An English Language Learner (ELL) HandbookFor Mainstream Teachers and School Officials
Written by CESA 5 Consortium MembersJulee Dredske, Chris Frinak, Pat Goggin
Third Edition2007
Published by CESA 5, Center for Accountability and AssessmentTitle III Consortium Project
Working With Students Who Are Learning to Speak English
An English Language Handbook for Mainstream Teachers and School Officials
Table of Contents
Introduction .........................................................................................................3
Glossary ..............................................................................................................4
For School Officials: Is your school an ELL friendly school?..................................................................5What are the legal obligations in working with ELLs?............................................5What do I need to do when enrolling an ELL?.......................................................6Do ELLs participate in the WSAS?........................................................................6How do I Assess the Student’s English Language Proficiency Level?..................7What are Annual Measurable Achievable Objectives-AMAO?..............................7
For Mainstream Teachers: Who are ELLs?......................................................................................................8Where do I begin with a new ELL?........................................................................9Where do I go next? .............................................................................................9What can I expect of ELLs?.................................................................................11How do I assess ELLs?.......................................................................................11Is the student ELL, EEN or both? .......................................................................13
Appendices:Appendix A: School Climate Survey................................................................14Appendix B: Home Language Survey..............................................................17Appendix C: Parent Notification Requirements................................................18Appendix D: First Day Suggestions.................................................................19Appendix E: English Language Proficiency Levels .........................................20Appendix F: Individual Record Plans ..............................................................21Appendix G: English Language Acquisition Stages & Cues............................22Appendix H: English to Spanish Quick Reference ..........................................23Appendix I: Spanish Phrases for Office Personnel.........................................26
Resources .........................................................................................................27
Bibliography.......................................................................................................29
Introduction
The enrollment of English Language Learners (ELLs) continues to grow in the CESA 5 consortium schools. Whether you are a small, rural school with a handful of ELLs or a larger district with a categorical-aided ELL program, all schools have an obligation to comply with federal and state laws to best serve this population of students.
The purpose of the handbook is to provide a quick reference and simple answers to questions about working with ELLs for mainstream teachers and administrators. The very reason you may be pulling this handbook off your shelf is because you have just enrolled a student with limited English-speaking skills in your school or classroom. It is our goal to provide an “ELL 101” guide to help you better understand how to work with ELLs. From prior to enrollment to continued support, this guide will assist you in meeting the needs of your ELLs and their families.
For those of you seeking more in-depth information on these topics, we have included a resource list and bibliography to point you in the right direction.
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English Language Learners (ELL)Glossary of Terms and Acronyms
ACCESS for ELL® Assessing Comprehension and Communication in English State-to-State for English Language Learners. This is a required annual assessment for all Wisconsin ELLs who are receiving program support. This test is used to determine the English language proficiency level.
ACCULTURATION The process of adapting to a new cultural environment.ASSIMILATION The native culture is essentially eliminated from a person's cognitive behavior
as the second culture takes its place.
AUTHENTIC ASSESSMENT
Allowing students various methods of assessment to demonstrate their knowledge and abilities based as closely as possible to real life experiences.
CALP Cognitive Academic Language Proficiency
CLD Culturally and Linguistically DifferentCOMPREHENSIBLE INPUT
Language delivered at a level understood by a learner.
ELL English Language Learner (preferred acronym)ELP English Language Proficiency. This is usually evaluated on a scale of 1-6.
(See Appendix D)ENL English as a New LanguageESL English as a Second LanguageFEP Fluent English Proficient
FES Fluent English Speaker
L1 First Language LearnedL2 Second Language Learned
LEP Limited English ProficiencyNEP Non English Proficient
OCR Office of Civil RightsSAE Students Acquiring English
SCAFFOLDING Temporary supports that permit L2 learners to participate before they are able to do so unassisted.
SHELTERED INSTRUCTION
Teaching strategies which are adapted to meet the needs of English language learners (ELL) so instruction is in comprehensible form.
TESOL Teaching English to Speakers of Other LanguagesW-APT™ WIDA Assessment of ELLs Placement Test. This is a screening test used to
determine the ELP level of new ELLs or ELLs who were not available during the ACCESS for ELL® testing window.
WIDA A consortium of 10 states who design the ACCESS for ELL® and W-APT™ and oversee the annual testing of ELLs.
WSAS Wisconsin State Assessment System
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Is your school an ELL friendly school?
Helping ELLs to feel welcomed in your school requires the efforts of all staff—not just one or two individuals working with ELLs. This includes a total school approach of examining cultures that are portrayed at your school, curriculum, environment, training and education of mainstream staff, etc. If mainstream staff is expected to meet the needs of ELLs, we must assist them in determining how they can best do this through instruction, modifications, and other tools available to help them with this process. Appendix A includes an evaluation to help you take a look at your school to determine if your educational environment is welcoming and sensitive to the needs of English Language Learners and their families.
From the first moment ELL parents enter the school, they should feel welcomed into their children's new educational environment. Every staff member should be sensitive to their needs. First impressions by staff are crucial to forming a partnership with parents.
Legal Responsibilities: What are the legal obligations in working with ELLs?
The State of Wisconsin defines a student with limited-English proficiency as a pupil “who has difficulty with reading, writing, speaking or comprehending in English within the academic classroom setting.” PI 13.03
The Department of Public Instruction has posted a Bulletin No. 3 on their website (http://dpi.wi.gov/ell/doc/legalrsp.doc) that addresses both federal and state legal obligations. It is important to note that these legal requirements apply to districts in which only one ELL student may be enrolled. The list below is a summary of this bulletin:
Each district must annually complete a census to identify language minority students; assess their language proficiency; and classify each by language, grade level, age, and English language proficiency level.
