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HELP!MY STUDENT DOESN’T SPEAK
ENGLISH!
WHAT TO KNOW ABOUT HELPING AN ENGLISH LANGUAGE LEARNER
IN YOUR CLASSROOM
JEFCOED English as a Second Language
2016-2017
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Tell me and I’ll forget;Show me and I may
remember;Involve me and I’ll
understand.
Chinese Proverb
Table of Contents
ELs & Civil Rights
Overview of JEFCOED ESL Services Initial Identification & Assessment of NELB Students ESL Placement & Parent Notification Exiting ESL Services & Monitoring of Former ELs Snapshot of ESL Services High School Newcomer Program
ELs in the Classroom What is Appropriate Instruction? Overview of ELs in the General Classroom A Note from the Alabama Department of Education What Every Classroom Teacher Must Know about ELs What Works with ELs More Strategies that Work with ELs
Core ESL Program (Lau Plan) What is Sheltered Instruction? Sheltered Instruction Observation Tool SIOP Model Self-Assessment RTI for ELs: Appropriate Tier I Instruction FORM: ESL Accommodations FORM: I-ELP: Individual English Learner Plan FORM: NELB Yellow Folder
Grading of ELs Guidelines for Grading ELs Grading ELs Grades K-2 Standardized Report Cards Grading ELs Grades 3-8: Alternative Grading Grading of ELs Grades 9-12 Report Card Comments – English & Spanish Regarding Retention of EL
WIDA English Language Proficiency Standards & Resources WIDA Copyright Notice & Fair Use Policy WIDA: The ELP Standards WIDA Levels of English Language Proficiency Stages of Language Acquisition & WIDA Levels of Proficiency WIDA Performance Definitions of EL Proficiency Levels WIIDA Performance Definitions of EL Proficiency Levels: Listening & Reading WIDA Performance Definitions of EL Proficiency Levels: Speaking & Writing WIDA Features of Academic Language in WIDA’s Standards WIDA Examples of General, Specific, and Technical Language
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Table of Contents
WIDA English Language Proficiency Standards & Resources (cont.) WIDA Can Do Descriptors by Grade Level WIDA Speaking Rubric WIDA Writing Rubric WIDA Examples of Sensory, Graphic, & Interactive Supports WIDA Graphic Organizers across ELP Standards WIDA Sample Topics & Genres: Grades Pre-K - K WIDA Sample Topics & Genres: Grades 1-2 WIDA Sample Topics & Genres: Grades 3-5 WIDA Sample Topics & Genres: Grades 6-8 WIDA Sample Topics & Genres: Grades 9-12 Essential Actions for Academic Language Success www.wida.us
ACCESS for ELLs English Language Proficiency Test Fair isn’t Equal
Communicating with Non-English Speaking Parents ESL Webpage – translations District Translator Interpreter Request Form Video Conferencing with District Translator TransAct ELSA Translation Device Translated Forms
Teacher Resources ESL Webpage
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ELs & Civil RightsFive Points from OCR
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1.Identify students who need assistance
2.Develop a program which, in the view of experts in the field, has a reasonable chance for success
3.Ensure that necessary staff, curricular materials, and facilities are in place and used properly
4.Develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students; and
5.Assess the success of the program and modify it where needed.
Overview of JEFCOED
ESL Services
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STEP I: Initial Identification and Assessment of Non-English Language Background (NELB) Students
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All new students entering Jefferson County Schools are given a Home Language Survey (HLS) to be completed at the time of enrollment.
Student answers “English” to ALL questions on HLS
Student lists a language other than English to ANY question on the HLS: Student is NELB. School registrar
must contact ESL office within 3 days of enrollment.
All NELB/ESL documentation is to be maintained in the “yellow NELB folder” and placed in the student’s cumulative record. Student is NOT
NELB and is placed in general
education program with NO ESL
services
ESL staff will conduct a thorough educational history review and complete NELB Initial Evaluation Form- ESL062016-2. All documentation related to NELB will be placed in the yellow
NELB folder. ESL staff will administer the W-APT screener as needed.
Student scores 4.8 or higher on W-APT and/or has
documentation of no prior ESL service nor need for
service from previous school
Student result is qualifying score (below 4.8) on W-APT and/or has documentation of prior ESL
placement
Student is identified as NOMPHLOTE.
NOMPHLOTE students do not qualify for ESL service. ESL staff will
notify school registrar to code student correctly in
Chalkable.
Student previously exited from ESL service, with four years of successful
monitoring will be identified as FLEP.
Student will be placed in regular classroom with NO ESL service. ESL staff will notify school
registrar to code student correctly in Chalkable.
Student will be identified as EL. Student will be referred to ELL Committee for
decisions regarding ESL placement and
service. ESL staff will notify school registrar
to code student correctly in Chalkable.See STEP 2: ESL Placement and Parent Notification
NOTE: If enrollment occurs at the beginning of the year, ELL Committee meets and notifies parents within 30 days. IF enrollment occurs after the beginning of the year, the ELL committee meets and notifies parents within ten (10) days.
STEP 2: ESL Placement and Parent Notification of English Learners (ELs)
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All students entering Jefferson County Schools who are identified as English Learners (ELs) will be referred to the ELL Committee. Each local school that has an EL must form an ELL Committee. The
committee may be comprised of an administrator, a classroom teacher, a counselor, an ESL teacher, and a parent of the ELL when possible. The ELL Committee is responsible for making all academic decisions regarding the EL, including, but not limited to, ESL program placement, appropriate accommodations,
ESL program exit, and retention.
ELL Committee will convene and complete:I-ELP (Individual English Learning Plan) JEFCOED ESL Accommodations Checklist – JEFCOED 01/05-3ALEP/ELL Participation Documentation, Alabama Student Assessment ProgramAny LEP/ELL Accommodation Checklist, as needed- Alabama Student Assessment Program
All documentation related to NELB will be placed in the yellow NELB folder. EL committee is responsible for sharing all committee decisions with EL’s classroom teacher(s). The ESL teacher will provide every classroom teacher a copy of the EL’s current English language proficiency score and accommodations.
