ELL
English Language Learner Program
By:
Martha Sosa
Agenda
1.
2.
3.
4.
5.
6.
The Consent Decree
ELL Training
Identification, Placement, and Assessment
CELLA
What are all these abbreviations????
ELL procedures (Enrollment, Assessment, Placement,
Scheduling, Extension of Services, Follow-Ups)
7. LEP Committee
8. Suggested Classroom Techniques for ELL students
9. ELL Strategy overview
10. Questions
The Consent Decree
LULAC et al. vs. State Board of
Education Consent Decree,
United States District Court for
the Southern District of Florida,
August 14,1990
The Consent Decree
•
•
•
•
•
•
The Consent Decree settlement terms
focused on the following six issues:
Identification and assessment
Equal access to appropriate programming
Equal access to appropriate categorical and
other programming for Limited English
Proficient(ELL students)
Personnel
Monitoring
Outcome measures
Time line for Completion of
the ELL Training Requirements
See Handout
Identification, Placement and
Assessment of ELL Students
Language Survey = Yes
CELLA is
Administered
B = Beginning=
ELL Program
L = Low Intermediate
H= High Intermediate
= ELL Program
P = Proficient
= Continues to a
Regular Program
CELLA
• C= Comprehensive
• E = English
• L = Language
• L= Learning
• A = Assessment
CELLA
The Purpose of CELLA :
• Florida uses the CELLA as a tool to measure the
progress of English Language Learners(ELL)
proficiency in English; thus, ensuring the skills
needed in school to achieve at high levels,
academically.
• It provides individual student information to
parents and teachers.
• It provides information to schools, districts and
the state on how well a schools program is
working.
CELLA
• Provides evidence of program accountability
in accordance with Title I and Title III of NO
Child Left Behind(NCLB).
• NCLB mandates schools and districts to meet
state accountability objectives for increasing
the English language proficiency of ELL
students.
• These requirements are called AMAOs=
Annual Measurable Achievement Objectives.
CELLA
States are required to report on the
achievement of three AMAOs:
1. Progress towards acquiring English language
Proficiency.
2. Attainment of English language proficiency.
3. Adequate yearly progress in academic
reading and mathematics by ELL students.
CELLA
Annual goals must be set for each objective.
Districts that do not meet the goals for all
three AMAOs must inform the parents of all
ELLs about the district’s performance. This
notice must be provide, if possible, in a
language the parent understands.
What are all these
abbreviations????
LY= Lep yes or receiving ELL services.
LF=Lep Follow- up or students who exited the ELL
program and are on their two year follow-ups.
LZ= Students who exited the ELL program and
finished their two year Follow-up period.
ZZ= Students who do not speak another language
other than English or students who were tested
for ELL services and did not qualify based on
testing , former reports cards from other
counties, parent surveys, or observations, etc.
What are all these
abbreviations????
B = Beginning (non English Speaker)
L = Low Intermediate(non/limited English)
H= High Intermediate(limited English)
P= Proficient(Fluent English Speaker)
Students Enrollment
Procedures for enrollment:
• Parent fills out registration form
•Parent fills out the language survey ( 3 Q’s)
•If “yes” to one of the language survey
questions, test using the CELLA.
CELLA Administered
Online CELLA is administered to all
students that have a “yes” in one of the
survey questions in the registration form.
Note: There is only a 20 day window to
assess and place student in the ELL
Program or one would be out of
compliance with the state requirements.
ELL Placement
By law parents have to be
informed of placement in
the ELL program with in
the 20 day window of
registration.
Schedule
An ELL schedule for the
student is formed by the
Data Entry and ELL Contact
in the 20 day window.
Extension of Services
Once an ELL student has been in the
program for 3 years, they will need
to be evaluated and a ELL
Committee Meeting must occur to
extend services or to dismiss the ELL
student from the program.
