Reporting progress and achievement for English Language Learners


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This presentation was prepared for the Learning Media National Seminar (April 2010). It explains how to report against the National Standards (in New Zealand) for English Language Learners' progress.

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  • Welcome/introduction: Our job today is to put the progress of English language learners as the responsibility of every classroom teacher and to see the relevance of these students in a context of key documents (NZC , LLP, ELLP) The session relates to the module ‘Meeting the needs of ELLs’ and drawing on ELLP in particular as we proceed.
  • Refer to module for first two bullet points. May want to highlight enrolment as an issue - many schools do not have effective procedures in place to identify these students when they enrol - may be linked to who carries out enrolment, where information goes, who gets the information, lack of information in other languages etc. (may also lead to inaccuracy in data collection, identification of specific needs etc..) Full conversation/interview with families/whanau is a useful starting strategy (forms available) 3. Accelerated progress: can represent as a line graph] - draw on whiteboard?
  • Not homogenous group - extremely diverse Discuss ESOL funded and what it means - I.e the statistics
  • Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? In small schools it may only be one person PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
  • Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
  • The two Progressions documents are companion documents and support the literacy and language skills and knowledge that students need to access the curriculum. Schools need to be making a conscious decision of whether to use LLP or ELLP and when to move from one to the other.
  • May need to highlight BICS and CALP ideas. The document Literacy Learning Progressions: Meeting the Reading and Writing Demands of the Curriculum ( describes the reading and writing competencies learners need in order to be able to progress across all learning areas in The New Zealand Curriculum ( The English Language Learning Progressions sit alongside the Literacy Learning Progressions in that learners from language backgrounds other than English will be working towards proficiency in the same reading and writing competencies as all New Zealand students. However, their pathways and rates of progress will differ from those of speakers of English as a first language. (ESOL Online
  • Look at this diagram I Introductory booklet - p.12 Alert attendees to the matrices and format of these I.e Year 1-4 booklet only goes to Stage 2, Years 5-8 up to stage 3 and Years9-13 up to stage 4.
  • Discuss this question in groups and then feed back ideas to whole group. Look at slide of my ideas. Gives much more information about specific English language learning needs. Think about content and language being taught simultaneously for ELLs - adult learners often only need the language not the concepts.
  • Explicit vocabulary teaching essential. ELLP includes specific information about what words are necessary for ELLS to learn first.
  • Highlight explicitness of teaching. Also mention: Principles - especially Cultural diversity, Inclusion, Community engagement Value of diversity
  • Remember that we are not just talking about ESOL funded students - may be useful for special needs students, native speakers of English who have significant language learning needs. Remind about list of students from slide 3.
  • Show booklets.
  • All these questions relate to the principle of knowing the learner. Expected progress - comment on NZCER research project
  • Look at p.3 in Introductory book
  • These are published in the guidelines not the National Standards booklet because they are a starting point - will be evaluated as schools begin to use the document for time, stages etc.
  • One of the key decisions schools have to make in the context of NS is around the use of ELLP to track, monitor and report progress and achievement. I’m going to give you some scenarios of students to look at. Have a look. Do you have enough information to make an informed decision on the use of ELLP? Do you need to know more about the Progressions before you can make that decision? In the scenarios answer a first and then b.
  • Show clip from video?? Translators - older siblings, friends, family, Team Up booklets, community groups, MOE multilingual forms (online), Language Line
  • Up until now schools have generally not seen a need to use the document. Being used in isolated pockets very well. All of a sudden then see a need. Discuss question in groups Regional workshops, my input, Online modules being written and should be online later in the year. Identify the students!!
  • These tasks can be found in the facilitation booklet of ELLP. They are particularly useful for building pedagogical knowledge around the most important aspects of second language acquisition.
  • Show diagram from SELLIPS and look at other resources that align with ELLP.Discuss where they fit. NZC LLP ELLP ESOL PAGS ESOL FAGS Sounds and Words Effective Literacy practice ELIP (Primary and Yrs 7-13) Selections Making Language and Learning Work DVD 3 ESOL Online MOE CD -Roms I.e Plastic Fantastic etc.
