1. ELL English Language Learner Program By: Martha Sosa

2. Agenda 1.The Consent Decree 2.ELL Training 3.Identification, Placement, and Assessment 4.CELLA 5.What are all these abbreviations???? 6.ELL procedures (Enrollment, Assessment, Placement, Scheduling, Extension of Services, Follow-Ups) 7.LEP Committee 8.Suggested Classroom Techniques for ELL students 9.ELL Strategy overview 10.Questions

3. The Consent Decree LULAC et al. vs. State Board of Education Consent Decree, United States District Court for the Southern District of Florida, August 14,1990

4. The Consent Decree The Consent Decree settlement terms focused on the following six issues: Identification and assessment Equal access to appropriate programming Equal access to appropriate categorical and other programming for Limited English Proficient(ELL students) Personnel Monitoring Outcome measures

5. See Handout Time line for Completion of the ELL Training Requirements

6. Identification, Placement and Assessment of ELL Students Language Survey = Yes B = Beginning= ELL Program L = Low Intermediate H= High Intermediate = ELL Program P = Proficient = Continues to a Regular Program CELLA is Administered

7. CELLA C= Comprehensive E = English L = Language L= Learning A = Assessment

8. CELLA The Purpose of CELLA : Florida uses the CELLA as a tool to measure the progress of English Language Learners(ELL) proficiency in English; thus, ensuring the skills needed in school to achieve at high levels, academically. It provides individual student information to parents and teachers. It provides information to schools, districts and the state on how well a schools program is working.

9. CELLA Provides evidence of program accountability in accordance with Title I and Title III of NO Child Left Behind(NCLB). NCLB mandates schools and districts to meet state accountability objectives for increasing the English language proficiency of ELL students. These requirements are called AMAOs= Annual Measurable Achievement Objectives.

10. CELLA States are required to report on the achievement of three AMAOs: 1.Progress towards acquiring English language Proficiency. 2.Attainment of English language proficiency. 3.Adequate yearly progress in academic reading and mathematics by ELL students.

11. CELLA Annual goals must be set for each objective. Districts that do not meet the goals for all three AMAOs must inform the parents of all ELLs about the district’s performance. This notice must be provide, if possible, in a language the parent understands.

12. What are all these abbreviations???? LY= Lep yes or receiving ELL services. LF=Lep Follow- up or students who exited the ELL program and are on their two year follow-ups. LZ= Students who exited the ELL program and finished their two year Follow-up period. ZZ= Students who do not speak another language other than English or students who were tested for ELL services and did not qualify based on testing, former reports cards from other counties, parent surveys, or observations, etc.

13. What are all these abbreviations???? B = Beginning (non English Speaker) L = Low Intermediate (non/limited English) H= High Intermediate (limited English) P= Proficient (Fluent English Speaker)

14. Students Enrollment Procedures for enrollment: Parent fills out registration form Parent fills out the language survey ( 3 Q’s) If “yes” to one of the language survey questions, test using the CELLA.

15. CELLA Administered Online CELLA is administered to all students that have a “yes” in one of the survey questions in the registration form. Note: There is only a 20 day window to assess and place student in the ELL Program or one would be out of compliance with the state requirements.

16. ELL Placement By law parents have to be informed of placement in the ELL program with in the 20 day window of registration.

17. Schedule An ELL schedule for the student is formed by the Data Entry and ELL Contact in the 20 day window.

18. Extension of Services Once an ELL student has been in the program for 3 years, they will need to be evaluated and a ELL Committee Meeting must occur to extend services or to dismiss the ELL student from the program.

19. ELL Committee A school based committee composed of : ELL Teacher ELL Parent An Administrator A Guidance counselor ELL Contact/ Resource Teacher

20. ELL Committee Reasons to hold ELL Committee: Placement Pupil Progress Extension of services ( 4 th, 5 th and 6 th year) ESE Intervention Exit Reclassification Re-Exit LF Review Interventions Retention RTI Other

21. Follow up After ELL student have been exited out of the ELL program, the ELL contact/Resource teacher will follow the ELL students progress for 2 years. A: 1 st full grading period after exit. B: 2 nd full grading period after exit. C: 1 year after exit date. D: 2 years after exit date.

22. Suggested Classroom Techniques For ELL Students

23. Vocabulary Process Strategy DECIDE – Decide that you want to learn a word. FIGURE OUT - Try to figure out what the word means by context clues, word parts, or asking another person. FIND OUT – Look in the dictionary to see if you are right. PICTURE IT – See the word and what it means. SHOW YOU KNOW IT – List examples, use it.

24. Different Kinds of Graphic Organizers Venn Diagrams/ KWL Charts Story Maps Text maps Timelines Discussion Webs Word Webs Thinking Maps Story or Text Structure Charts (Comprehension)

25. Activities Which Promote Language Acquisition 1.Label classroom items. 2.Act out/Role play. 3.Games.( Bingo, Simple Simon, Concentration) 4.Songs/Chants. 5.Imitation/Repetition 6.Flash cards 7.Interactive audio/video cassettes. 8.News of the day on the board. 9.Write in a journal. 10. Conversational opportunities/dialogues.

