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Amanda Smith, ESL Teacher

Sylvia Richardson, ESL Teacher


Ann Marie Batista, ESL Specialist HSV City
ESL at BHS
Which students receive ESL services?
ELL students who qualify for services
have completed Home Language Survey
indicated that a language other than English is spoken at home
and/or by the student
have been screened using W-APT
Scale of 1-6
student scoring < 3.9 must be identified for service
student scoring >4.0 may be identified for placement
Whats required?
Lau v. Nichols
Equal access does not equal appropriate instruction.
Must consider students linguistic needs.
Casteada v Pickard
Selected program must be research-based.
Implemented with necessary resources and personnel.
Evaluated and adjusted.
No Child Left Behind
Equal access to complete educational program.
Regular and special education, as appropriate.
Curricular and extracurricular opportunities.
Federal funds are supplemental.
English as a Second Language
Program Implementation
PHASE ONE: ESL Leadership Committee
An ESL leadership committee should convene to
develop a strategic plan. The AMAO LEA
Improvement Plan can be used to accomplish
this activity.
Needs Assessment
Goals/Strategies/Action steps
Implementation plan for school
Plan for Evaluation





STAKEHOLDERS

Superintendent

Federal Programs Coordinator- Carol Pope

ELL Coordinator Ann Marie Batista

School Principal/s & Representatives Andrain Yeldell, Bridget
Mastin

Content Teachers: Kelli Proctor, Anthony Bacigalupi, Megan
Carroll

ELL Teacher Amanda Smith

Alternates:
Parent of ELL

Community Representative






ENGLISH AS A SECOND LANGUAGE PROGRAM
IMPLEMENTATION AND STRATEGIC PLANNING

A. COLLABORATION STAKEHOLDERS MUST COLLABORATE FOR STRATEGIC PLANNING
FOR ESL PROGRAM IMPLEMENTATION.




Butler High Data
Goal #1
Goal: Create a class/ club/ group/ support system for
newcomers (Students with a proficiency level below 2.5)

Strategies:
-Create a Spanish/ English orientation Welcome Packet for all newcomers to
receive upon enrollment
-Pair ESL newcomers with a FLEP (Former Limited English Proficient) same
language
-Establish a weekly ESL Caf on Tuesdays/ Thursdays for ESL students entering
the building at 7:30 a.m.- 7:45 a.m. to come to room 146 Yellow to meet for
explanation of school events/ ask questions and meet other ESL students
- Create a Latino Club for extracurricular opportunities to involve ESL students in
service learning

Goal Set #2

Goals: Increase the number of students exiting the program
with a score of 4.8 by targeting all students scoring a 4.0 or
higher on the WIDA with accelerated intervention (12 students)
Celebrate those achieving a 4.8 or higher on the ACCESS for
ELs test

Strategies:
-target 4.0 +level students. Ask teachers to use strategies to push EL students in
this range- share tools. Provide pull-out instruction using Finish Line for ELLs
text
-develop a list of Web 2.0 tools to integrate into classroom instruction that
challenge these students to increase proficiency levels
- Create bulletin board acknowledging student language success.
- Sponsor celebration for students testing out of the ESL program.

Goal Set #3
Goal: Reduce the number of students remaining in the
program 5+ years

Strategies:
- Provide professional development for teachers on the use of SIOP
strategies (Sheltered Instruction Observation Protocol- an ESL
approach to differentiated instruction)
- utilize weekly newsletters and videos to deliver ESL PD to faculty
-Offer after-school tutoring to ESL students
-Arrange for embedded ESL instruction- push-in/ small group/ co-
teaching with Mrs. Smith

ELL/ ESL Program Selection
and Curriculum Requirements
Options for placement
ESL Pull-out
Generally used in for newcomers
Students spend a portion of the day with the ESL
instructor. The majority of the day is spent in the
regular classroom.
ESL Push-in
The ESL instructor goes into the regular classroom.
Collaboration between the ESL instructor and the
regular education teacher is essential for success.
Newcomer Program
Addresses specific needs of recent immigrant
students (usually students that enroll in middle
school or high school).
Goals for Newcomers
- Acquire beginning English language skills along with core
academic skills.
- Acculturate the students to the school system.
Generally, students stay in the newcomer program
for one year.

