Guidelines and Procedures
for
Education
of
English Language Learners (ELL)
Tolland Public Schools
2009-2010
Tolland Public Schools
English Language Learner (ELL) Guidelines and Procedures
Summary of Procedures
Students Eligible to Participate in the ELL Program
According to Public Act 99-211, An Act Improving Bilingual Education in the State of Connecticut, all students who speak a language other than English must be interviewed and tested to determine their English proficiency. If students are determined by the assessment not to be proficient in English, they are eligible to receive ELL instruction/support.
Meetings with Parents/Guardians
A meeting will occur with parents/guardians of students who are in need of extra ELL support and instruction. The purpose of this meeting is to provide information about the benefits of the support services available in the Tolland Public Schools. State law requires parents/guardians to make an educated choice regarding the program placement for their children. Parents have the right to exempt their children from ELL support services.
ELL Instruction Modifications
Modifications and strategies will be discussed and planned utilizing feedback from the student’s previous and current teachers. Modifications will be individualized in accordance with each student’s learning strengths and needs. Teachers will be provided support for instructional strategies and modifications to be implemented for each student.
Annual Assessment
The State Department of Education has designated a standard for assessing the linguistic and academic progress of students. Schools are to provide language support services for students who are not making sufficient progress toward meeting the state standard. This will be done in consultation with the teachers of students and, if warranted, the parents/guardians. Services may include ELL instruction and tutoring. Students who meet the standard will no longer require the ELL services.
State English Mastery Standard
· For grades K-4, achievement of the locally-determined grade-level benchmarks on the Developmental Reading Assessment (DRA) and the proficiency standard on the Oral Language Assessment Scales (LAS) will be utilized for determining mastery.
· For grades 3-12, scoring at the proficient level on all three subtests on the Connecticut Mastery Test (CMT) and meeting the proficiency standard on the Language Assessment Scales (LAS) for Reading and Writing will be utilized.
Exit Procedures
It will be determined when a student shall exit ELL instruction by reviewing the students:
· Proficiency level on LAS
· Performance level on CMT and/or CAPT
· Performance on Developmental Reading Assessment (DRA-grades 1-4)
· Performance in classes as indicated by report card grades and student work
· Teacher recommendations(s) for exiting the services
· Student status toward meeting high school requirements
5
Annual Assessment of ELL Student
Progress Toward Meeting the English Mastery Standard
Academic Achievement* / DRA, Spring / DRA, Spring / DRA, Spring / DRA, Spring, / DRA Spring 3rd GradeSpring CMT / 4th
Grade
Spring CMT / 5th
Grade
Spring CMT / 6th
Grade
Spring CMT / 7th
Grade
Spring CMT / 8th
Grade
Spring CMT / 8th
Grade
Spring CMT / 10th Grade CAPT / 10th Grade CAPT
Linguistic Achievement / LAS,
Oral
Spring / LAS,
Oral
Spring / LAS,
Oral
Spring
Reading & Writing Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring / LAS,
Oral,
Reading &
Writing, Spring
Grades / K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
* First year ELL students may be assessed with the LAS, Oral only, based on their language proficiency for grades K-12.
* CMT (except math), DRP and LAS/Reading and Writing may be waved based on language proficiency for the first year ELL students.
5
Registration/Assessment/Placement/Exit Process
For English Language Learners (ELL)
Registration Process
Step 1: Review the “Primary Assessment of Dominant Language” form filled out when the student is registered in Tolland Public Schools. (Secretaries need to make sure this is part of the registration check-off.) Follow the schematic below.
Preliminary Language Assessment
Step 2: The front office reviews all registration materials to ensure student/family meets residency
requirements.
Step 3: Contact the parent/adult who registers student. Provide a translator, if needed to obtain information about the student.
Upon registration and subject to parent approval, the principal shall recommend a temporary
grade/level and/or program assignment using the data from the registration form, academic
background, and other available information.
Step 4: School nurse reviews/approves health information prior to student starting school to ensure
that student has met state law requirements.
Assessment Process
Step 5: Determine the need for English-Language Proficiency Data:
Building ELL representative determines assessment needs by reviewing
student’s academic records and other registration materials. Standardized test results (if
available) and other academic data should be reviewed to determine if an English-language
proficiency testing needs to be completed.
Step 6: If an assessment is warranted, schedule it as soon as possible.
Step 7: If assessment is indicated, administer Language Assessment Scale (LAS) and use results
to plan program.