NOTE: If enrollment occurs at the beginning of the year, ELL Committee meets and notifies parents within 30 days. If enrollment occurs AFTER the beginning of the year, the ELL committee meets and notifies parents within ten (10) days.
ELs are required to participate in the annual ACCESS for ELLs English Language Proficiency Test. All ELLs – including
refusals and special education students taking AAA – MUST participate until the ELL has met all criteria for program exit.
ELL Committee decides to enter/continue ELL in ESL
program
Parent refusals MUST complete and sign a Request
for Title III Supplemental ELD Program Withdrawal Form-
JEFCOED 08/09-4. Parent’s consent to waive service must be
obtained each school year.If parent denies participation in
supplemental Title III services, the school is still required to make
accommodations in instruction and monitor the student’s academic performance. Student is still
identified as EL. ESL staff will notify school registrar to code student correctly in Chalkable.
ELL Committee decides not to enter student in ESL program
Student is identified as NOMPHLOTE.
NOMPHLOTE students do not qualify for ESL
service. ESL staff will notify school registrar
to code student correctly in Chalkable.
Parent Notification is sent to parents outlining their child’s eligibility for ESL services and current data regarding JEFCOED’s ESL Program.
Parents are also sent a copy of current ACCESS for ELLs Parent Report, if available. The ESL staff is responsible for sending both forms.
See STEP 3: Exiting from ESL Services and Monitoring Former Limited English Proficient Students
STEP 3: Exiting from ESL Services and Monitoring of Former Limited English Proficient Students
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All ELs will continue in the ESL Program until they meet criteria for exit from the ESL Program. A composite/overall score of 4.8 or higher on the ACCESS for ELLs English Language Proficiency Test is the sole criteria for ESL Program exit.
ELL Committee will convene and complete:I-ELP (Individual English Learning Plan)- JEFCOED 8/2014
Exit from ESL Services – (page 2 of I-ELP form)
The student will be identified as FLEP1 – Former Limited English Proficient – Monitor Year 1. Monitor students no longer participate ACCESS for ELLs Proficiency Test nor do they receive ESL services, but are still part of the ESL Program. The ELL committee is responsible for sharing all committee decisions with ELL’s classroom teacher(s). All documentation related to NELB will be placed in the yellow NELB folder. ESL staff will notify school registrar to code student correctly in Chalkable.
NOTE: If enrollment occurs at the beginning of the year, ELL Committee meets and notifies parents within 30 days. If enrollment occurs AFTER the beginning of the year, the ELL committee meets and notifies parents within ten (10) days.
The ESL staff will monitor the student for four (4) years. The ESL teacher is responsible for completing ESL Monitor Information (located on page 2 of the I-ELP) for each monitor year and ensuring signed form is in student’s yellow NELB folder. ESL teacher will also notify parents of student’s progress during each monitor year. During second year of monitoring, student will be identified as FLEP2 - Former Limited English Proficient – Monitor Year 2. ESL staff will notify school registrar to code student correctly in Chalkable. The same steps apply for Monitor Year 3 (FLEP3) and Monitor Year 4 (FLEP4).
EL scores overall 4.8 or higher on ACCESS for ELLsEL scores below a 4.8 on ACCESS for ELLs.
Student is identified as EL
and ESL services continue. Return
to Step 2: ESL Placement and
Parent Notification
Student successfully completes four (4) years
of monitoring
Student DOES NOT successfully complete
four (4) years of monitoring
Before a monitor student (FLEP1, FLEP2, FLEP3, or FLEP4) may be
reclassified as an LEP2, the EL must be re-screened using the W-APT to
see if he/she qualifies for ESL services. If the student qualifies, the ELL Committee reconvenes. If not,
student remains classified as FLEP1, FLEP2, FLEP3 or FLEP4.
A Snapshot of ESL
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Student is identified as FLEP and is officially exited from ESL and no longer
eligible for ESL services. Parents are notified. ESL staff will notify school registrar to code student correctly in
Chalkable.
High School Newcomer Program
Newcomer Program GoalsThe ESL High School Newcomer Center is an intensive English program for recently enrolled students in grades 9-12 with limited or no English proficiency. The High School Newcomer Program serves as a transitional program designed to:
1. Provide quality instruction of basic English literacy skills so that students with minimal or no knowledge of English learn enough oral language, grammar, vocabulary, reading and writing to successfully access information taught in mainstream classes at their grade level.
2. Ensure students understand the expectations and requirements needed to be successful in an American high school and/or workplace; and
3. Address American social and cultural norms.
Who May Attend the Newcomer Center?Newcomer Program participants must:
1. Meet residency requirements of the Jefferson County Board of Education;
2. Be under 21 years of age;
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3. Score a composite proficiency level (CPL) of 2.0 or less on the W-APT English language proficiency screener (Students scoring a CPL of 2.1 – 2.5 may be eligible depending on their academic history); and
4. Have parental/guardian permission to participate.
ELs in the Classroom
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What is Appropriate Instruction?
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Equal Isn’t Always FairDifferentiating Instruction for ALL Learners
Differentiating instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize
students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do
different things for different students some, or a lot, of the time. It’s whatever works to advance the student if the regular
classroom approach doesn’t meet students’ needs. It’s highly effective teaching.
