau, SF, denying students of Chinese ancestry meaningful opportunity to participate in public education. Measures need to be taken to ensure English is taught to students who do not speak English or are limited English proficient in order to provide equal access to educational opportunities.1981 Castaneda- three part test:Educationally recognized theory to base supportResources and trained personnelShow measurable positive results w/in a reasonable amount of time1982 Plyler, cannot deny a free public education based on immigrant status, or lack of documentation.
16 Interaction of Performance Level Definitions and ELLs’ Abilities Language Proficiency(Performance Level Descriptions)1 Entering2 Beginning3 Developing4 Expanding5 BridgingPIsL 1L 2L 3L4L 5Linguistic ComplexityVocabulary UsageLanguage ControlThis graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
17 The World-Class Instructional Design and Assessment (WIDA) Consortium 31 states and territories e.g.,D.C.Over 1.4 million studentsWIDA Consortium
18 Variations of Language The yellow circle without a label represents the student’s language knowledge. All the other circles are impacting the language the student can use and comprehend.Adapted from Zwiers (2008)Providing Access to Academic Achievement Through Language Development18
19 ELD & State Standards ELD Standards State Content Standards Academic language developmentLanguage-basedReflective of the varying stages of second language acquisitionRepresentative of social and academic language contextsState Content StandardsAcademic achievementContent-basedReflective of conceptual developmentRepresentative of the school’s academic curriculum
20 The Features of Academic Language in WIDA's Standards is a new resource available to educators in the 2012 standards publication. You may notice that the criteria we use to define the levels of language development have changed slightly. Originally, these criteria included linguistic complexity, language control and vocabulary usage. In order to clarify the criteria we did two things:First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage.- The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.
21 WIDA Performance Definitions – Listening and Reading Grades K-12 One update to the Standards Framework for 2012 is that the three criteria used to define each level of language proficiency, Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage, are now displayed in two sets of Performance Definitions. One set of Performance Definitions is for receptive language and represents how ELLs process language to comprehend information, ideas or concepts in either oral or written communication.
22 The Bottom LineIn order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.
23 State ELL Progress & Proficiency ELL Student Progress & Exit RatesAnnual ProgressExitYearStudents with Growth(.5 PL Gain)Tested(at least 2 Times)PercentageStudents Exited(4.8 & 4.2)Total Pop78011285260.7%37501793520.91%86441438960.1%41881921621.79%78181368757.12%30361969215.42%67561193056.63%1532187268.18%12506
24 Performance of Recently Exited ELL Students on 2013 HSA Reading Grade LevelWell BelowApproachesMeetsExceedsGrand Total1451459271314015718313293493472127142728154813495223074951659896934910763071665141183620487332106831133126736Students exited the ELL Program in the last 2 years.
25 Performance of Recently Exited ELL Students on 2013 HSA Math Grade LevelWell BelowApproachesMeetsExceedsGrand Total47317012801745572035432572516712714463797232011349568336483102989659204290776307161301937241181878171653321021224921661738
26 Let’s work together to support our English Language Learners!