ELL Committee
A school based committee composed of :
ELL Teacher
ELL Parent
An Administrator
A Guidance counselor
ELL Contact/ Resource Teacher
ELL
Committee
Reasons to hold ELL Committee:
Placement
Pupil Progress
Extension of services ( 4th, 5th and 6th year)
ESE Intervention
Exit
Reclassification
Re-Exit
LF Review Interventions
Retention
RTI
Other
Follow up
After ELL student have been exited out of the
ELL program, the ELL contact/Resource
teacher will follow the ELL students progress
for 2 years.
A: 1st full grading period after exit.
B: 2nd full grading period after exit.
C: 1 year after exit date.
D: 2 years after exit date.
Suggested Classroom Techniques
For ELL Students
Vocabulary Process Strategy
DECIDE – Decide that you want to learn a word.
FIGURE OUT - Try to figure out what the word
means by context clues, word parts, or asking
another person.
FIND OUT – Look in the dictionary to see if you
are right.
PICTURE IT – See the word and what it means.
SHOW YOU KNOW IT – List examples, use it.
Different Kinds of Graphic Organizers
Venn Diagrams/ KWL Charts
Story Maps
Text maps
Timelines
Discussion Webs
Word Webs
Thinking Maps
Story or Text Structure Charts (Comprehension)
Activities Which Promote
Language Acquisition
1. Label classroom items.
2. Act out/Role play.
3. Games.( Bingo, Simple Simon,
Concentration)
4. Songs/Chants.
5. Imitation/Repetition
6. Flash cards
7. Interactive audio/video
cassettes.
8. News of the day on the board.
9. Write in a journal.
10. Conversational
opportunities/dialogues.
Activities Which Promote
Language Acquisition
11. Cooperative Learning.
12. Informal Speeches.
13. Journal
14. Hands on activities
15. Open ended questions.
16. Opinions?
17. Show ‘n tell.
18. Sharing experiences. (Family
pictures, cultural objects, recipes)
19. Listening Centers with
books/tapes
20. Big Books.
Activities Which Promote
Language Acquisition
21. Echo reading.
22. Discussion of story.
23. Language experience stories.
24. Finger plays.
25. Manipulative.
26. Visuals (charts, videos, pictures,
filmstrips, and films).
27. Peer Tutoring (Peer
Consultant)(buddy or buddy up).
28. Note taking(T-notes, outlines)
29. Ask yes /no questions.
Activities Which Promote
Language Acquisition
30. Simplify Vocabulary.
31. Give concrete examples.
32. Demonstrate.
33. Model reading and
writing.
34. TPR – Total Physical
Response.
35. Personal interactive
picture dictionary.
Story Retelling Checklist
•Can the student identify his/her
favorite character in the story?
•Can the student tell where the
story takes place?
•Can the student tell when the story
takes place?
•Can the student relate to the
visuals in the story?
Story Retelling Checklist
•Can the student relate the story to any
other story he/she might have read?
•Can the student identify the major events
of the story?
•Can the student identify problems and
issues that arise in the story?
Previewing Text Helps
ELL Students Make Connections
*Talk about “why” you are
reading a text.
*What is the purpose for reading?
*What will you learn?
*What will the reading be about?
*What do you think might
happen in the story?
What You Should Do in Facilitating
Good Discussions
*Model different ways to respond to
questions.
*Use different types of questions and
provide prompts.
*Paraphrase and expand on what
students say.
*Ask for clarification if they don’t make
sense.
*Give them feedback by adding to what
they say.
*Give them time to think and respond.
Give Prompts to Elicit Strategies
for Use in Discussions
I remember…….
This is about………
Where…..? Who…..? When….? Why….?
What happened….?
How do you know….?
What’s the reason….?
What does it mean?
What would have happened if ….?
I think what is going to happen is…..
ELL Strategies: Language Arts
LA1. Use Language Experience Approach
LA2. Read to students everyday.
LA3. Use a picture file
LA4. Develop a picture dictionary
LA5. Tape stories for listening centers
LA6. Attach flashcards to object to acquire
sight vocabulary.
ELL Strategies: Language Arts
LA7. Use chants, songs, and poems printed on
paper strips.
LA8. Use games to reinforce materials
LA9. Use trade books/predictable stories
LA10. Use highlight markers to identify key
words and phrases
LA11. Use thematic approach.