Rick Wormelihttp://wsascd.org/downloads/White_River_Differentiated_Instruction.pdf
Some Factors that Might Influence Learning
https://womenscenteratumbc.files.wordpress.com/2014/10/6a00e54f8c25c98834017c317442ea970b-500wi.jpg
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Family dynamicsTransiency rateIEP504GiftedEnglish LearnerPhysical/Emotional healthDietSpeech/Language IssuesBehavior/DisciplinePersonal Background/ExperiencesPersonalitySocio-economic status
Technology accessADHD/ADDHobbies/InterestsMultiple IntelligencesHearing ImpairedVisually ImpairedAuditory Processing issuesHome responsibilitiesTourette’s syndromeAsperger’s SyndromeReligious AffiliationNationality
Overview of English Learners (ELs)
In the General ClassroomELs work under a dual load. They must learn English and also learn content presented in a language in which they are not fully fluent. Federal law (Lau v. Nichols) states that “students who do not understand the language of instruction are effectively foreclosed from learning. We must do more than provide the same textbooks, classrooms, teachers, and lessons for these students.” By law we must provide appropriate instruction and accommodations.
Educators must remember: Federal law and state law mandate that ELs be accommodated. ELs are to be graded on appropriately accommodated work and
not in comparison to other students and other students’ work. All program considerations and accommodations are documented
through the ELL Committee. Classroom teachers are both bound and protected by these documents.
ELs must participate in state-mandated testing in most cases. If new learners of English miss some content during the language learning process, that content will be re-taught and scaffolded as language proficiency progresses. It may take longer for some ELs to do well on these tests than general education students.
Lack of English language proficiency cannot be the reason for an EL to be assigned a failing grade.
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A Note from the Alabama Department of Education
From the SDE EL Policy and Procedures Manual, pg. 25
ELs are a diverse group of students whose personal, cultural, and educational backgrounds differ significantly, and thus require instruction that meets their particular needs. Like all students in Alabama, ELs must be provided with access to the Alabama courses of study and district curriculum but require different instructional pathways to master those standards.
ELs require instruction that makes content comprehensible, which accelerates acquisition of academic language proficiency and literacy. Appropriate instructional support to increase academic English and achievement should include an adequate amount of pre-activities and modeling, access to reading materials in their native language for classroom and homework assignments, availability of bilingual books (both fiction and non-fiction), meaningful hands-on activities that contextualize abstract concepts, and use of native language in speaking and writing activities (even if the teacher does not know this language). “Any modification of instruction that depends on supports to bolster the students’ access to meaning “ (Gottlieb, 2006) is considered a classroom accommodation. As the EL attains fluency in English, fewer variations or accommodations in classroom activities will be necessary.
ELs must simultaneously learn English and content. The WIDA English Language Proficiency (ELP) Standards facilitate the design of language development objectives that support, guide, and develop content knowledge and skills at the appropriate level of English proficiency. Educators must go beyond teaching ELs survival English by developing their academic English through the context of all content areas.
Students who are acquiring a new language undergo five stages of language development: Entering, Emerging, Developing, Expanding, and Bridging until they attain English proficiency.
By implementing the WIDA ELP Standards in the classroom, teachers are able to provide ELs with meaningful access to local curriculum as they progress through the stages of language acquisition.
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What Every Teacher Must Know About ELsA Classroom Teacher’s Responsibilities
All classroom teachers are required to:
1. Be knowledgeable of Alabama College and Career Readiness Standards (CCRS) and WIDA English Language Proficiency Standards.
2. Provided content objectives and language objectives for every lesson taught.3. Know your EL’s level of proficiency for each language domain.4. Provide appropriate instruction and accommodations based on EL’s level of
proficiency.5. Communicate regularly with the ESL staff.6. Communicate with the parents of ELs in a language they can understand.7. Notify the EL, the ESL staff or EL Committee, and the EL’s parents if there are any
problems/concerns. 8. Inform the ELL Committee of any issues with the EL. The ELL Committee is
responsible for ALL academic decisions regarding the student. This includes, but is not limited to, referral to special education, retention, accommodations, and grading.
9. Know that information regarding the EL’s academic plan can be found in the yellow ESL folder located in the student’s cumulative file. It is each teacher’s responsibility to verify language proficiency if they suspect a student is an EL.
10. Contact an administrator or the ESL office if they need any type of assistance in meeting the needs of ELs in their classroom.
“Culturally diverse students are empowered or disabled as a direct result of their interactions with educators in schools.”
- Jim Cummins
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What Works with ELs
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Strategies that Work with ELs1. Know your student’s level of English proficiency and use appropriate accommodations.
2. Have high expectations for ELs.
ACOS & WIDA
Standards
Comprehensible
Input
Culturally Responsive Pedagogy
Flexible Grouping
Explicit Instruction &
Modeling
Graphic Organizers
Parent Contact
Use of Native
Language
Hands-on Activities
Demonstrations&
Manipulatives
Activate Prior
Knowledge
Visual Support
Differentiated Instruction
Teachers Collaborate
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3. Explicitly teach both content and language objectives.
4. Provide multiple opportunities in the classroom for students to listen to, speak, read,
and write academic English.
5. Activate prior knowledge.
6. Use lots of visuals: pictures, charts, graphics, realia, illustrations, maps, etc.
7. Reduce and adjust teacher talk, rephrasing often. Speak clearly, not louder.
8. Allow plenty of wait time for student response.
9. Pre-teach content vocabulary, and present objectives, main points, and key information
before beginning a lesson.
10. Use cooperative learning strategies, encourage interaction among students, assign
English speaking buddies, and monitor group work.
11. Communicate acceptance and respect in your expressions, body language, and words.
12. Back up higher-level language with embedded information. Example: “Bilingual
individuals, people who speak two languages, grow larger brains.”
13. Use nonverbal cues.
14. Use kinesthetic and physical teaching activities that involve as many of the senses as
possible.
15. Teach to all learning styles.
16. Focus on content, comprehension, and expression of meaning. Save spelling, grammar,
and abstract ideas for later.
17. Present information in varied ways.
18. Use peer tutoring and rotate student groups.
More Strategies that Work with ELs
19. Use hands-on activities.
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20. Write in manuscript legibly on the board.