Grade / Assessment / Proficient StandardKindergarten / Pre-LAS Oral / 5 (on scale of 1-5)
K-12 / LAS, Oral / 4 (on scale of 1-5)
K-12 / LAS, Reading & Writing / 4 (on scale of 1-5)
Step 8: Arrange for the appropriate program.
Elementary/Middle School- Place the student and arrange for teacher training and student
support.
High School - Guidance meets with students to determine appropriate course(s)/level(s). Arrange for teacher training and student support.
Step 9: Retest with the LAS annually in March -May, in accordance with state statutes.
Grade / Assessment / Proficiency StandardKindergarten / Pre-LAS Oral / 5 (on scale of 1-5)
K-12 / LAS, Oral / 4 (on scale of 1-5)
K-12 / LAS, Reading and Writing / 4 (on scale of 1-5)
Step 10: Use/give the tests indicated on page 3.
Step 11. Use test results, both academic and linguistic, and other information, see below, to plan program and/or placement for next school year.
· benchmark data
· report card grades
· progress reports-teacher feedback
· state standardized test result (CMT, CAPT) when available
· teacher recommendation
Tolland Public Schools
ELL Planning, Instruction and Support Options
PROGRAM PLANNING FOR NEW STUDENTS
An appropriate educational program and placement for any new ELL student within 30 days of the student’s registration. Personnel involved may include staff (math and reading specialists/consultant(s), department chair(s), classroom teachers), nurse, guidance staff, parent/guardian, building administrator, and interpreters as needed.
PROGRAM PLANNING FOR PREVIOUSLY-ENROLLED STUDENTS
Each spring, a review of each student’s progress will occur and a tentative program for the subsequent year will be planned.
Support will be provided to all ELL students who do not meet English proficiency standards as determined by their performance on the Language Assessment Scales.
Grades K-8 - If appropriate, the ELL students will receive direct ELL instruction by persons employed by the Tolland Board of Education. The instructional program will be planned and reviewed based on consultation with the student’s classroom teacher(s) and reading and math specialists.
Grades 9-12 – ELL students may receive support based on their performance on the LAS assessments, standardized tests and classroom performance. The determination of support will be made each year. The Tolland Public Schools, as determined, may also provide content area support to ELL students (up to one period/day) by a qualified tutor.
ELL Instructional Resources – The Tolland Public Schools will provide high-quality instructional materials for the systematic instruction of English to ELL students. Supplementary materials to reinforce content area instruction will also be provided (i.e. modified textbooks, dual language dictionaries, audio and visual materials, software).
In order to accommodate ELL students in their regular education classes, the following options may be considered. The ELL Planning Team will make the decisions regarding the use of these options.
Program Overview/Goals
Tolland Public Schools will align ELL students’ instruction with the following goals, standards and benchmarks of the National ESL Standards for Pre-K-12 Students (TESOL):
Full proficiency in English is critical for the long-term personal, social and economic development of all students in the United States. The ELL standards describe the proficiencies in English that ELL students need to acquire so they can attain the same high level standards in other content domains, including English language arts, as fully proficient English-speaking students. Thus, the ESL Standards for Pre-K-12 Students is the starting point for developing effective and equitable education for ELL students.
Planning effective English language instruction for ELL students cannot be done in isolation. It must be part of a comprehensive and challenging educational program that takes into account ELL students’ social, educational and personal backgrounds as well as their existing skills and knowledge bases. It must understand and respond appropriately to the interrelationships between language, academic and cultural development. The linguistic, cognitive and cultural competencies that ELL students bring to school are a solid base for building their future, in terms of educational and career success. Only if ELL instruction is part of a comprehensive, challenging and enriching educational program, however, will be promising futures of ELL learners be realized.
Goal 1: To use English to communicate in social settings
A primary goal of ELL instruction is to assist students in communicating effectively in English, both in and out of school. Such communication is vital if English Language Learners (ELL) are to avoid the negative social and economic consequences of low proficiency in English and are to participate as informed participants in our democracy. ELL students also need to see that there are personal rewards to be gained from communicating effectively in English. This goal does not suggest, however, that students should lose their native language proficiency.
Standards for Goal 1:
ELL students will:
1. use English to participate in social interaction
2. interact in, through and with spoken and written English for personal expression and enjoyment
3. use learning strategies to extend their communicative competence
Goal 2: To use English to achieve academically in all content areas
In school settings, English competence is critical for success and expectations for ELL students are high. They are expected to learn academic content through the English language and to compete academically with native-English-speaking peers. This process requires that learners use spoken and written English in their schoolwork.
