01/15/2016
Monica Quinones
Mary-Beth Russo
Friday, January 22, 2016
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Actively participate
Avoid side conversations that interrupt
learning for others
Stay on topic. Avoid bird walks
Be respectful of opinions of others
Share air time
Use parking lot for questions/comments
Confidentiality of sessions. Our conversations
Activating Prior Knowledge
Data on ELLs
Overview of Policies
Identification Process and Exit Criteria
Second Language Acquisition
CT English Language Proficiency (CELP)
Standards
Application of New Learning
Review Anticipation Guide
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01/15/2016
A student whose speaks a language other
than English and whose proficiency in English
is not sufficient to have equal educational
opportunity in the general education
program.
2013
 4.4 million ELLs in the U.S.
 30,077 in CT
 3,800 in Hartford Public Schools
2014
34,833
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01/15/2016
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Turn to your partner and discuss any laws
that you know impact ELLs.
 Brown
v. Board of Education 1954
ELs cannot be fully separated from other
students throughout their education and must
be provided equal educational opportunities.
 Civil Rights Act of 1964, Title VI
“No person in the United States shall, on the
grounds of race, color, or national origin, be
excluded from participation in, be denied the
benefits of, or be subjected to discrimination
under any program or activity receiving
Federal financial assistance.”
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Lau v. Nichols, 1974 (U.S. Supreme Court)
“[T]here is no equality of treatment merely by
providing students with the same facilities,
textbooks, teachers, and curriculum; for students
who do not understand English are effectively
foreclosed from any meaningful education.” The
decision also stated that there must be a policy in
place to educate Limited English Proficient (LEP)
students. This policy/plan is referred to as a “Lau
plan.”
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Castaneda v. Pickard, 1981 (5th Circuit Court)
“The court’s decision states that the burden of proof
is upon the district that the instructional program
designed for a LEP student has clearly developed
English language skills of comprehension,
speaking, reading, and writing necessary for
learning and achieving in English-only instruction
at a level substantially equivalent to pupils whose
primary language is English.”
 Bilingual
Statute
◦ English as a Second Language (ESL)
◦ Bilingual Education Programming
◦ Language Transitional Support Services
(LTSS)
◦ Services for Secondary Students Enrolling
with Under 30 months to Graduation
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English as a Second Language (ESL)
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Bilingual Education
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Refusal of Service
 Includes ESL and instruction in student’s native
language
 Only available at schools with 20 or more
students with the same language and fewer
than 3 years
 No additional support
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Uses only English as the instructional
language for eligible students
Enables students to achieve English
proficiency and academic mastery of
subject matter
Incorporates critical thinking to meet
appropriate grade promotion and
graduation requirements
Makes instructional use of both English
and the student’s native language
Incorporates critical thinking to meet
appropriate grade promotion and
graduation requirements
Provides for the continuous increase in
the use of English and corresponding
decrease in the use of the native language
for the purpose of instruction within each
year and from year to year
After 3-6 years of Bilingual Education
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Utilizes English to provide instructional
support with the goal of becoming
proficient in English and meet mastery
criteria
Provides support to achieve grade level
expectations and accelerate learning
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01/15/2016
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In your Notecatcher, reflect on the key
concepts and/or questions that you have on
 Laws and Policies Impacting ELLs
 Bilingual Statute
 Program Options for ELLs
4.
Administration of Home Language Survey
(at time of registration)
If HLS response shows a language other
than English, administer screening
assessment for eligibility of ELL services
If screening results indicate eligibility for
ELL services, family is presented with
instructional options (programs and/or
services)
Families opt in or out of ELL services
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On your P-W-L chart, complete the P column
1.
2.
3.
◦ What do you predict the LAS Links will look like or
contain?
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Then complete the W section
◦ What questions about the LAS Links do you have?
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With grade level groups, look through your
grade level assessment and completethe rest
of the P-W-L chart.
Share out responses
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Entry Assessment
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LAS Links
 Annually
 Tests English proficiency specifically
 Proficiency Levels 1-5
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Exit Criteria
 LAS Links-Level 4 or 5,
reading & writing level 4 or 5
Basic Interpersonal Communication Skills (BICS)
 Pre-Production
 0 to 6 months
 500 receptive words
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Early-Production
 6 months to 1 year
 1,000 receptive words
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Speech Emergence
 1-3 years
 3,000-7,000 receptive/active words
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Cognitive Academic Language Proficiency
(CALP)
 Intermediate Fluent
 2 to 4 years
 Up to 12,000 receptive/active words
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Advanced Fluent
 4 to 7 years
 Beyond 12,000 receptive/active words
Break into groups of 2 or 3 people
Review the headings on Tiered Matrix
 Sort the activity cards based on the stage of
language proficiency and the tiered thinking
level.
 Check your responses
 Share out learning
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In your Notecatcher, reflect on your new
learning using these guiding questions
 What resonated with you about the Stages of
Second Language Acquisition or the Tiered Matrix
activity?
 How is this information crucial
to preparation for effective instruction
for ELLs?
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Overview of CELP Standards
Guiding Principles
Proficiency Descriptors
Correspondences to Content Standards and
Practices
Linguistic Supports
Sorting Activity of CELP
 In groups of 3, select grade level of the 10
Standards
 Review the Standards and Proficiency
Descriptors for the chosen grade level
 Sort the descriptors by Standards and Level
 Review answers
Contextualized
Learning
Student
Directed
Activity
Joint
Productive
Activity
Complex
Thinking
Seven Standards for
Effective Pedagogy
(CREDE)
Instructional
Conversation
Language
and Literacy
Development
Observation
and Modeling
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4-2-1 Organizer
 Individually, write 4 ideas from your learning on
the CELP Standards and the 7 Standards of Effective
Pedagogy
 In pairs, synthesize your 4 ideas with your
partner’s 4 ideas into 2 central ideas
 In group of 4, work to create 1 big idea
 Share out with whole group
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Either independently or in pairs enhance your
lesson based on your new learning
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Second Language Acquisition
BICS and CALP
Tiered Matrix
CELP Standards
Kahoot
 Answer questions given at the beginning of
the session
 Use your notecatcher to help answer the
questions
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Questions
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Resources
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