PowerPoint Presentation

Equity and Excellence for English Language LearnersA Balancing Act for Administrators

Amy Christianson, OELA Project Coordinatorand John Kibler, OELA Professional Development Coordinator

TESOL/Bilingual DepartmentSchool of EducationEdgewood College

2Equity and Excellence for English Language Learners (ELLs): A Balancing Act for AdministratorsA Three Day Professional Development SeriesObjectives for Session One: Participants will understand the second language acquisition and learning processes, academic English development and their relationship to academic achievement Participants will reflect on federal, state, local mandates in the education of English language learners (ELLs) and learn about the parameters for school and district compliance Participants will examine their educational context and programmatic approaches for ELLs and strategize plans for

Objectives for Session Two: Participants will review the most current research regarding educating ELLs and its implications on programmatic design and instructional practice Participants will strategize professional development goals for their staffs that examine the major myths and realities about second language learning, as well as development goals for future planning Participants will consider ways to utilize their existing resources for optimal student benefit by examining programmatic and instructional contexts with regards to scheduling, instruction, leadership and instructional approach

Objectives for Session Three: Participants will consider ELL student assessment, an overview of the WIDA English language proficiency standards and the ACCESS for ELLs assessment tool Participants will examine teacher performance considerations for effectively educating ELLs and develop guidelines for considering contextual and pedagogical skills Participants will have the opportunity to individually work with the consultants to ask additional questions, clarify information and consider district and school-based decisions.

Welcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.2Twelve Key Practices

This book provides step-by-step guidance for any administrator committed to ensuring that the ELLs in their classes, schools, and districts are successful and can reach high core content and English language development standards.

Implementing Effective Instruction for English Language Learners takes a comprehensive, systemic, and strategic approach to educating all students, particularly ELLs. The 12 Key Practices Framework is divided into four parts:

Shared practices at the district, school, and classroom levelsCommon classroom practices for ALL ELL educatorsCore instructional practices of every program for ELLsOrganizing the key practices into effective program configurations

Administrators, teachers, and leadership teams can use the 12 Key Practices Framework and checklists to plan, implement, monitor, evaluate, and improve ELL education in their districts and schools.

ELL Service Delivery Articulation and Action Plan (SDAAP)Over the course of our three sessions, participants will complete an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations. 5

Equity and Excellence: Session OneAGENDAOverview of WorkshopIntroductionsSecond Language Learning Overview with ResearchMyths and Realities About Second Language LearningProgrammatic OverviewImmigration Law and Wisconsin State StatutesCulminating Activity

Welcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.5Key Practice 1: Structuring Equitable School & Classroom Environments Ongoing Professional DevelopmentDistrict Policies and ProceduresTraining in Sheltered Instruction MethodsAffirm Linguistic and Cultural DiversityPlan Enriching Comprehensible InstructionEnsure that ELLs are Actively Engaged

Key Practice 4: Embracing an Additive Bilingualism PerspectivePromote Bilingualism and Biliteracy DevelopmentProvide a Sequence of ESL Instruction to Support Language LearningPlan Language Instruction Using Primary Language (when possible) to Support, Preview, Clarify Concepts8What is your name?Your position and district?What do you hope to gain from this training?

INTRODUCTIONS

Utilizing the format that makes the most sense for your environment, ask participants to share with the larger group or a small group the following four questions. You should model first.8To interactively counter four main misconceptions about ELLs typically held by mainstream teachers:

Effort is the major factor in learning English.

When others use a language other than english around me they want to be able to talk about me without me knowing.

Good Teaching is good teaching for all students.

The more time spent speaking a second language the better and faster it will be learned.Professional Development GoalsThe second language learning process doesnt always make logical sense to those who havent experienced it.

Introduce todays topic by speaking about the ELL population and its broad make-up in the district. Speak about how you were confused when you first starting to learn about second language.10It is important to remember that the length of time it takes to learn a second language and the degree of difficulty of that process for anyone are dependent on a wide variety of factors.

The reality of how that process happens couldnt be more different. It is something that most people have to experience in order to understand it. 11Some of the factors like race/ethnicity and socio-economic status are conditional in nature.Others like prior educational experiences and the literacy level of parents in their first language can also impact the process greatly.

