Ayp for ell
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Ayp for ell

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    Ayp for ell Ayp for ell Presentation Transcript

    • Improving Adequate Yearly Progress for
      English Language Learners
    • Ells are classified as a single subgroup
      Newly arrived with adequate schooling
      Newly arrived with limited formal school
      Long-term English learners
    • Newly arrived with adequate school
      Less than 5 years in U.S.
      Continuous schooling
      Previous school system parallels Schools
      Makes steady progress
      Difficulty on standardized tests in Englilsh
    • Newly Arrived with Limited Formal Schooling
      > than 5 years
      Previous schooling may be limited or interrupted
      Lacks a sense of school culture and routines
      Limited literacy / math development
    • Long Term English Learners
      7 or more years in U.S. Schools
      Experienced methods of English- language instruction
      Unrealistic perspective on demands of school
      Achieves conversational fluency, but not academic fluency
    • Factors that may compromises the accuracy of AYP and ELLs
      Classification criteria differs within states
      States determine appropriate accommodations
      Schools with less than 40 ELLs are not required to report AYP
    • ELL Subgroup Variances
      ELLS continual transition out of program
      Subgroups of low performance students
    • Maximize Learning
      Challenging Instruction
      Collaboration
      Recognition and Validation of Students' Experiences
    • Effective ELL Program
      Mercuri, Freeman, & Freeman
      Dalton
      Garcia & Beltran
    • Mercuri, Freeman, & Freeman
      Challenging, theme-based curriculum
      Collaborative activities
      StaffoldInstruction
      Scheme
    • Dalton
      Teach complex thinking
      Develop Cognitive Complexity
      Teacher - student conversations
      Provide Compelling Whys ~ connect curriculum to students' lives
    • Garcia & Beltran
      Solid curriculum framework
      Instructional opportunities
      Network of support to reinforce effective practices
    • Research Based Instructional Models for English Language Learners
      Cognitive Academic Language Approach ( CALLA)
      Sheltered Instruction Observation Protocol (SIOP)
    • Cognitive Academic Language Approach
      Cognitive
      Academic
      Languge
      Learning
      Approach
    • Language Development
      CALLA
      Components
      Content Area Instruction
      Explicit Instruction of Strategies
    • Sheltered Instruction Observation Protocol
      Sheltered
      Instruction
      Observation
      Protocol
    • SIOP Components
      Preparation
      Building Background
      Comprehensible Input
      Strategies
      Interaction
      Practice/Application
      Instruction
      Review/Assessment
    • Instructional Strategies
      • Activating Schema
      • Building Schema
      • Explaining Key Concepts
      • Vocabulary Building
      • Structured Overview
      • Graphic Organizers
      • Think-Alouds