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Olga Tuchman, Education ConsultantIndiana Department of Education

Language Minority and Migrant Programs

Division of Compensatory Education/Title I

“Planning Professional Development for the Instruction of ELL students”

Beyond District Improvement Plans WorkshopIndianapolis – November 14, 2007

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Outline for Effective Professional DevelopmentOutline for Effective Professional Development

Cultural AdaptationProcess of Second Language AcquisitionLiteracy DevelopmentDeveloping and Supporting Academic Language ProficiencyLevels of English Language ProficiencyEnglish Language Proficiency (ELP) StandardsIndividual Learning PlansInstruction of English Language LearnersModifying Instruction and Assessment for ELLsTeacher Collaboration in Educating ELLsLanguage Level Appropriate Testing and Grading of ELLs

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Topics for Classroom Teachers’ Topics for Classroom Teachers’ Professional DevelopmentProfessional Development

• Effective Literacy Instruction• Systematic Vocabulary Instruction• Explicit Teaching of Comprehension Strategies• Explicit Teaching of Academic Learning Strategies• Active Learning, Student-Centered Learning• Collaborative Learning• Modifying Instruction to the Levels of English Language

Proficiency• Teaching Content to English Language Learners • Assessment Appropriate for ELL Students

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Instructional Strategies

Everyday classroom strategies:

• Instructional conversations• Experiential learning• Collaborative learning• Structured overviews• Graphic organizers• Think-alouds

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NCLB Title III RequirementsNCLB Title III Requirements

• Develop a high quality language instruction educational program to assist children in learning English, and meeting State academic content standards.

• Provide high quality professional development to classroom teachers.

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ESL Program Design ComponentsESL Program Design Components

Is all this in place in your school?

English proficiency assessment

Individual Learning Plans

Classroom modifications

Minimum recommended amount of English language development

Grading alternatives

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Federal Case LawLau v. Nichols, 414 U.S, 563, 1974

• “There is no equity of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

 • “Where inability to speak and understand the English

language excludes national origin minority children from effective participation in the education program, the school district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

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Indiana Academic CodeIndiana Academic Code• “Each school corporation shall provide appropriate

instruction to limited English proficient students.” (511 IAC 6.1-5-8)

• “Students must receive instruction from properly certified, licensed teachers.” (511 IAC 6.1-3-1.d)

• “Instructional aides must work under the direct supervision of a certified teacher and should not have the sole responsibility of teaching units of study.” (511 IAC 1-8-7.5)

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NCLB Title III RequirementsNCLB Title III RequirementsAnnual Measurable Achievement Objectives (AMAOs)

• Title III, section 3122: Each State shall develop annual measurable achievement objectives for LEP students served under Title III that relate to such children’s development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards as required by Title I, section 1111(b)(1).

Title III AMAOs shall include:• annual increases in the # and % of LEP students making

progress in learning English,• annual increases in the # and % of LEP students

attaining English proficiency (as measured by a valid and reliable assessment of English proficiency), and

• making adequate yearly progress (AYP) for LEP students under Title I.

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Instructional Strategies What a mainstream teacher

needs to do for LEP students:

1. Increase comprehension.

2. Increase practice/interaction.

3. Decrease the workload.

Simplify. Provide modifications and

adaptations.

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LEP Students: Instructional Needs

• Quality English language development (literacy, vocabulary, comprehension)

• Mainstream classroom instruction modified to the levels of English proficiency, increasing comprehension and practice

• Content area support

• Targeted Remediation/Interventions

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Instructional Strategies

Formula For Success

- Content Based language instruction

- Collaboration of mainstream and ESL program integrating language development and content instruction

- Scaffolded and Sheltered mainstream instruction

- All-school consistent effort to provide effective education and interventions to Language Minority students, all teachers using the same strategies

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Dimensions of Language

Basic Interpersonal Communication Skills

Everyday/“playground” language

Not related to academic achievement

Attained after 1-2 years in host country

Cognitive/Academic Language ProficiencyClassroom/“textbook” language

Needed to function in decontextualized settings

Requires high level of reading and writing

Attained between 5-7 years in host country

BICS

CALP

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From Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom by Mary Meyers

Types of Language Skills Students Need to Acquire to be Truly Proficient in English

Factors Factors that may that may

affect affect student student learninglearningEnglish Language LearnerEnglish Language Learner

The Learning EnvironmentThe Learning Environment

Teacher

School/Community

Class Program

The ESL Program

Other Students

BackgroundBackground

Skills in 1st Language

Geography

Culture

Family Situation

Personality

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The Need for Teacher Collaboration

Evidence from national reports and regional data:

Teacher collaboration is No. 1 determinant of the success of

LEP students at a given school or school corporation.

