Pennsylvania Training and Technical Assistance Network

Pennsylvania Department of Education

Successful Schooling for ELLs:

What School Leaders Need to

Know

April 22, 2010

Pennsylvania Department of Education Vision for the Education of English Language Learners Provide for the maintenance and support of

a thoroughand efficient system of education which

includes theprovision of quality, culturally-responsive

and equitableeducational programs for English language

learners andassurance of their appropriate participation

in allaspects of the educational system. The Department ensures that its programs

will addressThe needs and rights of English language

learners in allits initiatives throughout the entire process

of planningand implementation.

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Pennsylvania Department of Education Vision for the Education of English Language Learners

• The vision of the Department promotes the recognition of these students and their parents as cultural, economic and linguistic assets to the Commonwealth’s global initiatives.

• The Department is committed to using its Standards Aligned System to ensure that English language learners receive core curriculum instruction and achieve high levels of academic success.

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• Demonstrate an understanding of the components of an ESL Program as it relates to school and district leaders

• Identify the characteristics of effective instruction in the ESL class and in subject area classes

• Demonstrate an understanding of accountability for the academic achievement of ELLs

Webinar Outcomes

Educating Students With Limited English Proficiency (LEP) and English Language Learners

• State regulation, 22 Pa. Code § 4.26, declares:

• Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction.

 

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ESL Instruction Content Classroom

ESL Program

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The BEC

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Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL)

22 Pa. Code §4.26 DATE OF ISSUE: July 1, 2001 DATE OF REVIEW: April 14, 2009 PURPOSE • The purpose of this circular is to

provide local education agencies (LEAs) with the Rights Act,

ESL Core Program

When ESL instruction is provided by a subcontracted IU ESL teacher, the school still must ensure that ELL students have access to content instruction that is aligned to students’ level of English language proficiency

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Basic Education Circular As used here, the term program

refers to: • (1) planned instruction by a

qualified ESL/Bilingual Program teacher

• (2) adaptations/modifications in the delivery of content instruction by all teachers based on the student’s language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards.

 

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BEC: Planned Instruction for English language acquisition (ESL) classes• Language instruction must be

commensurate with the student’s proficiency level.

• ESL Instruction must be aligned with PA ELPS for ELLs and Pennsylvania’s Reading, Writing, Speaking, and Listening Standards. 

• Common planning time must be provided for ESL and content teachers to support instructional planning and evaluation

• For further information see the Basic Education Circular 10

CORE ESL PROGRAM COMPLIANCE

Identification: Home Language Survey, follow-up

interview with parents, additional questions,

review documentation, teacher referral• Create a checklist for secretaries

with clear directions in how to proceed after HLS has been completed

• Plan for continuous training of support staff on diversity and resiliency issues

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REQUIREMENTS LEGAL REFERENCE PROGRAM1. Identify OCR 1970 Memo

Lau v Nichols 1974 Supreme Court decision

Home language survey Train intake staff Classroom survey

2. Assess

Determine need for services

Place in appropriate services

Office of Civil Rights 1970 Memo

Gomes v

Board of Education 1987 Court of Appeals, 7* Circuit

Appropriate proficiency test Multiple criteria for placement Identify home language proficiency Diagnose mathematics skills

3. Provide services Direct, appropriate, sufficient Designed for students' needs Based on current practices Appropriate staffing Appropriate materials

Castaneda v Pickard 1981 Court of Appeals, 5"1 Circuit

Equal Education Act 1974

Titles VI& yil of Civil Rights Act 1964

Rios v Read 1977

Cintron v Brentwood 1977, 1978

Gomez v Illinois State

Board of Education i987 Court of Appeals, 7lh Circuit

The Provision of an Equal Education to Limited English Proficient Students

OCR, 1992

Develop Instructional Plan

- Schedules for service

- Who provides service

- Assessment plan

- Current ESL teaching practices

- Identify appropriate materials

- Identify what is taught

- Describe adjunct services

Train educators and administrators

4. Ensure integration Instructional integration Social integration

Titles VI & YII of Civil Rights Act 1964 Equal Education Act 1974 Office of Civil Rights 1970 Memo Lau v Nichols 1974 Supreme Court decision

Describe access to programs and servicesDevelop policies for gradingIdentify how integrated with same-age peers

5. Reassess for ending services OCR 1970 Memo Rios v Read 1977 Cintron v Brentwood 1977,1978

Specific multi-criteria reclassification procedures

6. Document Services

Successful effect on students academic and linguistic development

Modifications if needed

Castaneda v Pickard 1981

Court of Appeals, 5th Circuit

The Provision of an Equal Education to Limited English

Proficient Students

OCR, 1992

Develop Program Guide/Handbook Develop record keeping plan Appoint team to implement evaluation

