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

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

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

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

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.

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

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.”

Indiana Academic Code “Each school corporation shall provide appropriate instruction to limited English proficient students.” (511 IAC 6.1-5-8) “Students must receive instruction from properly certified, licensed teachers.” (511 IAC 6.1-3-1.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 1-8-7.5)

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.

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.

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

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

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

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

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

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!

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

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)

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

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

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

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.

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

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: http://webcls.thecenterweb.org/irc/events/pages/f_workshops.asp

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

Helpful Websites CAL – Center for Applied Linguistics - www.cal.org NCELA - National Clearinghouse for English Language Acquisition: www.ncela.gwu.edu Doing What Works - http://65.103.99.76/dww_new/index.html English Language Learner Knowledge Base - www.helpforaschools.com What Works Clearinghouse - ies.ed.gov/ncee/wwc ERIC – Education Resources Information Center: www.eric.ed.gov

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)

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.

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.

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

Olga Tuchman, Education Consultant Indiana Department of Education Language Minority and Migrant Programs (317) 232-0555 (800) 382-9962 otuchman@doe.state.in.us www.doe.state.in.us/lmmp