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