21. Announce lesson objectives orally and in writing
22. Provide notes, lectures, graphic organizers, and key points to students in writing.
23. Provide summaries of main points and information.
24. Emphasize key concepts.
25. Emphasize essential content vocabulary.
26. List and review instructions step-by-step
27. Use dialog journals.
28. Audio books/lessons assist with language development for all proficiency levels.
29. Use predictable daily routines and procedures.
30. Label classroom objects in English and, when possible, in student’s native language.
31. Respect the student’s heritage language and culture and foster pride for these in the
students.
32. Create a supportive environment and a sense of teamwork among class members.
33. Praise and encourage progress in student’s English language development and
academic successes.
34. Try to put yourself in the student’s place to create empathy and a desire to support the
student.
35. Learn as much as possible from the student about his/her language and culture.
36. Watch for signs of progress and adjust accommodations based on student need.
37. Communicate with the ESL teacher.
38. Communicate with parents.
39. If you “hit a wall’, ask for help from your colleagues, principal, or ESL staff
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Summarized by Karen L. Smith
“It is our professional obligation to find ways to address the needs of all students in our
classrooms. We do not select our students and we cannot change them. Rather, we have to
consider the influences of our own practices and change these practices if they do not adequately
meet students’ needs.”(Kersaint, Thompson, Petkova)
JEFCOED 23
Core ESLProgram
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Jefferson County Schools uses the English as a Second Language (ESL) as its core instructional approach to help English learners acquire language and, ultimately, meet high academic standards. Students learn and are taught in English, although certain instructional materials or instructional techniques may make use of basic L1 (native language) vocabulary, but only as a means to support the students’ use of English. According to Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature (U.S. Department of Education), models that follow the ESL approach may include both language instruction, wherein English language is the instructional content itself, or content-based instruction, in which academic content is the object of instruction, but it is delivered in such a way as to support ELs’ acquisition of English as well.
Jefferson County Schools utilizes a variety of English as a Second Language models:ESL Instruction (ESL Pull-out, ESL push-in, and/or ESL class period), and ESL Sheltered Instruction. In addition, all teachers in Jefferson County Schools have access to ESL-focused professional learning with ESL Coaching.
U.S. Department of Education; Office of Planning, Evaluation and Policy Development; Policy and Program Studies Service; Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature, Washington, D.C., 2012.
WHAT IS SHELTERED INSTRUCTION?
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In order to best teach ELs, we need to understand their diverse backgrounds. These learners bring a wide variety of educational and cultural experiences to the classroom as well as considerable linguistic differences. Given the variability in these students’ backgrounds, it is clear that there is no simple solution. ELs need different pathways for academic success. One such pathway is sheltered instruction .
Sheltered instruction is taught by content area teachers rather than ESL specialist and is beneficial to students to of all levels of English proficiency. SI extends the time students have for getting language support services while providing access to content subjects they will need for graduation. SI is NOT simply a set of additional or replacement instructional techniques that teachers implement in their classrooms. Instead, it draws from and complements methods advocated for both second language and mainstream classrooms.
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Sheltered instruction (SI) is an approach for teaching content to English language learners (ELs) in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Through SI, designed by ESL professionals as well as content teachers, ELs participate in content courses with grade-level objectives delivered through modified instruction that makes the information comprehensible to the students. (See chart on right for a sample sheltered instruction observation tool)
Instruction in a sheltered classroom follows a clear protocol in meeting the needs of ELs. Each lesson is designed with the individual learner in mind. Content objectives and language objectives are clearly defined, displayed, and reviewed for all students. Teachers explicitly link concepts to students’ backgrounds, as well as connect new concepts to past learning. Key vocabulary is emphasized – introduced, written, repeated and highlighted for students to see. Speech is appropriate for students’ levels of proficiency and all tasks are clearly defined, explained, or modeled. Content is adapted and scaffolded. Students interact frequently in a variety of grouping configurations. Activities are hands-on and provide ample opportunities for students to apply content and language knowledge- using ALL language skills.
Source: Making Content Comprehensible for English Learners: The SIOP Model, 3rd Edition, Echevarría, Voght, & Short (2008)
Source: Based on Allen and LeBlanc’s collaborative peer coaching model (2005).
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SIOP Model Self-AssessmentUsing the features below, mark the box that most closely represents your current teaching practices.
D=Daily O= Occasionally N= Never
D O NLesson Preparation1. Content Objectives clearly defined, displayed, and reviewed
with students2. Language Objectives clearly defined, displayed, and reviewed
with students 3. Content concepts appropriate for age and educational
background level of students4. Supplementary materials used to a high degree, making lessons
clear and meaningful5. Adaptation of content (e.g., text, assignment) to all levels of
student proficiency6. Meaningful activities that integrate lesson concepts (e.g.,
interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking
Building Background7. Concepts explicitly linked to students’ background experiences8. Links explicitly made between past learning and new concepts9. Key vocabulary emphasized (e.g. introduced, written, repeated,
and highlighted for students to see)Comprehensible Input10.Speech appropriate for students’ proficiency levels (e.g., slower
rate, enunciation, and simple sentence structure for beginners)11.Clear explanation of academic tasks12.A variety of techniques used to make concepts clear (e.g.,
modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Strategies13.Ample opportunities provided for students to use learning
strategies14.Scaffolding techniques consistently used, assisting and
supporting student understanding (e.g., think-alouds)15.A variety of questions or tasks that promote higher-order
thinking skills (e.g., literal, analytical, and interpretive questions)
D=Daily O= Occasionally N= Never
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D O NInteraction16.Frequent opportunities for interaction and discussion between
teacher/student and among students, which encourage elaborated responses about lesson concepts
17.Grouping configurations support language and content objectives of the lesson
18.Sufficient wait time for student responses consistently provided
19.Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Practice and Application20.Hands-on materials and/or manipulatives provided for
students to practice new content knowledge21.Activities provided for students to apply content and language
knowledge in the classroom22.Activities integrate all language skills (i.e., reading, writing,
listening, and speaking)Lesson Delivery23.Content objectives clearly supported by lesson delivery24.Language objectives clearly supported by lesson delivery25.Students engaged approximately 90% to 100% of the period26.Pacing of the lesson appropriate to students’ ability levelsReview and Assessment27.Comprehensive review of key vocabulary28.Comprehensive review of key content concepts29.Regular feedback provided to students on their output (e.g.,
language, content, work)30.Assessment of student comprehension and learning of all
lesson objectives (e.g., spot-checking, group response) throughout the lesson
SIOP Model of Sheltered Instruction (Echevarria, Vogt, & Short, 200; 2004; 2008)
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RTI for ELs: How to Effectively Implement Tier 1 Instruction for ELs
How do I do this?o Take time to activate prior knowledge at the beginning of each lesson/concept.o Select tasks that build on student’s prior knowledge.o Support and scaffold student learning.o Provide an appropriate amount of time to complete tasks.o Explicitly teach and model o Focus on obtaining student explanation and meaning as opposed to obtaining “the right
answer.”o Incorporate academic conversations into every lesson.o Set high but reasonable instructional expectations that provide ongoing instructional support
to ensure that these expectations are met.o Do not wait for English oral language to meet grade-level expectations before providing
reading instruction. Provide instruction in early reading while also providing support for English oral language development.