  • Show some of ther resources
  • Reporting progress and achievement for English Language Learners

    1. 1. Reporting the progress and achievement for English Language Learners
    2. 2. Key Messages in relation to national standards <ul><li>Schools must recognise the diversity of English language learners and provide them with the learning support needed to enable them to access the New Zealand curriculum at age- appropriate levels as soon as possible. </li></ul><ul><li>This will be achieved through policies, processes, teaching and assessment practices, professional development, the equitable use of resources and through effective communication with families. P.2 Meeting the needs of English language learners module </li></ul><ul><li>Accelerated progress must be the goal for English language learners. A sense of urgency and the need to “catch a moving target” are key messages for schools and teachers. </li></ul><ul><li>Schools will need to make informed decisions on whether to use the English Language Learning Progressions (ELLP) to track, monitor and report on English language learners progress and achievement in reading and writing. </li></ul>
    3. 3. Which students are we referring to? <ul><li>ESOL funded students from migrant, refugee or NZ born backgrounds </li></ul><ul><li>Previously funded students </li></ul><ul><li>Students from homes where a language other than English is spoken </li></ul><ul><li>Students transitioning from kura to English medium-learning environments </li></ul><ul><li>Students from bilingual education settings </li></ul><ul><li>Students with specific identified language learning needs </li></ul><ul><li>International fee paying students </li></ul>
    4. 4. Background: ESOL Statistics…
    5. 5. The facts <ul><li>There are over 27,000 ESOL funded students in primary and intermediate schools. They come from 163 ethnic groups and speak 115 different languages </li></ul><ul><li>1,022 primary or intermediate schools have funded students. </li></ul><ul><li>Samoan students account for 12.31% of funded students, Tongan 12.30%, Chinese 7.9% </li></ul><ul><li>2 schools have 300+ funded students BUT </li></ul><ul><li>195 schools have 10-19 students </li></ul><ul><li>593 schools have 1-9 students or 47.6% of funded schools </li></ul><ul><li>It is estimated that 22% of our school students come from a language background other than English. </li></ul><ul><li>Source: Ministry of Education 2009 ESOL database </li></ul>
    6. 6. Regional figures <ul><li>Auckland: 443 schools, 23,341 students </li></ul><ul><li>Waikato: 184 schools, 2385 students </li></ul><ul><li>Massey: 143 schools, 1300 students </li></ul><ul><li>Wellington: 163 schools, 3026 students </li></ul><ul><li>Canterbury region: 220 schools, 2551 students </li></ul><ul><li>Otago: 93 schools, 535 students </li></ul><ul><li>Source: Ministry of Education 2009 ESOL database </li></ul>
    7. 7. The bigger picture <ul><li>The New Zealand Curriculum is supported by both the Literacy Learning Progressions and the English Language Learning Progressions . </li></ul>
    8. 8. It is important to have the same end goals in sight for all learners, but also focus on the specific language needs of English Language Learners in order to get them to the same proficiency in as short a time frame as possible.