Legal Residency Status: The Court emphatically declared that school systems are not agents for enforcing immigration law and determined that the burden undocumented aliens may place on an educational system is not an acceptable argument for excluding or denying educational services to any student. Therefore, school districts are prohibited from requiring U.S. passports, social security numbers, residency permits known as “green cards,” or any documentation or inquiry that would indicate whether a child or family was or was not a legal resident or citizen of the United States.
Appropriate Language Instruction: Districts must provide “appropriate language assistance” services aimed both at developing proficiency in English and helping students master the same challenging academic material as all other students. This instruction should: Not include unnecessary segregation. A clear example of unnecessary segregation
would be keeping students apart during music, art, physical education, or any nonacademic or extracurricular activities.
Be bilingual-bicultural instruction, to the extent possible, to ensure that students do not fall behind academically while English skills are being developed
ELL programs must be evaluated to determine students’ growth in English proficiency and increased academic competence. If the local program is not effective, it must be changed.
School districts with larger populations of students speaking the same non-English language have additional obligations under the state’s bilingual-bicultural statute. If any school within a district has ten ELLs speaking the same non-English language at grades K-3, 20 students at grades 4-8, or 20 students at grades 9-12, the district must design a program and prepare a formal plan of services (PI-1849) for meeting the needs of these students. (http://dpi.wi.gov/ell/doc/eligible.doc) This plan of services must be approved by the department.
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The statute requires all such programs to be staffed by licensed bilingual teachers. When bilingual licensed teachers are not available, ESL licensed teachers may be used with bilingual teacher aides except in programs serving Spanish speakers.
Additional suggestions to ensure “appropriate instruction” compliance can include: Use of an Individualized Record Plan (IRP) (see Appendix E sample). This plan would
include background information about the students as well as a plan for program interventions that can be shared with appropriate teachers.
Maintain academic support for ELLs until they have progressed beyond a Level 5. The ability to carry on conversational English language skills (Level 1 & 2) should not conclude support for students as they enter more rigorous instruction in Levels 3-5.
Schools must make a serious effort to communicate with language minority parents/guardians in the home language. This may include translation of documents sent home for parents, audio taped versions, or a special phone line.
Taking steps so that ELLs are not assigned to special education classes because of their lack of English language proficiency, rather than because they have a disability.
Most ELLs should reach full English proficiency and age appropriate academic parity in five-seven years.
What do I need to do when I enroll the ELL student?
Home Language Survey: As a component of the application/enrollment process in your school, every student should be asked about their language. This may be as simple as a few questions about the student’s language choice included on an enrollment form or a separate form. A sample of a home language survey is provided in Appendix B. Students indicating that another language is spoken by the student or others in their home should also participate in a language screening test to determine their language proficiency level.
Any student who is identified as language minority (having a non-English language spoken in the home) during the school enrollment process should be given an English language proficiency assessment within the first few weeks of enrollment using a DPI approved instrument—the W-APT. This test can be downloaded at www.wida.us. CESA 5 conducts annual workshops to assist schools in administering this test.
Within 30 days from the start of the school year or within two weeks of new enrollment, schools must notify parents of their student who may be identified as ELL and admitted into an English language development program. See Appendix C for complete requirements of this notification.
Do ELLs participate in the WSAS?
Complete information about testing and accommodations for limited-English proficient students can be found on the DPI website: http://dpi.wi.gov/oea/ells.html.
Beginning in 2006-07, the U.S. Dept of Education will not allow the use of the WAA-ELL (Wisconsin Alternate Assessment) for accountability purposes. Districts should follow these guidelines when making decisions about assessment for ELLs at English proficiency Level 1 or Level 2 (students previously eligible for the WAA-ELL):
Students who have been attending a U.S. school for less than one year must take the mathematics portion of the WKCE. They may take the reading portion of the exam. These students will have an impact on test participation for Adequate Yearly Progress (AYP) for mathematics but not for reading. They will count as a test participant only. This status should be indicated on the student test booklet. Students, in the country for less than one year, can only be exempt from the reading portion one time.
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Students who have been attending a U.S. school for more than one year must take the math and reading portion of the WKCE. Students who are not enrolled in the school for a full academic year* will not have an impact on the individual test subject portions for Adequate Yearly Progress (AYP). They will count as a test participant only.
Students who have been attending a U.S. school for more than one year must take the math and reading portion of the WKCE. Students who are enrolled in the school for a full academic year* will have an impact on test participation and each tested subject for Adequate Yearly Progress (AYP).
A district may continue to administer the WAA-ELL if the district believes it provides useful information for teachers, but it will not be part of the Wisconsin Student Assessment System beginning 2006-2007, and will not be used in calculating AYP.
*Full academic year means the student has been enrolled from the 3rd Friday count from the previous year- 9.25 months
Note: If a school district desires to not have a migrant ELL student counted in the AYP numbers, they must be certain to withdraw the student each year so that they are not enrolled for a full academic year.
How do I Assess the Student’s English Language Proficiency Level?
The ACCESS for ELL® is a secure, state-mandated exam administered on an annual basis. The window for this test is December-February. Students, who have been identified as ELL, must take this exam annual until they exit the program by reaching an English Language Proficiency Level of 6 or meeting other exit criteria. For more information about this annual test, visit (www.wida.us).
Students enrolling outside this testing window may be administered a local assessment to determine their language proficiency level. This language screener can be downloaded at http://www.wida.us/w-apt. Each district is assigned a password and login that must be used to assess these files.
Both the ACCESS for ELL® and the W-APT™ address speaking, listening, reading, and writing skills in English. The results of the English proficiency assessment should be compared to the proficiency definitions as stated in the administrative rule [PI 13.08]. (For complete definitions of proficiency levels, see Appendix D.)
CESA 5 annually conducts workshops to help schools become familiar with the requirements of administering both the ACCESS for ELL® and the W-APT™. For more information about administering these exams, please contact Julee Dredske, Ext. 289, CESA 5.
What is Annual Measurable Achievable Objective (AMAO)?
