Maxson Bilingual/ESL Program Type of Bilingual Program Developmental (Content area taught in Spanish) -Language Arts -Math -Science -Social Studies Type of ESL 1. ESL Self-Contained 2. In-Class Support (Content area taught in English)

Maxson Bilingual/ESL Staff BILINGUAL 1. Mr. Ladino (Math) 2. Ms. Saens-Torres (Language Arts) 3. Mr. Reyes (Science) ESL Mr. Dargal (Language Enrichment)

Cummins (1980): BICS & CALP BICS: Basic Interpersonal Everyday Communicative Skills  “… everyday language that is helped by contextual support such as body language, facial expression, straightforward communication skills” (Baker 2001:169) CALP: Cognitive Academic Language Proficiency  “It is the level of language required to understand academically demanding subject matter in a classroom. Such language is often abstract, without contextual supports such as gestures and the viewing of the subject” (Baker 2001:169).

Bilingual/ESL Acronyms WIDA: World-Class Instructional Design and Assessment ELP: English Language Proficiency ELLs: English Language Learners PDI: Performance Definition Indicator ISES: Individual Student Enrollment System ACCESS: Assessing Comprehension & Communication in English State to state for English Language Learners AMAO: Annual Measurable Achievement Objectives NJ DOE ACRONYMS

Purpose of ACCESS NCLB requirement for annual assessment of English Language proficiency growth (Title III) and progress (Title 1) Accountability for Title III funded districts: AnnualTitle III Measurable Achievement Objectives (AMAOs) AMAO measures: – % ELL students proficient in English (ACCESS) – % ELL students making progress toward proficiency in English (ACCESS) – ELL subgroup meets Adequate Yearly Progress

WIDA Vision WIDA Consortium WIDA Consortium Linking language learning with academic content

Four Language Domains 1. Listening 2. Speaking 3. Reading 4. Writing

Six Language Performance Levels 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. Reaching The five language proficiency levels outline the continuum of language development implied in the acquisition of English as a second language.

Performance Definitions for the Levels of English language Proficiency At the given level of ELP, ELLs will process, understand, produce, or use:

1 Entering Pictorial or graphic representation of the language of the content areas; Words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support

2 Beginning General language related to the content areas; Phrases or short sentences; Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple- step commands, directions, questions, or a series of statements with visual and graphic support

3 Developing General and some specific language of the content areas; Expanded sentences in oral interaction or written paragraphs; Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support

4 Expanding Specific and some technical language of the content areas; A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs; Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support

5 Bridging The technical language of the content areas; A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports; Oral or written language approaching comparability to that of English proficient peers when presented with grade level material

6 Reaching Specialized or technical language reflective of the content area at grade level A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level Oral or written communication in English comparable to proficient English peers

Two Frameworks SUMMATIVE: The outcomes of learning Formative: The process of learning

WIDA English Language Proficiency Standard 1 English language learners communicate for social and instructional purposes within the school setting.

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

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

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

WIDA English Language Proficiency Standard 5 English language learner communicate information, ideas, and concepts necessary for academic success in the content area of Social studies.

ACCESS for ELLs It complies with Title III of the Federal No Child Left Behind (NCLB) legislation.