o Promote language and vocabulary development throughout the day.o Ensure that students are provided ongoing and appropriate instruction in academic language
use in the native language and/or in English. Integrate academic language development into core instruction across subject areas.
o Scaffold language and opportunities to respond. Scaffolding language includes paraphrasing key words, providing opportunities to extend answers, supporting language by using familiar synonyms (e.g., “that is also like…”) and familiar antonyms (e.g., “that is also different from…”), reframing students' responses, confirming aspects of the answer that are correct, and providing language supports to further explain aspects that require refinement.
o Provide opportunities for appropriate peer learning, including peer pairing and small-group instruction.
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Five Principles for Creating an Effective Second Language Environment1. Give ELs many opportunities to read, to write, to listen to, and to discuss oral
and written English texts expressed in a variety of ways.
2. Draw attention to patterns of English language structure.
3. Give ELs classroom time to use their English productively.
4. Give ELs opportunities to notice their errors and to correct their English.
Sharon Vaughn and Alba Ortiz (2010)
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Classroom Accommodations for ELs
Student Name: ___________________________________________ Grade: _____ School: ____________________________
Teacher: _________________________ Initials: ______ ESL Teacher: _______________________ Initials: ___________
English Language Proficiency Information: COMPOSITE LEVEL: _____________________________________
Listening: 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. ReachingSpeaking: 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. ReachingReading: 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. ReachingWriting: 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. Reaching
In Alabama, a score of 4.8 or above is considered fluent.
Listed below are accommodations that facilitate comprehension for ELLs during instruction and assessment. These accommodations are determined by the ELL Committee in consideration of the student’s English language proficiency level and individual instructional needs based on ACCESS scores, can-do descriptors and teacher observations. Accommodations are not optional, but part of the student’s individual ELL plan. An ELL student may not receive a failing grade unless proper documentation of accommodations, work samples, parent notification, and ELL Support Log are provided to the ELL Committee. Please communicate with the ESL teacher to express questions, concerns, and/or suggestions regarding the student’s ELL plan.
INSTRUCTION: ASSIGNMENTS:1. Explicitly teach language objectives.2. Simplify language used in instruction 3. Provide additional instruction including reviews, drills and opportunities for re-teaching 4. Teach in small groups:_______________ (indicate content area) 5. Allow for Peer Tutoring/Teaching 6. Increase the use of manipulatives to enhance concepts depending on language level of learner (see “can do” indicators) 7. Provide visual aids to enhance key concepts 8. Use Graphic Organizers 9. Allow for alternate seating for proximity to peer helper or teacher as necessary 10. Assist student in building a picture file of key vocabulary 11. Assist students to underline key words or important facts in text 12. Incorporate Group Work and Cooperative Learning 13. Provide prompts, photocopies of notes or outlines, or highlighted texts and materials 14. Utilize resources in the student’s first language 15. Teach new concepts in chunks 16. Provide frequent checks for comprehension 17. Orient students to expectations through rubrics 18. Provide simplified/additional instructions 19. Other:
1. Allow editing and revision before grading 2. Provide a daily or weekly syllabus of class and homework assignments 3. Give alternative homework or class work assignments suitable to the student’s linguistic ability for activities and assessments 4. Extend time for assignment completion as necessary 5. Allow students an opportunity to express key concepts in their own words 6. Utilize alternate reading assignments/materials at the student’s reading level. When possible, use material specifically designed for LEP students 7. Utilize resources in the student’s first language 8. Substitute a hands-on activity or use of different media in projects for a written activity 9. Utilize assignment notebooks 10. Simplify language or shorten assignments 11. Other:
ASSESSMENTS: ADDITIONAL ACCOMMODATIONS:1. Provide a word bank 2. Provide an opportunity for the student to take the test/re-test individually with a teacher or paraprofessional 3. Allow for the test to be read aloud 4. Allow for small group administration of assessments 5. Use informal observations of performance and classroom participation as a percentage of the overall evaluation (see rubric). 6. Incorporate group work into the assessment process 7. Simplify the language and format of the assessment to match the language utilized during instruction 8. Provide opportunities for the student to take tests in sections/chunks 9. Allow for extended time to complete the assessment 10. Provide opportunity for student to provide oral responses to be recorded by teacher or paraprofessional 11. Accept correct answers on test or worksheets in any written form such as lists, phrases, or using inventive spelling
1. Permit the use of picture or bilingual dictionaries or electronic translating devices during instruction, assignments and assessments 2. Computer assisted language learning program(s): Rosetta Stone: ________________________________________________________________________________________________Other: ______________________________________________________________________________________________________3. Computer assisted math learning program(s):ALEKS: _____________________________________________________________________________________________________Other: ______________________________________________________________________________________________________4. Other:
5. Other:
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Grading ELs
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Guidelines for Assigning Grades to ELs
Federal law (Lau vs. Nichols, 1981) states that “students who do not understand the language of instruction are effectively foreclosed from learning. Simply providing the same classrooms, teachers, textbooks and materials does not ensure success.” In order to comply with federal law, we must ensure that grading practices take language-minority students’ needs into consideration. The following guidelines must be followed when assigning grades for English learners (ELs):
1. Teachers must implement the instructional accommodations/supports as determined by the student’s ELL committee and documented in the Individual English Learning Plan (I-ELP). These accommodations must be used in both instruction and assessment.
