Title: ELL Program
1 ELL Program
Radnor Township School District
2The Koi Fish Story
- A favorite fish among many hobbyists is the
Japanese carp, commonly known as the koi. The
fascinating thing about the koi is that if you
keep it in a small fish bowl, it will only grow
to be two or three inches long. Place the koi in
a large tank or a small pond and it will reach
six to ten inches. Put it in a large pond and it
may get as long as a foot and a half. - Information from the DCIU ELL Department
3What size fish bowl are your ELLs in?
4ELL 101
- ELL is funded through the Title III program of
the NCLB Act of 2001 - PA recently updated the Basic Education Circulars
for ELL (April 14, 2009) - Instructional placement of ELLs must be age and
grade appropriate - ELLs must be given equal access to all
educational programs, opportunities, and extra
curricular activities in the same manner as for
all students - Parent permission to assess IS NOT REQUIRED
5WIDAWhat is it?
- PA is one of 21 states which make up the WIDA
(World-Class Instructional Design and Assessment)
Consortium. - All schools in PA follow the guidelines and
standards of WIDA. - The WIDA Consortium has developed
- English language proficiency standards
- English language proficiency test aligned with
those standards (ACCESS for ELLs) - W-APT assessment
- Information from www.wida.us
6Entrance Criteria
- Home Language Survey
- W-APT
- Assesses English language proficiency in
Listening, Speaking, Reading and Writing - The W-APT can only be administered once per
calendar year. Students with scores - Below 24 Listening Speaking Kindergarten
- Below 29 Listening Speaking 14 Writing, 14
Reading Grade 1 - Below 4.6 Composite Score Grades 2-12
- qualify for ELL services.
7Exit Criteria
- ACCESS for ELLs test
- Composite score of 5.0 or higher on Listening,
Speaking, Reading and Writing - PSSA
- Score of Basic or higher on Reading, Writing, and
Math - Final grades of C or higher in content area
classes - District reading assessments
- Students are monitored for 2 years after exiting
from the ELL program -
- Students may not be exited from the language
instructional program based only on their oral
proficiency proficiency in academic reading and
writing must also be assessed.
8ELL Instruction
- ELL curriculum must be aligned with
- PAs Language Arts Standards and
- Common Core State Standards (ELL Overlay)
- www.corestandards.org
- PAs ELPS (English Language Proficiency
Standards) for ELLs - The ELL program includes English instruction
across the four language domains (Listening,
Speaking, Reading, and Writing)
9The Four Language Domains
- Listening process, understand, interpret, and
evaluate spoken language in a variety of
situations - Speaking engage in oral communication in a
variety of situations for an array of purposes
and audiences - Reading process, interpret, and evaluate
written language, symbols and text with
understanding and fluency - Writing engage in written communications in a
variety of forms for an array of purposes and
audiences - Information from www.pde.pa.state.us
10PennsylvaniaAcademic Standards vs. English
Language Proficiency Standards
- Academic Standards
- Are for all students
- Guide the alignment of content curriculum
- Guide content instruction
- Comprise of content specific objectives
- Information from DCIU ELL Department
- ELP Standards
- Are for ELLs
- Are aligned to PA Academic Standards, WIDA
Standards, and National TESOL standards - Guide district ESL curriculum and instruction
- Include both content and language objectives
11PA English Language Proficiency Standards
- Standard 1 Social Instructional Language
- Standard 2 Language Arts
- Standard 3 Math
- Standard 4 Science
- Standard 5 Social Studies
- The ELPs are clustered by grade levels
- Grades Pre-K, 1-3, 4-5, 6-8, 9-12
12Levels of English Language Proficiency
6 R E A C H I N G
5- BRIDGING
4- EXPANDING
3- DEVELOPING
2- BEGINNING
1- ENTERING
Information from www.pde.pa.state.us
13 Language Performance Definitions for the Levels
of English Language Proficiency
Figure 1 Linguistic characteristics at levels
of language proficiency
Across the curriculum Across the curriculum Across the curriculum Across the curriculum Across the curriculum
Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging
at the given level of English language proficiency, English language learners in Pennsylvania, can process and understand. at the given level of English language proficiency, English language learners in Pennsylvania, can process and understand. at the given level of English language proficiency, English language learners in Pennsylvania, can process and understand. at the given level of English language proficiency, English language learners in Pennsylvania, can process and understand. at the given level of English language proficiency, English language learners in Pennsylvania, can process and understand.
R E C E P T I V E P R O D UC T I V E
Pictorial or graphic representation of the language of the content areas with minimal comprehension. General language related to the content areas. General and some specific language of the content areas. Specific and some technical language of the content areas. The technical language of the content areas.
at the given level of English language proficiency, English language learners in Pennsylvania, can use and produce. at the given level of English language proficiency, English language learners in Pennsylvania, can use and produce. at the given level of English language proficiency, English language learners in Pennsylvania, can use and produce. at the given level of English language proficiency, English language learners in Pennsylvania, can use and produce. at the given level of English language proficiency, English language learners in Pennsylvania, can use and produce.
Non-verbal communication, single words or short phrases which may be demonstrated by repeating and copying words and phrases, or use of first language. Common phrases or short sentences and some general academic language in oral and written communication with errors that may impede meaning. Familiar oral and written language of expanded sentence length, short paragraphs, and academic language with occasional errors. Oral and written academic and technical language of varying complexity in context with nominal errors. Oral or written academic and technical language of varying complexity approaching that of English proficient peers with minimal errors.
Information from www.pde.pa.state.us
14Classroom Instruction for ELLs
- ELLs must be graded using the same grading system
as all other students - ELLs must be provided with meaningful,
comprehensible access to instruction in all
content areas (www.pde.state.pa.us/k12) - Curriculum in all content areas must be modified
and differentiated according to their language
proficiency level (Entering, Beginning,
Developing, Expanding, Bridging) - Suggestions for modifications are found in WIDAs
CAN DO Descriptors http//www.wida.us/standards/CA
N_DOs/index.aspx
15What are the expected outcomes?
- ELL students will have meaningful access to the
full curriculum. - ELL students will progress with their English
language development while meeting academic
content standards. - ELL students will acquire the language and
content necessary to exit the formal ELL program
and demonstrate academic achievement across the
curriculum. - Information from DCIU ELL Department
16References/Resources
- Center for Applied Linguistics www.cal.org
- PA Department of Education www.pde.pa.state.us
- National Clearing House for English Language
Acquisition www.ncela.gwa.edu - Office of English Language Acquisition
www.ed.gov.oela - World-Class Instructional Design and Assessment
www.wida.us - Teachers of English to Speakers of Other
Languages www.tesol.org - Information from DCIU ELL Department