7/27/17 Writing Effective Language Acquisition Plans 2017 SD State-Wide Title III Consortium Black Hills Special Services Cooperative Mitchell, August 7 Rapid City, August 15 Goals of the Day • Resources: SD DOE Title III and www.sdtitle3.org • Civil Rights of English Learners (ELs) • District Lau Plans, Core District EL Plan • Academic Language • WIDA Resources • ACCESS Reports – tied to LAPs • Effective Instructional Planning • Work time on LAPS Things in Common • In your table groups, find one thing you all have in common. Take a minute to share what your • Don’t go for the obvious! personal goals for learning are for • Choose someone to report your group’s finding. this workshop time together. 1
7/27/17 Resources • SD DOE Title III Resources: http://doe.sd.gov/oess/TitleIIIela.aspx • WORD Version of LAP Form • ELL Checklist • Home Language Survey questions • Parent/Guardian Notification Letter • Title III Consortium Resources: www.sdtitle3.org • Monitoring Forms • CAN DO Descriptors Name Charts • GO TO Strategies Google Folder Resources – LINK HERE!!! • LAP Form (Word version) • WIDA Performance Definitions, name chart • Monitoring Forms • Updated Key Uses CAN DO Name Charts • GO TO Strategies • Academic Language Functions Toolkit • Performance Definition Name Chart • Report Frame for Action Plan, individual student Lau Plan and Civil Rights Guidelines • What comes to mind when you think of your district’s English Learner Plan and Program? 2
7/27/17 Lau v. Nich chols (US Supreme Court Deci cision 1974) What this law means • What the court says The Supreme Court stated that these students should Lau Remedies • The failure of school system to provide English language instruction to national be treated with equality among the schools. Among Identifying English Learners origin students who do not speak English, or to provide them with other adequate instructional procedures, denies them a meaningful opportunity to other things, Lau reflects the now-widely accepted Assessing language proficiency participate in the public educational program, and thus violates §601 of the view that a person’s language is so closely intertwined Appropriate instructional treatments Civil Rights Act of 1964, which bans discrimination based “on the ground of with their national origin (The country someone or race, color, or national origin,” in “any program or activity receiving Federal financial assistance,” and the implementing regulations of the Department of their ancestors came from) that language-based Health, Education, and Welfare. Pp. 414 U.S. 565-569. discrimination is effectively a proxy for national origin discrimination. Identification Process 1. Upon Enrollment - Home Language Survey 2. WAPT Screening (only used once) 3. Flag on Infinite Campus if LEP is determined 4. Write yearly Language Acquisition Plan and 5. Notify Parents (letter on DOE Site) upon identification (once) 6. Provide English Language Development Instruction with ENL endorsed teacher and Sheltered Instruction in content and self-contained classroom 7. ACCESS Test to determine progress – February 8. Access Score Reports May/June 1. If exiting, Monitoring form and status for two years 2. If not exiting, go back to number 4. W-APT Cut Scores – Online WIDA Screener (WAPT Kidner) Training August 8 th in Pierre – DOE sponsored 2 nd semester K – 1 st semester 1 st W-APT Grades PreK – 1 st Grades 1-12 Grades Prek- semester K W-APT W-APT 12 MODEL Students with a Students with a combined Listening and Students with Students with combined Speaking raw score of less than 19 qualify a composite a composite Listening and for the ELL program. Or, if a student has a score lower score lower Speaking raw score combined Listening and Speaking raw than 5.0 than 5.0 of less than 29 score ranging from 19-28 then the student qualify for ELL qualify for ELL qualify for the ELL must be administered the Reading and services. services. program. Writing assessments. If the raw score for Reading is less than 11 OR raw score for Writing is less than 12 then a student qualifies for the ELL program. 3
7/27/17 Parent Notification SD DOE – ELL Title III Website What is the ACCESS? • Assessing Comprehension and Communication in English State-to-State for ELLs • Secure, large scale proficiency test, given annually, spring in SD • Determines growth, use scores to determine programming and support 4
