1. August 23, 2012

2. ELLs at CV are a diverse group National origin Educational background Attitudes about school Experience with technology Speaking ability can be deceptive; some “fluent” speakers cannot read or write well in any language. Learning disabilities can be hard to diagnose and treat.

3. Placement of ELLs English Language Learners are placed in ESL classes at CV based on language ability rather than age or grade level. Before creating a schedule, all incoming ELLs are tested in 4 areas: Speaking Listening Reading Writing Test instrument: WIDA Access Placement Test WAP-T

4. WIDA Consortium World-Class Instructional Design & Assessment A consortium of 26 states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners Provides training to ESL professionals for test administration. Recertified annually.

5. WAP-T and ACCESS tests WAP-T is a placement test, given on arrival at CVSD. ACCESS is a language proficiency test given annually in February. Results…theoretically in May Social and academic proficiency in English Social and instructional English in a school context Content based: Language Arts, Math, Science, Social Studies Addresses all 4 language domains: Speaking, Listening, Reading and Writing.

6. WIDA Scoring Components Scores range from 0.0 to 6.0 in 4 domains: Listening Speaking Reading Writing Composite Scores, from 0.0 to 6.0: Oral Language : 50% Listening + 50% Speaking Literacy : 50% Reading + 50% Writing Comprehension : 70% Reading + 30% : Listening Overall : 35% Reading + 35% Writing + 15% Listening + 15% Speaking

7. Levels of ESL Instruction at CVHS 1 – Entering: WIDA scores from 0.0 to 1.9 2 – Beginning: WIDA scores from 2.0 to 2.9 3 – Developing 1 & 2: WIDA scores from 3.0 to 3.9 4 – Expanding: WIDA scores from 4.0 to 4.9 5 – Bridging: WIDA scores from 5.0 to 5.9+ 6 – Reaching / Exit ESL Exited students are monitored for 2 years Think of it as “Training Wheels”

8. Give them the support they need

9. Monitored Students We are required by law to monitor the progress of Exited ESL students in core classes for 2 years. Roles & Responsibilities: ESL Dept: sent out Post-Exit Monitoring forms at the end of every marking period Core Class Content Teachers: complete and initial the monitoring Form; return it promptly to ESL Dept. Co-Responsibility: collaborate as needed to respond to language needs of struggling ELL students.

10. The Monitor Form Complete report card grades and comments sections Complete 10 performance ratings (communication, participation, autonomy…) Have ESL strategies been implemented to respond to language needs of former ELL? Do you recommend that this student be reclassified as an ELL?

11. ELLs in the Communications Classroom Their background knowledge in Literature, Poetry and Drama may be limited or non-existent. They may need more time and teacher support to process complex reading assignments. They will likely need guidance, support and models for higher level academic writing tasks. They may need encouragement to speak in class (participation and oral presentations). Written supports, outlines, study guides are all helpful to support their listening ability.

12. Expect great things from them!