Guidebook Helping Students of Limited English Skills in the Regular Classroom Presented by Ms. Irizarry Ms. Hunter

 Lower grades  Perceived lower abilities  Below average scores on standardized tests  High dropout rates  Lower ability groups A CONGRESSIONALLY MANDATED STUDY REPORTS THAT LEP STUDENTS OFTEN EXPERIENCE: (Moss & Puma, 1995; Bennici & Strang, 1995; Cummins, 1994)

“Most schools are not meeting the challenge of educating linguistically and culturally diverse students.” (Echevarria, Vogt, Short)

An ESL student’s continued need for academic English development indicates that this student:

An ESL student’s continued need for academic English development indicates that this student: May not have received the quality instruction in cognitively demanding content through which English academic competence is developed;

An ESL student’s continued need for academic English development indicates that this student: May not have received the quality instruction in cognitively demanding content through which English academic competence is developed; May have an unaddressed learning disability;

An ESL student’s continued need for academic English development indicates that this student: May not have received the quality instruction in cognitively demanding content through which English academic competence is developed; May have an unaddressed learning disability; May have low self-esteem due to common misconceptions that LEP means “remedial.”

May have entered U.S. schools with limited literacy in his/her native language;

May have entered U.S. schools with limited literacy in his/her native language; May have a learning style that has not been addressed in previous schooling;

May have entered U.S. schools with limited literacy in his/her native language; May have a learning style that has not been addressed in previous schooling; May be progressing steadily at a pace that is normal for him/her and will reach English proficiency in due course.

Only Basic ESL spends more than 3 class periods with the ESL instructors. ESL students participating in AVID receive only ESL tutoring.

Mainstreaming English-Language Learning Students Program 1

Language Acquisition Methodologies

 Submersion---Where ESL students attend a Regular Ed classroom and simply sit there without any modifications to their assignments and are expected to learn and complete their work on the same proficiency level as native speakers of English.

Language Acquisition Methodologies  Submersion---Where ESL students attend a Regular Ed classroom and simply sit there without any modifications to their assignments and are expected to learn and complete their work on the same proficiency level as native speakers of English.  Immersion---Integrates language learning and content and infuses sociocultural awareness in all subject areas.

Content Comprehensible Techniques:  Visuals  Modeling  Graphic Organizers  Demonstrations  Vocabulary Previews  Cooperative Learning  Native Language Support

Translation should not take the place of a student centered learning environment. Translation is only a tool, a modification. NOT

SLA Empathy Strategies

SLA Professional Knowledge of Second Language Acquisition BILINGUAL/ESL STAFF DEVELOPMENT SEPT. 29 – 30SDAIE (ESL/Bil/Regular Teachers/Administrators) OCT 29-SEP 1TABE Fort Worth (ESL/ Bil/Regular Teachers/ Administrators) NOV 6-8TexTESOL El Paso (ESL/Bil/Regular Teachers/ Administrators)

COOPERATIVE LEARNING STRATEGIES Kagan Structures are simple cooperative learning strategies: Turn-4-Thought Send-A-Problem Spend-A-Buck Flashcard Game Additional Kagan Structures: RoundRobin One Stray Corners Who-Am-I?

Spend-A-Buck

Effective Teaching And Assessment for English-Language Learning Students Program 2

“ ESL Friendly ” Classroom Practices  The use of visuals and graphics  Fostering interaction  Differentiating instruction (modification)  Encouraging expression (utilizing the buddy system)

ASSESSMENT STRATEGIES Assessment practices should be designed to involve ESL students in better learning.

COLLABORATION Forming partnerships or “co-teaching” relationships between mainstream classroom teachers and ESL teachers are essential for ESL student success.

Instructional Interventions For LEP Students Description of Instructional Interventions The following instructional interventions are being implemented to target ________________’s educational and linguistic needs and accelerated academic progress in the ________grade: 1 st Nine Weeks Linguistic Interventions/ModificationsAcademic Skill Interventions/Modifications Signature of Regular Ed. Teacher _________________ Date _______________ Signature of ESL Teacher ____________________ Date ______________ 2 nd Nine Weeks Linguistic Interventions/ModificationsAcademic Skill Interventions/Modifications Signature of Regular Ed. Teacher _________________ Date _______________ Signature of ESL Teacher ____________________ Date ______________ 3 rd Nine Weeks Linguistic Interventions/ModificationsAcademic Skill Interventions/Modifications Signature of Regular Ed. Teacher _________________ Date _______________ Signature of ESL Teacher ____________________ Date ______________ 4 th Nine Weeks Linguistic Interventions/ModificationsAcademic Skill Interventions/Modifications Signature of Regular Ed. Teacher _________________ Date _______________ Signature of ESL Teacher ____________________ Date ______________

TEXAS EDUCATION AGENCY Texas Administrative Code, Title 19, Part II Subchapter BB, Commissioner’s Rule Concerning State Plan for Education Limited English Proficient Students Be enrolled in the required program at his or her grade level. Have their level of proficiency designated by the language proficiency assessment committee. Have instruction, pacing, & materials modified to ensure that they have a full opportunity to master the essential knowledge and skills of the required curriculum. Each LEP Student Shall: It’s the law.

Like the African proverb says, “ It takes a village to raise a child.” The entire Fairway faculty and staff are that village!