Decision-Making Regarding ELLs
Differentiating, Assessing and Exiting
Presentation to Elementary Principals
David Kauffman, Executive Director
Multilingual Education - Austin ISD
September 20, 2017
Deep thoughts from the Multilingual Education Team!
Content Objective & Language Objective
CONTENT
- Participants will understand decision points regarding differentiation, assessment, and exiting from LEP status – and the role LPAC plays in making these decisions.
- Participants will analyze district and campus data and generate ideas about how to help ELLs advance linguistically.
LANGUAGE
- Participants will demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. ~ ELPS 4(J)
For more on program implementation
- Principals pláticas to discuss bilingual program implementation - First one on 9/29 at 11:00 a.m.
- Professional learning opportunities on biliteracy, teaching for transfer, sheltered instruction, and more
- We will pursue creative solutions for avoiding and/or supporting mixed classrooms
Bilingual classroom “look fors” in the principals weekly on September 11, 2017
Dual language program non-negotiables & elements
We will be convening committees to revisit our late exit and ESL models
WHY #1
Language and Identity
Gloria Anzaldúa
WHY #2
AISD Strategic Plan 2015-2020
Action step a.3: Develop plans for English LanguageLearners.
WHY #3
Texas Administrative Code, §74.4(b)(4)
WHY #4
Texas Administrative Code, §89.1201(d)
Please Use Complete Sentences!
What to say instead of I don’t know:
- May I please have some more information?
- May I please have some time to think?
- Would you please repeat the question?
- Where could I find more information about that?
- May I ask a friend for help?
Data Dive
- Quick look at several pieces of data
- Guiding questions:
What? What does the data tell you?
So what? What are the implications?
Now what? How will you respond? - Designed to take back to your campuses for a deeper dive with your teams
Examining Exit (reclassification) Decisions
What? According to this chart, __________.
So what? This is important because ________.
Now what? One strategy we might try is _____.
Click on the chart to enlarge.
What are the implications of entering middle school still identified as LEP?
- For the student?
- For the school?
- Positive impact?
- Negative effect?
Common Barriers to Exiting LEP Status
- Has not achieved advanced English proficiency in listening, speaking, reading, and writing.
- Campus does not administer the listening & speaking assessment
- STAAR Reading: Does not pass in English, passes in English but with designated supports (accommodations), or passes in Spanish
- LPAC does not consider exiting at annual review
- Student taking STAAR Alt 2 is exempted from all TELPAS domains
- Others?
Is it an individualized, student-focused decision that follows the LPAC guidelines?
Do We Celebrate Enough When Students Achieve Bilingualism?
STAAR reading scores by TELPAS composite level
What? According to this chart, __________.
So what? This is important because ________.
Now what? One strategy we might try is _____.
Click on the chart to enlarge.
STAAR reading scores by TELPAS composite level
What? According to this chart, __________.
So what? This is important because ________.
Now what? One strategy we might try is _____.
Click on the chart to enlarge.
What does this data tell you about the link between language proficiency and STAAR performance?
TELPAS Data
What? According to this chart, __________.
So what? This is important because ________.
Now what? One strategy we might try is _____.
Click on the chart to enlarge.
What is working well and what can be improved at your campus regarding language development?
“I am my language.”
English?
Spanish?
Other languages?
Recommendations
- Develop language-rich, interactive classrooms
- Implement AISD bilingual/ESL programs
- Get involved with your LPAC
- Pick 4 ELLs
- Differentiate by knowing your ELLs
Language-Rich, Interactive lassrooms
- Teach students what to say when they don’t know what to say.
- Have students speak in complete sentences.
- Randomize and rotate when calling on students.
- Use total response signals.
- Use visuals and vocabulary strategies that support your objectives.
- Have students participate in structured conversations.
- Have students participate in structured reading and writing activities.
Implement AISD bilingual/ESL programs
- Dual language 2-way
- Dual language 1-way
- Late exit transitional
- ESL
“The results show that while students in English immersion programs perform better in the short term, over the long term students in classrooms taught in two languages not only catch up to their English immersion counterparts, but they eventually surpass them, both academically and linguistically.”
10 questions to ask your LPAC chair
- Are all English Language Learners at our campus being properly identified within their first 20 days of enrollment? (You can check this on the LPAS Compliance Tab.)
- Are teachers aware of their class TELPAS data so they can plan and deliver instruction that is commensurate with students’ proficiency levels? (Teachers and administrators can access the powerful TELPAS Rubric tool on LPAS.)
- Are teachers aware of the necessary instructional accommodations selected for each student and using them routinely? (These are documented in LPAS.)
- Have you scheduled all required trainings for LPAC chairs and for staff?
- When does the LPAC meet, which teachers and parents serve on the committee, and have they all been appropriately trained?
- How are you ensuring that ELLs are appropriately placed in the right classes with the right teachers?
Are all ESL/bilingual teachers appropriately certified and, if not, have you discussed requesting exceptions/waivers with the district compliance coordinator?
Do you have a list of TELPAS Raters, New and Returning? Are the New Raters enrolled in training?
How does the LPAC make decisions about language of instruction, language of assessment, and exiting LEP status?
How is guidance and feedback from the LPAC monitoring meetings and annual reviews integrated into our school’s instructional program?
Pick 4 ELLs
- •Long-term ELLs and potentially long-term
5+ years in U.S. schools and at beginning/intermediate on TELPAS composite
2+ years at beginning TELPAS reading - Get personally involved
- Understand the student AND the system they are in
- Conduct action research
- Problem-solve and innovate
- Collaborate
How can you help your targeted students reach advanced and advanced high on TELPAS?
- Check in daily or weekly with the students
- Eat lunch w/ students
- Read with students and have students read to you
- Exchange letters with student
- Talk with parents (“with,” not “to”)
- Shadow student for a day or part of a day
- Support core instruction: biliteracy, 7 steps, and sheltered instruction
- Give teacher feedback on student talk vs. teacher talk
- Conference regularly with teachers specifically about these students
- Discuss with school colleagues, district support, and fellow principals
Know your ELLs by asking the six questions
- Who the ELL students are
- Where the ELL students are placed
- What the ELL students proficiency levels are
- When the ELL entered US schools
- Why the ELL are progressing or not
- How the ELL can be supported
David Kauffman, Ed.D.
512-414-0048