LA12. Use language master for sight words.
ELL Strategies: Language Arts
LA13. Check comprehension through:
( ) strip story ( ) reading log ( ) close exercises ( )
story summary
( ) dialog journal ( ) drama/role play ( ) writing
headlines
( ) graphic organizers ( ) story maps ( ) character
maps ( ) webs
( ) oral retelling ( ) experiments ( ) character
diaries
ELL Strategies: Language Arts
LA14. List new/difficult words in categories such
as people, food, animal, etc.
LA15. Match vocabulary words with picture
representing words.
LA16. Have students read high interest signs,
advertisements, notices, etc., from
newspapers, magazines, movie promotions.
ELL Strategies: Language Arts
LA17. Use language master for spelling.
LA18. Use word processors.
LA19. Teach reading and writing together
LA20. Base topics on real life experiences
LA21. Determine lesson procedures by the students level of oral
skills/begin with
dictation, if needed.
LA22. Use semantic webbing.
LA23. Write letters or notes to students and encourage him/her
to write back.
ELL Strategies: Language Arts
LA24. Have students identify a word a day he/she
doesn’t know to use throughout the day in various
writing contexts.
LA25. Use electronic spell checkers.
ORAL LANGUAGE
LA26. Drama
LA27. Total Physical Response
LA28. Language Preparation
LA29. Storytelling
ELL Strategies: Language Arts
LA30. Cooperative learning
LA31. Song/Music
LA32. Peer tutor
LA33. Adult tutor
LA34. Realia
LA35. Computer Assisted Instruction
LA36. Audio Visuals, Tapes, Laser Disks
LA37. Multisensory experiences.
LA38. Bilingual dictionaries accessible to students
ELL Strategies: Language Arts
ASSESSMENT
LA39. Portfolios
LA40. Modification of grades
LA41. Teacher observation
LA42. Test orally or read test to students
LA43. Open book tests
LA44. Test modifications-multiple choice, matching,
true/false, short answer.
LA45. Provide word bank for tests
ELL Strategies: Math
M1. I taught vocabulary using realia
and/or demonstration.
M2. I related math problems and
vocabulary to prior knowledge and
background.
M3. I taught concrete first, then abstract.
M4. I applied problems to real-life
situations.
M5. I used manipulatives to introduce,
develop and practice concepts.
ELL Strategies: Math
M6. I used drawings for word problems.
M7. I encouraged students to think aloud
when solving word problems.
M8. I had students give oral explanations
of their thinking.
M9. I had students write original word
problems.
M10. I explained directions clearly and
repeated key terms and/or words to look
for.
ELL Strategies: Math
M11. I encouraged students to do the
following when solving word problems: a.
understand the problem, b. find needed
information, c. choose a plan, d. solve the
problem.
M12. I used calculators to check problems
as a group or to assist in calculations.
M13. When explaining information, I
provided extra clues through the use of
visuals, diagrams, captions and labels.
ELL Strategies: Math
M14. I used supplemental materials.
M15. I used cooperative learning.
M16. I used peer tutoring.
M17. I used multisensory experiences.
M18. I used computer-assisted instruction.
ELL Strategies: Math
ASSESSMENT
M19. Portfolios
M20. Modification of grades.
M21. Teacher observation
M22. Test orally or read test to students
M23. Open book tests
M24. Test modifications-multiple choice,
matching, true/false, short answer.
M25. Provide word bank for tests
ELL Strategies: Science
S1. I reviewed vocabulary on a daily basis/combined
with pictures.
S2. I taught new vocabulary contextually.
S3. I used pictures, films, filmstrips, manipulatives
to reinforce context.
S4. I built on past experiences
S5. I related science experiments and vocabulary to
prior knowledge and
background
ELL Strategies: Science
S6. I applied experiments to real-life situations.
S7. I encouraged students to think aloud when
solving problems.
S8. I had students give oral explanations of their
thinking
S9. I explained directions clearly and repeated key
terms and/or works to
look for.
ELL Strategies: Science
S10. I encouraged students to do the following when
solving word problems: a. understand the problem, b.
find needed information, c. choose a plan, d. solve the
problem
S11. I used computer assisted instruction.