No Child Left Behind Act of 2001 (NCLB) inaugurated major changes in the expectations placed on state and local education agencies regarding assessment of and accountability for Limited English Proficient (LEP) students – also known as English Language Learners (ELL). Specifically, three specific AMAO target areas have been established under the law:
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AMAO 1: Progressing in English language acquisition annual increases in the number or percentage of students making progress in learning English
AMAO 2: Exiting or reaching English language proficiencyannual increases in the number or percentage of students attaining English language proficiency by the end of each school year AMAO for ELP #2 Exiting: 20% of (a) all of students in ELP Level 5, and (b) any students exiting who begin at a level lower than Level 5.
AMAO 3: ELL-Adequate Yearly Progress (AYP)AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics
Who are these ELLs? Know Your Students
Educators need to understand who the ELLs are and the types of schooling they have had in order to best serve them.
There are three types of ELLs who may enter your classroom:
Literate in first language--These students may have high skills and academic backgrounds in their first language. They will need help in transferring knowledge from 1st to 2nd language.
Immigrants/refugees--These students may or may not be literate in first language. Not
having background knowledge in their native language can make learning a new language even more challenging. These students may also be dealing with major issues (i.e. displacement, exposure to war, poverty) that affect learning.
Second language learners—The U.S. is their home country, but are not native English language.
Prior knowledge is crucial to making sense of new material. For example, it is much easier for a student to learn to read English if they already know how to read in their native language. Do encourage students to continue to communicate in native language. In addition these students will benefit from the life-long skills of being multi-linguistic.
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Where do I begin with a new ELL student?
In order to provide the proper instruction, classroom teachers should be knowledgeable of the ELLs ELP level. This information can help the teacher guide appropriate instruction for the student.
Any new student entering your classroom in the midst of the school year can be difficult for the teacher and student. It is a disruption to the normal daily routines. To make the addition of a new ELL as smooth as possible, a newcomer kit may be helpful. The contents of this kit would vary with grade levels, but here are a few ideas:
daily and weekly schedule list of classroom rules and procedures map of building and layout of classroom blank calendar for the month for noting all school events such as conferences, holidays, early
release and delayed start days, assemblies, etc. picture of classmates with their names, maybe in the form of a seating chart notebook and writing utensils age-appropriate information sheet to learn about the student blank personal dictionary for showing known words in English and adding new ones age-appropriate resource sheets such as: expected spelling words, alphabet, number words,
money and values, etc. index cards for labeling classroom objects
Tools that can be helpful in overcoming language barriers are picture dictionaries (see resource list), Franklin handheld electronic translators, quick reference guides. Many of these are available for checkout in the CESA 5 IMC. A useful, quick English-Spanish reference guide (Appendix G) that is laminated and easy for the teacher to reference a word or a phrase is available through AMMIE Enterprises (see resource listing) www.ammleenterprises.com, 1-800-633-5544. These guides contain school terminology, report card/parent teacher conference reference phrases, medical terminology, etc. Also available in the CESA 5 IMC is HELP! My Students Don’t Speak English: A Basic Translator for Classroom Survival. This flipchart also contains many common English-Spanish phrases used in the classroom.
Other useful classroom resources that can aid in English language acquisition may include: popular magazines graphic novels (illustrated, comic book-like) trade books used at grade level in predominant languages self-checking workbooks: Hablo Ingles, Levels 1,2,3 McGraw Hill Children’s Publishing games that use words: Name It and Name It 2, multilingual picture Bingo, Scrabble,
Pictionary, Memory
Where do I go next? Strategies for working with and teaching ELLs (and all students)
Modifying instruction is critical to ELL’s success. However, modifying instruction doesn’t mean creating a second lesson plan or curriculum; it just means changing some of the ways you do things. Most of your native English-speaking students can benefit from modifications as well.These are some strategies for working with ELLs in your classroom.
A. Appreciate cultural diversity. Incorporate your students’ language and cultures. Incorporate this into your daily lessons when it is applicable. Educators need to respond to their learners in culturally sensitive ways.
B. Understand language development. Educators need to understand the factors affecting language development. Incorporate the 4 skills of language acquisition: listening, speaking, reading, writing. (See Appendix F)
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C. Make your lessons comprehensible. Educators need to provide students with lessons that they will understand. These techniques will benefit all students.
Write in print unless specifically teaching the cursive alphabet Enunciate clearly, but do not raise your voice. Announce the lesson's objectives and activities, and list instructions step-by-step. Give students an outline of the lesson that highlights the key concepts. You may also
want to let ELL copy your or someone else’s notes. Repeat, Repeat, Repeat—even non-ELLs don’t catch all important points in the first
delivery. Rephrase to aid understanding, too. Provide frequent summations of the important points of a lesson.
Emphasize key vocabulary words. Emphasize the 5-8 most important vocabulary words of a lesson and focus on the 2-3 key concepts of a lesson.
Go Slow—language learning is much easier if students have a few extra moments for processing. Give students more wait time; at least 15-20 seconds
Use Graphics (a universal language)—this includes pictures, charts, graphic organizers, drawings, etc. to support oral or written text
Actions—add gestures, point directly to objects, or draw pictures when appropriate, use physical activity (TPR = total physical response); model, role-play, act out
Use verbal and written words—use a PowerPoint, whiteboard, handout, etc. to provide the lesson visually as well as orally. This helps to teach to a variety of learning styles—visual and auditory,
Incorporate some native words—this provides the dual benefit of ELLs hearing a word or two in their native language and non-ELLs learning a few words in another language.
Background knowledge is important for ELLs. Having base knowledge about a topic in their native language promotes learning in the English language. A good technique is to use K-W-L when presenting lessons. K—Ask students what they know about the topic, W--Ask students what they want to know about the topic, L--At conclusion of lesson, ask students what they have learned about the topic.
Check for understanding--if a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension. Don’t let your ELL student just sit there.