ESL Class Period
Students receive ESL instruction during a regular
class period.
Students can receive course credit.
Students can be grouped according to their level of
proficiency.
ESL Resource Center- Mrs. Richardson
The ESL Resource Center is a variation of the pull-
out design.
Students from several classrooms come together
where ESL materials and staff are concentrated in
one location.
Mrs. Richardson can assist with tests, projects,
tutoring, etc.
Sheltered English or Content-based Programs-
Huntsville Citys General Option
Language minority students from different language
backgrounds are given instruction with English as
the medium of instruction.
Instruction is focused on content rather than
language.
Gestures and visual aids can be used to help students
understand.
Generally used for students score 4.0> on W-APT
How are ESL services delivered?
PHASE TWO- Departmental Meetings
LEA has an ELL plan detailing the service delivery
model.
ELL Committee determines the best methods of
meeting individual student language acquisition
needs
ELL coordinator
ELL teacher
Content-area or grade-level teachers
Special needs teacher as needed
Guidance Counselor


Curriculum Requirements:
Alabama Courses of Study
and WiDA ELP Standards
Alabama
Courses of
Study
(Content)
WiDA ELP
Standards
(Academic
Language)
WiDA ELP
World-Class Instructional
Design and Assessment

English Language
Proficiency
What are WiDA ELP standards?
The WIDA 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.






English as a Second Language Curriculum and Instruction.English Language Learners (ELL) Policy and Procedures Manual; Federal
Programs Section Division of Instructional Services of AL Department of Education, 2008 ed, p.25

Each ELP standard addresses a specific context for
language acquisition. The five standards are:

STANDARD 1: Social and Instructional Language
STANDARD 2: Language Arts
STANDARD 3: Mathematics
STANDARD 4: Science
STANDARD 5: Social Studies
ELP Standards (Content Areas)
The WIDA ELP Scale
WIDA Consortium
6
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
R
E
A
C
H
I
N
G
Each of the ELP standards encompasses
four language domains:
LISTENING
SPEAKING
READING
WRITING

Language Domain
Teacher-friendly Tools from WIDA
Performance Definitions
General descriptions of how ELLs understand, process, use
and produce English.
Aligned with ELP levels.

CAN DO Descriptors
General descriptions of what student can do in a specific
language domain.
Aligned with the specific ELP level for each language domain.
Review:
How do you determine the students level?
Screener Test: Annual Test:


W-APT
WIDA ACCESS
Placement Test
ACCESS for ELLs


Assessing Comprehension
and Communication in
English State-to-State for
English Language
Learners

What do I do?
Theyre in my class?
GRADING AND RETENTION
What instruction must ELLs receive?
English language development
Driven by W-APT and WIDA ACCESS scores.
BICS and CALP
Content learning
Driven by content standards and objectives of Alabama State
Course of Study.
Required standardized testing objectives.
What do I do? Theyre in my classroom!
Provide professional development for content-area
and grade-level teachers!
ACCOMMODATIONS must be provided by the
content-area or grade-level teacher.
Examples:
Activation of background knowledge
Scaffolded instruction
Sheltering of instruction
Use of authentic assessment tools
What assessment methods should be used
with an ELL?
Use authentic methods of assessment with ELL
interview or oral assessments
projects or illustrations
observation or interactions
traditional format with accommodations
use translation tools
reduced text format
graphic support
What considerations should be made when
assigning grades for ELLs?
Is an I-ELP in place?
Were accommodations made to lower the language
barrier?
Were authentic assessment methods used to
evaluate ELL student learning of content?
Were all content objectives included in students
instruction?
What level of mastery on content objectives did
student demonstrate?
What considerations should be made regarding
retention?
Is an I-ELP in place?
Were accommodations made to lower the language
barrier?
Were authentic assessment methods used to
evaluate ELL student learning of content?
Were all content objectives included in students
instruction?
What level of mastery on content objectives did
student demonstrate?
Failing Grades & Retention
Documentation to support action
Develop a protocol
Example components:
Samples of regular and accommodated documents
Samples of graded and/or accommodated student work
Brief narrative of teacher behaviors
accommodations made
teacher observations of student behavior
contact with ELL specialist
contact with parents
Failure and Retention
Failure and retention is determined through the
support of evidence that:
accommodations were provided
consideration was made of students level of language
proficiency
progress monitoring and intervention strategies were
implemented
Common Issues

Waiving ESL services
ESL students with interrupted academic backgrounds/
different standards in different countries
Language barriers
Lack of time/resources to prepare for ESL instruction &
differentiation- ask Mrs. Smith!
Use of technology with ESL students- Mrs. Smith to
investigate language options. **Edmodo is available with
Spanish language settings.


Credits
Presentation adapted from original created by:
Dely Roberts, ALSDE Federal Programs
Cindy Hunt, ALSDE Regional ELL Coach

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