Improving Adequate Yearly Progress for<br />English Language Learners<br />
Ells are classified as a single subgroup<br />Newly arrived with adequate        schooling<br />Newly arrived with limited...
Newly arrived with adequate school<br />Less than 5 years in U.S. <br />Continuous schooling <br />Previous school system ...
Newly Arrived with   Limited Formal Schooling<br />> than 5 years<br />Previous schooling may be limited or interrupted<br...
Long Term English Learners<br />7 or more years in U.S. Schools <br />Experienced methods of                              ...
Factors that may compromises the accuracy of AYP and ELLs <br />Classification criteria differs within states<br />States ...
ELL Subgroup Variances<br />ELLS continual transition out of program<br />Subgroups of low performance students<br />
Maximize Learning<br />Challenging Instruction<br />Collaboration<br />Recognition and Validation of Students' Experiences...
Effective ELL Program<br />Mercuri, Freeman, & Freeman<br />Dalton<br />Garcia & Beltran<br />
Mercuri, Freeman, & Freeman<br />Challenging, theme-based curriculum<br />Collaborative activities<br />StaffoldInstructio...
Dalton<br />Teach complex thinking <br />Develop Cognitive Complexity<br />Teacher - student conversations<br />Provide Co...
Garcia & Beltran<br />Solid curriculum framework<br />Instructional opportunities<br />Network of support to reinforce eff...
Research Based Instructional Models for English Language Learners<br />Cognitive Academic Language      Approach ( CALLA)<...
Cognitive Academic Language Approach <br />Cognitive<br />Academic<br />Languge<br />Learning<br />Approach<br />
Language Development<br />CALLA<br />Components<br />Content Area Instruction<br />Explicit Instruction of  Strategies<br />
Sheltered Instruction Observation Protocol<br />Sheltered<br />Instruction<br />Observation<br />Protocol<br />
SIOP Components<br />  Preparation<br /> Building Background<br /> Comprehensible Input<br /> Strategies<br /> Interaction...
Instructional Strategies<br /><ul><li>Activating Schema
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Ayp for ell

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