1. Division of Compensatory Education/Title I
“Planning Professional Development for the Instruction of ELL students” Beyond District Improvement Plans Workshop Indianapolis – November 14, 2007
Olga Tuchman, Education Consultant
Indiana Department of Education
Language Minority and Migrant Programs
Division of Compensatory Education/Title I

2. Outline for Effective Professional Development
Cultural Adaptation
Process of Second Language Acquisition
Literacy Development
Developing and Supporting Academic Language Proficiency
Levels of English Language Proficiency
English Language Proficiency (ELP) Standards
Individual Learning Plans
Instruction of English Language Learners
Modifying Instruction and Assessment for ELLs
Teacher Collaboration in Educating ELLs
Language Level Appropriate Testing and Grading of ELLs

3. Topics for Classroom Teachers’ Professional Development
Effective Literacy Instruction
Systematic Vocabulary Instruction
Explicit Teaching of Comprehension Strategies
Explicit Teaching of Academic Learning Strategies
Active Learning, Student-Centered Learning
Collaborative Learning
Modifying Instruction to the Levels of English Language Proficiency
Teaching Content to English Language Learners
Assessment Appropriate for ELL Students

4. Instructional Strategies
Everyday classroom strategies:
Instructional conversations
Experiential learning
Collaborative learning
Structured overviews
Graphic organizers
Think-alouds

5. NCLB Title III Requirements
Develop a high quality language instruction educational program to assist children in learning English, and meeting State academic content standards.
Provide high quality professional development to classroom teachers.

6. ESL Program Design Components
Is all this in place in your school?
English proficiency assessment
Individual Learning Plans
Minimum recommended amount of English language development
Classroom modifications
Grading alternatives

7. Federal Case Law Lau v. Nichols, 414 U.S, 563, 1974
“There is no equity of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
“Where inability to speak and understand the English language excludes national origin minority children from effective participation in the education program, the school district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

8. Indiana Academic Code
“Each school corporation shall provide appropriate instruction to limited English proficient students.”
(511 IAC )
“Students must receive instruction from properly certified, licensed teachers.”
(511 IAC d)
“Instructional aides must work under the direct supervision of a certified teacher and should not have the sole responsibility of teaching units of study.”
(511 IAC )

9. NCLB Title III Requirements
Annual Measurable Achievement Objectives (AMAOs)
Title III, section 3122: Each State shall develop annual measurable achievement objectives for LEP students served under Title III that relate to such children’s development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards as required by Title I, section 1111(b)(1).
Title III AMAOs shall include:
annual increases in the # and % of LEP students making progress in learning English,
annual increases in the # and % of LEP students attaining English proficiency (as measured by a valid and reliable assessment of English proficiency), and
making adequate yearly progress (AYP) for LEP students under Title I.

10. Instructional Strategies
What a mainstream teacher needs to do for LEP students:
Increase comprehension.
Increase practice/interaction.
Decrease the workload.
Simplify. Provide modifications and
adaptations.

11. LEP Students: Instructional Needs
Quality English language development (literacy, vocabulary, comprehension)
Mainstream classroom instruction modified to the levels of English proficiency, increasing comprehension and practice
Content area support
Targeted Remediation/Interventions

12. Instructional Strategies
Formula For Success
- Content Based language instruction
- Collaboration of mainstream and ESL program integrating language development and content instruction
- Scaffolded and Sheltered mainstream instruction
- All-school consistent effort to provide effective education and interventions to Language Minority students, all teachers using the same strategies

13. Dimensions of Language
BICS
Dimensions of Language
Basic Interpersonal Communication Skills
Everyday/“playground” language
Not related to academic achievement
Attained after 1-2 years in host country
CALP
Cognitive/Academic Language Proficiency
Classroom/“textbook” language
Needed to function in decontextualized settings
Requires high level of reading and writing
Attained between 5-7 years in host country

14. Types of Language Skills Students
Need to Acquire to be Truly Proficient in English
From Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom by Mary Meyers

15. English Language Learner The Learning Environment
Skills in 1st Language
Culture
Personality
Geography
Family Situation
Factors
that may
affect
student
learning
Background
English Language Learner
The Learning Environment
Teacher
Class Program
Other Students
School/Community
The ESL Program

16. The Need for Teacher Collaboration
Evidence from national reports and regional data:
Teacher collaboration is No. 1 determinant of the success of LEP students at a given school or school corporation.
Strategies:
Focused Professional Development
Sharing, Coaching, Support & Feedback!