26. Activities Which Promote Language Acquisition 11. Cooperative Learning. 12.Informal Speeches. 13. Journal 14.Hands on activities 15.Open ended questions. 16. Opinions? 17.Show ‘n tell. 18.Sharing experiences. (Family pictures, cultural objects, recipes) 19.Listening Centers with books/tapes 20.Big Books.

27. Activities Which Promote Language Acquisition 21. Echo reading. 22. Discussion of story. 23. Language experience stories. 24. Finger plays. 25. Manipulative. 26.Visuals (charts, videos, pictures, filmstrips, and films). 27.Peer Tutoring (Peer Consultant)(buddy or buddy up). 28.Note taking(T-notes, outlines) 29.Ask yes /no questions.

28. Activities Which Promote Language Acquisition 30.Simplify Vocabulary. 31.Give concrete examples. 32.Demonstrate. 33.Model reading and writing. 34.TPR – Total Physical Response. 35.Personal interactive picture dictionary.

29. Story Retelling Checklist Can the student identify his/her favorite character in the story? Can the student tell where the story takes place? Can the student tell when the story takes place? Can the student relate to the visuals in the story?

30. Story Retelling Checklist Can the student relate the story to any other story he/she might have read? Can the student identify the major events of the story? Can the student identify problems and issues that arise in the story?

31. Previewing Text Helps ELL Students Make Connections *Talk about “why” you are reading a text. *What is the purpose for reading? *What will you learn? *What will the reading be about? *What do you think might happen in the story?

32. What You Should Do in Facilitating Good Discussions *Model different ways to respond to questions. *Use different types of questions and provide prompts. *Paraphrase and expand on what students say. *Ask for clarification if they don’t make sense. *Give them feedback by adding to what they say. *Give them time to think and respond.

33. Give Prompts to Elicit Strategies for Use in Discussions I remember……. This is about……… Where…..? Who…..? When….? Why….? What happened….? How do you know….? What’s the reason….? What does it mean? What would have happened if ….? I think what is going to happen is…..

34. ELL Strategies: Language Arts LA1. Use Language Experience Approach LA2. Read to students everyday. LA3. Use a picture file LA4. Develop a picture dictionary LA5. Tape stories for listening centers LA6. Attach flashcards to object to acquire sight vocabulary.

35. ELL Strategies: Language Arts LA7. Use chants, songs, and poems printed on paper strips. LA8. Use games to reinforce materials LA9. Use trade books/predictable stories LA10. Use highlight markers to identify key words and phrases LA11. Use thematic approach. LA12. Use language master for sight words.

36. ELL Strategies: Language Arts LA13. Check comprehension through: ( ) strip story ( ) reading log ( ) close exercises ( ) story summary ( ) dialog journal ( ) drama/role play ( ) writing headlines ( ) graphic organizers ( ) story maps ( ) character maps ( ) webs ( ) oral retelling ( ) experiments ( ) character diaries

37. ELL Strategies: Language Arts LA14. List new/difficult words in categories such as people, food, animal, etc. LA15. Match vocabulary words with picture representing words. LA16. Have students read high interest signs, advertisements, notices, etc., from newspapers, magazines, movie promotions.

38. ELL Strategies: Language Arts LA17. Use language master for spelling. LA18. Use word processors. LA19. Teach reading and writing together LA20. Base topics on real life experiences LA21. Determine lesson procedures by the students level of oral skills/begin with dictation, if needed. LA22. Use semantic webbing. LA23. Write letters or notes to students and encourage him/her to write back.

39. ELL Strategies: Language Arts LA24. Have students identify a word a day he/she doesn’t know to use throughout the day in various writing contexts. LA25. Use electronic spell checkers. ORAL LANGUAGE LA26. Drama LA27. Total Physical Response LA28. Language Preparation LA29. Storytelling

40. ELL Strategies: Language Arts LA30. Cooperative learning LA31. Song/Music LA32. Peer tutor LA33. Adult tutor LA34. Realia LA35. Computer Assisted Instruction LA36. Audio Visuals, Tapes, Laser Disks LA37. Multisensory experiences. LA38. Bilingual dictionaries accessible to students

41. ELL Strategies: Language Arts ASSESSMENT LA39. Portfolios LA40. Modification of grades LA41. Teacher observation LA42. Test orally or read test to students LA43. Open book tests LA44. Test modifications-multiple choice, matching, true/false, short answer. LA45. Provide word bank for tests

42. ELL Strategies: Math M1. I taught vocabulary using realia and/or demonstration. M2. I related math problems and vocabulary to prior knowledge and background. M3. I taught concrete first, then abstract. M4. I applied problems to real-life situations. M5. I used manipulatives to introduce, develop and practice concepts.

43. ELL Strategies: Math M6. I used drawings for word problems. M7. I encouraged students to think aloud when solving word problems. M8. I had students give oral explanations of their thinking. M9. I had students write original word problems. M10. I explained directions clearly and repeated key terms and/or words to look for.

