Making a Difference for English Language Learners

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Making a Difference for English Language Learners

• Kathrine Whittekiend
• USOE, Education Specialist - ELL
• kathrine.whittekiend_at_schools.utah.gov
• [phone]
• [phone]

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Summary of Instructional/Programs
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Summary of Instructional/Programs
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ELL Student Achievement on Standardized Tests in
English Compared Across Five Program ModelsFrom
the research of Virginia Collier and Wayne Thomas
NCE 70 60 50 40 30 20 10

• Two-way Bilingual
• Late-exit (Developmental) Bilingual
• Early-exit (Transitional) Bilingual and Content
  ESL (sheltered instruction)
• Early-exit (Transitional) Bilingual and
  Traditional ESL
• 5. ESL Pullout - Traditional

Average performance of native English speakers
making one years progress in each grade
Grade K 2 4 6
8 10 12
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Which Program Model?Jeanne Rennie, Eric
Clearinghouse on Languages and Linguistics, CAL

• Although there may be reasons to claim the
  superiority of one program model over another in
  certain situations (Collier 1992 Ramirez, Yuen,
  Ramy 1991), A variety of programs can be
  effective. The choice should be made at the
  local level after careful consideration of the
  needs of the students involved and the resources
  available.

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The best program organization is one that is
tailored to meet the linguistic, academic, and
affective needs of students provides ELLs with
the instruction necessary to allow them to
progress through school at a rate commensurate
with their native-English-speaking peers and
makes the best use of district and community
resources.
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Factors to Consider

• District or School Demographics
• Single language background?
• Grade levels?
• Student Characteristics
• Academic background?
• Social, economic, cultural background?
• District or School Resources
• Trained teachers aides?
• Bilingual teachers aides?
• Material resources?

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Monitoring for Title III

• The SEA is responsible to show they have received
  from the LEA reports, corrective action plans,
  and results of technical assistance from the
  monitoring by SEA.
• Title III biennial report, annual reporting
  (State responsibility)
• LEA self-study report, Title III monitoring visit
  report (local responsibility)
• Records are maintained and on file that
  demonstrate each program is administered
  according to all applicable statutes,
  regulations, program plans, and applications.
• An approved budget detail and summary is on file.
• Title III Part A Language Acquisition/Language
  Enhancement

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District Programs

• LEA (local educational agency) must submit a plan
  to receive a Title III subgrant
• The programs and activities that will be
  developed, implemented, and administered
• How the funds will be used to meet the AMAOs
  (annual measurable achievement objectives)
• How parental and community participation in
  programs is achieved
• How language instruction educational programs
  will ensure that ELLs will develop English
  proficiency and
• How the elementary and secondary schools will be
  accountable.

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How the LEA will hold elementary and secondary
schools accountable for

• Meeting the AMAOs
• Making adequate yearly progress for LEP students
  and
• Annually measuring the English proficiency of LEP
  so that children served by the programs develop
  proficiency in English while meeting State
  academic content and student academic achievement
  standards

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Other Evidence to be Provided

• Samples of letters to schools, checklists, forms,
  etc. for monitoring activities/policies or
  technical assistance provided.
• Evidence that the language instruction
  educational program used is scientifically
  research based and proven to be effective in the
  district.
• Evidence that the professional development
  program(s) used is scientifically based and
  proved to be effective in the district.
• Sample of professional development plan for the
  district that responds to the Title III
  requirements for professional development and how
  its progress is monitored.
• Evidence that the district has ensured through
  monitoring that all LEP students have been
  identified as LEP through English language
  proficiency assessment and that all LEP students
  have been assessed for English language
  proficiency.

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Effective Pedagogy Based on Research The Basis
for the Model
CALLA
CREDE
CAL
SIOP
Three Principles
Five Principles
Increase
Interaction
Thinking/Study Skills
Comprehension
Framework for Sheltering Instruction
Standards
Teachers and Students working together
Emphasizing Dialogue over Lectures
Review/ Assessment
Connecting Lessons to Students Lives
Lesson Preparation
Core Curriculum ELP Standards
8 Components
Engaging Students with Challenging Lessons
Building Background
Strategies
Developing language and literacy skills across
all curriculum
Lesson Delivery
Social/Affective
Comprehensible Input
Practice/ Application
Cognitive
Metacognitive
Strategies
Interaction
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• The SEA is responsible for program evaluation.
• The state must approve evaluation measures.
• State must report program activities,
  effectiveness of programs in improving education
  for ELLs.
• The SEA also evaluates regularly the activities
  conducted on the state level.

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• The SEA must hold LEAs accountable for meeting
  the AMAOs and AYP for ELL.
• If LEAs have failed to meet AMAOs and AYP for 2
  years, then the LEA is required to develop an
  improvement plan.
• This plan must specifically address the factors
  that prevented the LEA from achieving the
  objectives.
• SEA must provide technical assistance to
• Help schools meet annual objectives.
• Help develop professional development strategies
  and activities based on research.
• Help develop a plan for strategies and
  methodologies to improve specific programs or
  methods of instruction.

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• If the LEA has failed to meet AMAOs and AYP for 4
  years, the SEA may require the LEA to revamp its
  approach to educating ELLs or the SEA may
  withhold funds or require replacement of
  personnel.