Title III
Professional Development
Q & A minus A (Activity)
• Brainstorm questions/issues that
need to be addressed
• Overview of Legal Requirements
• Effective Strategies to boost
language learning (Sheltered
• Other
• Legal Requirements
• Instructional Strategies
–Content ESL
–Sheltered Instruction
• Writing Strategies for ELLs
• Other
Title VI of the Civil Rights
Act of 1964
 Lau v. Nichols
 Castañeda Standards
 OCR Policy
 No Child Left Behind
 WV Policy
WV Policy 2417
Adopted in May 2003
Outlines Standards for English Language Proficiency
Framework for Professional Development
District has procedures in place for identifying and assessing
all language-minority students who are in need of an
alternative language services in order to participate
meaningfully in the recipient's educational program.
Possible elements:
Person(s) responsible & qualifications
Criteria for eligibility
Educational Model includes goals to provide
English Language Development/Acquisition
Opportunity to learn English in a timely
Provides for meaningful access to the
district’s academic curriculum
Opportunity to gain academic knowledge
and skills
(Effective Implementation)
District ensures that the staff serving ELL students are
appropriately trained and available in sufficient numbers to
effectively implement the district’s educational approach.
(Effective Implementation)
District ensures timely availability of adequate
resources, such as equipment and instructional materials,
to effectively implement its instructional approach.
District ensures that ELL students are not
inappropriately placed in special education services
because of their inability to speak and understand
District considers ELL student's proficiency in the
primary or home language and in English to determine
the proper evaluation.
ELL students are provided with opportunities to access
other district programs:
Gifted and Talented Services
Honors and Advanced Placement
Parent Involvement
• Supporting the Home Language
• Communicating with parents
• Cultural Awareness
District provides ELL Students services until they are
proficient enough in English to participate meaningfully in
the regular education program.
 Exit criteria is defined in Policy 2417:
 2 years of Level 5 on WESTELL
 1 year of Mastery or above on RLA WESTEST
• Students should continue to receive services until they can
read, write, speak and comprehend English well enough to
participate meaningfully in the district’s program.
Content ESL
Sheltered Instruction
How will LEP Students catch up?
Research indicates the “average LEP student” will require:
6 months to 2 years to acquire social language and
3-5 years to learn academic language
skills gap
Year 1
Year 2
Year 3
Key Strategies for Accelerating Learning
Content ESL
 Goal: Language through Content
• Vocabulary Instruction
• Activating Prior Knowledge
Sheltered Instruction
 Goal: Content with Language Supports
• Scaffolded Instruction
• Advance Organizers
Content ESL
Role of ESL teachers/programs
• Stage 1- “Survival”
• Stage 2- Pre Teaching Vocabulary, Modifying
• Stage 3- Scaffolding Content
• Stage 4 – Reducing support
Scaffolding Content/Study Skills
Chunking Content
Read the following sentence.
I went to the toshokan yesterday to pay my fines.
What is a toshokan? Have you determined the meaning of the word?
Why or why not?
If this is regular occurrence in the classroom, what is the cumulative
effect on student learning?
• LEP students need both types of Vocabulary Instruction:
– Teaching the concept/meaning of English words that the
student already understands in his/her native language
– Teaching the concept/meaning of English words that the
student does not understand in his/her native language
– when words are omitted according to a category (e.g. all nouns, or words
with the long a sound, or all uses of the present participle), it exercises
higher level thinking skills as students work to identify the commonalities
between the omitted words.
– Cognates are words in different languages related to the same root, e.g.,
education (English) and educación (Spanish). Using cognates whenever
possible in speech and writing with ELLs has several benefits: activates prior
language knowledge along with other visual information, may help students
understand the meaning of a passage
Word Maps
– word map is a graphic organizer that is helps students think about new
words and concepts in a variety of ways. Some word maps expand on
definitions, while others focus on uses of the word or other forms and parts
of speech
Think-Pair-Share Activity
• Describe three things you would expect to see or experience in a
communist country.
• Why was this task difficult or easy? How did your prior knowledge
of the concept assist your ability to articulate your responses?
– Help students remember information they already have about
a particular topic.
– Help students discover and frame what they already know
about a particular topic.
– Assist the teacher in determining instructional starting points
based on students’ existing knowledge.
Sheltered Instruction
Types of Sheltering Strategies
Presentation of Material
Classroom Assessment
Learning skills and knowledge cannot occur in isolation. Learning is dependant on the context in
which it is learned, and what is learned in one context may not always transfer to another. Good
assessments appropriately reflect the learning context. Also, the more authentic or “real life” the
purpose, materials, content, and assessment, the more meaning it will have to the student.
Alternatives to
Classroom tests
 Portfolios
 Projects
 Performance-based
Working in small groups, LEP students can demonstrate their
knowledge of the content by:
 applying skills to real world problems
 critiquing small group presentations
 presenting a chronology of written and taped work
Modifications for
Classroom assessment
Tips to consider for
Classroom assessment
 using primary sources from classroom materials such as
charts, graphics, cartoons, and works of art
 including questions from small group discussions in class
 including teacher observations, student self-reflections, and
parent judgments of their own child’s progress
 designing assessment task that require different ways of
demonstrating knowledge or skill like, exhibits, dramatic
renditions, interviews, observations, self-reflections, and a variety
of writing samples.
allowing extra time to complete or respond to the test
simplifying directions in English
limiting the number of items assessed
also providing additional clarification during or after the test
allowing the students to use dictionaries or word lists
allowing the students to respond orally to the test questions
Thanks for your support of students
with limited English proficiency in
West Virginia!
Amelia Davis Courts
W.V. Dept.of Education
Bldg. 6 Room 318, 1900 Kanawha Blvd.
Charleston, WV 25305
(304) 558-2691
[email protected]

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