S12. I used cooperative leaning.
S13. I used peer tutoring.
S14. I used multisensory experiences.
S15. I have a bilingual dictionary accessible to students
ELL Strategies: Science
ASSESSMENT
S16 Portfolios
S17 Modifications of grades
S18 Teacher observation
S19 Test orally or read test to students.
S20 Open book tests
S21 Test modifications-multiple choice, matching,
true/false, short answer.
S22 Provide word bank for tests
ELL Strategies:
Social Studies
SS1. I built on past experiences.
SS2. I acquainted students with different cultures.
SS3. I used students and parents as resources.
SS4. I had students discuss traditions of their native
land.
SS5. I invited members from ethnic communities to
speak to class.
ELL Strategies:
Social Studies
SS6. I used films, filmstrips, and library books to
preview and reinforce materials.
SS7. I used new vocabulary in simple sentences.
SS8. I used first-hand experience.
SS9. I used visual representations – maps, charts,
timelines, outlines,
concept maps, webs, etc.
SS10. I used computer assisted instruction.
SS11. I used cooperative learning.
ELL Strategies:
Social Studies
SS12. I used peer tutoring.
SS13. I used multisensory experiences.
SS14. I used visual aids.
SS15. I provided or had students look up
antonyms/synonyms of new
vocabulary.
SS16 I used new vocabulary within context of
materials already presented.
SS17 I have a bilingual dictionary accessible to
students.
ELL Strategies:
Social Studies
ASSESSMENT
SS18 Portfolios
SS19 Modifications of grades
SS20 Teacher observation
SS21 Test orally or read test to students.
SS22 Open book tests
SS23 Test modifications-multiple choice, matching,
true/false, short answer.
SS24 Provide word bank for tests
ELL Strategies:
Related Arts
RA1. Song/Music/Chants/Games
RA2. Silent period
RA3. Peer tutor
RA4. Realia/Visual Aids
RA5. Multi-sensory Experience
RA6. Multi-media aids
ELL Strategies:
Related Arts
RA7. Computer-Assisted Instruction
RA8. Total Physical Response
RA9. Drama/Role Play
Suggested ESOL Assessments for Related Arts
teachers:
Portfolios
Modification of assignments/grades
Teacher observation
Test Accommodations
For ELL Students
Flexible Setting:
Ell students are given the opportunity to be
tested in a separate room with the ELL or
heritage language teacher serving as test
administrator. If the student is not of legal age,
the parents of said student are informed of the
particular accommodation and are given the
opportunity to select the preferred method of
test administration.
Test Accommodations
For ELL Students
Assistance in the Heritage Language:
The ELL or heritage language teacher may
answer student questions about the general
test directions in their heritage language. The
teacher at no time, however, gives specific
assistance to the student in answering the
question.
Test Accommodations
For ELL Students
Flexible Scheduling:
Students are allowed to take the tests during
several brief sessions within one school day. All
testing is completed within the prescribed
testing schedule shown in the test
administration manual.
Test Accommodations
For ELL Students
Flexible Timing:
Students are provided additional time
beyond the time limit specified in the test
administration manual for administration of the
test to non- ELL students. However, all testing
is completed within one school day.
Test Accommodations
For ELL Students
Dictionary:
Ell students may have access to English-toheritage language/heritage language-to-English
dictionaries, such as those made available to
ELL student in an instructional setting.
Test Accommodations
For ELL Students
Several days prior to the test, the ELL teacher
explains to the ELL students, in their native
language:
* valuable information on test-taking skills,
* what to do the night before the test,
* the morning of the test,
* and other valuable skills for test taking.
Test Accommodations
For ELL Students
If the ELL teacher is not available the day of the
orientation, a tutor is used to translate the
information for them.
ELL teachers inform students about the importance
of trying their best and easing their level of anxiety
through practice exercises and valuable information.
ELL and heritage language teachers who administer
the tests to ELL students are given adequate training
at each school site to enable them to administer the
test under the procedures defined above.
Thank you,
and remember that a smile
is the same in every language!!!!