Plan (Monitoring)

CORE PROGRAM COMPLIANCE REFERENCE CHART

CORE ESL PROGRAM COMPLIANCE

Placement: Age appropriate• Mandated English language proficiency

placementassessment WIDA Access Placement Test (W-

APT)• In addition, an informal assessment of

literacy and/ormath skills in the student’s native language

whenpossible• Be aware that not all countries have the

same school calendar year, grading structure (elementary and secondary), grading systems and other features that are common to our educational system

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Plyler v Doe 1982: A Summary

• In 1982, the Supreme Court rules in Plyler v. Doe , 457 U.S. 202 (1982), that public schools were prohibited from denying immigrant students access to a public education. The Court stated that undocumented children have the same right to a free public education as U.S. citizens and permanent residents.

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Further Program Components• Refer to the Equal Access handout

for ESL program components and the regulations tied to them.

• Refer to the Plyler v. Doe handout for regulation requiring admission of immigrant students with or without documentation, and

• Prohibition against schools requiring social security numbers

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PA Academic Standards & PA ELP Standards

PA Academic Standards:

• Are for ALL students• Are part of Curriculum

Framework• Guide content

instruction

• Comprise content specific objectives

PA ELP Standards:• Are for ELLs• Are part of the

Curriculum Framework for ELLs

• Guide district ESL and content curriculum and instruction

• Include both content and language objectives

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The Pennsylvania English Language Proficiency StandardsEnglish Language Proficiency Standard 1:• English language learners communicate in

English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

English Language Proficiency Standard 2:• English language learners communicate

information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

English Language Proficiency Standard 3:• English language learners communicate

information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

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The Pennsylvania English Language Proficiency StandardsEnglish Language Proficiency

Standard 4:• English language learners

communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

English Language Proficiency Standard 5:

• English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

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English Language Proficiency StandardsThe English Language Proficiency

Standards areat the following websites:www.pdesas.orgwww.education.state.pa.us

The ELL overlay is at the following website:

http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx

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ESL INSTRUCTION: What does it look like?• Teacher:Focuses on ELP levels and grade of

studentsExplicitly teaches English functions and

formsProvides opportunities for use of

language (practice) that reflects the rigor of grade level material

Integrates 4 domains (listening, speaking reading and writing) 20

Teacher:

Models oral discourse aligned to standards

Uses visuals, realia, demonstrations, actions and technology to enhance understanding

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ESL INSTRUCTION: What are students doing?• Students: Engage in oral and written

communication based on standards

Interact in a variety of registers, for a variety of purposes

Use academic vocabulary in small group activities

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What are students doing?

Practice listening comprehension skills deliberately

Demonstrate use of English language functions and forms (grammar, intonation patterns, register, syntax)

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INSTRUCTING ELLs in Subject Areas• Teachers must be informed about the

ELP level of students• Must have collaboration time with

ESL teacher• Instruction reflects Can Do

Descriptors and/or ELL Overlay• Teachers differentiate with visuals,

graphic organizers and anticipatory guides to lessen language load

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Subject area instruction for ELLs• Provides for oral practice in small

group activities• Taps background knowledge of ELLs• Differentiates assessments to reflect

content not language• Makes strategic use of first language

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The Can Do Descriptors

Are statements of what ELLs “can do” at each proficiency level

• Can Do Descriptors provide indicators of effective teaching of ELLs in content classrooms

• Share them with content teachers• Include them in walk-though

protocols• Download this document from the

WIDA website: www.wida.us 26

Accountability System

• ACCESS for ELLs and PSSA are state mandated assessments

• Annual Measurable Achievement Objectives (AMAOs) are state targets that parallel Adequate Yearly Progress (AYP) targets

• Both require conscientious planning and administration

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Tier Structure of ACCESS for ELLs

ENTERING

1

BEGINNING

2

DEVELOPING

3

EXPANDING

4

BRIDGING

5 6

REACHING

Tier A

Tier BTier CGrades 1-12

K-Adaptive

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Overall Composite Score

Listening,15%

Reading,35%

Writing,35%

Speaking,15%

Test Weights(Percent)

ListeningReadingWritingSpeaking

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ACCESS for ELLs RESULTS

Year Level 1 Level 2 Level 3 Level 4

Level 5

Level 6

2007 5,358 8,514 14,599 10,723 3,003 6452008 4,871 7,345 13,078 9,676 3,996 1,0092009 5,331 7,056 13,393 10,905 5,562 1,215

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ACCESS for ELLs REPORTS

The district will receive the following reports soon:

