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Transcript

  • 1. Improving Adequate Yearly Progress for
    English Language Learners
  • 2. Ells are classified as a single subgroup
    Newly arrived with adequate schooling
    Newly arrived with limited formal school
    Long-term English learners
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. 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
  • 7. ELL Subgroup Variances
    ELLS continual transition out of program
    Subgroups of low performance students
  • 8. Maximize Learning
    Challenging Instruction
    Collaboration
    Recognition and Validation of Students' Experiences
  • 9. Effective ELL Program
    Mercuri, Freeman, & Freeman
    Dalton
    Garcia & Beltran
  • 10. Mercuri, Freeman, & Freeman
    Challenging, theme-based curriculum
    Collaborative activities
    StaffoldInstruction
    Scheme
  • 11. Dalton
    Teach complex thinking
    Develop Cognitive Complexity
    Teacher - student conversations
    Provide Compelling Whys ~ connect curriculum to students' lives
  • 12. Garcia & Beltran
    Solid curriculum framework
    Instructional opportunities
    Network of support to reinforce effective practices
  • 13. Research Based Instructional Models for English Language Learners
    Cognitive Academic Language Approach ( CALLA)
    Sheltered Instruction Observation Protocol (SIOP)
  • 14. Cognitive Academic Language Approach
    Cognitive
    Academic
    Languge
    Learning
    Approach
  • 15. Language Development
    CALLA
    Components
    Content Area Instruction
    Explicit Instruction of Strategies
  • 16. Sheltered Instruction Observation Protocol
    Sheltered
    Instruction
    Observation
    Protocol
  • 17. SIOP Components
    Preparation
    Building Background
    Comprehensible Input
    Strategies
    Interaction
    Practice/Application
    Instruction
    Review/Assessment
  • 18. Instructional Strategies
    • Activating Schema
    • 19. Building Schema
    • 20. Explaining Key Concepts
    • 21. Vocabulary Building
    • 22. Structured Overview
    • 23. Graphic Organizers
    • 24. Think-Alouds