D. Encourage interaction. Assigning students a bilingual or English-speaking buddy can be helpful. Also use cooperative learning opportunities. One of the best places to pick up new language is during extra curricular activities and on the playground.
E. Keep it simple. Provide structure and routines that are easy to follow, and provide information in plain English (omit unnecessary words and provide translation when possible). Give simple instructions. Try to avoid idioms and slang words
F. Provide effective feedback. Teachers need to give students culturally responsive feedback.
G. Test Fairly. The pedagogic assessment procedures need to be linguistically and culturally sensitive. Using a portfolio or other form of authentic assessment can be a useful tool for evaluation. (See section on accessing ELLs)
H. Encourage minority parent participation. Minority parent participation needs to be an integral part of students’ learning.
I. Reduce prejudice. Educators need to implement policies, procedures and activities, which are explicitly designed to reduce prejudice. Children will not learn if they are not comfortable or feel valued.
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J. You may want to consider using children’s literature/lower grade level materials to teach content.
K. Develop and maintain routines. Use clear and consistent signals for classroom instructions.
L. Recognize student success overtly and frequently. But, also be aware that in some cultures, overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student.
What can I expect from ELLs? How can I get them involved?
In order for ELLs to become a part of the classroom, the teacher must have expectations for them. While ignoring the ELLs until they acquire English might seem more merciful, in fact, ELLs need to meet some expectations in order to feel included. They need to know that the teacher believes that they CAN learn and has a plan to facilitate that learning. Appendix F provides further guidelines as to what can be expected at each level of language acquisition.
How do I assess ELLs for content knowledge?
Assessing ELLs content knowledge is frequently an area of concern for teachers. High standards are of utmost importance, but reasonable and flexible grading policies must exist. When classes can be provided in the student’s native language, modifications in grading may not be needed. Within most schools in the CESA 5 consortium, such self-contained bilingual programs are not a reality. A reasonable grading policy could include pass/fail grading of students at beginning proficiency levels (levels 1 and 2), grading students against their own progress at intermediate levels (levels 3 and 4), and using mainstream grading norms at the advanced level (Level 5), while still providing adequate academic support to ensure success. Performance-based assessment strategies can provide flexible tools for grading LEP students. For example, teacher constructed rubrics, checklists, or rating scales can be individualized for these students, keeping standards high but keeping language demands reasonable.
These ideas may also help in providing assessment of your ELL student:
Know your students: academic English language proficiency levels for each domain academic ability in their first language best method of demonstrating understanding
Have clearly defined, reasonable goals and expectations: standards based use WIDA model performance indicators and CAN DO descriptors support the student’s English language acquisition and development reflect content area learning at the student’s level
Test in the way instruction was delivered: oral response large and small group discussion graphic organizers illustrations
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labeling from a word bank use daily and weekly work to assess progress / portfolio
Differentiate assessment for the learner: oral response vs. written response product-based / performance response vs. written assessment read the test for the student vs. test read by the student checklists vs. essay style pictorial vs. verbal use journals before, during and after learning sessions allow for answers in the native language
Modify tests: simplify language in directions and tasks shorten the task, reduce the number of items allow more time assess frequently on smaller chunks of the content provide translation and feedback in native language stick to objective tests for beginning language learners (matching, multiple choice) consider the “open book” test format
Create assessment that allows the student to show what s/he knows: provide a study guide or practice test before the actual test allow free choice in the style and content of performance indicator (poster, PowerPoint,
music, graphics, etc.) use examples that relate to native culture and experience (compare a literary character to
student; explain a holiday from the student’s country, etc.) provide support before and during test taking to ensure that student understands the task and
is proceeding with some success re-teach concepts and skills that are unclear reinforce the learning before testing again
Track and report progress: use rubrics and narratives to report student performance levels define advanced, proficient, basic and minimal standards of performance as they relate to the
assessment task use bar and line graphs and numerical information to track growth over time, (i.e., the student
knew 5 alphabet letters in October, 10 in November…all in April…) give Pass/Fail designations to insure that credit is earned employ a modified grade scale if grades must be given consult language guides for reporting progress in native language to non-English-speaking
parents/guardians hold conferences for parents that are student led and/or have translators available
Educators should be mindful of the five to seven years, on average, needed for limited English proficient students to fully close the English literacy and academic language/concept gap. Retention of students in grade “solely based on language” is considered a violation of Title VI of the 1964 Civil Rights Act and runs counter to research on best practice for these students (see Office for Civil Rights (OCR) resources on LEP students at www.ed.gov/offices/ocr/ELL/index.html.
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Is the student ELL or EEN or both?
Schools should guard against inappropriate referrals for special education services for ELLs. The best way to avoid inappropriate referrals is to have a strong program of instructional interventions prior to initiating the formal referral process. Instructional interventions include good ELL teaching strategies, such as those discussed in this handbook, that teachers try before considering the possibility of special education identification or services. The normal process of language acquisition and cultural adjustment must not be confused with learning or cognitive processing disabilities. When a referral is made, therefore, a native language evaluation should be conducted to eliminate the possibility that the perceived need is related to the primary language or cultural background of the student.
Conversely, students who have a genuine special education need that is not attributable to normal language acquisition or cultural adjustment should not be denied special education services. A thorough evaluation with multiple criteria in both English and the child’s native language will assist in making reasonable, informed decisions regarding the true need for placement in special education. Once placed, ELLs will have Individualized Educational Plans (IEPs) as is the case with all students receiving special education services. In creating IEPs for limited English proficient students with disabilities, attention should be given to three primary issues affecting student success: the identified disability, the acquisition of English skills, and the cultural background of the child.
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Appendix A: Sample School Climate Survey
ELL School Climate Survey
This school self-evaluation will help you reflect on what your school is doing now and what it needs to do to create an inclusive environment for English language learners. After evaluation, decide on ways that you may create better support if you checked “Somewhat” or “No.”
