Petersburg City Public Schools ESL Department 725 Wesley Street Petersburg, VA 23803

Transcription

1 Petersburg City Public Schools WIDA English Language Development (ELD) Standards Plan to Incorporate WIDA ELD Standards into the PCPS Instructional Frameworks Federal and state mandates: Section 1701 of the Equal Educational Opportunities Act (1974) states that all children (who are) enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex or national origin. Section 1703 (f) of EEOA requires SEAs and school divisions to take action to overcome language barriers that impede ELL students from participating equally in school divisions educational programs. Lau v. Nichols, 1974 Title VI of the Civil Rights Act of 1964 obligates schools to remedy language barriers which hinder LEP students from participating fully in their educational programs. Equal educational opportunity is more than providing LEP students with the same teachers, facilities, textbooks and curriculum Lau decision provides for special help or differentiation of instruction for LEP students so as to aid full/ equal participation so as to overcome the educational barriers associated with not being able to comprehend what is being taught to them. WIDA ELD Implementation Plan: Phase 1 - Professional Development present Selection of ESL contact at the administrative level for each building Assistant principals Attend Title III/ESL monthly meetings Attend PD offered by the state Attendees in turn must present during Title III/ESL monthly meetings Mandatory PD: PD for principals and administrators WIDA ELD Standards and Teaching ELS July/August PD for Elementary and Secondary content and ESL teachers WIDA ELD Standards and Teaching ELS

2 July/August APH, PEA August/September ECEC, JEB, LEE, WAL, VER, PHS, Bland Every teacher teaching ELs receives ESL training on: ELP levels, ACCESS for ELLs, ELD standards, AMAO, ELL Plan, InClass Viewing of WIDA ELD Standards videos Visit: View WIDA videos Complete WIDA Video Log Submit Video Log to the Office September 30th PCPS English as a Second Language Handbook Revision Present to School Board for approval Distribute to all schools pending School Board approval WIDA resources for all schools: Can-Do Descriptors by Cluster 2012 Amplification of English Language Development Standards K-12 WIDA ELD Standards Poster Step into English 1, 2 and 3 A resources for Spanish-speaking parents Going Home with Spanish A resource with translated comments for teachers and administrators Optional PD: OCR/DOJ Dear Colleague Letter What s Different about Teaching Reading to Students Learning English Collaboration between ESL and content teacher to meet ELs academic needs Teaching Content Language to ELLs Utilizing the English Language Learner Plan as an instructional tool Phase 2 - ELD standards woven into teacher evaluations and coaching document Evaluation of ESL teachers - teacher evaluation document should provide a specific language to include ESL standards, strategies, practices or goals. Evaluation of content teacher teaching ELLs - teacher evaluation document should provide a specific language to include ESL standards, strategies, practices or goals. Phase 3 Develop an English Language Learner Plan (ELLP) for all ELLs Implementing the ELLP as an instructional tool

3 What is an ELLP? The ELLP is a report that provides ESL and content teachers the necessary information to make informed decisions on how to differentiate instruction in the classroom to meet the ELLs academic needs and provide equal educational opportunities. Why develop an ELLP? The purpose of the plan is to create: 1. Individualized learning goals that correlate ELD level, language domain, and content specific language to facilitate equal educational access and participation in content area classes. 2. Match learner needs with focused instruction. 3. Assist ELLs to participate as fully as possible in content classes and learn language at the same time. How to develop an ELLP? The ELL s case manager/esl teacher in collaboration with the content teacher will develop the ELLP using ELLevations database. The ELLP includes: 1. ELL s demographic information 2. English Proficiency Test Scores 3. Proficiency level descriptions 4. WIDA Can-Do descriptors 5. ELL s academic goals for the year a. The ESL and content teacher will develop two (2) or more learning goals for each ELL for the year. b. ELLs at English language proficiency (ELP) levels 1-5 will have academic goals. c. Learning goals are academic in nature and supported by assessment data. d. Goals are based on the ACCESS spring scores, Can-Do descriptors for WIDA ELD level, MPIs, SOL content standards, etc. 6. Classroom accommodations and strategies appropriate for the student 7. SOL scores

4 Sample: English Language Learner Plan (ELLP) How do we write the ELL s academic and language goals? The goals of the are to assist the ELL: Exit the ESL program. learn and master reading skills learn and master math skills Considerations: In what content area does the student receive ESL support? What is happening when the ESL teacher provides service? (if the student needs writing support, is there time to write, etc.)

5 To write the goals for 1 st and 2 nd semester, the ESL and content teachers will: Use the following resources: 1. ACCESS for ELLs Teacher Report 2. WIDA English Language Proficiency Standards and Resource Guide 3. VDOE Standards of Learning 4. Report card (if available) 5. SOL scores (when available) Step 1: Look at the WIDA MPIs, SOLs and ELLevations goal bank Rational: If the student is low in writing, look at the grade level cluster 3-5, Language of Language Arts, writing MPIs. What level should we focus on for fall semester? Student is a solid 4, so look at the level 4 MPIs in reading, possibly stretch to a level 5 Parts of the goal: Language function/depth of knowledge verb Sequence, identify, clarify, compare/contrast, provide, describe, create, explain, narrate, evaluate, find MPI/SOL topic Large whole numbers, statistics, basic operations, fractions, mysteries, comprehension strategies, use context to clarify meaning, identify sensory words Support/ Sensory, Graphic, & Interactive RG-21 Real life objects, a partner, charts, graph, pictures and photographs, in a whole group Step 2: Write or select goals in ELLevations Language art: Student will identify the main idea from multiple paragraphs in fiction texts, non-fiction and poetry using graphic organizers (SOL 4.3 CELA) Math: Student will compare and order examples of fractions and mixed numbers in pictures and text with a partner. (SOL 4.2 A math) Step 3: ESL teachers will include goals in the ELLP in ELLevations and to the content teachers. Step 4: Print ELLP and place in the student s ESL folders