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DCPS 2013 Teacher Academy
Transcript of DCPS 2013 Teacher Academy
What is an ELL?
Florida Statute defines an English Language Learner (ELL) as
1. an individual who was not born in the United States and whose native language is a language other than English
2. or an individual who comes from a home environment where a language other than English is spoken in the home
3. or an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency
and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English
States and local school districts receive federal aide under Title III, also known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act, of the No Child Left Behind Act of 2001 to assist in implementing education programs for English Language Learners.
ELL vs. LEP
ELL = LEP = the student
ELL = English Language Learner**
LEP = Limited English Proficiency
How are ELLs identified?
Home Language Survey (HLS)
The Home Language Survey (HLS) is to be included as part of the district’s student enrollment packet to be completed for all students upon enrollment in a U.S. school and serves as the document that will determine a student’s status as an English Learner (EL).
1. Is a language other than English spoken in the home?
2. Did the student have a first language other than English?
3. Does the student most frequently speak a language other than English?
Wir haben eine Prüfung
Sie haben vier Minuten
English for Speakers of Other Languages
What are my responsibilities as a content area teacher with the ELLs in my classes?
Know your Students. Who are your ELLs?
What are ESOL Strategies?
Why utilize ESOL Strategies?
Modify Instruction and Assessment to meet the needs of ELLs
What resources are available?
What are your best practices for integrating this resource?
Resources for Support
Remember the Goal
Provide high level instruction to ALL students.
For ELLs, the goal is becoming bilingual and if possible, biliterate to prepare them for the future
Wir haben eine Prüfung
Sie haben vier Minuten
We will complete a test
You have four minutes
“What’s FAIR is not always EQUAL”
A: No scaffolds
B: Select vocabulary identified
Can be provided by teacher or use resources (translate.google.com/ cell phone/dictionary)
C: Vocabulary plus visuals (pictures/videos)
D: Translated directions
Which scaffolds can you provide during instruction to allow students an opportunity for comprehensible input?
What scaffolds or strategies can you provide during in class assessments to ensure that students can truly demonstrate what they know?
Provide Comprehensible Input
Use Test Accommodations
ESOL = the program or course
ESOL = English for Speakers of Other Languages
The HLS is now a part of the registration packet for all students!
If a student answers yes to any question on the HLS, they must
to determine level of English proficiency.
6A-6.0902 Requirements for Identification, Eligibility, and Programmatic Assessments of English Language Learners.
"Each student who responded “yes” to any question on the home language survey shall be assessed to determine if the student is limited English proficient based on one of the standards set forth in this subsection. Any student identified by the home language survey who also meets one of the standards in subparagraphs (2)(a)1., 2. and 3. of this rule shall be classified as an English Language Learner (ELL) and shall receive appropriate instruction and funding as specified in Sections 1003.56 and 1011.62, F.S."
ELP = English Language Proficiency level
ELP 1 = Beginner
ELP 2 = Low Intermediate
ELP 3 = High Intermediate
ELP 4 = Advanced
ELP 5 = Proficient on both CELLA and FCAT
*Advanced is a category for a student that has demonstrated proficiency in some but not all subsections of CELLA or all of CELLA but not yet satisfied the FCAT requirement
Initial Placement = LAS Links Assessment
K-2 Listening and Speaking only
3-12 Listening, Speaking, Reading and Writing
Composite score = initial ELP level
LAS LINKS level 1, 2 and 3 become (LY) active ELLs and are enrolled in ESOL program
Annual Assessment = CELLA
CELLA = Comprehensive English Language Learning Assessment
K-12 take four tests: (1) Listening, (2) Speaking, (3) Reading and (4) Writing
K-12 receive three scores: (1) Oral (Listening/Speaking), (2) Reading and (3) Writing
EVERY school has an ESOL program and every school serves ELLs.
Some schools have specialized programs.
Elementary ESOL Centers will only self-contain ELP level 1 and 2 students.
All other ELLs at center schools will be mainstreamed and included in classes with non-ELLs.
What are the advantages of recommending that these students attend their neighborhood schools next year?
The ESOL program has grown to 4,000 students
Currently over 4,000 active ESOL students
More than 4,000 ELLs in DCPS who have exited the ESOL program
Students represent 108 countries and 84 diverse languages
Three Elementary Schools: San Jose, Beauclerc, and West Riverside
One Middle School: Du Pont
Started with only Kindergarten and added one grade level per year
2014-2015: Pre K-6
Over 400 students
50/50 model Spanish: English
Two Secondary Locations:
Southside MS and Englewood HS
Targeting secondary students with limited formal schooling and/or limited proficiency in English
Currently serving approx. 100 students
Refugee Agency Support
What country are you from?
What languages do you speak?
Tell me about your last school.
Every school. Every classroom. Every student. Every day.
1. Flexible Setting
2. Flexible Scheduling
3. Additional Time
4. Assistance in Heritage Language
5. Approved Dictionary
What accommodations are mandated by the State of Florida for all ELLs?
ELL Tab in Genesis
Be the Voice for Your ELLs!
CLC Center for Language and Culture
Curriculum Lesson Guides
ESOL strategies are listed on General Education CLGs
Will be accessible on SharePoint
“ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English…However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand.”
Application of Common Core Standards for ELLs
What does Common Core say about ELLs?