44. ELL Strategies: Math M11. I encouraged students to do the following when solving word problems: a. understand the problem, b. find needed information, c. choose a plan, d. solve the problem. M12. I used calculators to check problems as a group or to assist in calculations. M13. When explaining information, I provided extra clues through the use of visuals, diagrams, captions and labels.

45. ELL Strategies: Math M14. I used supplemental materials. M15. I used cooperative learning. M16. I used peer tutoring. M17. I used multisensory experiences. M18. I used computer-assisted instruction.

46. ELL Strategies: Math ASSESSMENT M19. Portfolios M20. Modification of grades. M21. Teacher observation M22. Test orally or read test to students M23. Open book tests M24. Test modifications-multiple choice, matching, true/false, short answer. M25. Provide word bank for tests

47. ELL Strategies: Science S1. I reviewed vocabulary on a daily basis/combined with pictures. S2. I taught new vocabulary contextually. S3. I used pictures, films, filmstrips, manipulatives to reinforce context. S4. I built on past experiences S5. I related science experiments and vocabulary to prior knowledge and background

48. ELL Strategies: Science S6. I applied experiments to real-life situations. S7. I encouraged students to think aloud when solving problems. S8. I had students give oral explanations of their thinking S9. I explained directions clearly and repeated key terms and/or works to look for.

49. ELL Strategies: Science S10. I encouraged students to do the following when solving word problems: a. understand the problem, b. find needed information, c. choose a plan, d. solve the problem S11. I used computer assisted instruction. S12. I used cooperative leaning. S13. I used peer tutoring. S14. I used multisensory experiences. S15. I have a bilingual dictionary accessible to students

50. ELL Strategies: Science ASSESSMENT S16 Portfolios S17 Modifications of grades S18 Teacher observation S19 Test orally or read test to students. S20 Open book tests S21 Test modifications-multiple choice, matching, true/false, short answer. S22 Provide word bank for tests

51. ELL Strategies: Social Studies SS1. I built on past experiences. SS2. I acquainted students with different cultures. SS3. I used students and parents as resources. SS4. I had students discuss traditions of their native land. SS5. I invited members from ethnic communities to speak to class.

52. ELL Strategies: Social Studies SS6. I used films, filmstrips, and library books to preview and reinforce materials. SS7. I used new vocabulary in simple sentences. SS8. I used first-hand experience. SS9. I used visual representations – maps, charts, timelines, outlines, concept maps, webs, etc. SS10. I used computer assisted instruction. SS11. I used cooperative learning.

53. ELL Strategies: Social Studies SS12. I used peer tutoring. SS13. I used multisensory experiences. SS14. I used visual aids. SS15. I provided or had students look up antonyms/synonyms of new vocabulary. SS16 I used new vocabulary within context of materials already presented. SS17 I have a bilingual dictionary accessible to students.

54. ELL Strategies: Social Studies ASSESSMENT SS18 Portfolios SS19 Modifications of grades SS20 Teacher observation SS21 Test orally or read test to students. SS22 Open book tests SS23 Test modifications-multiple choice, matching, true/false, short answer. SS24 Provide word bank for tests

55. ELL Strategies: Related Arts RA1. Song/Music/Chants/Games RA2. Silent period RA3. Peer tutor RA4. Realia/Visual Aids RA5. Multi-sensory Experience RA6. Multi-media aids

56. ELL Strategies: Related Arts RA7. Computer-Assisted Instruction RA8. Total Physical Response RA9. Drama/Role Play Suggested ESOL Assessments for Related Arts teachers: Portfolios Modification of assignments/grades Teacher observation

57. Test Accommodations For ELL Students Flexible Setting: Ell students are given the opportunity to be tested in a separate room with the ELL or heritage language teacher serving as test administrator. If the student is not of legal age, the parents of said student are informed of the particular accommodation and are given the opportunity to select the preferred method of test administration.

58. Test Accommodations For ELL Students Assistance in the Heritage Language: The ELL or heritage language teacher may answer student questions about the general test directions in their heritage language. The teacher at no time, however, gives specific assistance to the student in answering the question.

59. Test Accommodations For ELL Students Flexible Scheduling: Students are allowed to take the tests during several brief sessions within one school day. All testing is completed within the prescribed testing schedule shown in the test administration manual.

60. Test Accommodations For ELL Students Flexible Timing: Students are provided additional time beyond the time limit specified in the test administration manual for administration of the test to non- ELL students. However, all testing is completed within one school day.

61. Test Accommodations For ELL Students Dictionary: Ell students may have access to English-to- heritage language/heritage language-to-English dictionaries, such as those made available to ELL student in an instructional setting.

62. Test Accommodations For ELL Students Several days prior to the test, the ELL teacher explains to the ELL students, in their native language: * valuable information on test-taking skills, * what to do the night before the test, * the morning of the test, * and other valuable skills for test taking.

63. Test Accommodations For ELL Students If the ELL teacher is not available the day of the orientation, a tutor is used to translate the information for them. ELL teachers inform students about the importance of trying their best and easing their level of anxiety through practice exercises and valuable information. ELL and heritage language teachers who administer the tests to ELL students are given adequate training at each school site to enable them to administer the test under the procedures defined above.

64. Thank you, and remember that a smile is the same in every language!!!!