2008 Illinois State Board of Education Superintendents’ Conference

4 Questions Superintendents should ask themselves about English Language Learners

Presented by

Dr. Carmen AcevedoAssistant Superintendent for Curriculum & Instruction Plainfield CCSD 202

Robert B. BagbySuperintendent Beardstown Community Unit School District 15

Robin M. Lisboa Division Administrator for English Language Learning, ISBE

Karen MulattieriAssistant Superintendent of Student Services Cicero School District 99

Dr. Diep Ngoc NguyenAssistant Superintendent for Curriculum & Instruction Des Plaines CCSD 62

Josie Yanguas Director, Illinois Resource Center

DISCUSSION QUESTIONS

1. Do you serve English Language Learners (ELLs)?

2. How do you provide your ELLs with meaningful instruction and services?

3. How do you make informed instructional decisions for your ELLs?

4. How do you engage your ELLs and their parents?

United States Immigration

PERCENTAGE OF FOREIGN BORN

1880 1900 1920 1950 1960 1970 1980 1990 2000*

% FOREIGN BORN IN US

13.3% 13.6% 13.3% 6.9% 5.4% 4.7% 6.2% 8.6% 11.1%

*2000 Foreign Born Population = 31.1 million

PERCENTAGE OF FOREIGN BORN BY REGION OF ORIGIN

1880 1920 1950 1980 2000 EUROPEANS 97% 93% 89% 49% 15%

ASIANS 1% 1% 2% 18% 25%

LATIN AMERICANS 1.3% 4% 6% 31% 51%

AFRICANS 0.2% 0.4% 1% 1.4% 2.8%

Source: U.S. Census Bureau 2000

Foreign Born Population

• Grew by 57 % between 1990 and 2000• Over 16 million are now from Latin

America• 8.2 million are now from Asia • 9 of the top 10 leading countries are

Latin American or Asian• More than 30% of the foreign born

population now is Mexican

Immigration and the No Child Left Behind Act (September 30, 2005)

Current National State of K-12 ELLs

• Approximately 5.1 million (10.5 %) of the U.S. Student population in K-12 are ELLs

• Approximately 79% are from Spanish-language backgrounds

• 61% in 6 states (AZ, CA, TX, NY, FL & IL)• Some states experienced a 300% or higher

growth of ELLs from 1995-2005 (AL, IN, KY, NB, NC, SC & TN)

• CA educates 1/3 of all ELLs (1.6 million- 85% Spanish speaking) nationally

(Payan & Nettles, 2008)

Did you know?

•76% of ELL students in elementary schools and 56% of high school students are born in the US.

•Five of the six top immigration states –CA, TX, NY, FL and IL - accounted for 68% of the elementary LEP students

•The majority (70%) of ELL students (K-5) are enrolled in 10% of schools.

More LEP Children are Native (U.S.) than Foreign Born

24%

44%

27%

59%

29%

18%

Pre-K to 5th Grade 6th to 12th Grade

1st generation

2nd generation

3rd generations+

Source: Urban Institute tabulations, Census 2000

Illinois ELL Student Count

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

1990 1995 1998 2000 2003 2005 FY08

ELLs

Fiscal Year

Num

ber

of E

LL S

tude

nts

ILLINOIS ELL DEMOGRAPHICS180,000 + ELLs in

Illinois

138 languages

80% Spanish

Majority in collar county area (cook, Kane, Lake, Du Page, Will, McHenry, Winnebago)

Do you serve English Language Learners (ELLs)?

How do I know if I serve ELLs?

DISCUSSION QUESTION # 1

Home Language Survey Identification of ELLs

Q1. Is a language other than English spoken at home? If so, what language?

Q2. Does the student speak a language other than English? If so, what language?