Your School __________________________________________________________________
Your role in the school or district: Administrator ELL/Bilingual Teacher Regular Teacher Other: _________________
How well does your school demonstrate its support for diversity and cultural pluralism? YES Somewhat NO
Ideas or activities, personnel, and
funds to improve support.
1. Does the school focus on one set of cultural values and holiday celebrations in various school environments? School concerts? Assemblies? Art class and classroom projects? Other
2. Does the curriculum incorporate the various cultural groups represented in the school?
Through language arts activities? In social studies and geography? Does the science and mathematics
curriculum recognize the contributions of non-native professionals?
Other
3. Do teachers, administration, and support staff model through lessons, school activities, and in their own behavior, understanding and appreciation of cultures that are different from one's own and help all students recognize the inappropriateness of prejudice and discrimination?
4. Do mainstream classroom and content instructional staff receive regular in-service training to assist them in understanding second language acquisition?
5. Is the mainstream classroom and content instructional staff aware of the levels on ELL language acquisition? Are they sensitive to the instructional needs of ELLs at each of these levels? Is instruction differentiated for learners at each level from beginner to advanced?
6. Are teachers given training in alternative assessment procedures and how to develop assessment modifications for ELLs?
Appendix A: Sample School Climate Survey
English Language Learners (ELL) Newcomer Support Checklist
Answer the following questions to determine how well your school welcomes newcomers and demonstrates its support for diversity and cultural pluralism.
Your School __________________________ Completed by ____________________________
YES Somewhat NO Ideas or activities, personnel, and funds to improve support.
1. Do the main office or the special services office [e.g., registration area] and the hallways reflect the acceptance of diversity by the school community?
2. Has the school secretary, usually the first person to greet parents, been sensitized to linguistic needs of parents? Has she/he received training related to modifying her/his speech [e.g., slower speed, fewer idiomatic expressions, demonstrating through visual presentation, etc.].
3. Is every effort made to provide native language directions for completion of forms?
Registration forms
Health forms, including immunizations, health history, allergies, accidents?
4. Is there a trained person (translator) available to assist with registration and medical forms, if no native language directions are available? Are the forms written in simple language?
ESL Bilingual aid foreign language teacher other trained person
5. Has the school district tapped into the community to provide newcomer families with registration and orientation assistance in native language?
Appendix A: Sample School Climate Survey
YES Somewhat NO Ideas or activities, personnel, and funds to improve support.
6. Are parents encouraged to participate in school activities?
7. Is the information about the school written in easily understood language?
8. Are materials available [e.g., parent handbooks in native language] and training provided to help parents become active partners in their children's education?
9. Does the school have a plan to help parents understand the specialized programs that may be available for their child?
10. Does each classroom/teacher have a welcome packet that includes information that the parent and student need to have successful first days/weeks in that class? Are these materials easily understandable and available?
Appendix B: Home Language Survey
FOR STAFF COMPLETIONTO BE COMPLETED FOR ALL NEW STUDENTS
ESL File Opened
Yes No
ESL Test Date
Today’s Date
Test
ESL Evaluator
ESL Level
Placement
PARENT/GUARDIAN HOME LANGUAGE SURVEY
Student’s Name
Grade
Relationship of Person Completing Survey
Mother Father Guardian Other Specify
Directions: Check the correct response for each of the following questions and indicate other languages if appropriate
English Other Other Language(s)
1. What language did the child learn when she or he first began to talk?
2. What language does the family speak at home most of the time?
3. What language does the parent(s) speak to her/his child most of the time?
4. What language does the child speak to her/his parent(s) most of the time?
5. What language does the child hear and understand in the home?
6. What language does the child speak to her/his brothers/sisters most of the time?
7. What language does the child speak to her/his friends most of the time?
Yes No
8. Can an adult family member or extended family member speak English?
9. Can they read English?
10. Do the parents/guardians request written communication from the school to be in English?
If no, in what language
11. Do the parents/guardians request oral communication from the school be in English?
If no, in what language
SIGNATURE
Signature of Person Completing Survey
Date Signed
From Wisconsin DPI website. Other home language surveys and translations in Spanish, Hmong can be found at http://www.dpi.wi.gov/ell/school-home.html.
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Appendix C: Parent Notification Requirements
Parental Notification Requirements under Title III-A, NCLB, for Eligible Entities (Consolidated and Consortia Applications) Receiving Title III-A Funds
I. IDENTIFICATION AND ENROLLMENT
To inform parent or parents that their child has been identified as limited-English proficient and is/will be participating in a language instruction educational program
A child shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status
WHEN Not later than 30 days after the beginning of the school yearSPECIAL RULE For a child not identified as in need of program prior to the beginning of the school
year, parental notification shall be made within 2 weeks of the child being placed in a program
WHAT – in general, notification to include:
Reasons for the identification as LEP and in need of placement Child’s level of English proficiency How such level was assessed Status of child’s academic achievement Method of instruction used in program (to be) provided Methods of instruction used in other available programs (to include how they
differ in content, instruction goals, and use of English and a native language in instruction
How program will meet the educational strengths and needs of the child How program will specifically help their child learn English How program will specifically help their child meet age appropriate academic
standards for grade promotion and graduation Specific exit requirements for program Expected rate of transition from program into “regular/mainstream”
classrooms Expected rate of graduation from secondary schools (when T3 funds used for
children in secondary schools) For child with disability: how program meets objectives of the IEP
II. RIGHT TO DECLINE OR END
Rights to have child immediately removed from program upon their request Options to decline to enroll child in program or to choose another program or
method of instruction if availableIII. FAILURE OF PROGRAM TO MEET AMAO
Required when the language instruction educational program has failed to make progress on the annual measurable achievement objectives (AMAO)
Not later than 30 days after such failure occursIV. FOR ALL NOTICES
Information to be provided in an understandable and uniform format and, to the extent practicable, in a language that the parent can understand
V. PARENTAL PARTICIPATION AND OUTREACH
LEAs shall implement an effective means of outreach to parents of LEP students to inform them how they cana. be involved in the education of their childrenb. be active participants in assisting their child to learn English, to achieve at
high levels in core academic subjects, and to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.