    9. 9. )
    10. 10. Why would schools choose to use the English Language Learning Progressions to monitor, track and report progress? <ul><li>It enables teachers to better identify the learning needs of English language learners. </li></ul><ul><li>The English Language Learning Progressions contain specific detail to help teachers understand the language learning process. </li></ul><ul><li>The English Language Learning Progressions provide indicators and next steps for teachers based on sound theories of additional language acquisition. </li></ul><ul><li>It may be inappropriate to use national standards which involve tools and /or processes that have been normed for native speakers of English. </li></ul>
    11. 11. Learning Areas and Language <ul><li>Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see the world from new perspectives. </li></ul><ul><li>For each area students need specific help from their teachers as they learn: </li></ul><ul><li>the specialist vocabulary associated with that area; </li></ul><ul><li>how to read and understand its texts; </li></ul><ul><li>how to communicate knowledge and ideas in appropriate ways; </li></ul><ul><li>how to listen and read critically, assessing the value of </li></ul><ul><li>what they hear and read. </li></ul><ul><li>(The NZ Curriculum, 2007:16) </li></ul>
    12. 12. Learning Areas and Language <ul><li>Students who are new learners of English or coming into an English medium environment for the first time need explicit and extensive teaching of English vocabulary, word forms, sentence and text structures, and language uses. </li></ul><ul><li>As language is central to learning and English is the medium for most learning in the New Zealand curriculum, the importance of literacy in English cannot be overstated. </li></ul><ul><li>(The NZ Curriculum, 2007:16) </li></ul>
    13. 13. Purpose of the English Language Learning Progressions (ELLP) <ul><li>The progressions explain what teachers need to know about English language learners to maximise their learning and participation. </li></ul><ul><li>They will enable teachers to choose content, vocabulary and tasks that are appropriate to each learner’s age, stage and language learning needs. </li></ul><ul><li>The progressions are intended primarily for teachers of English Language Learners but are also useful for teachers of any students who would benefit from additional language support. </li></ul>
    14. 14. Overview of Document <ul><li>The English Language Learning Progressions provide a nationally consistent set of progressions for teachers to use, to: </li></ul><ul><li>identify stages and patterns of progress in the language development of English language learners in years 1-13; </li></ul><ul><li>analyse the complexity of oral and written texts; </li></ul><ul><li>monitor and report on English language learners’ progress. </li></ul><ul><li>(ELLP, 2008, Introduction, p.2) </li></ul>
    15. 15. <ul><li>The English Language Learning Progressions will help you to find answers to questions like these: </li></ul><ul><li>How do I know the level of English proficiency a learner has? </li></ul><ul><li>How do I know where to start with a learner? </li></ul><ul><li>How do I know whether a text is easy or difficult for my learners? </li></ul><ul><li>How do I know if my learners are making the expected progress? </li></ul><ul><li>What are the important things to know about learning in an additional language? </li></ul>
    16. 16. <ul><li>What do learners need to know, understand and produce at different stages of English language acquisition? </li></ul><ul><li>How do I decide what to teach, what materials to choose, and what types of learning tasks to design? </li></ul><ul><li>How do I help my learners to become effective listeners, speakers, readers and writers? </li></ul><ul><li>What are the next steps that my learners need to take in order to make progress? </li></ul><ul><li>p.3 The English Language Learning Progressions, 2008 </li></ul>
    17. 17. What the national standards say: Guidelines for English Language Learners in Years 1 to 4: Students working within Foundation and Stage One of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to two years. Guidelines for English Language Learners in Years 5 to 8: Students working within Foundation, Stage One, or Stage Two of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to three years.
    18. 18. Scenarios <ul><li>In groups read the scenarios and decide </li></ul><ul><li>would the student fit the criteria for tracking, monitoring and reporting using ELLP ? </li></ul><ul><li>If so, why would it be more appropriate for this student? </li></ul>
    19. 19. Language Barriers? What can be done to overcome the difficulties with communication that schools and teachers may encounter? Remember the cake!!!
    20. 20. What would the schools you are working in this year need to do in order to effectively use the English Language Learning Progressions to report progress and achievement?
    21. 21. Mind Map or Ripple task Key Message: ESOL pedagogoy will benefit all learners.
    22. 22. How does it all fit together? A suite of resources
    23. 23. <ul><li>English Language Intensive Programme (ELIP) </li></ul><ul><li>Supporting English Language Learning in Primary Schools (SELLIPS) </li></ul><ul><li>Making Language and Learning Work 3 DVD </li></ul><ul><li>Language Enhancing Achievement of Pasifika (LEAP) </li></ul><ul><li>Selections Series </li></ul><ul><li>Learning Through Talk </li></ul><ul><li>ESOL Funding Assessment Guidelines </li></ul><ul><li>ESOL Progress Assessment Guidelines </li></ul><ul><li>MOE CD Roms (texts) </li></ul><ul><li>Sounds and Words </li></ul><ul><li>Effective Literacy Practice </li></ul>
    24. 24. Questions?
    25. 25. Fa’afetai lava Vinaka vaka levu Doh Je Dank U Wel Evxaristo Thank you Jane van der Zeyden