Presentation for SJSD Principals

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Description of an ESOL program, federal and state requirements and WIDA.

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Presentation for SJSD Principals

  1. 1. “Educating Each Child for Success”<br />St. Joseph School District<br />Gena Villegas<br />English for Speakers of Other Languages<br />
  2. 2. Acronyms<br />ESOL- English for Speakers of Other Languages (formerly ESL)<br />LM- Language Minority Student: a student who speaks a language other than English at home, may or may not require ESOL services<br />EL- English Learner<br />LEP- Limited English Proficient <br />
  3. 3. Student Legal Rights<br />Civil Rights Act of 1964<br />Lau v. Nichols (1974)<br />No Child Left Behind Act of 2001<br />
  4. 4. DESE Requirements for LM Students:<br />A system must be established to identify language minority students. (K-12 Registration Card)<br />Appropriate assessments must be implemented to determine the language proficiency of a student identified as a language minority student. (W-APT) Timeframe: 30 days from beginning of school year, 15 days once school has started.<br />A limited English proficient student must receive appropriate instruction, with consideration given to the language ability of the student.<br />
  5. 5. LEP Census Data<br />2001-2002 LEP: 42<br />2002-2003 LEP: 52<br />2003-2004 LEP: 60<br />2004-2005 LEP: 64<br />2005-2006 LEP: 246<br />2006-2007 LEP: 282<br />2007-2008 LEP: 288<br />2008-2009 LEP: 292<br />2009-2010 LEP:323<br />2010-2011 LEP:326<br />
  6. 6. Languages Represented by Language Minority Population <br /><ul><li>Spanish
  7. 7. Central American Indian Dialect
  8. 8. Vietnamese
  9. 9. Chuukese (Micronesia)
  10. 10. Arabic
  11. 11. Dinka (Africa)</li></ul>Burmese<br />Chinese<br /><ul><li>Tagalog (Phillipines)
  12. 12. Twi (Africa)
  13. 13. Russian
  14. 14. Samoan
  15. 15. Ewe (Africa)
  16. 16. Tamil (India)
  17. 17. Bengali
  18. 18. Persian (Iran)
  19. 19. German
  20. 20. Italian
  21. 21. Malayam (India)
  22. 22. Urdu (India)
  23. 23. French (Haiti)
  24. 24. Austronesian (Burma)</li></li></ul><li>A Community of Learners<br />
  25. 25. Types of EL Learners<br />Newly arrived with adequate schooling (<5 years in the U.S.) Adequate schooling in native country, able to transfer knowledge between L1 and L2<br />Newly arrived with limited formal schooling<br />Interrupted or limited schooling in native country, not proficient in native language literacy, below grade level in math, struggles academically<br />U.S. born EL (proficiency levels vary)<br />Long term EL (7+ years)<br />EL students on IEPs<br />
  26. 26. How Language Develops<br />BICS: Basic Interpersonal Communication skills develop first, usually taking approximately 2 years. (playground language)<br />CALP: Cognitive academic language proficiency takes between 5-7 years to develop. (classroom language)<br /> Cummins, 2001<br />
  27. 27. What is ESOL?<br />There are various types of ESOL programs. ESOL is a subject area in which key vocabulary is taught to English Learners through the use of the four modalities of second language acquisition: speaking, listening, reading and writing.<br />Standards: WIDA Standards, TESOL Standards (National Standards)<br />
  28. 28. WIDA Standards<br />English language learners communicate for social and instructional purposes within the school setting.<br />English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.<br />English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.<br />English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.<br />English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.<br />
  29. 29.
  30. 30. EL Support Strategies<br />Language modeling: Teachers should consider speaking at a moderate speed, facing students whenever possible.<br />Visual representations: e.g. picture or image, or 3 dimensional model.<br />Grouping to provide opportunities to use language.<br />Promoting a culturally supportive classroom.<br />Being aware of language proficiency levels of individual students and expectations for progress and performance. <br />Collaboration with teachers and parents.<br />
  31. 31. Guiding Principles for Success:<br /><ul><li> All educators, families, and the community share responsibility for the academic success of English Learners.
  32. 32. ESOL and other classroom or subject-area teachers work together to address the needs of ELs.</li></li></ul><li>Resources Available to You:<br />SJSD: ESOL Department, Gena Villegas, Coordinator<br />MWSU RPDC, Krista Dettloff, MELL Instructional Specialist<br />Graduate Programs for teachers for ESOL Endorsement: MWSU, NWMSU<br />

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