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7/27/17 Partner Sharing… When I read through performance definitions, I noticed that_____________________. I connected my experience with the “No Letter” activity to the Performance Definitions because _________________. I connected the “Academic Language” activity to the Performance Definitions because ___________________. As I read the Performance Definitions from the Level One up through Level Five, I noticed that __________________. Something I had not considered before was ____________________. 1981 1981 Ca Castañeda vs vs. Pickard • What the court says • The 5 th Circuit Court established a three-pronged test for evaluating What this means programs serving English Language Learners. According to the What this means Castañeda standard, schools must: Schools must provide a sound educational program School program based on sound educational theory • Base their program on educational theory recognized as sound or to all students and conduct evaluation to verify that considered to be a legitimate experimental strategy; Program implemented effectively adequate progress is being made. • Implement the program with resources and personnel necessary to Program evaluated to determine effectiveness put the theory into practice; and • Evaluate programs and make adjustments where necessary to ensure that adequate progress is being made. [648 F. 2d 989 (5 th Circuit, 1981)]. 6
7/27/17 Ply Plyler ler v. v. Doe (U.S. Supreme Court Decision 1982) 1982) What this means The right to public education for immigrant students regardless of their legal status is • What the court says guaranteed. • “The illegal aliens who are plaintiffs in these cases challenging the Schools may not require proof of citizenship or legal residence to enroll or provide statute may claim the benefit of the Equal Protection Clause, which services to immigrant students. provides that no State shall „ deny to any person within its jurisdiction Schools may not ask about the student or a parent’s immigration status. the equal protection of the laws”…The undocumented status of these Parents are not required to give a Social Security number. children does not establish a sufficient rational basis for denying them Students are entitled to receive all school services, including the following: benefits that the State affords other residents…No national policy is -free or reduced breakfast or lunch, perceived that might justify the State in denying these children an -transportation, elementary education.” -educational services, and -NCLB, IDEA, etc. Equal Access to meaningful education and opportunity http://knowyourmeme.com/memes/if-you-know-what-i-mean 7
7/27/17 WIDA Resources • www.wida.us - resources, webinars, videos, etc. Do you have your log in and password? • WAPT – Wida Access Placement Test • This screener is used ONCE per student. English Language Screener given to incoming students • Scores help determine programming and placement of ELLs. • Thirty days to administer from start of school OR two weeks upon registration mid- year • ACCESS - Assessing Comprehension and Communication in English State-to-State for English Language Learners • Given yearly. Assesses language proficiency gains. • Amplified Standards – 2007 and 2012 – download to your desktop • Download Library – Log in for more resources, videos, supports, lesson plans WIDA Interpretive Guide WIDA Website Scavenger Hunt • Log In (work with a partner who has a log in if needed) • 1. Click on Download Library – How many versions of the ELP Standards are there? (look under Standards) • 2. Find the ACCESS for ELLs 2.0 Interpretive Guide for Score Reports? Download and open it. What color is the cover? • 3. Find the Educator Resources (not in download library). Click on it! How many Educator Resources are available to teachers? • 4. Search for one Lesson Plan in the Lesson Plan Share Space. Write down the name of it, topic, grade level. • 5. Find the free WIDA Online Professional Learning eSeries. • 6. Where is the next WIDA National Conference ? • 7. Name four states , other than SD and ND, that are members of the WIDA Consortium. 8
7/27/17 ACCESS Exit Scores as of today • Reading – 4.5 • Writing – 4.1 • Overall – 4.7 • listening and speaking are incorporated • ESSA Updates (Feb 2018 scores) TENTATIVE!!! • 5.0 composite cut score • More accountability for the progress made by ELs in language proficiency and Smarter Balance assessments • N-size of 10, if <10 use three years of student data to reach a group of 10. 9
7/27/17 Making Adequate Progress? • WIDA Lookup Calculator • For students close to Reclassification • Compare 2016 Scores to 2017 Scores by recalculating 2016 scale scores into a 2017 Lang Proficiency Score. J • Let’s use the 2017 ACCESS Scores – data-dig worksheet Can Do Descriptors – what are they for? Map the ACCESS Scores What can this tell us? What can we do with this information? How do you use the ACCESS Score reports to inform your teaching? 10
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