Strategies:• Focused Professional

Development• Sharing, Coaching, Support &

Feedback!

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The Need for Title I & Title III Program Collaboration

Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.

Title III Title I

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The Need for Title I & Title III Program Collaboration

Title I and Title III program administrators and staff need to collaborate in their understanding both programs’ implementation and see where needs and services overlap.

Title III

Requirements

Title I

Requirements

English Language Proficiency Standards

Academic content Standards

Annual measurable achievement objectives

(English language proficiency)

Academic Achievement

Standards

Annual measurable achievement

objectives(Academic)

Increase English

Language Proficiency

&Academic

Achievement

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Principles of Effective Professional Development

Offering a series of professional development initiatives

that are aligned to academic standards, curriculum, and assessment

and that include all partners to discuss issues related to

second language development and academic achievement of ELL students

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Professional Development Opportunities

Division of Language Minority & Migrant Programs

(LMMP)

doe.state.in.us/lmmp

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Professional Development Opportunities

Inservice from the LMMP Division:

• State and Federal legal guidelines • Second language acquisition; methods of teaching

English and content simultaneously • Overview of cultural awareness to provide teachers with

skills to assist their language minority students • Instructional strategies for mainstream teachers • Grading/testing alternatives and instructional

modifications and adaptations • Retention guidelines• Ways for mainstream and ESL staff to collaborate • Referral to special education guidelines

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Indiana ELP StandardsIndiana ELP Standards

• Linked to Indiana Academic Content Standards by each grade level

• Broken down into levels 1 through 5

• Apply to ALL content areas

• Provide specific performance indicators expected from language minority students to demonstrate their competence within each standard

• Helps in designing and differentiating daily instruction and assessment/grading

Print from LMMP website or ordered in book format.

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Professional Development Opportunities

Inservice from the LMMP Division:

Implementation of ELP

(English Language Proficiency) Standards

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Professional Development Opportunities

Collaboration with other Indiana Districts

- Contact the Division of Language Minority & Migrant Programs to receive information on successful programs and services provided by Indiana Title III programs

- Visit programs

- Invite other districts to present their programs

- Attend workshops at the Illinois Resource Center or invite IRC trainers to your district: http://webcls.thecenterweb.org/irc/events/pages/f_workshops.asp

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Professional Development Opportunities

LMMP Division

Annual ESL Conference sponsored by the Division of Language Minority & Migrant Programs

2008: Friday, March 14 at the Indiana Convention Center

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Helpful Websites

• CAL – Center for Applied Linguistics - www.cal.org

• NCELA - National Clearinghouse for English Language Acquisition: www.ncela.gwu.edu

• Doing What Works - http://65.103.99.76/dww_new/index.html

• English Language Learner Knowledge Base -www.helpforaschools.com

• What Works Clearinghouse - ies.ed.gov/ncee/wwc

• ERIC – Education Resources Information Center: www.eric.ed.gov

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Measuring Effectiveness Assessment StrategiesAssessment Strategies

1. Anecdotal records (asking a question, recording response)

2. Performance sampling(student is observed while performing a task and evaluated with the help of rubrics or checklists)

3. Portfolio assessment (gathering observations and performance samples in a folder and evaluating work during semester)

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Measuring Effectiveness English Language Proficiency Assessment

(LAS Links)

• Measures listening, speaking, reading, writing & comprehension.

• Aligned to the English Language Proficiency (ELP) Standards.

• Measures academic as well as conversational English ability.

• Demonstrates growth from one proficiency level to another and growth within a level.

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Measuring Effectiveness

Title III AMAOs

• Annual increases in the # and % of LEP students making progress in learning English (achieving a higher level of English proficiency)

• Annual increases in the # and % of LEP students attaining English proficiency (measured by annual Las Links testing), and

• Making adequate yearly progress (AYP) for LEP students under Title I.

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Measuring EffectivenessMonitoring of Former LEP Students:

Monitoring must ensure that former LEP students are able to fully participate in the regular educational program.

Students should be able to:- Perform on par with native English speaking peers- Access all aspects of the mainstream curriculum and participate successfully- Access language instructional services if needed

Records should document students’ performance on:- Standardized achievement tests- Oral, reading and written skills- Teachers observations- Grades in content classes and GPA

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Olga Tuchman, Education Consultant

Indiana Department of Education

Language Minority and Migrant Programs

(317) 232-0555 (800) 382-9962

otuchman@doe.state.in.us

www.doe.state.in.us/lmmp