District Administration - February 2011 - (Page 32)

Successful Strategies for English Language Learners english and another language in a classroom that has native english speakers and native speakers of another language. Newcomer. Uses separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. typically, students attend these programs before they enter more traditional interventions such as english language development programs. Sheltered English. Makes academic instruction in english understandable to ell students. In the sheltered classroom, teachers use physical activities, visual aids and the environment to teach vocabulary for concept development in mathematics, science, social studies and other subjects. sheltered Instruction observation Protocol (sIoP) is a popular, research-based and validated model of sheltered instruction that many districts use. Structured English Immersion. all instruction is in english. The goal of this program is acquiring english language skills so that an ell student can succeed in an english-only mainstream classroom. teachers undergo specialized training in meeting the needs of all ell students, possessing either a bilingual education or esl teaching credential and/or training, and possess strong receptive skills in the students’ primary language. Kent’s Sheltered Instruction I n the kent (Wash.) school District, sheltered instruction, and specifically the sIoP model, is used for the roughly 4,265 ells out of 22,000 students districtwide, comprising 13 percent of the district population. In the sIoP model, teachers use one language to scaffold on the other, depending on the literacy level of speakers, according to Israel Vela, kent’s executive director of student and family support services. It starts with lesson plans that include a language objective and a content objective for every lesson. If a middle school student is studying algebra, for example, the lesson should always have a content objective and language objective. “You don’t assume the child already has academic language and understands math terminology such as ‘variables,’” Vela says. In this model, the student receives explicit academic content-vocabulary instruction in variables in english, or if possible, in his or her native language. The district can use paraprofessionals or instructional assistants who speak the native language. It helps a student who speaks Russian as a first language, for example, to better understand the english words’ content vocabulary. The instructional delivery model also uses a tiered intervention framework, or Response to Intervention, often previously used as a special education tool, which allows student data to determine specific skill gaps of identified struggling students. The targeted interventions help students in whatever lessons they struggle with. For example, a student might need 30 additional minutes 32 February 2011 In the Kent (Wash.) School District, students at the Refugee Transition Center receive after school homework support. It is part of the Extended Learning Program that the district offers. of literacy instruction and interventions to reinforce a core classroom lesson. at the secondary level, ell newcomers are classified as beginners or advanced beginners and are put in appropriate language acquisition classes. If newcomers with no english skills and/or formal education attend the secondary level, they receive three periods of intense language acquisition classes daily, Vela says. Success Under nclB, districts are required to notify parents of ells the annual Measurable achievement objectives (aMaos) for the district. This is just one measure of achievement the kent district uses. The 2008-2009 results show the kent district met all three aMaos, which include annual increases in the percentage of students making progress in learning english; annual increases in the percentage of students attaining english proficiency; and meeting annual yearly progress targets in reading and math on the state’s Measurements of student Progress and the high school Proficiency exam tests. The 2009-2010 school year results show the district met two of the three aMaos, missing attaining english proficiency by less than 1 percent. “our intent is to show that the strategic plan is to measure the progress of ell students against state standards,” Vela adds, “without letting a student’s label of ell or special education lower expectations for learning at high levels.” District Administration

Table of Contents for the Digital Edition of District Administration - February 2011

District Administration - February 2011
Contents
Going Out of Print
From the Editor
News Update
Technology Update
Safety & Security
District Profile
Administrator Profile
Successful Strategies for English Language Learners
Mobile Goes Mainstream
Virtually Possible
Problem/Solution
New Products
Product Focus
Superintendent’s Insights
Crisis Response
Student Counsel

District Administration - February 2011

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