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New ELL Teacher Orientation
Burnaby School District
September 14, 2017
Ann Thorup- Program Consultant- English Language Learners
[email protected] (604) 760-6357
Kiran Basran- Helping Teacher and Welcome Centre
[email protected] (604) 296-6937
Agenda
Welcome – Peter Dubinsky, Director of
Instruction
ELL Teacher Role and Responsibilities
ELL Policies
Welcome Centre procedures
Assessment, Reporting, AIPs
Co-teaching and Collaboration
Resources
Lunch
Natalya Khan, SWIS coordinator
Aiming Wide
ELL Teacher Role and
Responsibilities Specialized instruction, AIP’s, ELL files
Liaison with parents and various services
Using strategies to best support ELLs across the
curriculum
Planning adaptations, providing materials/resources
Placement, programming, and service delivery
Assessment and Reporting
Case manager for ELL students
Advocate for ELLs
Advising or providing referrals for students with difficulties
Definition-B.C. Ministry of Education
English language learners (often referred
to as ELL students) are those whose
primary language, or languages, of the
home are other than English. For this
reason, they require additional services in
order to develop their individual potential
within British Columbia’s school system.
English language learners may be
immigrants or may be born in Canada.
A rose by any other name…..
ELL- English Language Learners/English
Language Learning
ESL- English as a Second Language
EAL- English as an Additional Language
EFL- English as a Foreign Language
ESD – English as a Second Dialect or
English Skills Development
1701 – Ministry list of funded ELLs
5 years of funding is
available
6 plus years is allowed,
but not funded
English 12Regular
class
We know that students want to maintain academic progress
while they are in the process of acquiring social and
academic English language skills.
Learning takes time!
Basic Interpersonal Communicative Skills (BICS) Cummins
• 1 to 2 years to learn social language.
• Above the waterline, the part of the iceberg we can see, are Levels 1-(2), conversational or survival English.
Cognitive Academic Language Proficiency (CALP) Cummins
• 5 to 7 years to master academic language.
• Below the waterline, the big base of the iceberg we cannot see, are Levels (2)-4, Academic English
• By receiving ELL support during their Elementary school years:
learn the English language conversation skills
the academic language.
benefit to them as they move through the secondary years in the Burnaby School District (Grades 8-12).
We all need to think long term with regard to English language learning.
What will help?Language support that is:
explicit not implicit
context-embedded
whole, purposeful
grammar worksheets
isolated vocabulary lists
word drills
academic language
Language and content
Language of content
Language through content
Burnaby School District Welcome Centre
6098 Nelson Ave., Burnaby
Initial Assessment:
Who should be referred for initial ELL assessment?
K-12:
Students who are:
new to the Burnaby School District
AND
have spent 4 years or less in a native English-speaking school
system or received ELL support in previous school
AND
speak a language other than English
Incoming Kindergarten Students:
Students for whom the language of the home is not English
How are ELL levels determined?Burnaby has four ELL levels:
• Level 1- beginner
• Level 2- lower intermediate
• Level 3- upper intermediate
• Level 4- advanced
Kindergarten- Pre IPT Oral
Grades 1-3- IPT Oral, BERA E(gr. 2,3 advanced), Writing
Sample (gr.3 advanced)
Grades 4-7- Oral interview/matrix, BERA, Writing
sample/matrix
Grades 8-12- Oral interview/matrix, BERA, Writing-
sample/matrix
Consistent, district-wide assessment process for ELL students
Opportunity to compare progress of individual ELLs to a wider
student population
Assessment takes place mid-April to June – regular service is
suspended
Assessment kits loaned to schools for 1-2 week period
ELL teacher meeting April 6th: notify the Assessment/Helping
Teacher at the Welcome Centre, of assessment dates and student
numbers
New ELLs assessed in mid-April, May or June do not require
reassessment at year-end
Year-end ELL Reassessment
Kindergarten to Grade 3 IPT Oral Test – ALL
students
Gr. 2’s who score Level 3
or 4: BERA Primary
reading assessment
Gr.3’s who score Level 3 or
4:
BERA Primary Reading
Assessment
Gr. 3 Writing Sample and
Matrix
Gr. 4 – 7 BERA Reading
Assessment
Writing Sample and Matrix
Year End Assessments at a Glance
Gr. 8-12 BERA Reading
Assessment
Writing
Sample and
Matrix
Year End Assessments at a Glance
Primary Year-end Assessment
based primarily on an oral assessment
reading assessment may also be given to students in grades 2 or 3
who demonstrate advanced oral skills
use of a writing sample to determine ELL levels for K-2 students is
not advisable -difficult to differentiate between developmental stages
and ELL errors in this age group
kindergarten- grade 3- Idea Proficiency Test (IPT I-Oral) Form H-
the starting levels for students known to have basic English
skills (Level 2 or above) are: K-1- Beginning of Test, Grades 2-3-
Level C. Please note this information is also located on page 1
of the test booklet
www.ballardtighetraining.com/iptinservice/default.html Oral IPT- in-service training available on the Ballard & Tighe website:
IPT I levels are converted to Burnaby district ELL levels.