2. Instructional accommodations/supports must be appropriate for the student’s level of English proficiency.
3. Grading of ELs should therefore reflect daily instructional accommodations, as well as testing accommodations, and should not penalize the student for not yet being fully fluent in English.
4. ELs will receive grades based on accommodations or alternative assignments appropriate to the student’s language proficiency level, and receive the same report card that is used in general education.
5. ELs in grades 2nd-8th may be eligible for the alternate grading system.6. ELs cannot be penalized for missing work in the general education class room
during the time they are receiving “pull-out” ESL services. Teachers must grade students on the components for which they are present and derive the class grade based on the elements that the student completed.
7. Comments on progress reports/report cards should be used to explain that grades are based on instructional accommodations/alternative assignments (when applicable).
8. Documentation of accommodations (lesson plans, work samples, assessments, etc.) must be maintained by the classroom teacher.
If ELs are failing to make progress or are unable to make progress in content classes, general education teachers should consult with the ESL staff
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When content is appropriately accommodated, ELs should be able to demonstrate mastery/non-mastery of the content standards. ELs who fail to master content standards must receive additional support though the RtI process. Teachers may grade students using a numerical grade on accommodated work.
If a teacher believes s/he is justified in assigning an EL a failing grade, it must be clearly documented:
what accommodations were provided, what steps were taken to support the student, that the ESL teacher, parents, and/or the school counselor were involved in
attempts to support the student, and that the lack of English language proficiency was NOT the sole reason for the
low/failing grade.
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Grading ELs – Grades K-2Standardized Report Cards
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Grading ELs – Grades 2-8Alternate Grading System
The regular grading system may not be appropriate for all ELs. The use of the ESL Alternative Grading System is an accommodation available to classroom teachers to use for ELs. The ESL teacher can help determine if the Alternative Grading System is appropriate for an EL. Grading can also be discussed during the ESL Committee meeting. Remember please that all ELs MUST be accommodated for content work when needed. Simply assigning a passing grade to a student does not constitute accommodating their instructional needs.
Contact the school registrar to utilize the ESL Alternative Grading System in Chalkable/INOW.
Grade Criteria – When to Use
G Designates "good" and indicates that the student is meeting most or all expectations for progress on accommodated content work and English language development. This student works diligently and is making measurable, daily progress.
S Designates "satisfactory" and indicates that the student is working consistently and making consistent improvement in accommodated content work and English language development.
N Designates "needs improvement" and indicates that while the student is being accommodated in content work and provided opportunities to develop English language proficiency, s/he is not consistently meeting expectations and progress is slower than could be expected compared to other ELs at that grade level. This grade might also reflect that the student does not regularly complete appropriately accommodated assignments or appropriate homework.
U Designates "unsatisfactory" and indicates that while the student is being accommodated in content work and provided opportunities to develop English language proficiency, s/he is consistently uncooperative and unengaged in the education process. This grade would be assigned if the student never attempts or refuses to complete classroom assignments and appropriate homework. This grade should never be assigned without documentation that the classroom teacher, ESL teacher, counselor and parents have worked together to attempt to improve or alleviate the situation. Parents should never see this grade on a report card without first being informed that it will be assigned and having an understanding of what it means.
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Grading ELs – Grades 9 -12 Mastery of Standards
ELs in grades 9 -12 must be given the opportunity to earn credits for graduation and therefore must be graded with the regular grading system. The key to grading these students is appropriate accommodation of content work. ELs who are not able to manage the general assignments of a class should be given accommodated work and graded on the accommodated work. ELs may not be failed for the reason that they do not know English. Simply assigning a passing grade does not constitute accommodating for a student’s learning needs.
Please remember that these students are working under a dual load of language learning and content learning. The outcome of the Supreme Court case of Lau vs. Nichols states that we must provide more than the same textbooks and instruction when lessons are presented in a language the student does not understand. We must accommodate these students.
If a teacher ever believes s/he is justified in assigning an EL a grade of D or F, it must be clearly documented what accommodations were provided, what steps were taken to support the student and that the ESL teacher, parents, and the school counselor were involved in attempts to support the student. Also, the teacher must ensure that the student and parents clearly understand the reason for the assigned grade. A reason an EL might receive a D or F is that s/he is very often or consistently uncooperative and unengaged in the education process and refuses to do appropriately accommodated assignments. Lack of English language proficiency cannot be the only reason for assigning a failing grade. If ELs are unable to make progress in content classes, general education teachers should consult with the ESL teacher or ESL supervisor as soon as the lack of progress is noted. Discussion about ELs failing a class should not come up at the end of a grading period or the end of the year.
If you have any questions regarding grading of ELs and/or accommodations of ELs, please contact the ESL office at 379-2101.