Home Language Survey Identification of ELLs

• All students who enroll in Illinois schools must complete a Home Language Survey (HLS)

• The HLS must be kept in individual student files

English Proficiency Screening

• District shall use prescribed screening instrument (W-APT) – within 30 days of enrollment

• Proficiency score (defined by the State Superintendent) - minimum composite score of 4.0

• A school district may utilize additional indicators

All ELLs must annually take the State English language proficiency assessment until they test proficient

Assessment - ACCESS for ELLs™

The ILLINOIS English Language Proficiency Standards

Standard 1—Social and Instructional Language English language learners communicate in English for social

and instructional purposes in the school setting.Standard 2— Language Arts

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3—Math English language learners communicate information, ideas

and concepts necessary for academic success in the content area of Math.

Standard 4—Science English language learners communicate information, ideas

and concepts necessary for academic success in the content area of Science.

Standard 5— Social Studies English language learners communicate information, ideas

and concepts necessary for academic success in the content area of Social Studies.

Do you provide your ELLs meaningful instruction and services?

DISCUSSION QUESTION # 2

TRANSITIONAL BILINGUAL EDUCATION

When an attendance center has an enrollment of 20 or more limited English proficient students of the same language classification, the school district must establish a (TBE) program for each language classification represented by those students (Section 14C-3 of the School Code).

A further assessment of those students to determine their specific programmatic needs or for placement in either a full-time or a part-time program may be conducted.

TRANSITIONAL BILINGUAL EDUCATION

Shall consist of at least the following components (Section 14C-2 of the School Code):

A) Instruction in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the student’s school district, to be given in the student’s home language and in English; core subjects such as math, science and social studies must be offered in the student’s home language;

B) Instruction in the language arts in the student’s home language and in English as a second language; and

C) Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.

TRANSITIONAL PROGRAM OF INSTRUCTION (TPI)

When an attendance center has an enrollment of 19 or fewer students of limited English proficiency from any single non-English language, the school district shall conduct an individual student language assessment to determine each student’s need for native language instruction

and may provide a transitional bilingual program in the non-English languages common to such students.

If the district elects not to provide a transitional bilingual program, the district shall provide a locally determined transitional program of instruction (TPI) for those students. (Section 14C-3 of the School Code.)

TRANSITIONAL PROGRAM OF INSTRUCTION (TPI)

Must include instruction or other assistance in the student’s home language to the extent necessary, as determined by student assessment

So, a TPI may include, but is not

limited to: Instruction in ESL language arts in student’s native language history/culture of U.S. history/culture of native land

CLASSROOM STUDENT NUMBERS

The student-teacher ratio in the ESL and native language components of programs as of September 30 of each school year shall not exceed 90% of the average student-teacher ratio in general education classes for the same grades in that attendance center.

Decreases in the ratio for general education during the course of a school year due to students’ mobility shall not require corresponding adjustments within the bilingual program.

CLASSROOM STUDENT NUMBERS

Further, additional students may be placed into bilingual classes during the course of a school year, provided that no bilingual classroom may exhibit a student-teacher ratio that is greater than the average for general education classes in that grade and attendance center as a result of such placements.

ADMINISTRATOR REQUIRMENTS

Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010)

TBE must hold bilingual approval/endorsement; TPI must hold bilingual OR ESL approval/endorsement

Districts with <200 TBE/TPI students exempt, but must complete 2 hours ELL specific professional development

ADMINISTRATOR REQUIRMENTS

Administrators - Starting July 1, 2008 (current program directors starting July 1, 2010)

• PD may include annual State Bilingual conference

• Document activity • Districts with growth to more than

200 LEPs are subject to requirements at start of year 4 of growth.

REQUIRED PROFESSIONAL DEVELOPMENT

Training of bilingual staff at least twice yearly covering listed areas.

All certified staff administering ACCESS for ELLS™ or W-APT must complete and pass the on-line training.

WIDA Website: www.wida.us

ILLINOIS English Language Proficiency Standards are:

Anchored in the Illinois academic content Learning Standards

A tool for teachers & administrators The starting point for assessment,

curriculum, and instruction of English language learners (ELLs).

