Hawaii English Language Learner
(ELL) Program
January 18, 2014
Andreas Wiegand
OCISS ELL, Educational Specialist
Phone: 203-5544
E-mail: andreas_wiegand@notes.k12.hi.us
Hawaii Department of Education
Statistics
Source: HIDOE Website
Source: Superintendent’s Annual Report
Number and Percent of Public School Students
Participating in Programs for
English Language Learners
# ELLs
25,000
20,000
15,000
# ELLs
10,000
5,000
0
2002-03
2005-06
Source: National Center for Education Statistics
2006-07
2007-08
2008-09
2009-10
2010-11
Number and % of ELLs Participating in
ELL Programs
School
Year
2002 - 2005 2003 2006
2006 2007
2007 - 2008 - 2009 2008 2009 2010
2010 2011
# ELLs
12,853 18,106
15,660
16,959
19,092
8.7
9.4
% of ELL
Students
7.0
9.9
18,564 18,097
10.3
10.0
10.6
2011 ELL Counts: 18,922+ Students Speaking
53+ Languages
(Top 12 Below)
Source, 2011 ELL “Most Used” Languages.
(Note, approximately 33% of ELLs, indicate English is their most used language)
ELL Program Mission
English Language
Learners (ELLs) will
meet state standards
and develop English
language proficiency
in an environment
where language and
cultural assets are
recognized as valuable
resources to learning.
ELL Program Goals
The goals of the ELL Program for all schools are to
ensure that students will:
1. Acquire a level of English proficiency that will provide them
with equal opportunities to succeed in the general education
program.
2. Achieve the HIDOE content standards and English language
proficiency standards at levels to be able to exit the program.
3. Possess the language,
knowledge and skills to
graduate and pursue postsecondary education
and/or careers.
4. Develop an understanding
of and appreciation for
diverse cultures.
Legal Basis for ELL Program
1. To meet obligations under the Equal
Educational Opportunities Act of 1974, 20
U.S.C. § 1703(f) (hereafter “EEOA”)
2. Title VI of the 1964 Civil Rights Act, 20
U.S.C. § 2000d et seq., and its
implementing regulations at 34 C.F.R. part
100 (hereafter collectively “Title VI”)
Identification
• Use SIS-10 registration form to
identify potential ELLs
identified based on:
– First Language
– Most Used Language
– Language Most Spoken in
Home
• If a language other than
English is spoken, a student
may qualify for supplemental
ELL Program services
Assessment & Program Placement
• Screener/Placement Test: W-APT™ given upon
referral or arrival (World-Class Instructional Design
and Assessment (WIDA)- ACCESS Placement Test)
w/in 14 calendar days and entered into database.
• Annual Assessment for ALL ELLs in February: ACCESS
for ELLs® (Assessing Comprehension and
Communication in English State-to-State for
English Language Learners).
– Hawaii NCLB State Consolidated Application
states all ELLs are counted under Title III
Continuum of
Proactive Supports for Early Intervention &
Prevention
Language and Content
 Language proficiency involves the
language associated with the content
areas.
 Content knowledge reflects the declarative
(what) and procedural knowledge (how)
associated with the content.
Example: Content-Based Instruction
1. Main goal is English language skill
development
2. Secondary goal is to prepare the
students for the regular English-medium
classroom
3. ELL class is taught by language
educators
4. Students practice academic skills
common to mainstream classes
ELL Programs Address Language
Development Needs
•
Six levels of student language proficiency
Proficiency
Levels (PL)
Language Proficiency
Standards/Levels
6
Reaching
5
Bridging
HIDOE ELL Exit Criteria is a PL of 4.8 and Literacy Level of 4.2
4
Expanding
3
Developing
2
Beginning
1
Entering
Interaction of Performance Level
Definitions and ELLs’ Abilities
Language Proficiency
PIs
(Performance Level Descriptions)
Linguistic
Complexity
5 Bridging
4 Expanding
Vocabulary
Usage
Language
Control
L5
L4
3 Developing
L3
2 Beginning
L2
1 Entering
L1
The World-Class Instructional Design and
Assessment (WIDA) Consortium
WIDA Consortium
Variations of Language
Adapted from Zwiers (2008)
ELD & State Standards
ELD Standards
State Content Standards
• Academic language
development
• Academic achievement
• Language-based
• Content-based
• Reflective of the varying
stages of second language
acquisition
• Reflective of conceptual
development
• Representative of social and
academic language contexts
• Representative of the school’s
academic curriculum
WIDA Performance Definitions – Listening and
Reading Grades K-12
The Bottom Line
In order for students
to achieve
academically and
exhibit that
learning on large
scale, high stakes
assessments,
they MUST
master Academic
Language.
State ELL Progress & Proficiency
ELL Student Progress & Exit Rates 2009-2013
Annual Progress
Year
Students
with Growth
(.5 PL Gain)
Tested
(at least 2
Times)
2012-13
7801
2011-12
Exit
Percentage
Students
Exited
(4.8 & 4.2)
Total Pop
Percentage
12852
60.7%
3750
17935
20.91%
8644
14389
60.1%
4188
19216
21.79%
2010-11
7818
13687
57.12%
3036
19692
15.42%
2009-10
6756
11930
56.63%
1532
18726
8.18%
12506
Performance of Recently Exited
ELL Students on 2013 HSA Reading
Grade Level Well Below Approaches
Meets
Exceeds
Grand Total
Grand
Total
145
1459
2713
1401
5718
3
13
293
493
472
1271
4
27
281
548
493
1349
5
22
307
495
165
989
6
9
165
349
107
630
7
1
66
293
51
411
8
5
36
204
87
332
10
68
311
331
26
736
Performance of Recently Exited ELL
Students on 2013 HSA Math
Grade Level Well Below Approaches
Meets
Exceeds
Grand Total
Grand
Total
473
1701
2801
745
5720
3
54
325
725
167
1271
4
46
379
723
201
1349
5
68
336
483
102
989
6
59
204
290
77
630
7
16
130
193
72
411
8
18
78
171
65
332
10
212
249
216
61
738
Let’s work
together to
support
our English
Language
Learners!
Questions