1. Free Powerpoint Templates IIT Facilitator Discussion: English Language Learners February 2011

2. IIT Facilitator Discussion: ELLs Outcomes: To share demographic information about our ELLs To discuss concerns related to BICS, CALPS, and low & high literacy-orientation To discuss collaborative practices with other educators To explore uses of the ELLs: Guidelines for Promoting Educational Success To dialogue about IIT cases - successes and concerns

3. Overview: ELLs in HCPSS  2010-11: ~2,150 ELLs  61 languages:  Spanish, Korean, Urdu, Chinese, & Vietnamese  78 countries  52% of the ELLs were born in the United States

4. Common Underlying Proficiency (CUP) BICS-L1 CALP-L1 BICS-L2 CALP-L2 Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

5. “No learning can be student-centered until we center it on who our students really are.”  Literacy-oriented community:  Upbringing weaves in preparation for success in school and in a technological society  Critical thinking, conversational and argumentative skills, vocabulary, and independence are fostered  Non-literacy oriented community:  Upbringing values education and less time is spent interacting with young children in ways that develop adult-like thinking and language skills  Belief is fostered that children will think and use language more like adults as they grow-there’s no rush Both communities develop intelligent, able children.

6. Literacy Orientation - Delivers:  Standard dialect practice  A large vocabulary  Strong metacognitive skills  A sophisticated level of personal narrative  Strong executive function  A predisposition toward semantic organization  Comfort with abstraction & generalization  Effective internal script

7. There’s More to See - Literacy Orientation  “When we start looking where we need to, we will not only recognize our students’ true thinking styles, strengths, and weaknesses, but also see how essential it is to build strong relationships with students and their families.” (Pranksy, 2009)  Look in order to:  Monitor disempowerment and exclusion  Attend proactively to what is seen

8. Discussion Questions:  What is your experience or involvement with you ESOL teacher(s), Hispanic Achievement Liaison and/or International Achievement Liaison?  How are you using the ELLs: Guidelines for Promoting Educational Success when making decisions about referring to IEP, gathering more information about a student, etc?  With cases you've worked on, what has typically been the identified problem and requesting teacher's primary area of concern?

9. Questions, Comments, or Concerns :  What other questions comments, or concerns do you have about working with the ELL population?

10. Instructional Links How does this information relate to your work with the staff and students?

11. Thank you for your participation! Contact information: Laura_Hook@hcpss.org