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REPORT CARD COMMENTSEnglish & Spanish
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REPORT CARD COMMENTSEnglish & Spanish
Regarding Retention of ELsIn accordance with federal law (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols), ELs cannot be retained solely due to low English language proficiency. “If an ELL is retained in a grade, the LEA must be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELLs meaningful access to the general curriculum as well as to promote second language learning.” (Lau v Nichols, 414 U.S. 563, 1981). It is understood that while students are learning English, they may miss some of the objectives and concepts presented in the regular classroom. However, the appropriate use of accommodations will ensure that the LEP student gains maximum access to the content for his English proficiency level. As the student gains proficiency in English, classroom and ESL teachers can scaffold any missed information. Mainstream teachers must make appropriate accommodations and provide adequate differentiated lessons, assignments and assessments to meet the unique cultural and linguistic needs of the student.
If a classroom teacher is considering retention of an EL, the teacher must notify the ELL Committee and the ELL Committee must convene BEFORE the parents are notified. Minimally, the following points regarding retention must be addressed by the ELL Committee:
1. What is the student’s level of English language proficiency?2. Has the Individual English Language Plan (I-ELP) been sufficiently implemented to
document classroom accommodations and student progress?3. To ensure meaningful participation, are classroom accommodations made in the
areas of: Teacher lesson delivery? Activities and assignments? Homework? Formal and informal assessments (e.g. quizzes and tests)?
4. How much individual English language development instruction is the student receiving during the school day?
5. Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher observation, or rubric assessment on content and language objectives)?
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6. Has the student’s classroom teacher been adequately trained with instruction and assessment strategies specifically designed for students learning English?
7. Does the report card indicate that student was graded according to his I-ELP?
After answering these questions, the ELL Committee will then decide if retention will be of greatest benefit to the student’s academic progress. If retention is recommended by the ELL Committee, notification of the proposed retention must be communicated to parents in a language that they understand and an interpreter should be provided for the retention meeting. Notification of retention should be made to the ESL Office.
If a teacher decides to pursue retention, the following steps must be taken:
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Classroom teachers should address concerns about possible retention with ESL staff as soon as these concerns arise. We must ensure that collaboration with the ESL teacher regarding an ELs progress has been ongoing.
Discussion of retention should never begin at the end of the year.
Only the ELL Committee may decide if an EL is to be retained. The ELL Committee must convene and determine what is in the best interest of the student.
Proper documentation is required (I-ELP).
Parents should be approached about retention only after the EL Committee has agreed on this step.
If approached, parents must be given all relevant information regarding retention, including current research findings. This measure protects the child, parents, and the classroom teacher.
WIDA English
Language Proficiency Standards
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WIDA Performance Definitions
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WIDA Performance Definitions
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CAN DO Descriptors
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WIDA Speaking Rubric
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WIDA Writing Rubric
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WIDA Supports
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Essential Actions for Academic Language Success
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ACCESS for ELLs
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What is ACCESS for ELLs 2.0?
ACCESS for ELLs 2.0 is an English language proficiency assessment for Grades K–12. It is based on the WIDA Standards. The test is administered every year to help school districts monitor the English language development of students identified as English learners.
What is the purpose of the test?
ACCESS for ELLs 2.0 measures students’ abilities to understand and produce English used within school settings. The four sections of the test are Listening, Reading, Speaking, and Writing.
ACCESS for ELLs 2.0: Helps teachers, students, and families understand students’ current level of
English language proficiency along the developmental continuum. Provides teachers with information they can use to appropriately and effectively
enhance instruction and learning for English learners. Serves as a measure to determine whether students are prepared to exit English
language support programs. Generates information that assists in determining whether ELs have attained the
language proficiency needed to participate meaningfully in content area classrooms without program support.
Provides districts with information that will help them evaluate the effectiveness of their ESL programs.
Meets, and exceeds, federal requirements for the monitoring and reporting of ELs' progress toward English language proficiency.
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The ISR provides a proficiency level score (1.0 - 6.0) and a scale score for each language domain (Listening, Speaking, Reading, or Writing).
Proficiency Levels are interpretations of grade level specific scale scores and describe student performance based on WIDA’s six English language proficiency levels.
Scale scores can be used to monitor growth over time within (NOT across) a language domain (Listening, Speaking, Reading, or Writing).
The Literacy, Oral, Comprehension, and Overall Scores are derived from the scaled scores for the domains, not the proficiency level scores.
To monitor growth over time, it is recommended to use scaled scores and not proficiency level scores.
In Alabama, a student scoring an overall proficiency level score of 4.8 or higher is considered “proficient” and will be exited from active ESL services.
Interpreting ACCESS Score Reports
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Communicating with
Non-English Speaking
Students & Families
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ESL Webpage: TranslationsSchools have a responsibility to communicate with parents in a language that they can understand. For the parents of our ELs, this sometimes means that they need written information translated or need a translator for oral communication.
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Translations Assistance Available
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District TranslatorInterpreter Request Form
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The Alabama Department of Education provides all school systems in Alabama with free access to TransACT parent notifications. There are more than 100 school forms, notices and letters translated into more than 21 languages.
ELSA
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First Time UserRegister Today
To create a user name and password, please complete the following steps:1) Go to www.transact.com2) Click on the blue Register button at the top of the page3) Select your State, County and School District4) Select Click HERE to register for personal access (bottom left) You MUST use JEFCOED email address
Returning UserLogin Today
To access your TransACT account, please complete the following steps:1) Go to www.transact.com2) Click Login (upper right)3) Enter User Name and Password User Name = district email Password =
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Teacher Resources
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Teacher Resources – ESL Webpage
There are a variety of resources for classroom teachers of English learners located on the JEFCOED ESL webpage. There are links to instructional materials for ELs grades K-12, WIDA Standards, professional learning opportunities, and translated forms, just to name a few. One can access the JEFCOED ESL webpage by going to www.jefcoed.com > Academics > Curriculum & Instruction > English as a Second Language Program.