This outreach shall include holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents of LEP students
LEAs shall assist parents to select among various programs and methods of instruction, if more than one program or method is offered
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Appendix D: First Day Suggestions
Suggestions for Teachers in Working with ELL Students on the First Day
The following is a list of recommended activities that teachers can do with ELL students on their first day to your school:
1. Treat them like all of the other students.
2. Talk with them and see if they speak English.
3. Talk with them and see if they have gone to school before and where. ELLs can vary greatly in the amount of previous formal education.
4. Provide them textbooks and desks.
5. Talk with their parents and establish a positive relationship.
6. Show them important places in the school: Principal’s office Lunchroom Bathrooms School nurses office
7. Discuss common routines, such as: How you go to the lunchroom? How your students go to the bathroom? The class schedule When does school end? How do you get home? (Make sure they know the correct bus.)
8. Introduce the student to key people in the school: Principal School nurse Bilingual aide
9. Contact the district’s bilingual/ESL coordinator of the CESA 5 Title III coordinator for help on getting started.
10. Find out the district’s policies and procedures for teaching ELL students.
11. Talk with your English-speaking students about how to treat and respect students who do not speak English.
12. Have an age-appropriate “emergency kit” ready in case ELL students come unexpectedly to your class. “Emergency kits” could contain the following:
1. Writing paper2. Pen/pencils3. Coloring sheets4. Crayons5. Trade books6. Math worksheets7. Books on tapes
8. Map activities9. Puzzles10. Sight words11. An “All About Me” form that students
complete12. Picture books/Magazines
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13. For younger children, take a digital picture with the class and the new student. Print it out to send home titled “Me and My New Friends”.
Appendix E : English Language Proficiency Levels
LIMITED ENGLISH PROFICIENCY LEVELS [PI 13.07(1)(5), Wis. Admin. Rule]
Level 1 – Beginning/Preproduction: (WIDA level = Entering)The student does not understand or speak English with the exception of a few isolated words or expressions.
Level 2 – Beginning/Production: (WIDA level = Beginning)The student understands and speaks conversational and academic English with hesitancy and difficulty.
The student understands parts of lessons and simple directions.
The student is at a pre-mergent or emergent level of reading and writing in English, significantly below grade level.
Level 3 – Intermediate: (WIDA level = Developing)The student understands and speaks conversational and academic English with decreasing hesitancy and difficulty.
The student is post-mergent, developing reading comprehension and writing skills in English.
The student’s English literacy skills allow the student to demonstrate academic knowledge in content areas with assistance.
Level 4 – Advanced Intermediate: (WIDA level = Expanding)
The student understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy.
The student continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.
Level 5 – Advanced: (WIDA level = Bridging)The student understands and speaks conversational and academic English well.
The student is near proficient in reading, writing, and content area skills needed to meet grade level expectations.
The student requires occasional support.
FULL ENGLISH PROFICIENCY LEVELSLevel 6 – Formerly LEP/Now Fully English Proficient: (WIDA level = Searching)
The student was formerly limited English proficient and is now fully English proficient.
The student reads, writes, speaks and comprehends English within academic classroom settings.
Level 7 – Fully English Proficient/Never Limited English Proficient
Appendix F: Sample Individualized Record Plan
The student was never classified as limited English proficient and does not fit the definition of a limited English proficient student outlined in either state of federal law.
GENERAL INFORMATION
Student’s Name First, Last
Grade Level
School Year
ID No.
Date of Entry in Wisconsin School
Student’s Native Language
School District
School
LANGUAGE PROFICIENCY
English Language Proficiency Level
Date(s) Administered
Test Administered
English Language Proficiency Level
Date(s) Administered
Test Administered
Language Proficiency Goals
Listening, Speaking, Reading, WritingStandards/Alternate Performance
Indicators Addressed
1.
2.
3.
4.
ACADEMIC ACHIEVEMENT
Standardized Test Data or MECCA Score Date(s) Administered
Language Arts
Reading
Mathematics
Science
Social Studies
Academic Goals
Listening, Speaking, Reading, WritingStandards/Alternate Performance
Indicators Addressed
1.
2.
3.
4.
TYPE AND AMOUNT OF SUPPORT SERVICES
Comments/Recommendations
SIGNATURES
Student Signature
Date Signed
Teacher Signature
Date Signed
Parent Signature
Date Signed
Appendix F: Sample Individualized Record Plan
An additional sample IRP from Baraboo school district can also be found at: http://www.dpi.wi.gov/ell/doc/irp-baraboo.doc. This IRP is even more complete than the sample above and includes listing accommodations for the ELL.
Appendix G: ELP Expectations & Cues
English Language Proficiency Levels with Expectations and Questions or Cues*
Level Expect Questions or Cues to Try
Level 1 Preproduction/Entering(lasts 10 hours – 6 mos.)
Expect head nodding, point-ing, physically demonstrating
Silent period May understand 500
receptive (understand, but don’t use) words
“Show me…” “ Which of these…?” “Point to…” “Is this a …?”
Level 2 Early Production/Beginning(lasts approx. 6 mos.)
Expect one- or two-word responses, making choices from simple language sam-ples
May have 1000 recep-tive/active words (understand and use)
Questions that can be answered with yes or no
“Is it the ________ one or the _______one?”
Use who, what, when, where
Level 3 Interme-diate/Developing(lasts approx. one year)
Expect phrases or short sen-tences with some gram-matical errors
May have 3,000 words
“What happened first, next…?”
“Tell me about…” “Describe…”
Level 4Advanced Intermediate/Expanding/Intermediate Fluency(lasts approx. one year)
Expect longer sentences and fewer grammatical errors.
Approx. 6,000 words
“What was the character trying to do?”