conversion charts available through the Welcome Centre
Additional assessment tools for students who demonstrate advanced
oral skills:
Kindergarten - One-Word Picture Vocabulary Test
Grade 1- Oral sample analyzed with Vocabulary Profiler
Both assessments will yield only descriptive results- not normed to identify
ELL levels - will allow teachers to identify vocabulary restrictions
Grades 2 and 3- Burnaby English Reading Assessment – Form E-
30 min. cloze reading assessment, normed in district
Intermediate Year-end Assessment based primarily on assessment of reading and writing skills
Reading - assessed using a cloze reading test (BERA A or B) -
normed on a broad ELL population in the Lower Mainland- raw scores
converted to Burnaby’s ELL levels
Writing- use of the district writing prompt supports a consistent
assessment practice throughout the district- first draft only, 30 minute
time limit- evaluated with the district intermediate writing matrix,
Anchor papers to provide clarification available for grades 4/5 and 6/7.
Sample prompt (for 2012-2013):
Secondary Year-end Assessment based primarily on assessment of reading and writing skills
Reading - assessed using a cloze reading test (BERA C or D) - normed on a broad ELL
population in the Lower Mainland- raw scores converted to Burnaby’s ELL levels
Writing- use of the district writing prompt supports a consistent assessment practice
throughout the district- first draft only, 40 minute time limit- evaluated with the district
intermediate writing matrix,
Sample prompt (for 2012-2013):
TO THINK ABOUT BEFORE WRITING
Celebrities are people who are famous because of who they are or what they do. They have great luxury with expensive cars and large
homes. Superstar singers or actors are recognized everywhere they go. Everything they do is reported in newspapers and magazines.
Television programs follow every move they make. Some people think that the media (newspapers, magazines and television) pay too
much attention to these people.
IN YOUR WRITING
Do you agree or disagree that television, newspapers and magazines pay too much attention to the personal lives of celebrities? Write an
argument to convince the reader that your opinion is correct. Use specific reasons and examples to explain your answer.
Does the media pay too much attention to the personal lives of celebrities?
Completing Annual Instruction Plans (AIP)
when re-assessment is completed, update AIPs
online and print for the upcoming school year.
sign and date the AIP
attach testing protocols to the AIP for the
upcoming school year. Use the sleeve/checklist to
keep all documents together (available on blog)
AIPs must be completed by the end of the school
year.
Ongoing Assessment
• Assessment for learning
• Collaborative
• Focus on Knowing, Doing, Understanding
• Reflective and adaptive: provides varied and
multiple opportunities to demonstrate learning
• Ongoing descriptive feedback
• Involves the student in their learning
• Communicates clearly to the student and parents
where the student is, what they are working towards
and the ways that learning can be supported
Report Cards- What does the Ministry say?
Reporting Student Progress: Policy and Practice, March 2009:
ELL Students
Where an ELL student is following the learning outcomes of the provincial
curriculum or a local program, regular reporting procedures, including performance
scales, percentages and letter grades, are used to show progress. Where an ELL
student is not following the learning outcomes, the written report must contain
comments describing what the student can do, areas in which he or she requires
further attention or development, and ways of supporting his or her learning.
What does this mean?
Assigning a letter grade or utilizing performance standards for beginner or
intermediate ELL students, may not provide an accurate measure of their ability. As
students move closer to the language levels of the regular classroom, standard
reporting procedures will more accurately reflect achievement. In some subject
areas, such as PE or Arts Education, alternate means of demonstrating learning may
provide enough data to assign a letter grade much sooner than in curricular areas that
require greater English literacy development
STUDENT PROGRESS REPORT ORDER, Effective September 1, 1994
Report Cards- What does the Ministry say?
“Until an ESL student is able to demonstrate his or her learning in relation to
expected learning outcomes set out in the curriculum for the course or
subject and grade, a student progress report order for that student must
contain written reporting comments…A letter grade may only be assigned
for a student with special needs or an ELL student where that student is able
to demonstrate his or her learning in relation to the expected learning
outcomes in the curriculum for the course or subject and grade.”
What does this mean?
Regular reporting procedures assume that the student is able to
achieve all the PLOs for a given subject area or grade. Letter grades
cannot be assigned for completing only a portion of the PLOs.
Report Cards- What does the Ministry say?
“…all schools are required to report to parents on the progress of students in
the ELL program; this information must be included in each of the five reporting
periods provided every year. Parents should be informed of their child’s
progress in social and academic language competence as part of this
process… Teachers have the professional obligation to report progress only for
students whom they have personally instructed and evaluated. Where an ELL
specialist is responsible for providing some portion of the student’s educational
program, the specialist should provide written information on the student’s
progress for inclusion with the classroom teacher’s report.”
What does this mean?
Whether sent as a separate attachment accompanying the classroom teacher’s report
or embedded within the regular report card, ELL comments must be completed by the
teacher responsible for the ELL program.
ELL Policy and Guidelines, 2009 (updated, May 2013)
Report Cards- What does the Ministry say?
Funding Criteria:
“4. Progress in the acquisition of English is reported to parents in regular reporting
periods, and evidence of reports is documented.