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Adapted Readings for ELsThe following list contains the current selections of adapted readings designed for ELLs. To check-out a copy of one of the listed titles, contact the ESL Office. (Please note: new titles are purchased every year.)
PENGUIN READERSPenguin Readers are simplified texts designed to provide a step-by step approach to the joys of reading for pleasure. Each book has an introduction and extensive activity material. They are published at seven levels from Easystarts (200 words) to Advanced (3000 words). Note: Titles in bold denote books adapted from screenplays/movies.
Easystarts (200 words)No books at this level
Level 1 – Beginner (300 words) Rip Van Winkle and The Legend of Sleepy Hollow by Washington Irving The House of Seven Gables by Nathaniel Hawthorne Leonardo DiCaprio by Brent Fumas Little Women by Louise May Alcott
Level 2 – Elementary (600 words) Anne of Green Gables by L. M. Montgomery Apollo 13 The Call of the Wild by Jack London Extreme Sports by Michael Dean Heidi by Johanna Spyri The Jungle Book by Rudyard Kipling King Arthur and the Knights of the Round Table The Last of the Mohicans by James Fennimore Cooper The Mysterious Island by Jules Verne Nelson Mandela by Coleen Degnan-Veness The Prince and the Pauper by Mark Twain Robin Hood
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Robinson Crusoe by Daniel Defoe Round the World in 80 Days by Jules Verne The Scarlet Letter by Nathaniel Hawthorne The Secret Garden by Frances Hodgson Burnett Treasure Island by Robert Louis Stevenson Washington Square by Henry James White Fang by Jack London The White Heron and Other American Short Stories
Contains the following short stories:The White Heron by Sarah Orne JewettThe Story of an Hour by Kate ChopinThe Complete Life of John Hopkins by O. HenryLuck by Mark TwainThe Tell-Tale Heart by Edgar Allan Poe
Level 3 – Pre-Intermediate (1200 words) The Adventures of Huckleberry Finn by Mark Twain Amistad The Canterbury Tales by Geoffrey Chaucer Rain Man The Red Badge of Courage by Stephen Crane The Road Ahead by Bill Gates Romeo and Juliet by William Shakespeare Silas Marner by George Eliot The Swiss Family Robinson by Johann Wyss The Yearling by Marjorie Kinnan Rawlings
Level 4 – Intermediate (1700 words) Detective Work by John Escott Gladiator The Picture of Dorian Gray by Oscar Wilde
Level 5 – Upper intermediate (2300 words) The Firm by John Grisham Outstanding Short Stories
Contains the following short stories:
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The Man Who Could Work Miracles by H.G. WellsThe Model Millionaire by Oscar WildeLord Emsworth and the Girl Friend by P.G. WodehouseThe Doll’s House by Katherine MansfieldX-ing a Paragraph by Edgar Allan PoeThe Courtship of Susan Bell by Anthony TrollopeLord Mountdrago by W. Somerset Maugham
The Pelican Brief by John Grisham Wuthering Heights by Emily Brontë
Level 6- Advanced (3000 words ) Snow Falling on Cedars by David Guterson
PHOENIX EVERYREADERSThe EVERYREADERS were selected from the great literature of the world and adapted to needs of today’s children. This series retains the flavor of the originals, providing mature content and dramatic plot structure, along with eye appeal designed to motivate reading.
The Adventures of Huckleberry Finn by Mark Twain The Adventures of Tom Sawyer by Mark Twain Ben Hur by Lew Wallace Bob, Son of Battle by Ollivant The Call of the Wild by Jack London Cases of Sherlock Holmes by Sir Arthur Conan Doyle
Contains the following stories: The Adventure of the Speckled Band The Red-Headed League The Adventure of the Six Napoleons The Adventure of the Empty House
The Gold Bug and Other Stories by Edgar Allan Poe Contains the following stories: Murders in the Rue Morgue The Stolen Letter The Gold Bug Indian Paint by Glenn Balch Kidnapped by R. L. Stevenson King Arthur and His Knights adapted by William Kottmeyer
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Men of Iron by Howard Pule Moby Dick by Herman Melville The Robin Hood Stories adapted by William Kottmeyer The Silver Skates by Mary Mapes Dodges A Tale of Two Cities by Charles Dickens Treasure Island by R.L. Stevenson The Trojan War adapted by William Kottmeyer Wild Animals I Have Known by Ernest Thompson Seton
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WIDA LANGUAGE FUNCTIONSLEVEL 1
ENTERINGLEVEL 2
BEGINNINGLEVEL 3
DEVELOPINGLEVEL 4
EXPANDINGLEVEL 5
BRIDGINGWords,
phrases, chunks of general
language
Phrases or short
sentences that include
general content-area
language
Expanded sentences with
general and some specific content-area
language
Varying sentence
length and complexity,
multiple paragraphs with specific
and some technical language
Varying sentence
length and complexity
(stories, essays,
reports) with some
technical language
IdentifyMatchNameFollowSortDrawLabel
LocateCopy
RepeatRecordColor
ChooseTrace
IdentifyFollow
RespondRole-play
LocatePositionPredictClassifyDescribeCompare/ContrastBasic
Association
Identify Collect
CompleteDescribeCompareContrastInterpretSequence
SummarizeBasic Rewrite
IllustrateRole-play
InferNarratePredict
Compare/contrastIdentify
summarizeList
ExplainDescribe
Solve DepictRewrite
CommutateConstructDiscuss
SortRetell
MeasureFind
DefineCategorize
AnalyzeApplyRelateCreateOutline
InferNarrateRestate
RewriteDiscussAnalyzeCritiqueInterpret
ApplyReasonPredict
GenerateDemonstrate
RespondComposeInterpret
SummarizeDefend
EditRevise
NegotiateElaborate
HypothesizeEvaluate
SynthesizeJustify
PersuadeArgueRelateDebate
ParaphraseCreateDebate
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