“What is your opinion?” “How are _________
and __________ similar/different?
Level 5Advanced/Bridging(May take 5-7 years to achieve)
Expect the student to be able to understand and speak conversational and academic English very near to grade level with occasional support.
Specialized content vocabulary
The teaching techniques and assessment used with most of the English speaking students.
Provide support as needed.
Level 6Formerly Limited-English Proficient/Now Fully-English Proficient
Expect average and above performance.
Silent/ReceptiveStage I
Early ProductionStage II
Speech EmergenceStage III
Intermediate/Advanced
ProficiencyStages IV & V
Use of visual aidsand gestures
Engage students incharades and linguistic guessing games
Conduct group discussions
Sponsor studentpanel discussions on the thematic topics*
Slow speech emphasizing key words
Do role-playingactivities
Use skits for dramaticinteraction
Have students identifya social issue anddefend their position*
Do not force oralproduction
Present open-endedsentences
Have student fill outforms and application
Promote criticalanalysis and evaluationof pertinentissues
Write key words onthe board with studentscopying them as they are presented
Promote open dialogues Assign writing compositions
Assign writing tasksthat involve writing,rewriting, editing,critiquing writtenexamples*
Use pictures andmanipulative tohelp illustrate con-cepts
Conduct studentinterviews with theguidelines writtenout
Have students writedescriptions of visualsand props
Encourage criticalinterpretation ofstories, legends, andpoetry*
Use multimedia languagerole models
Use charts, tables,graphs, and otherconceptual visuals
Use music, TV, andradio, with classactivities
Have studentsdesign questions,directions, andactivities for othersto follow
Use interactive dialoguejournals
Use newspaper adsand other main-stream materials toencourage languageinteraction*
Show filmstrips andvideos with cooperativegroups scriptingthe visuals
Encourage appropriateage story telling
Encourage choralreadings
Encourage partnerand trio readings
Encourage solo readingswith interactivecomprehensionchecks*
Use Total PhysicalResponse (TPR)techniques*It is important to structure activities that are both age- and linguistic appropriate.
Strategies and Resources for Mainstream Teachers of English Language Learners, Northwest Regional Laboratory, May 2003.
School Terminology
English to Spanish Quick Reference Guide*
PRONUNCIATION GUIDE
Spanish Vowel English Pronunciation Spanish Consonants English Pronunciation
a "ah" as in father c (followed by a, o, u or another consonant)
"k" as in come
e (when ending a syllable)
"ay" as in say c (followed by e,i) "s" as in this
e (When a syllable ends in a consonant)
"eh" as in let g (followed by a,o,u or another consonant
"g" as in get
i “ee” as in see g (followed by e, i) "h" as in hoto "oh"as in open h silentu "oo" as in moon j "h" as in has
u u is silent when preceded by q (que = keh)
ll (like English y) "y" as in yet
Spanish Accents
Most words ending in a consonant, except n or s stressed on the last syllable, (example: juventud, or professor).
Most words ending in a vowel or n or s have the stress on the next to the last syllable, (example: clase, tela, pantalones).
Words not pronounced according to these rules will have an accent mark on the syllable to be stressed, (example: lección, triángulo).
ñ “ny” as in canyonqu (followed by e, i) “k” as in kingrr trilledv “b” as in boyz “s” as in suny (is the Spanish word for “and”)
“ee” as in see
GreetingsHello Hola What is your
name?¿Cómo te (se) llamas (llama)?
Good morning Buenos dias May I help you? ¿En qué puedo ayudarte?
How are you? ¿Cómo estás (está, están)?
How old are you? ¿Cuántos años tienes (tiene)?
Good afternoon Buenas tardes Please. Por favor . . .Goodbye Adiós Excuse me. Dispénseme or
cnpermiso.
The ClassroomBe a good listener. Escucha siempre con
atención.Open your books. Abran sus libros.
Raise your hand. Levanta la mano. Put your things in your desk.
Guarda (Guarden) tus (sus) cosas en tu (su) escritorio.
That is the correct answer.
Esa es la respuesta correcta.
Exactly right. Perfectamente correcto.
I like the way you are working.
Me gusta la manera en que estás (están) trabajando.
Please wash your hands.
Lávate las manos, por favor.
Everyone's working so hard.
Todos están trabajano con mucho empeño.
Please don't interrupt when someone else is talking.
Por favor, no interrumpas (interrumpen) cuando alguien está ablando.
I'm proud of the way you are working today
Estoy muy orgulloso(a) de la manero en que está trabajando hoy.
It's time to clean up. Ya es hora de limpiar.
Basic CommunicationGo to the restroom before the bell.
Ve (Vayan) al baño antes que suene la campanilla (el timbre).
Please go to your classroom.
Vete (Váyanse) a tu (su) clase, por favor.
Keep walking, please.
Sigue (Sigan) caminando, por favor.
Don't play with the ball in the hall.
No juegues (jueguen) con la pelota en el corredor.
Be careful. Ten (Tengan) cuidado.
Walk, don't run. Camina (Caminen), no corras (corran).
Where are you going?
¿Adónde vas (van)? Can you tell me in English?
¿Me lo puedes decir en inglés?
How do you say in Spanish?
¿Cómo se dice ______ en español?
What do you have? ¿Qué tienes (tienen)?
Why are you crying?
¿Por que lIoras? It's lunch time. Es hora de comer.
Please make a straight line.
Haz (Hagan) una cola derecha (recta), por favor.
Let's leave quietly. Salgamos silenciosamente.
It's time to go home. Es hora de irse a casa.
Don't forget your homework.
No olvides (olviden) la tarea.
*Sample translations from Quick Reference Card Guides, AMMIE Enterprises.
Appendix I: Spanish Phrases for Office Personnel
Resources for Teachers and ELLs
**Check on-line CESA 5 IMC card catalog for complete listing.**http://205.213.162.12:81/simple
Abrapalabra! Libro de palabra e imagines, Hampton-Brown.
