ESL Teacher Networking Meeting

ESL Teacher Networking Meeting

Raynel Shepard, Ed.D.

raynel.shepard@comcast.net

IntroductionsWho traveled the farthest (from home) to get

here?Who speaks more than one language?Has the most interesting hobby?Went to the most exotic place during summer

vacation?Who has worked under the most

superintendents in BPS?Who knows the historical significance of the

person your school is named after?

Challenges and SuccessesWhat has worked?What do you still need support with?What concerns do you have?

Warm-UpWhat does the following stand for?

AMAOSDAIEOELLCUPKBCBESLNACC

How many ELD levels are there?ELLs from BPS come from 40 different countries-

what are the 5 most common languages?

Diverse Population38% of the student population report on English is not their first language21% of student population meets the definition of ELL57% of ELLs are in programs for ELLs (12% of total population)

ELLs in Boston ELLs Countries of Origin: over 40

Spanish - 6590Chinese - 920 Cape Verdean- 900Haitian - 860 Vietnamese - 770Portuguese SomaliOther (Arabic, Albanian, African and

European Languages) 24, 140 (38%) First language not

English 10, 040 (19%) ELP 3260 FLEP 11, 840 ELL

Students in Boston Title % of District % of State

First Language not English 38.3 15.6

Limited English Proficient 20.4 6.2

Low-income 75.6 32.9

Special Education 19.6 17.0

Free Lunch 67.3 27.4

Reduced Lunch 8.3 5.6

ELL Enrollment

All students go to a Family Resource Center with family to enroll

Parents fill in a Home Language Survey

If home language is not English then ….

For K2-12 Students

Appointment with the Newcomer’s Assessment and Counseling Center

Take an oral & written test (L1 and English)

Test outcome with suggested ELD level

Advisement about placement

Program Placement

SEI TBE, TW programs

Language Specific SEI & Multi-lingual SEI (including General Education)

SIFE (age 9 and up)

Who is qualified to teach ELLs?

ANY teacher who has 1 or more ELL must use SEI strategies.ESL certificationORTrained in all 4 categories

Who is qualified to teach ESL?FOR ELD Levels 1-3

ESL certification

FOR ELD Levels 4-5ESL certificationORTrained in all 4 categories

State Assessments

MELA-O (fall and/or spring)MEPA-R/W (fall and/or spring)MCAS - MathMCAS - ELAMCAS - Science, Social Studies

Information on ELD Level Tab

Standards for ESL

ELPBOEnglish Language Proficiency Benchmarks and

OutcomesBPS Curriculum and BenchmarksDESE ELD MEPA descriptors

Instruction to ELLsK-5: On Our Way to English & Reach (ELD Levels 1-3),

Language Central (Level 3 for integrated classrooms), Reading Street (Levels 4-5)

6-8: Milestones

9-12: Visions

Regardless of materials used, ELD instruction follows the ELPBO and the Citywide ELD Curriculum Frameworks and Benchmarks

Compliance: Records and TestsELD Folder

Annual Notification of Program Placement

MEPAFall MEPA in October

How do I find out more about the ELLs in my classroom?

ELD Folder

LIZA

ELD Level TabMyBPS>ELD Level

MEPA ELD Descriptors and Services

Newcomers (Level 1) and Novice (Level 2): Description Generally produce and understand very

little spoken or written English. It is important that these students receive English language development (ESL) instruction for a substantial portion of their school day because sheltered content instruction, the other component of SEI, will be challenging for students at lower levels of English proficiency.

Newcomers (Level 1) and Novice (Level 2): Services

ESL- 2.5 hours to full day by a licensed ESL teacher

No ELA Content: available hours outside of

ESL by a teacher qualified to teach ELLs

Specials/Electives: same as other students at grade level

Developing (Level 3): Description

Generally demonstrate a range of mid-level English proficiency in speaking, listening, reading and writing. Sheltered content instruction should be tailored to provide comprehensive content instruction. Students at this level have a wide range of English proficiency and teachers should plan with this in mind. Students at Level 3 still need to receive ESL instruction.

Developing (Level 3): Services ESL- 1 to 2 hours by a licensed ESL

teacher ELA/Reading- 1 to 2 hours per day by a

teacher qualified to teach ELLsContent: available hours outside of ESL by

a teacher qualified to teach ELLsSpecials/Electives: same as other students

at grade level

Expanding (Level 4) and Bridging (Level 5): Description Generally demonstrate good English proficiency. However, a student performing overall at Level 5 may not have all the skills associated with a Level 5 student in all four domains (Reading, Writing, Speaking, Listening). There are increasingly complex and varied language demands on LEP students in late elementary, middle, and high school. ELLs need to learn these skills in order to achieve academic parity with English-speaking peers

Expanding (Level 4) and Bridging (Level 5): Services ESL- minimum of 2.5 hours per week by a

qualified ESL teacher ELA/Reading- 1 to 2 hours per day by a

teacher qualified to teach ELLs Content: available hours outside of ESL by

a teacher qualified to teach ELLs Specials/Electives: same as other students

at grade level

Instruction to ELLsContent instruction in R/LA, Math, Science, and Social Studies is provided to the extent that is indicated by the student’s ELD level.

Content teachers use Boston Public Schools curricula and materials. They ensure that LEP/ELL students understand new concepts by using sheltered instruction strategies and providing native language clarification as necessary.

Take a break

Common Underlying Professional Knowledge Base

Turn and TalkWhat is effective ESL instruction?How is it different from ELA instruction?How is ESL different from SEI?

7 Dimensions of Effective ESL InstructionFocus on language and development of

language skills.Clear, achievable language learning

outcomes.Opportunities for meaningful, relevant,

communicative practice.

7 Dimensions of Effective ESL InstructionChecking for understanding.Formative assessment of student learning.Appropriate use and adaptation of materials

to support skills in language modalities.Use of subject matter content for English

language learning.

SIT 2007

What are some instructional models?Pull-outPush-inDuring literacy blockContent-based ESLWorkshop and ESL

Thinking about practiceChunkingAction research

Next TimeREAD ARTICLE: Basic Principles for

Conducting Action ResearchThink about a research topic and

question