District Frequency ReportSchool Frequency ReportStudent Roster ReportTeacher ReportParents Report http://wida.wceruw.org/states/NC/

SchoolFrequencyDistributionReport2009BlankSample.pdf 31

Score Reports & StakeholdersScore Report Audience or Stakeholder Types of Information

1. Parent/ Guardian

•Students•Parents/Guardians•Teachers•School Teams

Proficiency levels for each language domainOverall Score ComprehensionAvailable in multiple languages on the WIDA website

2. Teacher •Teachers•Administrators•School Team

Individual student’s scale scores and language proficiency levels for each language domain, and four composites Raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard

3. Student Roster

•Teachers•Program Coordinators/Directors•Administrators

Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster

4. School Frequency

•Program Coordinators/Directors•Administrators

Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school

5. District Frequency

•Program Coordinators/Directors•Administrators•Boards of Education

Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district.

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Performance targets that include:• Making progress toward English

language proficiency as measured by the state English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®)

• Attaining English language proficiency as measured by the state English language proficiency assessment

• Meeting AYP as measured by the state content assessment (PSSA/PASA, PSSA-M)

AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English.

 Definition of growth: • Gain of ≥ 0.6 ACCESS for ELLs®

composite level for an individual student

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AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English

School Year Target percent of students • 2007-2008 target of 49%• 2008-2009 target of 51%• 2009-2010 target of 53%• 2010-2011 target of 55%• 2011-2012 target of 57%• 2012-2013 target of 59%• 2013-2014 target of 61%• 2014-2015 target of 64%• 2015-2016 target of 67%

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AMAO 2: Annual increases in the number or percentage of children attaining English proficiency  • Definition of attainment: • Grades 1-12• ACCESS for ELLs® composite score ≥ 4.5.

Scores from both Tier B and Tier C forms of the test are acceptable.

• Kindergarten (Note: In 2008-2009, K ACCESS composite scores for the first time were reported across the full range of 1.0 to 6.0.)

• ACCESS for ELLs® composite score of ≥ 4.5 (Accountability Level, not Instructional Level)

 

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AMAO 2: Annual increases in the number or percentage of children attaining English proficiency

Growth targets:School Year Target % of students

attaining English proficiency

2007-2008 target of 14%2008-2009 target of 16%2009-2010 target of 18%2010-2011 target of 20%2011-2012 target of 22%2012-2013 target of 24%2013-2014 target of 26%2014-2015 target of 28%2015-2016 target of 30%•  

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AMAO 3: Adequate yearly progress for LEP children.The method for calculating AMAO 3 for Title

IIIsubgrantees is consistent with that used

underTitle I for AYP. AMAO 3 for Consortia is

calculatedon the aggregated consortium ELL

population that hasparticipated in the PSSA for the year in

which theACCESS for ELLs test was administered. Former ELLs who have exited and are in

their first or second year of monitoring are also eligible to be

included in AMAO 3 calculations, consistent with AYP calculations.

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Accountability Status

Subgrantees are required to undergoImprovement Planning when AMAOs

have notbeen met for two consecutive years or

more. The Pennsylvania Department of

Education will be in contact with subgrantees who fall into this category to develop district or consortium improvement plans.

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 Technical Assistance

Provided by: PDE ESL/Bilingual Education program

advisorsIU ESL Contact peopleDistinguished EducatorsESL Technical Assistance Facilitators

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Contact Information www.education.state.pa.us

Bureau of Teaching and Learning

SupportDivision of Student Interventions and

InstructionalSupportsJohn Nau, Chief, Acting Title III Director717-241-9391 jnau@state.pa.usDivision of School and District Planning

andContinuous ImprovementBecky McHugh, Acting Chief(717) 783-9260 bmchugh@state.pa.usBureau of Assessment and

AccountabilityDivision of AssessmentStephanie Stauffer, Ed. Assessment

Specialist(717) 346-7167 sstauffer@state.pa.us

Commonwealth of PennsylvaniaEdward G. Rendell, Governor

Pennsylvania Department of Education

Gerald L. Zahorchak, D.Ed., Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education 41

Contact Information: PaTTAN www.pattan.net

Ana Sainz de la PeñaEducational Consultantasainzdelapena@pattan.netESL Technical Assistance Facilitators: Connie Cochran, IUs 1-11,15, 27, 28 ccochran@pattan.netHeidi Faust, IUs 14, 16-21, 29hfaust@pattan.netPaula Zucker, IUs 12, 13, 22-26pzucker@pattan.net

Commonwealth of PennsylvaniaEdward G. Rendell, Governor

Pennsylvania Department of Education

Gerald L. Zahorchak, D.Ed., Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education 42