Authentic Assessment for English Language Learners: Practical Approaches for Teachers, J. Michaell O’Malley & Lorraine Valdez Pierce.
Bilingual Mini-Books, Easy-To-Make Books for Emergent Readers, in Spanish and English, Helen H. Moore & Jaime Lucero, Scholastic Professional Books ISBN 0590498029.
Building Blocks of English, A Conversational Approach to Fluency, Dan Moshin,Delta Publishing Company ISBN 1887744703.
English for the Spanish Speaker, Book 1, For ages: 10 – Adult, Kathleen Fisher & Kathrane Wilcoxon ISBN 1878253077.
ESL Activities and Mini-Books for Every Classroom, Kama Einhorn, Scholastic Professional Books, ISBN 0439153913.
ESL Content-Based Language: Games, Puzzles & Inventive Exercises . Forte, Imogene & Mary Ann Pangle. Nashville, TN: Incentive Publications, Inc, 2001.
Fifty Strategies for Teaching English Language Learners, Herrell, Andrienne and Michael Jordan. Upper Saddle River, NJ: Pearson Education, Inc, 2004.
Grammar To Go 1, Robert J. Dixson ISBN: 0131182838 Longman.com. Pearson Learning.
Hablo Ingles (I Speak English) Levels 1, 2, 3 Homework booklet, McGraw –Hill Children’s Publishing – has pronunciation guides, picture association, common vocabulary, self checking.
HELP! My Students Don’t Speak English: A Basic Translator for Classroom Survival. Tonnie Martinez, ISBN 0974765708. An English to Spanish flip chart translation guide.
Picture Perfect Word Book, Hampton-Brown.
Picture Perfect Dictionary 1 and Dictionary 2 Hampton-Brown.
Quick Reference Card Guides, AMMIE Enterprises, www.ammleenterprises.com, P.O Box 151, Fallbrook, CA 920880151, 18006335544. Laminated quick reference card guides for teachers, bus drivers, school nurses.
Ready-to-Use ESL Activities for Every Month of the School Year . Josel, Carol A., Paramus, NJ: Center for Applied Research in Education, 2002.
School Terminology Handbook. Fallbrook, CA: Ammie Enterprises, 2001. This handbook provides school personnel with the words and phrases needed for oral and written communication with students and their families. Also available is: Billingual Dictionary of School Terminology, Reporting to Parents, Spanish for the School Nurse's Office, School Office Spanish
The More-Than-Just-Surviving Handbook: ESL For Every Classroom Teacher, Barabara Law & Mary Eckes. Portage & Main Press, 2000.
The New Oxford Picture Dictionary English/Spanish categorical arrangement.
WIDA Model Performance Indicators and Standards (red spiral notebook) or available for download at http://www.wida.us/Resources/standards/
Helpful ELL Websites
Center for Applied Linguistics, www.cal.org
Dave’s ESL Café, http://www.eslcafe.com. Includes ESL materials for teachers, students, and everyone.
Everything ESL, http://www.everythingesl.net. Includes lesson plans, teaching tips, & more resource listings.
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, http://www.ncela.gwu.edu/. A wealth of information on working with ELLs--highlights of this website include lesson plans for all age levels and subjects, printable worksheets (in multiple languages), best practices, links to webcasts, and much more.
New Horizons in Education, www.nhie.net. This is one stop shopping! Once you arrive at this site, click “Additional Resources” to get to “ESL/ELL Resource Materials”. There is a wealth of material here including flash cards and images to insert into presentations, picture dictionaries, lesson plans, activities, cultural information, and more.
Reading Rockets, http://www.readingrockets.org. They have a huge amount of material for Spanish-speaking parents of English language learners. Now they have begun to branch out and offer "Tips for Parents of Preschoolers" in 9 different languages. See http://www.readingrockets.org/article/7833 for this specific article
U.S. Department of Education, Office for English Language Acquisition, www.de.gov/offices/OELA/
U.S. Department of Education, Office for Civil Rights, www.ed.gov/offices/OCR. A good site to visit for legal questions concerning ELL.
WIDA, www.wida.us. Includes the ACCESS for ELL® information and W-APT, English Language Proficiency Standards, and more.
Wisconsin Department of Public Instruction, English Language Home Page. http://dpi.wi.gov/ell/ Includes updates on ELL issues, Best Practices Bulletin, Legal Issues Bulletin, sample translation documents, resource listing, and more.
Bibliography
AMMIE Enterprises, Quick Reference Card Guides, www.ammleenterprises.com, P.O Box 151, Fallbrook, CA 920880151, 18006335544.
Boals, Tim, State Program Coordinator (former), Bilingual/ESL Program, Equity Mission Team, Wisconsin Department of Public Instruction. Bulletin No. 2: Best Practice Considerations When Serving Limited-English Proficient (LEP) Students in K12 Public Schools, http://www.dpi.wi.gov/ell/doc/legalrsp.doc.
Boals, Tim, State Program Coordinator (former), Bilingual/ESL Program, Equity Mission Team, Wisconsin Department of Public Instruction. Bulletin No. 3: Legal Responsibilities When Serving Limited-English Proficient (LEP) Students in K12 Public Schools, http://www.dpi.wi.gov/ell/doc/legalrsp.doc.
Diaz, Mary P., English Language Learners in the Mainstream Classroom, Comprehensive Center – Region VI.
Law, Barbara & Eckes, Mary, The More-Than-Just-Surviving Handbook: ESL For Every Classroom Teacher, Portage & Main Press, 2000.
Northwest Regional Educational Laboratory, Strategies and Resources for Mainstream Teachers of English Language Learners, http://www.nwrel.org, May 2003.
O’Malley, J. Michael & Valdez Pierce, Lorraine, Authentic Assessment for English Language Learners: Practical Approaches for Teachers, Addison-Wesley Publishing Company, 1996.
