Presentation on theme: "2008 Illinois State Board of Education Superintendents Conference 4 Questions Superintendents should ask themselves about English Language Learners Presented."— Presentation transcript:
2008 Illinois State Board of Education Superintendents Conference 4 Questions Superintendents should ask themselves about English Language Learners Presented by Dr. Carmen Acevedo Assistant Superintendent for Curriculum & Instruction Plainfield CCSD 202 Robert B. Bagby Superintendent Beardstown Community Unit School District 15 Robin M. Lisboa Division Administrator for English Language Learning, ISBE Karen Mulattieri Assistant Superintendent of Student Services Cicero School District 99 Dr. Diep Ngoc Nguyen Assistant Superintendent for Curriculum & Instruction Des Plaines CCSD 62 Josie Yanguas Director, Illinois Resource Center
DISCUSSION QUESTIONS 1. Do you serve English Language Learners (ELLs)? 2. How do you provide your ELLs with meaningful instruction and services? 3. How do you make informed instructional decisions for your ELLs? 4. How do you engage your ELLs and their parents?
United States Immigration Source: U.S. Census Bureau 2000
Foreign Born Population Grew by 57 % between 1990 and 2000 Over 16 million are now from Latin America 8.2 million are now from Asia 9 of the top 10 leading countries are Latin American or Asian More than 30% of the foreign born population now is Mexican Immigration and the No Child Left Behind Act (September 30, 2005)
Current National State of K-12 ELLs Approximately 5.1 million (10.5 %) of the U.S. Student population in K-12 are ELLs Approximately 79% are from Spanish- language backgrounds 61% in 6 states (AZ, CA, TX, NY, FL & IL) Some states experienced a 300% or higher growth of ELLs from 1995-2005 (AL, IN, KY, NB, NC, SC & TN) CA educates 1/3 of all ELLs (1.6 million- 85% Spanish speaking) nationally (Payan & Nettles, 2008)
Did you know? 76% of ELL students in elementary schools and 56% of high school students are born in the US. Five of the six top immigration states – CA, TX, NY, FL and IL - accounted for 68% of the elementary LEP students The majority (70%) of ELL students (K-5) are enrolled in 10% of schools.
More LEP Children are Native (U.S.) than Foreign Born Source: Urban Institute tabulations, Census 2000
Illinois ELL Student Count Fiscal Year Number of ELL Students
ILLINOIS ELL DEMOGRAPHICS 180,000 + ELLs in Illinois 138 languages 80% Spanish Majority in collar county area (cook, Kane, Lake, Du Page, Will, McHenry, Winnebago)
Do you serve English Language Learners (ELLs)? How do I know if I serve ELLs? DISCUSSION QUESTION # 1
Home Language Survey Identification of ELLs Q1. Is a language other than English spoken at home? If so, what language? Q2. Does the student speak a language other than English? If so, what language?
Home Language Survey Identification of ELLs All students who enroll in Illinois schools must complete a Home Language Survey (HLS) The HLS must be kept in individual student files
English Proficiency Screening District shall use prescribed screening instrument (W-APT) – within 30 days of enrollment Proficiency score (defined by the State Superintendent) - minimum composite score of 4.0 A school district may utilize additional indicators
All ELLs must annually take the State English language proficiency assessment until they test proficient Assessment - ACCESS for ELLs
The ILLINOIS English Language Proficiency Standards Standard 1Social and Instructional Language English language learners communicate in English for social and instructional purposes in the school setting. Standard 2 Language Arts English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3Math English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4Science English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 Social Studies English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
Do you provide your ELLs meaningful instruction and services? DISCUSSION QUESTION # 2
TRANSITIONAL BILINGUAL EDUCATION When an attendance center has an enrollment of 20 or more limited English proficient students of the same language classification, the school district must establish a (TBE) program for each language classification represented by those students (Section 14C-3 of the School Code). A further assessment of those students to determine their specific programmatic needs or for placement in either a full-time or a part-time program may be conducted.
TRANSITIONAL BILINGUAL EDUCATION Shall consist of at least the following components (Section 14C-2 of the School Code): A) Instruction in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the students school district, to be given in the students home language and in English; core subjects such as math, science and social studies must be offered in the students home language; B) Instruction in the language arts in the students home language and in English as a second language; and C) Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.
TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) When an attendance center has an enrollment of 19 or fewer students of limited English proficiency from any single non-English language, the school district shall conduct an individual student language assessment to determine each students need for native language instruction and may provide a transitional bilingual program in the non-English languages common to such students. If the district elects not to provide a transitional bilingual program, the district shall provide a locally determined transitional program of instruction (TPI) for those students. (Section 14C-3 of the School Code.)
TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) Must include instruction or other assistance in the students home language to the extent necessary, as determined by student assessment So, a TPI may include, but is not limited to: Instruction in ESL language arts in students native language history/culture of U.S. history/culture of native land
CLASSROOM STUDENT NUMBERS The student-teacher ratio in the ESL and native language components of programs as of September 30 of each school year shall not exceed 90% of the average student-teacher ratio in general education classes for the same grades in that attendance center. Decreases in the ratio for general education during the course of a school year due to students mobility shall not require corresponding adjustments within the bilingual program.
CLASSROOM STUDENT NUMBERS Further, additional students may be placed into bilingual classes during the course of a school year, provided that no bilingual classroom may exhibit a student-teacher ratio that is greater than the average for general education classes in that grade and attendance center as a result of such placements.