Standards for Goal 2:
ELL students will:
1. use English to interact in the classroom
2. use English to obtain, process, construct and provide subject matter information in spoken and written form
3. use appropriate learning strategies to construct and apply academic knowledge
Goal 3: To use English in socially and culturally appropriate ways
ELL students in U.S. schools come into contact with peers and adults who are different from them, linguistically and culturally. The diversity in U.S. schools mirrors the diversity in this country and around the world that young people will encounter as they move into the 21st century world of work. In order to work and live amid diversity, students need to be able to understand and appreciate people who are different and communicate effectively with them. Such communication includes the ability to interact in multiple social settings.
Standards for Goal 3:
ELL students will:
1. use appropriate English language according to audience, purpose and setting
2. use nonverbal communication appropriate to audience, purpose and setting
3. use appropriate learning strategies to extend their sociolinguistic and sociocultural competence
Reference text: ESL Standards for Pre-K-12 Students, 1997
Teachers of English to Speakers of Other languages (TESOL)
The following delineate the stages of language acquisition and what is characteristic of each stage.
THE FOUR STAGES OF LANGUAGE ACQUISITION
PREPRODUCTION:
Students communicate with gestures and actions.
Lessons focus on listening comprehension.
Lessons build on receptive vocabulary.
EARLY PRODUCTION:
Students speak using one or two words or short phrases.
Lessons expand receptive vocabulary.
Activities are designed to promote higher levels of language use.
SPEECH EMERGENCE:
Students speak in longer phrases and complete sentences.
Lessons continue to expand receptive vocabulary.
Activities are designed to promote higher levels of language use.
INTERMEDIATE FLUENCY:
Students engage in conversation and produce connected narrative.
Lessons continue to expand receptive vocabulary.
Activities are designed to develop higher levels of language use in content
areas.
Reading and writing activities are incorporated into lessons.
ENGLISH UNLIMITED/Foran
TERRELL’S TAXONOMY
STAGE 1 / STAGE 2 / STAGE III / STAGE IVPRE-PRODUCTION / EARLY PRODUCTION / SPEECH EMERGENCE / INTERMEDIATE FLUENCY
· vocabulary made comprehensible through gestures, actions and pictures
· minimal comprehension is expected
· comprehension is indicated non-verbally
· activities should not require speaking, though some students may speak automatically
· lessons focus on listening comprehension / · comprehension is limited
· responses are limited to one and two words or short phrases
· lessons expand receptive vocabulary
· activities are designed to motivate students to produce vocabulary which they already understand / · comprehension is increased
· responses are in the form of long phrases and simple sentences
· responses contain basic errors in speech
· lessons continue to expand receptive vocabulary
· activities are designed to promote higher levels of language use
· modeling to correct errors / · comprehension is very good
· responses are in the form of more complex sentences
· responses contain fewer errors
· lessons continue to expand receptive vocabulary
· activities are designed to develop higher levels of language use in content areas
listen gesture
point draw
move select
mime choose
match act out
manipulate circle / name list
label categorize
group tell/say
respond answer
discriminate count
number / recall summarize
retell describe
define role-play
explain restate
compare contrast
read write
give or list steps
follow written directions / analyze evaluate
create justify
defend support
debate examine
predict hypothesis
EXAMPLES
“Point to the circle.”
“Show me the red ball.”
“Put the pencil on the table.” / EXAMPLES
Recall:
What did you do last weekend?
Describe:
What’s the weather like today?
Give Steps:
How do you make a snowman?
Define:
Tell me what a dromedary is.
Contrast:
How is this house different from that one? / EXAMPLES
Justify:
Why was that the right thing to do?
Predict:
What do you think the teacher will do now?
Create:
How would you end this story?
Hypothesize:
What would happen if…?
LEVEL 1
/LEVEL 3
pointchoose
match
draw
use
number
listen
watch
follow directions
act out
manipulate
gesture / describe
recall
retell
compare
read
follow written directions
define
explain
summarize
contrast
write
give or list steps
KINESTHETIC / PHRASES AND SIMPLE SENTENCES
LEVEL 2
/LEVEL 4
namelabel
number
tell
use
list
categorize
group
answer
manipulate / justify
give opinion
examine
create
complete
defend
debate
analyze
evaluate
describe in detail
ONE OR TWO WORD UTTERANCES / COMPLEX SENTENCES
Terrell,, T. (1981). In Schooling and language