17. The Need for Title I & Title III Program Collaboration
Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.
Title III
Title I

18. The Need for Title I & Title III Program Collaboration
Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.
Title I
Requirements
Title III
Requirements
Increase English Language Proficiency
&
Academic Achievement
Academic content Standards
English Language Proficiency Standards
Academic Achievement Standards
Annual measurable
achievement objectives
(English language proficiency)
Annual measurable achievement objectives
(Academic)

19. Principles of Effective Professional Development
Offering a series of
professional development initiatives
that are aligned to academic standards, curriculum, and assessment
and that include all partners
to discuss issues related to
second language development
and academic achievement of ELL students

20. Professional Development Opportunities
Division of Language Minority & Migrant Programs
(LMMP)
doe.state.in.us/lmmp

22. Professional Development Opportunities
Inservice from the LMMP Division:
• State and Federal legal guidelines
• Second language acquisition; methods of teaching English and content simultaneously
• Overview of cultural awareness to provide teachers with skills to assist their language minority students
• Instructional strategies for mainstream teachers
• Grading/testing alternatives and instructional modifications and adaptations
• Retention guidelines
• Ways for mainstream and ESL staff to collaborate
• Referral to special education guidelines

23. Print from LMMP website or ordered in book format.
Indiana ELP Standards
Linked to Indiana Academic Content Standards by each grade level
Broken down into levels 1 through 5
Apply to ALL content areas
Provide specific performance indicators expected from language minority students to demonstrate their competence within each standard
Helps in designing and differentiating daily instruction and assessment/grading
Print from LMMP website or ordered in book format.

24. Professional Development Opportunities
Inservice from the LMMP Division:
Implementation of ELP
(English Language Proficiency) Standards

25. Professional Development Opportunities
Collaboration with other Indiana Districts
Contact the Division of Language Minority & Migrant Programs to receive information on successful programs and services provided by Indiana Title III programs
Visit programs
Invite other districts to present their programs
Attend workshops at the Illinois Resource Center or invite IRC trainers to your district:

26. Professional Development Opportunities
LMMP Division
Annual ESL Conference sponsored by the Division of Language Minority & Migrant Programs
2008: Friday, March 14 at the Indiana Convention Center

27. Helpful Websites CAL – Center for Applied Linguistics - www.cal.org
NCELA - National Clearinghouse for English Language Acquisition:
Doing What Works -
English Language Learner Knowledge Base -
What Works Clearinghouse - ies.ed.gov/ncee/wwc
ERIC – Education Resources Information Center:

28. Measuring Effectiveness Assessment Strategies
Anecdotal records (asking a question, recording response)
Performance sampling (student is observed while performing a task and evaluated with the help of rubrics or checklists)
Portfolio assessment (gathering observations and performance samples in a folder and evaluating work during semester)

29. Measuring Effectiveness English Language Proficiency Assessment (LAS Links)
Measures listening, speaking, reading, writing & comprehension.
Aligned to the English Language Proficiency (ELP) Standards.
Measures academic as well as conversational English ability.
Demonstrates growth from one proficiency level to another and growth within a level.

30. Measuring Effectiveness
Title III AMAOs
Annual increases in the # and % of LEP students making progress in learning English (achieving a higher level of English proficiency)
Annual increases in the # and % of LEP students attaining English proficiency (measured by annual Las Links testing), and
Making adequate yearly progress (AYP) for LEP students under Title I.

31. Measuring Effectiveness
Monitoring of Former LEP Students:
Monitoring must ensure that former LEP students are able
to fully participate in the regular educational program.
Students should be able to:
- Perform on par with native English speaking peers
- Access all aspects of the mainstream curriculum and participate successfully
- Access language instructional services if needed
Records should document students’ performance on:
- Standardized achievement tests
- Oral, reading and written skills
- Teachers observations
- Grades in content classes and GPA

32. Olga Tuchman, Education Consultant Indiana Department of Education
Language Minority and Migrant Programs
(317) (800)