ADMINISTRATOR REQUIRMENTS Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010) TBE must hold bilingual approval/endorsement; TPI must hold bilingual OR ESL approval/endorsement Districts with <200 TBE/TPI students exempt, but must complete 2 hours ELL specific professional development
ADMINISTRATOR REQUIRMENTS Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010) PD may include annual State Bilingual conference Document activity Districts with growth to more than 200 LEPs are subject to requirements at start of year 4 of growth.
REQUIRED PROFESSIONAL DEVELOPMENT Training of bilingual staff at least twice yearly covering listed areas. All certified staff administering ACCESS for ELLS or W-APT must complete and pass the on-line training.
ILLINOIS English Language Proficiency Standards are: Anchored in the Illinois academic content Learning Standards A tool for teachers & administrators The starting point for assessment, curriculum, and instruction of English language learners (ELLs).
ACCESS for ELLs Test Administration Training 28 Overall Organization of Standards Frameworks for Classroom & Large-Scale Assessment English Language Proficiency Standards Language Domains Grade Level Clusters Language Proficiency Levels Model PIs are the lowest level of expression of the standards Model Performance Indicators
9-12 6-8 3-5 K-2 Level5 Bridging Level 4 Expanding Level 3 Developing Level 2 Beginning Level 1 Enterin g English Language Proficiency Standard: Domain: Reading, Writing, speaking and Listening Model Performance Indicator (MPI) strand A strand of MPIs
Characteristics of the Levels of English Language Proficiency strand The five language proficiency levels across a grade level cluster form a strand The first two levels, Entering and Beginning, are always supported visually or graphically The last level, Bridging, always assumes working with grade level materials
The Model Performance Indicators are: Exemplars of what English language learners can do Sample behaviors representative of the five English language proficiency levels Developmental and additive; that is, they scaffold from lower to higher levels of language proficiency
DISCUSSION QUESTION # 3 How do you make informed instructional decisions for your English Language Learners?
Accountability for English Language Learners Rests with Schools, Districts and the State AMAOs are determined annually and an LEA must meet all three of the following criteria: 1) making progress in learning English 2) attaining English proficiency 3) and making adequate yearly progress (AYP) Failure to meet any of these criteria is a failure to meet the Title III AMAOs.
The targets for AMAOs emanate from both sets of standards English Language Proficiency Standards Illinois Learning Standards English language proficiency test Academic achievement tests (IMAGE, ISAT, PSAE, IAA) 3. Adequate Yearly Progress (Criterion III) 1. Attainment of English language proficiency (Criterion I) 2. Progress in English language proficiency (Criterion II)
Meeting AMAOs To meet AMAOs for your Title III funded population of students, your district must achieve all targets defined by the state in all three areas. Exempt status was given to LEAs that did not have an LEP subgroup for AYP in FY05 Safe Harbor was applied for some LEAs
NCLB SANCTIONS AND POSSIBLE COURSES OF ACTION If a district fails to meet AMAOs for two (2) consecutive years, 1. The State must provide technical assistance to that district; and 2. The State must require that the district develop a District Improvement Plan (DIP) to ensure that AMAOs are met in the future.
NCLB Sanctions and possible courses of action If a district fails to meet AMAOs for four (4) consecutive years, 1. The State must require the district to modify its curriculum, program or methods of instruction; or 2. The State must make a determination on whether the district shall continue to receive Title III funds, and require the district to replace educational personnel associated with the districts failure to meet such objectives (Title III Public Law 107-110 SEC. 3122 (b) (1-4)).
DISCUSSION QUESTION # 4 How do you engage the parents of your English Language Learners?
MAINTENANCE OF STUDENT RECORDS Records Include entry-exit info Annual English proficiency scores Other info (e.g. language, grade, part-time placement) Written communications to/from parents Parents have right to access records
PARENTAL NOTIFICATION Parents Notice of Program Enrollment (30 days from start of school year; or 14 days of enrollment) Parents have absolute right to withdraw student from a program by written notice Article 14C-3 – student continues in a program 3 years or until s/he achieves a level enabling him/her to perform well Parent notification after 3 years
LOCAL PARENTAL INVOLVEMENT TBE Parent Advisory Council (parents, teachers, community leaders) meets four times annually district provides annual training in home language on instructional approaches/methods of bilingual ed state/federal law accountability
RESOURCES ISBE Division of English Language Learning www.isbe.net/bilingual www.isbe.net/bilingual Legislation and Rules for ELLs http://www.isbe.net/bilingual/htmls/legislation_rule s.htm English Language Proficiency Standards www.wida.us or www.isbe.net/bilingual www.wida.uswww.isbe.net/bilingual ACCESS for ELLs www.isbe.net/bilingual/htmls/access.htm www.isbe.net/bilingual/htmls/access.htm The Illinois Resource Center www.thecenterweb.org/irc www.thecenterweb.org/irc The New Demography of Americas Schools Immigration and the NCLB Act http://www.urban.org/publications/311230.html http://www.urban.org/publications/311230.html Payan, R. M., & Nettles, M. T. (2008). Current state of English-Language learners in the U.S. K-12 student population. 2008 English Language Learner Symposium, Princeton, NJ. Retrieved online October 2008 at http://www.ets.org/Media/Conferences_and_Events/pdf/ELLs ympsium/ELL_factsheet.pdf http://www.ets.org/Media/Conferences_and_Events/pdf/ELLs ympsium/ELL_factsheet.pdf