It is important that the immigrant and refugee students in our district, whether born in another country or born in the United States, bring a wide and diverse variety of experiences with them. However, several general factors seem to impact the process enormously. Weve spoken about race/ethnicity and socio-economic status in previous modules. Other things like prior educational experiences and literacy level of parents in their first language can also impact the process greatly. In a US context, how are race/ethnicity, socio-economic status and language interrelated? How about educational experiences and literacy levels in a US context? 12IN OTHER WORDS:Doesnt it just make sense that the earlier and more intensively children are placed in all-English instruction at school the better their English achievement will eventually be?

Regardless of these, simple logic would seem to lead many monolingual people to believe that the more time I am immersed in learning a second language, the better and faster Im going to achieve that goal.Share the prevalent belief that you thought was true. How prevalent do you believe this conclusion is? Where do you think this belief comes from? 13The reality couldnt be more counterintuitive.It is incredibly important when thinking about second language learning to remember that our common sense or intuition can be wrong.

The reality of how that process happens couldnt be more different. Common sense and intuition, though powerful, can sometimes be wrong. The earth sure looks flat. A plane sure seems too heavy to fly. It is something that most people have to experience in order to understand it. 14Perhaps the most important thing to keep in mind is that an individuals background in their first language has the most impact on how fast they will learn a second language.In other words, the better they speak, read, write and listen in their first language, the better and faster they will learn their second language.

The truth of the matter is that research clearly tells us that the most important impact on second language acquisition is a persons background in their first language. 15But the key is understanding how and why that is true. . . .

And thats where well begin.16

Sometimes there is no better teacher than experience, so thats where well begin. 16Sequence Story

Sequence StoryWere going to tell what we call a sequence story.17Seven Volunteers181.

First we need seven volunteers. If no one self-selects, then we choose. Invite them to come forward and form a line at the front of the room. 18ALL YOU HAVE TO DO IS LISTEN TO THE STORY AND CONTINUE IT WHEN ITS YOUR TURN.A sequence story is simply a spoken story told by a variety of people, one right after the other.19

Explain the concept to your audience and your volunteers.19I WILL ORCHESTRATE THE STORY When I raise my hand and point to you, you speak. When I pull my arm down, you stop.

Demonstrate how the process will work. 20ALL YOU NEED TO DO IS LISTEN INTENTLY AND FOLLOW MY DIRECTIONS. When I point to someone else, he/she picks up the story exactly where it was left off.

Demonstrate how the process will work. As if anyone has any questions. 21About our story. . . A setting, two characters and a conflict

A husband and wife named Johnny and SallyAt the MallSally drags Johnny to the mall to shop when hed rather be home watching a pivotal basketball playoff game.Share the set-up.22LETS BEGIN.

Facilitator begins the story and orchestrates through pointing at participants to speak. Let the story get going. Let it have some rhythm and some humor. Then stop the story. Tell participants that you want them to continue the story but they cannot use any words that contain an X, a Y, or a Z. Continue the story. If someone struggles, let them for a few seconds but then move onto someone else. Let a few people struggle with the new process. You want to allow time so that someone (typically the third or fourth chosen) will have planned in their head what to say. Stop the story again. Tell participants that you want them to continue the story but they cannot use any words that contain an R, an S, or a T. The process will become much more difficult. Correct people if they make a mistake. Move through people quickly so that everyone gets a chance to try the process. When the process has exhausted itself, i.e. when the humor of it starts to wear off, end the story. Thank participants and tell the group that now were going to analyze the process. 23First, lets look at the story itself.

Well look at the emotions involved in a minute.

Share the directions from the slide and begin to solicit responses from the participants. Jot each down on a flipchart or white board. Be certain to separate the things that happened to the story and the emotions involved. Each category will go on a different sheet of paper on your flipchart. Focus first on the story itself and the things that happened to it. Try to get participants to be as specific as possible with their descriptions.24COMPAREWhat happened to the story as we moved from the first telling to the second and then the third? Be as specific as you can. 25

25How did it feel?STORYTELLERS: How did it feel as we moved from the first telling to the second and then the third? Be as specific as you can.

Share the directions from the slide and begin to solicit responses from the participants. Jot each down on a flipchart or white board. Be certain to separate the things that happened to the story and the emotions involved. Each category will go on a different sheet of paper on your flipchart. Focus first on the story itself and the things that happened to it. Try to get participants to be as specific as possible with their descriptions.26Listeners ---What was going on emotionally for those of you listening to the story? As the process got harder, what were you feeling?What role did effort play in the telling?How much longer would it have taken for the process to lose its humor and become tedious?

Now focus on those listening to the story. Share the questions on the slide one at a time, soliciting responses first from the storytellers, then from those listening to the story. Jot down their answers on the appropriate sheet on your flipchart.27Associativevs.Cognitive

The different versions of the telling of the story demonstrate the differences in the process of using language to produce an academic product. The first version would be called the associative domain. This is the process for any monolingual English speaker. It is where the process of producing an academic product is completely natural. Just like breathing. You are completely proficient in the language process and can simply use all your prior knowledge, your literacy skills, your humor, etc. to share what you know. From an assessment standpoint, it is also a good gauge of what you know. Now the second version of the story would bring us into the cognitive domain. Now that is where the process of producing the language begins to inhibit the academic product. From our list we begin to know what happened when our proficiency began to be compromised. This version is similar to the experience that ELLs have who have developed some literacy and oral skills but still lag behind. And remember we decided that effort or trying harder wouldnt have helped. If proficiency in a process lags then the academic product produced is greatly impacted. Now the third version of the story brings us deeply into the cognitive domain. This is where ELLs are most of their academic lives as they gain and build proficiency. Our list tells us what normally and naturally happens to academic product in this domain and what it feels like to be there. It is not unlike the process we use when we teach a new concept in math. How long can someone comfortably be in the cognitive domain. Lets look at our list. Now this exercise is an example of producing an oral product. Imagine the implications as we move into writing, reading and listening. Those are the four domains of language skills: listening, speaking, reading and writing. 28Storytellers: Which version of the process would you choose to use, the first, the second or the third?WHY?29

Pose the question and get answers. Why? Thats why most ELLs choose to use first language on the playground, in the hallway and in the lunchroom. It isnt rudeness that you cant understand. Its exhaustion.29 What did the facilitator do wrong? How could the facilitator have aided the storytellers? What specific strategies could have been used to make this cognitive process as associative as possible? Who had the power to make the storytellers more successful? If the modification doesnt happen, could the storytellers have succeeded?

Now lets examine other aspects of the process. Discuss the following questions. What did the facilitator do wrong? How could the facilitator have aided the storytellers? What specific strategies could have been used to make this cognitive process as associative as possible? Solicit responses from your participants. In essence, what you are compiling is a list of strategies for sheltered instruction or adapted instruction for ELLs. 30Lets examine what we know about second language learning. . .Associative vs CognitiveAcquisition vs. LearningBICS and CALPAbout the researchLinguistic SystemsComplexity of EnglishLets Put It Into Action

Now lets examine what we know about second language learning. Weve started with these two very different processes we have called associative and cognitive. One describes the experience of a monolingual English speaker in the classroom and the other describes the experiences of an ELL student in the classroom. So many of our assumptions about the difference between these two processes and what weve discovered about them are the reasons why we would never make the decisions for our children, that we often advocate for our ELL students. Lets say we moved to Germany with our family today and we have children that are in kindergarten and third grade. Would we assume that we should stop speaking English together and spend all of our time speaking German at home? Would we stop reading to our children in English? Chances are that in order for home to feel like home, wed use our first language. 31Lets examine what we know about second language learning. . .Associative vs CognitiveAcquisition vs. LearningBICS and CALPAbout the researchLinguistic SystemsComplexity of EnglishLets Put It Into Action

Now lets examine what we know about second language learning. Weve started with these two very different processes we have called associative and cognitive. One describes the experience of a monolingual English speaker in the classroom and the other describes the experiences of an ELL student in the classroom. So many of our assumptions about the difference between these two processes and what weve discovered about them are the reasons why we would never make the decisions for our children, that we often advocate for our ELL students. 32Acquistion vs. LearningACQUISITIONSimilar to first language acquisitionPicking up a languageMay not be in conscious awarenessImplicit knowledgeErrors acceptedFormal teaching does not necessarily helpLEARNINGFormal knowledge of a languageKnowing about a languageDeliberate and conscious effortExplicit knowledgeErrors correctedFormal teaching helps

The process by which we gain each proficiency is very different. Acquisition is a natural process. Language learning is a formal process. It is facilitated by direct instruction. Is it possible to acquire a language and not learn a language? Learning a language involves literacy. This is the reason that we dont correct a baby or announce that they dropped their participle. 33Lets examine what we know about second language learning. . .Associative vs CognitiveAcquisition vs. LearningBICS and CALPAbout the researchLinguistic SystemsComplexity of EnglishLets Put It Into Action

Now lets examine what we know about second language learning. Weve started with these two very different processes we have called associative and cognitive. One describes the experience of a monolingual English speaker in the classroom and the other describes the experiences of an ELL student in the classroom. So many of our assumptions about the difference between these two processes and what weve discovered about them are the reasons why we would never make the decisions for our children, that we often advocate for our ELL students. 34HOW ARE SOCIAL AND ACADEMIC PROFICIENCY DIFFERENT?35

Ask your participants to begin to think of ways that social and academic domains of language are different. What do we talk to our friends about? 35To gain what we refer to as social proficiency in a second language takes between six months and two years.In other words, for an individual to comfortably speak and interact socially in a new language takes anywhere from six months to two years.

Emphasize that challenges that they and their families face as they adapt to our area and our schools. 36To gain what we would refer to as academic proficiency in a second language takes typically from five to ten years.For example, an ELL who had no schooling in their first language took 7 10 years to develop academic proficiency in English while those who had 2 to 3 years of formal schooling in their native countries took 5 7 years.

It is important to have high expectations for all students but realism is important as well. 37

6 months to 2 years5 to 7 yearsCristina Cristina L1CALP ELL with formal education in L1 (literacy) and no social language in L2Cristina Maria L1ELL with no formal education in L1 (literacy) and no social language in L2Pablo L1L2ELL with inconsistent education in either L1 or L2 education and stunted literacyEdwidge L1L2ELL with stunted development in social language in both L1 and L2 and little to no CALP developmentLets examine what we know about second language learning. . .Associative vs CognitiveAcquisition vs. LearningBICS and CALPAbout the researchLinguistic SystemsComplexity of EnglishLets Put It Into Action

Now lets examine what we know about second language learning. Weve started with these two very different processes we have called associative and cognitive. One describes the experience of a monolingual English speaker in the classroom and the other describes the experiences of an ELL student in the classroom. So many of our assumptions about the difference between these two processes and what weve discovered about them are the reasons why we would never make the decisions for our children, that we often advocate for our ELL students. 43The Craziest of LanguagesWell begin with a box and the plural is boxes; but the plural of ox should be oxen not oxes.Then one fowl is a goose, but two goose are called geese, yet the plural of moose should never be meese.You may find a lone mouse or a nest full of mice; yet the plural of house is houses, not hice.

It is important to remember how difficult the English language is to learn. Share this poem with participants.44The Craziest of LanguagesIf the plural of man is always called men, why shouldnt the plural of pan be called pen?If I spoke for my food and show you my feet, and I give you the boot, would a pair be called beet?If one is a tooth and a whole set are teeth, why shouldnt the plural of booth be called beeth?

Share this poem with participants.45The Craziest of LanguagesThen one may be that, and three would be those, yet hat in the plural would never be hose.And the plural of cat is cats, not cose.We speak of a brother and also of brethren, but though we say mother, we never say methren.

Share this poem with participants.46The Craziest of LanguagesThen the masculine pronouns are he, his, and him, but imagine the feminine as she, shis, and shim.So English I fancy you will agree, is the craziest language you ever did see.

Share this poem with participants. Now we will examine the political and social context that immigrants and refugees experience in our schools.4748

What do we know?What do our attitudes reveal?Language Impacts Every Facet of Our LivesHow does language impact every facet of our lives. During our race/ethnicity module, we discussed that no matter how high quality our instruction is in a multicultural environment, students who experience hostility, negativity or a lack of support for the many cultural, social and linguistic facets of their lives will never be academically successful.48How are the lives of immigrants different today than in the distant and not so distant past?

Pose this question. Jot down the things that people say on a flipchart. You will return to these after the exercise.49Who Said What About Immigrants?

Our attitudes about immigrants are incredibly powerful. Our next exercise will allow us to examine a historical perspective about attitudes toward US immigration. Distribute worksheet. In our exercise, we will share eight quotes about immigration over the course of our countrys history. For each quote, Id like for you to choose the year you think it was spoken and what group was being talked about. Each quote, in its historical context, was a mainstream, rather than a fringe opinion. It gets easier as we go through because each year is only used once, so a year is revealed, there are less to choose from. Lets begin.50Quote One

Americas culture, customs, and language are under assault from foreigners who come to live here and, instead of learning the American way of life, choose to impose their own alien cultures, languages, and institutions upon us. . .

Americas culture, customs, and language are under assault from foreigners who come to live here and, instead of learning the American way of life, choose to impose their own alien cultures, languages, and institutions upon us. . .

(1) 1753, Editorial, Pennsylvania Legal Tract, Benjamin Franklin, in reference to the Germans.Quote Two

These cheap slaves fill every place. Their dress is scant and cheap. They hedge twenty in a room, ten by ten. They are. . .mean, contemptible. . .They have no wives, children or dependents. They are in every place. . . .Boys work, girls work; it is all alike to them.

These cheap slaves fill every place. Their dress is scant and cheap. They hedge twenty in a room, ten by ten. They are. . .mean, contemptible. . .They have no wives, children or dependents. They are in every place. . . .Boys work, girls work; it is all alike to them.

(2) 1847, Editorial, Chicago Post, in reference to the Italians.

Quote Three

There can be no divided allegiance here. Any man who says he is an American, but something else also, isnt an American at all. . .We have room for but one flag, the American flag. . .We have room for but one language here, and that is the English language. . .and we have room for but one sole loyalty and that is a loyalty to the American people.There can be no divided allegiance here. Any man who says he is an American, but something else also, isnt an American at all. . .We have room for but one flag, the American flag. . .We have room for but one language here, and that is the English language. . .and we have room for but one sole loyalty and that is a loyalty to the American people.(3) 1915, Address to Knights of Columbus,President Theodore Roosevelt, in reference to the immigrants from southern EuropeQuote Four

The _____ fill our prisons. Scratch a convict or a pauper and chances are that you tickle the skin of a __________. Putting them on a boat and sending them home would end crime in this countryThe _____ fill our prisons. Scratch a convict or a pauper and chances are that you tickle the skin of a __________. Putting them on a boat and sending them home would end crime in this country(4) 1878, Editorial, Indianapolis Times, in reference to the Irish

Quote Five

The laws should be rigidly enforced which prohibit the immigration of a ______ class to compete with American labor, with no intention of acquiring citizenship, and bringing with them and retaining habits and customs repugnant to our civilization.The laws should be rigidly enforced which prohibit the immigration of a ______ class to compete with American labor, with no intention of acquiring citizenship, and bringing with them and retaining habits and customs repugnant to our civilization.(5) 1885, March 4 Inaugural Address,President Grover Cleveland, in reference to all immigrants.Quote Six

"We have become the world's melting pot. The scum of creation has been dumped on us. Some of our principal cities are more foreign than American. The most dangerous and corrupting hordes of the ______ have invaded us.... The manufacturers are mainly to blame. They wanted cheap labor; and they [dont] care how much harm to our future might be the consequence of their heartless policy.

"We have become the world's melting pot. The scum of creation has been dumped on us. Some of our principal cities are more foreign than American. The most dangerous and corrupting hordes of the ______ have invaded us.... The manufacturers are mainly to blame. They wanted cheap labor; and they [dont] care how much harm to our future might be the consequence of their heartless policy.

(6) 1924, Campaign Trail, Presidential Candidate, Thomas E. Watson, in reference to the Jewish of eastern Europe

Quote Seven

Confronted with the requirement . . . .that __________ immigrants carry an identity card proving they were in the country legally or face deportation, thousands refused to submit to what they called the ___________ Law thus undertaking one of perhaps the largest acts of civil disobedience in the United States.Confronted with the requirement . . . .that __________ immigrants carry an identity card proving they were in the country legally or face deportation, thousands refused to submit. . . thus undertaking one of perhaps the largest acts of civil disobedience in the United States.(7) 1896, DRIVEN OUT: THE FORGOTTEN WAR AGAINST CHINESE AMERICANS by Jean Pfaeizer

Quote Eight

The old employments by which we have heretofore gained our livelihood, are gradually, and it may seem inevitably, passing into other hands. Every hour sees the ________ elbowed out of employment by some newly arrived immigrant whose hunger and whose color are thought to give him a better title to the place."

The old employments by which we have heretofore gained our livelihood, are gradually, and it may seem inevitably, passing into other hands. Every hour sees the ________ elbowed out of employment by some newly arrived immigrant whose hunger and whose color are thought to give him a better title to the place."

(8) 1853, Letter, Frederick Douglas, in reference to the Germans

One Last Quote

Few of their children know English. Nor do they wish to. . .ads, street signs, and even legal documents are in their own language. . .unless the stream of these people can be turned away from this country to other countries, they will soon outnumber us so that we will not be able to save our language or our government.One last quote. This one could be from any of the years weve discussed.67Few of their children know English. Nor do they wish to. . .ads, street signs, and even legal documents are in their own language. . .unless the stream of these people can be turned away from this country to other countries, they will soon outnumber us so that we will not be able to save our language or our government. 1753, Editorial, Pennsylvania Legal Tract, Benjamin Franklin, in reference to the Germans

Now lets return to our list and see if our ideas have changed

After dealing with each thing on the list: make sure that one shares that groups change but attitudes seem to remain the same. Ability to move up economically has changed. Work has changed. Education and language demands have changed but not much else. Now lets return to our examination of social and academic proficiency and dive a little deeper in how they are different and how we might define them. 69

Connecting Teachers to English Language Learners (CTELL)

Different Programs = Different GoalsESLInstruction for ELLs in an English educational environmentFocus on English language acquisition and academic content knowledge 1st language is used to scaffold and differentiate (clarify, pre-teach, re-teach)

Bilingual (Transitional Developmental)Provide instruction in first language (80% Spanish) to support and develop1st languageEnsure ELLs are learning academic material in Spanish while developing English language

Dual Language ImmersionELLs and Native English SpeakersProvide instruction in two languagesObtain full language proficiency in both targeted languages (1st and 2nd languages)Service Delivery ModelsInstruction in general ed. classroom with ESL/bilingual supportESL academic content classESL newcomer classPush-In Pull-OutBilingual Instruction

Service Delivery: Warm Up Articulating the Type of Services Your School & District Offers Based on ELL Student NeedsSupport from Building and Central Office AdministrationExamining Existing Resources Activity: How would you describe your existing services for ELLs?

Federal Statutes

The 1974 Supreme Court case Lau v. Nichols resulted in perhaps the most important court decision regarding the education of language-minority students. This case was brought forward by Chinese American students in the San Francisco Unified School District who were placed in mainstream classrooms despite their lack of proficiency in English, and left to "sink or swim." The district had argued that it had done nothing wrong, and that the Chinese American students received treatment equal to that of other studentsLau v. NicholsThe influence of Lau on federal policy was substantial. After the court's decision, the U.S. Department of Education's Office of Civil Rights created the Lau Remedies. Whereas Title VII Bilingual Education Act regulations applied only to funded programs, the Lau Remedies applied to all school districts and functioned as de facto compliance standards. The essence of Lau was codified into federal law though the Equal Educational Opportunities Act of 1974 (EEOA), soon after the case was decided. Section 1703(f) of this act declares: "No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin by (f) the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs." Equal Educational Opportunities Act of 1974 (EEOA), Serna v. Portales (1974) was the first case to raise the issue of bilingual education outside of the context of desegregation (Del Valle, 2003). The case dealt with a White-majority school in New Mexico that failed to meet the unique needs of "Spanish-surnamed students." It was argued under Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of "race, color, or national origin" in any program that receives federal funding. The court found the school's program for these students to be inadequate..Serna v. PortalesThe judge declared, "It is incumbent on the school district to reassess and enlarge its program directed to the specialized needs of the Spanish-surnamed students" and to create bilingual programs at other schools where they are needed. This case was first decided in 1972. Later it was appealed to the 10th Circuit Court of Appeals and decided in 1974 just six months after Lau. Like Lau, it makes clear that schools cannot ignore the unique language and educational needs of ELL studentsThe right to bilingual education suffered a further blow in 1981 in Castaeda v. Pickard. The case originated in Texas, where plaintiffs charged that the Raymondville Independent School District was failing to address the needs of ELL students as mandated by the EEOA. The federal court ignored the old assumption that Lau and the EEOA mandated bilingual education. Nevertheless, it did find that Raymondville fell far short of meeting the requirements of the EEOA. A major outcome of this case is a three-pronged test to determine whether schools are taking "appropriate action" to address the needs of ELLs as required by the EEOA.Castaeda v. PickardThe Castaeda standard mandates that programs for language-minority students must be (1) based on a sound educational theory, (2) implemented effectively with sufficient resources and personnel, and (3) evaluated to determine whether they are effective in helping students overcome language barriers (Del Valle, 2003).1982Plyler v. DoeU.S. Supreme Court denies the states' right to exclude the children of illegal immigrants from public schools. No Child Left BehindFederal policy for language-minority students learning English changed dramatically with the passage of the No Child Left Behind Act of 2001 (NCLB) (Public Law 107-110), Bilingual Education Act became Title III: Language Instruction for Limited English Proficient and Immigrant StudentsOffice of Bilingual Education and Minority Language Affairs (responsible for administering Title VII grants) became Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient (LEP) StudentsThe National Clearinghouse for Bilingual Education became The National Clearinghouse for English Language Acquisition and Language Instruction Educational ProgramsLEP student issues are also featured prominently in changes to Title I, "Improving the Academic Achievement of the Economically Disadvantaged," which addresses issues of accountability and high-stakes testing.No Child Left BehindWhereas grants under the former Title VII Bilingual Education Act were competitive, Title III provides formula grants to state education agencies. These agencies, in turn, make subgrants to eligible local education agencies (i.e., school districts and charter schools) that apply to the state for the funds. The funds doublexd but because these federal funds are now spread more thinly, fewer dollars are available for each eligible LEP student.Unlike recent versions of the Bilingual Education Act, Title III does not make any distinctions between bilingual and nonbilingual programs. The federal law now requires only that LEP students be placed in "language instruction education programs.Also unlike Title VII, Title III includes no recognition of the personal and societal benefits of bilingual education and bilingualism. Nor is there any acknowledgment of the factors that have negatively impacted the education of LEP students, such as segregation, improper placement in special education, and underrepresentation of LEP students in gifted and talented education and shortages of bilingual teachers. Not addressed are issues of cultural differences or the need for multicultural understanding.The sole focus of Title III is English. The list of purposes stresses repeatedly that Title III funds and programs are to "ensure that LEP students attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet" and to assist state and local education agencies in creating "high quality instructional programs" that prepare LEP students to "enter all-English instruction settings" (NCLB 3102). State Statutes

http://ell.dpi.wi.gov/ell_legalrequirementsDPI WebsiteBilingual Bicultural State Statutes and Title III

http://ell.dpi.wi.gov/DPI WebsiteLegal Requirements (WI Bilingual-Bicultural State Statute)

http://ell.dpi.wi.gov/ell_legalrequirements

DPI WebsiteReflection TimeLearned Information?

Affirmations.!

Challenges?!?!

Before our next session. . .Twelve Key Practices: Framework Pages 1 21Key Practice One Pages 29 42Key Practice Four Pages 89 105What Research Really Says Article

Final Thoughts & Wrap UpClosing Ideas Whats on Your Mind?Thank You for the Discussion! Contact information:Amy Christianson/John KiblerEmail: AChristianson@edgewood.eduPhone: (608) 663-2853Email: jkibler@edgewood.eduPhone: (608) 663-2287