English Language Proficiency Standards (ELPS) for English Language Learners (ELLs) Pennsylvania Department of Education Bureau of Teaching Learning and Support Presented by: Mrs. Marcia Vega Based upon original material created by: Barbara Mowrey, ESL/Bilingual Education Advisor, Lynore Carnuccio,Consultant

To Understand: The need for standards for ELLs The use of standards for ELLs The connection to PA Academic Standards The use of standards for ESL instruction and assessment Goals

Why do we need standards for ELLs? Assist students to meet PA Academic Standards based on their English language proficiency level Guidance for content and ESL/Bilingual teachers Required by Section 3113 of Title III, Part A of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001 (NCLB), 20 U.S.C.§6823(b)(2)

What is the purpose of Standards for ELLs? To identify appropriate skill-based performance goals based on English proficiency levels of individual students To complement and align with existing PA Academic Standards To provide appropriate, reliable and valid expectations for students across the curriculum

What standards ARE NOT: A placement tool for English language learners A stand alone exit instrument A replacement for existing PA Academic Standards

PA Academic Standards vs. PA ELP Standards PA Academic Standards:  Are for ALL students  Guide the alignment of content curriculum  Guide content instruction  Comprise content specific objectives PA ELP Standards:  Are for ELLs  Are aligned to PA Academic Standards, WIDA ELP Standards, and National TESOL ELP Standards  Guide district ESL curriculum and instruction  Include both content and language objectives

How were the Standards developed? WIDA framework Consultant Committee PDE Curriculum Advisors External review Internal review, review, review

English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standard 1

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 2

English Language Proficiency Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

English Language Proficiency Standard 4 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

English Language Proficiency Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Layout and Design Matrix 5 English language proficiency levels Grade level Clusters: Pre-K/K; 1-2; 3-5; 6-8; 9-12 Model performance indicators (MPI) Focus on language skills: Receptive/ Productive

Understanding the Matrix Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Standard or Anchor Level 6 –Reaching Listening.. Reading. Speaking Writing English Language Proficiency Standard: Grade Level Cluster:

UNDERSTANDING THE MODEL PERFORMANCE INDICATOR Grade Level Cluster 4-5; Proficiency Level 3, Developing Modality: Appropriate instructional support for Level 3 English language learners Language Function: Content-specific, standards-based, how students use language Content: Academic information or skill Work with a partner to follow oral directions and apply appropriate strategies to classify triangles according to sides or angles.

To better understand the design of an MPI, we will classify indicators by language function, content stem or student support.  Given a set of indicators, discuss in your small group whether the indicators are language, content or support.  Place indicators appropriately on the three- column graphic organizer.  Be prepared to defend your response. MPI Sort: Language/ Content/ Support

 Algebraic equation, inequality, or expression  Draw conclusions  Match pictures  Events in PA history  Write a letter  Using a graphic organizer  Draw and label  Solutions to environmental problems  Measure an object  Restate steps  Follow simple oral directions MPI Sort: Language/ Content/ Support  With a partner  Data in charts and graphs  Information regarding natural processes  In a small group  Using a model  Share feelings  Engage in formal debates  Relevant and irrelevant information  Using notes  Using an appropriately leveled text  Answer WH questions  Two or three- dimensional figures

English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Grade Level Cluster: 4-5 Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Standard or Anchor Level 6 –Reaching L 4. A.6.M 5.A.8.M R 4.A A.9.M. S 4.A.9.M 5.A.10.M W 4.A.16.M 5.A.20.M

Teacher Expectations  To provide students with limited English proficiency the opportunity to meet PA Academic Standards  To provide meaningful and comprehensible content and assessment for students to be successful

Student Expectations  Progress with English language proficiency while meeting PA Academic Standards.  Have meaningful access to the full curriculum.  Demonstrate content knowledge and language skills.

Writing a MODEL PERFORMANCE INDICATOR Write an MPI- using the PA standard below, choose a language domain & Level. Modality: Use “Can-Do’s” to write appropriate instructional support for given Proficiency Level Language Function: how students use language Content: PA content standards Work with a partner to follow oral directions to identify the meaning of an unfamiliar word using the knowledge of its root

What is our role in using ELPS for ELLs? Curriculum Collaboration Student achievement and accountability