ACCESS for ELLs™ Test Administration Training28

Overall Organization of Standards

Frameworks for Classroom & Large-Scale Assessment

English Language Proficiency Standards

Language Domains

Grade Level Clusters

Language Proficiency Levels

Model PIs are the lowest level ofexpression of the standards

Model Performance Indicators

9-12

6-8

3-5

K-2

Level5Bridging

Level 4Expanding

Level 3Developing

Level 2Beginning

Level1Entering

English Language Proficiency Standard: Domain: Reading, Writing, speaking and Listening

Model Performance Indicator (MPI)

A strandstrand of MPIs

Characteristics of the Levels of English Language Proficiency

The five language proficiency levels across a grade level cluster form a strandstrand

The first two levels, Entering and Beginning, are always supported visually or graphically

The last level, Bridging, always assumes working with grade level materials

The Model Performance Indicators are:

• Exemplars of what English language learners can do

• Sample behaviors representative of the five English language proficiency levels

• Developmental and additive; that is, they scaffold from lower to higher levels of language proficiency

DISCUSSION QUESTION # 3

How do you make informed instructional decisions for your English Language

Learners?

Accountability for English Language Learners Rests with Schools, Districts and the State

AMAOs are determined annually and an LEA must meet all three of the following criteria:

1) making progress in learning English2) attaining English proficiency3) and making adequate yearly progress (AYP)

Failure to meet any of these criteria is a failure to meet the Title III AMAOs.

The targets for AMAOs emanate from both sets of standards

English Language Proficiency Standards

Illinois Learning Standards

English language proficiency test

Academic achievement tests(IMAGE, ISAT, PSAE, IAA)

3. Adequate Yearly Progress(Criterion III)

1. Attainment of English language proficiency (Criterion I)

2. Progress in English language proficiency (Criterion II)

Meeting AMAOs To meet AMAOs for your Title III funded

population of students, your district must achieve all targets defined by the state in all three areas.

Exempt status was given to LEAs that did not have an LEP subgroup for AYP in FY05

Safe Harbor was applied for some LEAs

NCLB SANCTIONS AND POSSIBLE COURSES OF ACTION

If a district fails to meet AMAOs for two (2) consecutive years,

1. The State must provide technical assistance to that district; and

2. The State must require that the district develop a District Improvement Plan (DIP) to ensure that AMAOs are met in the future.

NCLB Sanctions and possible courses of action

If a district fails to meet AMAOs for four (4) consecutive years,

1. The State must require the district to modify its curriculum, program or methods of instruction; or

2. The State must make a determination on whether the district shall continue to receive Title III funds, and require the district to replace educational personnel associated with the district’s failure to meet such objectives (Title III Public Law 107-110 SEC. 3122 (b) (1-4)).

DISCUSSION QUESTION # 4

How do you engage the parents of your English Language Learners?

MAINTENANCE OF STUDENT RECORDS

Records Include entry-exit info Annual English proficiency scores Other info (e.g. language, grade,

part-time placement) Written communications to/from

parents Parents have right to access records

PARENTAL NOTIFICATION

• Parent’s Notice of Program Enrollment (30 days from start of school year; or 14 days of enrollment)

• Parents have absolute right to withdraw student from a program by written notice

• Article 14C-3 – student continues in a program 3 years or until s/he achieves a level enabling him/her to perform well

• Parent notification after 3 years

LOCAL PARENTAL INVOLVEMENT

TBE Parent Advisory Council (parents, teachers, community leaders) meets four times annually district provides annual training in

home language on instructional approaches/methods of

bilingual ed state/federal law accountability

RESOURCES ISBE Division of English Language Learning

www.isbe.net/bilingual Legislation and Rules for ELLs

http://www.isbe.net/bilingual/htmls/legislation_rules.htm

English Language Proficiency Standards www.wida.us or www.isbe.net/bilingual

ACCESS for ELLs™ www.isbe.net/bilingual/htmls/access.htm

The Illinois Resource Center www.thecenterweb.org/irc

The New Demography of America’s Schools Immigration and the NCLB Act http://www.urban.org/publications/311230.html

Payan, R. M., & Nettles, M. T. (2008). Current state of English-Language learners in the U.S. K-12 student population. 2008 English Language Learner Symposium, Princeton, NJ. Retrieved online October 2008 at http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdf