DATA COLLECTION PROCEDURES

Transcription

1 DATA COLLECTION PROCEDURES Following are the directions to collect ELL students in the ESL and Bilingual Education. All data collection forms were either consolidated or revised. The forms are enclosed in the Appendix Section). It is very important that all information be completed accurately and timely. Please read the instructions carefully before filling in the information. If you have any questions, please call ESL/Bilingual Office at or We will be more than happy to assist you. Together we will make the difference for the proper implementation of the program and proper placement of the students. The following sections cover steps or procedures for filling information in each form. Home Language Survey Form Give a copy of survey to parents/guardians of the students who are new to the district and register at your school. 2. Have the parents/guardians complete the survey as part of registration. 3. Determine if the new student(s) is a PHLOTE (Pupil with Home Language Other Than English) by reviewing the survey. The survey consists of three questions. If one of the three answers in the survey of any student indicates another language is used or spoken at one, that student is identified as PHLOTE. 4. List the name of all PHLOTE students in your building, and or fax the list to ESL/Bilingual Office for language proficiency assessment. Keep in mind that the Home Language Survey is NOT used to determine if the student is an English Language Learner (ELL). The score of the language proficiency determines if the student is an ELL student. Teacher Language Observation (Elementary)/ Student Language Survey (Secondary Form 002 The Teacher Language Observation Form consists of two parts. The top part is for ELEMENTARY students. Although the Home Language Survey indicates all English is used or spoken at home, a teacher who suspects that a student is a possible PHLOTE can complete the Teacher Language Observation Form. Submit the completed form to the school to be filed in the student s cumulative folder. The name of the student with grade level must be submitted to the ESL/Bilingual Office for language proficiency assessment (LAS test). If the student is ELL, he/she must be placed in an ESL or Bilingual Education Program according to the school the student is attending. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 10

2 The bottom part of the form is for SECONDARY students. If a secondary teacher suspects that a student is a possible PHLOTE, administer the bottom part of this form (Student Language Survey) to the student. If the student is a PHLOTE, the teacher must submit the completed form to the school to be filed in the student s cumulative folder. The name of the student with grade level must be submitted to the ESL/Bilingual Office for language proficiency assessment or LAS test. If the student is ELL, he/she must be placed in an ESL or Bilingual Education Program according to the school the student is attending. Title III Parent Notification Letter for Placement Form 003 Upon completion of the language proficiency assessment, parents whose children qualify to participate in the ESL or Bilingual Education Program will be notified using this form. The ESL/Bilingual Education Department will complete the form for all ELL students to give it to schools to mail to the parents/guardians. Schools must make a copy of each completed form and file it in the student s cumulative folder. Parent Withdrawal Request Form Form 004 Parents/guardians have the right to choose whether or not they want their child to participate in the ESL or Bilingual Education Program. If a parent/guardian chooses not to have his/her child participate in either program, the following steps must be taken. A meeting must be held by the school principal, including the child s ESL or Bilingual teacher and the child s parent/guardian. The purpose is to make sure that the parent/guardian understands the benefits of the program before decision is made. If the parent/guardian still decides not to take the advantage of the program for their child, this form must be completed, signed and dated by both the parent and principal. Make two additional copies of completed form, file the original in the student s cumulative folder, send a copy to ESL/Bilingual Office as soon as the form is completed, and give a copy to the parent/guardian. Parent Withdrawal Request Form Form 005 & Form 006 The academic achievement of ELL students who were post-tested as Fluent English Proficient (FEP) must be followed up two academic years using the exit form. Each year, Office for Civil Rights (OCR) asks the selected district to randomly select these forms from different grade levels of different schools to audit. The form consists of two parts: Report Card Grades (Year 1) and Report Card Grades (Year 2). Please complete all information as requested. Please note that the form for the elementary students is different from the form for the secondary students. Make sure the correct form is used for your student. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 11

3 TERMINOLOGY Terminology Affective Filter PHLOTE English Language Learners English as a Second Language English Language Development Non English Proficient Limited English Proficient The affective filter controls how much input the learner comes in contact with, and how much of that input is converted into learning. PHLOTE stands for a Pupil with Home Language Other Than English. Office for Civil Rights (OCR) used this term to identify a student with primary or home language that is other than English. English Language Learners (ELLs) are students whose first language in NOT English and who are unable to speak, read, writing and understand English at a level comparable to their grade-level English proficient peers as determined by objective measures of proficiency normed for language minority students. English as a Second Language (ESL) is an educational approach in which ELL students are instructed in the use of the English language. Instruction is based on a special curriculum that typically involves little or no use of the native language, focuses on language (as opposed to content) and is usually taught during specific periods. For the rest of the school day, students may be placed in mainstream classrooms, an immersion program, or a bilingual classroom. English Language Development (ELD) means instruction designed specially for ELL students to further develop their listening, speaking, reading and writing skills in English. PHLOTE students who do not have skills to speak, read, write and understand the English language are Non English Proficient (NEP). PHLOTE students with insufficient English to succeed in English only classrooms are identified as Limited English Proficient (LEP). Fluent English Proficient PHLOTE students who are able to speak, read, write and understand the English language at levels comparable to their grade level English proficient peers as determined by objective measures of proficiency normed for language minority students are fluent English proficient (FEP) students. Bilingual Endorsement Language Acquisition Endorsement issued by PED to any licensed elementary or secondary qualifying teacher to teach in a bilingual education program The process of acquiring a first or second language. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 12

4 TESOL Terminology Immigrant Children & Youth Paraprofessional Dual Language Enrichment Bilingual Education Maintenance Bilingual Education Transitional Bilingual Education Language Assessment Scales BICS Teachers of English to Speakers of Other Language (TESOL) is a professional association of teachers, administrators, researchers and others concerned with promoting scholarship, the dissemination of information, and strengthening of instruction and research in the teaching of English speakers of other languages. This term also refers to an endorsement given to elementary and secondary licensed teachers qualified to teach English as a Second Language (ESL) classes. Individuals who are aged 3 through 21; were not born in any US state; and have not been attending one or more schools in any one or more US states for more than three full academic years. Individual who is employed in a preschool, elementary school, or secondary school under the supervision of a certified or licensed teacher, including individuals employed in language instruction educational programs, special education, and migrant education. An educational program enables students to develop fluency and literacy in two languages, high academic achievement in both languages, understanding and appreciation of their own and other culture, and positive self-esteem. The program is designed to serve both the language minority and language majority students. Goals of the program are for both groups to become biliterate. Program of Bilingual Education that further develops the home language and teaches cultures of the state of New Mexico to FEP students. Program of Bilingual Education for ELL students that has as its goal the maintenance and further development of all aspects of the home language and English Program of Bilingual Education for ELL students that has as its goal the transfer of students from home language instruction to an all-english curriculum. Language Assessment Scales (LAS) is a language proficiency assessment used to assess PHLOTE and ELL students language proficiency both in English and home language for placement and instructional purposes. Basic Interpersonal Communication Skills (BICS) according to Jim Cummins (1984) is the basic language ability required for face-to-face communication where linguistic interactions are embedded in a situational context. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 13

5 Terminology CALP Language Proficiency Realia Self Contained ESL Scaffolding SDAIE Sheltered English Sheltered Instruction Cognitive Academic Language Proficiency (CALP) is the language ability required for academic achievement in a context-reduced environment. Examples of context-reduced environments include classroom lectures and textbook reading assignments. CALP is distinguished from Basic Interpersonal Communication Skills (Jim Cummings, 1984). Measure of how well an individual can speak, read, write and comprehend a language, comparable to the standard expected for native speakers of the language. Language proficiency is viewed as the product of a variety of mechanisms: formal learning, informal uncontrived language acquisition, and individual characteristics such as intelligence. Concrete objects used to relate classroom teaching to real life. An ESL class that has only ELL students with all subject matter taught by their ESL teacher. A teaching strategy involving extensive instructional support for language transition when concepts and skills are first introduced; with the gradual removal of these supports when students begin to develop greater proficiency, skills, and/or knowledge. Specially Designed Academic Instruction in English refers to contentarea classes taught in English that are designed specifically for ELL students. The courses are academically rigorous and incorporate techniques that make language and content more accessible to learners (e.g., relying heavily on visuals and role-play). A specifically designed instructional method which teaches academic subject matter and the associated vocabulary, concepts, and skills by using language and context to make information more comprehensible to English language learners. Although this approach may help students keep up in core academic areas, sheltered English instruction is neither regular instruction nor an alternative language program. It is a teaching strategy. An approach in which students develop knowledge in specific subject areas through the medium of English or other second language. Teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and model extensively, relating instruction to student experiences, adapting the language of texts or tasks, and using certain methods familiar to language teachers. This makes academic instruction more accessible to students of different English proficiency levels. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 14

6 Terminology Structured Immersion TPR Threshold Title III Content-Based ESL Structured Immersion refers to programs for ELL students in which only the target language is used for instruction. Total Physical Response (TPR) is a language learning approach based on the relationship between language and its physical representation or execution. The method emphasizes the use of physical activity for increasing meaningful learning opportunities and language retention. A TPR lesson involves a detailed series of consecutive actions accompanied by a series of commands or instructions given by the teacher. Students respond by listening and performing the appropriate actions. (Asher, 1981) The level of knowledge in one s home language needed before one can apply or transfer language skills to the second language. Without this degree of home language knowledge, students do not progress in the second language. Title III is a part of the No Child Left Behind Act (NCLB); Federal funding adopted in December Title III program is to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency and develop high levels of academic attainment while meeting the same challenging state standards and benchmarks as others students. A model of language education that integrates language and content instruction in the second language classroom; a second language learning approach where second language teachers use instructional material, learning tasks, and classroom techniques from academic content areas as the vehicle for developing second language, content, cognitive and study skills. RISD ESL/Bilingual Office (Dr. Isara Sarangarm, Director) Page 15