ESL

What is the role of an ESL Teacher?

• Tier 1 Core Instruction and may lead Tier 2 in the classroom
• Update all ESL files in students' records
• Screen all potential ELLS
• Send home ELL notification letters by 9/30...ongoing
• Tag all students in ASPEN by 9/30...ongoing
• Accommodations and Modifications

What is the role of an ESL Teacher?

• Tier 1 Core Instruction and may lead Tier 2 in the classroom
• Update all ESL files in students' records
• Send home ELL ACCESS scores
• Assign Accommodations and Modifications

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• Complete Lead Teacher matrix
• Create a schedule
• Make permanent and portfolio folders for new students
• Plan and differentiate for all students on caseload
• Complete state accommodations
• Collaborate with classroom teachers and assist with instruction (Co-teaching)

Accommodation or Modification

Accommodations

• Exempt (only from Reading) and if the child has been here less than 12 months.
• Audio (no audio in Reading/LA unless there is an IEP or 504 Plan)
• English or Bi-lingual Dictionary
• Small Group

Modifications

• Simplified tests- answer orally, take away answer choices, matching, pointing, drawing a picture...
• Modified homework
• Peer buddy
• Computer assisted learning (Imagine Learning or Reading)
• Read aloud (except LA/Reading unless there is an IEP or 504 Plan)

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Strategies

A Few Of My Favorite Things

• Kagan (Cooperative Learning) Ells need to talk!
• SIOP (Sheltered Instruction Observation Protocol)
• Centers
• Pre-teach vocabulary
• Use lots of pictures, videos, audio
• Build on background knowledge

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• Charts and graphs
• Build on background knowledge
• Extended discussion
• Scaffolding
• You do, I do!

Suggested Scaffolds For ELLs

Beginning: Levels 1-2

• Access to text, video, and/or instructions in home language, as well as in English
• Sentence frames to help ELs respond to text-dependent questions posed through the lesson.
• Word walls and word banks
• Reduced linguistic load for language of instruction

Intermediate: Levels 3-4

• Access to text, videos, and/or instruction in home language as well as in English, as appropriate
• Sentence stems
• Word banks

Scaffolds for All LEvels

• Concise background knowledge
• Pre-taught vocabulary
• Graphic organizers
• Glossaries
• Dictionaries
• Repetition, Paraphrasing, and modeling
• Pair and small group work

Stand Up, Hand Up, PAir up

Grades and Grade Retention

• According to the Supreme Court case Lau v. Nichols, EL students cannot be retained solely because of their low English proficiency. When retention is recommended by a teacher, the EL committee must convene. The EL committee will consider the following in evaluating the desire for retention:

Grades and Grade Retention

• (cont.) Did the mainstream teachers appropriately accommodate and modify assignments, lessons, and assessments to meet the WIDA level of the student?
• Does the student have excessive absences?

Grades and Grade Retention

• (cont.) Does the student complete assignments that are appropriately modified and accommodated?
• Does the student show progress with appropriate modifications and accommodations?
• Have the parents been notified of the child’s progress or lack of progress in class?

ELs Not Making Projected Growth

• According to the Civil Rights Act, an identified EL student cannot fail based on classwork and assessments he/she is not able to complete due to limited English. It is the responsibility of the classroom teacher and the ESL teacher to work collaboratively to ensure that class instruction and material are modified and made comprehensible to the EL at his/her language proficiency level leading to the academic success of the El. The WIDA can do descriptors and WIDA standards can be referenced for guidance.
• If an EL student does not perform assigned tasks that have been modified to meet the language and academic needs of the student, and/or has a lack of effort and/or has excessive absenteeism, then the student can fail a course because language is not a contributing factor. It must be demonstrated that every effort has been made to modify coursework, provide counseling services for students who may not perform due to trauma or other factors, and inquiries have been made regarding excessive absenteeism.

ELs Not Making Projected Growth

• (cont.) level leading to the academic success of the El. The WIDA can do descriptors and WIDA standards can be referenced for guidance.

ELs Not Making Projected Growth

• (cont.) If an EL student does not perform assigned tasks that have been modified to meet the language and academic needs of the student, and/or has a lack of effort and/or has excessive absenteeism, then the student can fail a course because language is not a contributing factor.

ELs Not Making Projected Growth

• (cont.)It must be demonstrated that every effort has been made to modify coursework, provide counseling services for students who may not perform due to trauma or other factors, and inquiries have been made regarding excessive absenteeism.

Find The Fiction

• A thumbs up in Bangladesh, Iran, or Thailand means good job
• In Japan, parents take teachers out to drink and do karaoke.
• Napping in class in S. Korea is encouraged
• Asian students look you in the eye out of respect
• In some cultures, some students are more comfortable and do better working together

Questions?

The End