Audit Steps:
1. Review the students’ progress reports. The reports, or ELL inserts, must contain
specific information, relayed to the parents, on the student’s progress in ELL such as:
• Descriptions of what the student can do;
• Areas in which further attention or development is required;
• Ways of supporting the student learning; or
• Comments on the student achievement in the area of ELL.”
K-12 Regular Enrolment Audit Program- Funding and Compliance Branch, Ministry
of Education
What does this mean?
Elementary- direct service- written report from ELL teacher, indirect service- written
comment from ELL teacher embedded in classroom teacher’s report. Classroom
teacher’s report card must contain a written statement informing parents that a student
receives ELL support.
Secondary- comment on regular report card directing parents to attached report. Work
habit recorded on regular report card. Level 1 and 2 students- completion of district
secondary report card which includes a continuum of language descriptors; Level 3 and
4- letter grade and evaluative language comment included in MyEd report card.
Ways of Reporting
Elementary:
• ELL insert: what the child can do, what
they need to work on, ways to support
• Embedded language acquisition comment
into classroom teacher’s report
Secondary:
• Level 1 and 2 reports cards
• Language acquisition comment for Level 3
and 4 students
Co-teaching
The greatest chance that students have for
achieving academic success is when their
teachers tap into each other’s
expertise. They can work to structure
instruction in a way that maximizes student
engagement with the content, with each
other, and with the teachers.
Tan Huynh
Co Teaching Model Definition Advantages Disadvantages1 Teach, 1 Support
1 teacher teaches, the other
circulates and supports
focus
1:1 feedback
if alternate roles, no one has the
advantage or looks like the ‘real’
teacher-capitalize on strengths
and build professional capacity
easiest to go off the
rails
can have one teacher
feel as an ‘extra pair
of hands’
no specific task
(buzzing radiator)
Parallel Groups
Both teachers take about half
the class and teach the same
thing
half class size - more
personal contact,
more individual
attention
more time to co-plan
requires trust in each
other, each must
know the content and
the strategies
noise level may be
high
Station Teaching
Teachers each manage 2
groups of students – 1 works
directly with the teacher, the
other works independently
more individual
attention and personal
feedback
increased focus on
self-regulation
Small groups can be
pulled for pre-
teaching, re-teaching,
enrichment, interest
groups, special
projects, make-up
work or assessment
self-regulation needs
to be taught, students
have to be able to
work independently
pacing
time to plan for
meaningful
engagement
noise level may be
high
1 Large Group, 1 Small Group
1 teacher works with whole
class, 1 teacher works with
small group
either teacher can
work with either group
can provide tutorial,
intensive, individual
don’t want same kids
always in the ‘get
help’ group
Teaming
Teachers teach together, taking
turns alternating roles as the
lesson progresses
capitalizes on both
teachers’ strengths
models collaboration
teaching/learning to
students
can adjust instruction
readily based on
student need, flexible
trust
skill
Co-Teaching ModelsTeaching in Tandem – Effective Co-Teaching in the Inclusive Classroom, Wilson & Blednick, 2011, ASCD
Guiding Questions
What’s the content that we want to teach?
How will we structure the lessons?
What are the language demands in the lesson?
Who’s learning what, with whom, and when?
4 Things that Guiding Questions Help Teachers
Determine
the content,
the lesson structure,
the language demands, and
student-teacher grouping.
Tan Huynh
Co-teaching is directly linked
to co-planning
Otherwise, the ELT becomes an overpaid teacher’s
aide. If co-planning is collaborative, then we will rarely
see ELLs sitting in the back of the room taking notes.
The running theme among these guiding questions is
collaboration. Content and ELTs each contribute from
their area of expertise. The content teacher sets the
context for learning, and the ELT brings an awareness
and focus on making academic language accessible.
These questions help guide their collaboration when
co-teaching and maximize learning.
Tan Huynh
Websites
http://blogs.sd41.bc.ca/ell/
–Password: burnabyell
https://www.empoweringells.com/
– This website by Tan Huynh is great for
all teachers, especially newer
teachers. His blogs incorporate the
latest ELL theory into practice that
works
http://www2.gov.bc.ca/gov/content/education-
training/k-12/teach/teaching-tools/english-language-
learning
• Ministry website: policies, ELL standards,
resources, audit compliance
https://www.vsb.bc.ca/
• Great resources for teachers to share with
parents (translated brochures that explain BC
schools and ELL programs)
• Videos you can use for parent information
night
- funded by the federal government to support families during their first
three years in Canada and to assist with immediate needs including:
• Outreach to new immigrant families
• Information and counselling on initial settlement
• Orientation to school and community services
• Referral and service linking to community and government services
• Cultural interpretation
• Settlement workshops
• Youth programs
• Parenting workshops
Requests for support from settlement workers must come from families
not school district personnel
Requests for interpreters must go through Nancy Hoy at the Welcome
Centre.
initial SWIS contact is made when families visit the Welcome Centre for
assessment
each settlement worker is responsible for a group of schools
SWIS- Settlement Workers in Schools