May LPAC-At-a-Glance

The weather is warming up and May is upon us! It’s time to check in with your LPAC calendar and plan your year-end activities. During this busy testing time on your campus, it’s good to look back at April’s checklist too and double check your progress.

The LPAC Year-at-a-Glance (check your livebinder) is a great resource to keep close by when considering your ELLs and their annual progress.

Need a refresh on meeting protocol? Review the LPAC Framework here, and check out the video series by Region 20 ESC for some quick examples of how to conduct your meetings.

Photo by Roberta Guillen on Unsplash

 

PreK Report Shows State Policies Weak on Meeting Needs of English Learners

The State of Preschool 2017 Released by National Institute for Early Education Research

More than 20 percent of all preschool-aged children in the United States speak a language other than English at home, yet most state prekindergarten (preK) programs do not collect data on children’s home language, making it nearly impossible to design effective supports for young English learners*, according to a new report from the National Institute for Early Education Research.

The State of Preschool 2017 annual report, based on 2016-17 academic year data, is the only national report on state-funded preschool programs. This year’s report includes a special section on policies affecting dual language learners (DLLs, called ELs in some states).

Nationwide, more than 1.5 million children are enrolled in 60 state-funded preschools in a variety of settings. But instead of supporting quality early learning with adequate resources, most state programs invest too little to help children catch up with their more advantaged peers by kindergarten.

“We are continually striving to close achievement gaps, including those between children who speak a language other than English at home and children who speak only English,” said Ellen Frede, NIEER senior co-director. “We know the earlier we start with high-quality education programs the better.”

Six states with a high proportion of English learners in their populations also have high EL enrollment in state preschool: California, Illinois, Nevada, New Jersey, New Mexico and Texas. These states also have policies supporting dual language learners in preschool.

However, several states with high populations of English learners – including Arizona, Florida and New York – cannot even report the home language of children enrolled in their state-funded preschool programs.

Research shows qualified teachers are key to providing the high-quality early learning experiences that can help prepare young children for kindergarten. Yet California, Illinois, and Texas are the only programs to require teachers to have bilingual certification.

“Due to the numbers of young DLLs, their learning outcomes have consequences for our future,” said Allison Friedman-Krauss, co-author of The State of Preschool 2017. “Our report shows few states have policies supporting the quality early learning experiences these children need to thrive in kindergarten and beyond.”

The State of Preschool 2017 yearbook was supported with funding provided by the Heising-Simons Foundation. Data used in the report come from a general survey funded by the National Center for Education Statistics (NCES). The supplemental survey of state policies related to dual language learners and report was supported by the Bill and Melinda Gates Foundation. The findings, interpretations, and conclusions in this report are solely those of the authors. For more information and detailed state-by-state profiles on quality access, and funding, please visit nieer.org.

* Note: NIEER uses the term “Dual language learners” for children who speak a language other than English at home.

Image and article come from the Intercultural Development Research Association (IDRA) Newsletter and The National Institute for Early Education Research.

 

 

ELPS Toolkit and Observation Guide

 

ELPS Toolkit

Overview:

The revised ELPS Toolkit is your convenient and comprehensive resource for effective lesson development. It is designed to help teachers incorporate the ELPS when planning lessons and delivering instruction. This interactive training will provide you with the tools that you need to seamlessly incorporate the ELPS Toolkit into your lesson design to help you meet the instructional needs of your ELL students!
Designed with English language learners (ELLs) in mind, the ELPS Toolkit illustrates concepts aligned with Sheltered Instruction such as creating language objectives, accessing prior knowledge, building vocabulary and concept knowledge, engaging students with interaction, teaching learning strategies, and assessing student progress.
All participants will receive a copy of the new ELPS Toolkit ($60) with this registration! If you already have a copy, but would like to attend the training, please contact Seth Herrington (seth.herrington@esc13.txed.net)

What: ELPS Toolkit Training (SU1838117)

Who: Teachers of ELLs

When: June 11, 2018 9am-12pm

Where: ESC Region 13, 5701 Springdale Rd, Austin, TX 78723

 

ELPS Observation Guide

Overview:

Instructional leaders must be able to discern quickly whether teachers of English Language Learners (ELLs) are delivering instruction that meets student needs. The ELPS Observation Guide will help you do exactly that, by giving you concise, concrete examples of instruction aligned to the English Language Proficiency Standards (ELPS). As an instructional leader, this will familiarize you with what you should be seeing when visiting classrooms.

This training will walk participants through the guide and allow them the opportunity to practice using the tools therein. By the end of the workshop, participants will be able to use the guide with confidence to improve outcomes for the ELLs they serve.

Click here to register.

What: ELPS Observation Guide Training (SU1838119)

Who: Administrators, Instructional Coaches, and anyone seeking to empower the teachers of ELLs.

When: January 16th, 2018 9am-4pm

¡Adelante! Conference 2018 -April 21st

The 6th Annual Adelante! Conference 2018 will be held at the DoubleTree by Hilton Hotel on  Saturday, April 21, 2018. 

¡Adelante! is an educator­‐led conference focused on Bilingual/Dual Language education in Central Texas. This conference is a forum for educators to share their experiences with other educators, to disperse insight and innovations in teaching and learning that occur daily on campuses throughout the region, and to ignite conversations among educators about working with bilingual students, families, and communities.

Register HERE.

www.aaabe.org

What the U.S. Could Learn From Canada About Integrating Immigrant Students

This video about public schools in Canada details the importance of: small class sizes, using props/visuals, speaking slowly, building meaning, celebrating world cultures, including family and community, and supporting mental health for newcomer ELLs. Watch the video on PBS NewsHour here.

“In Canadian public schools, the children of new immigrants do as well as native-born children within three years of arriving. There kids don’t just get language and academic support; their home cultures are celebrated as they are integrated into classes. And strong social services and healthy education funding help too.” Special correspondent Kavitha Cardoza of Education Week reports.

 

Image and excerpt credit go to to PBS NewsHour.

Addressing “Ecological Shock” – Supporting Refugee Students in School

As ELL educators we know and understand the importance of lowering the affective filter. While we strive to make the classroom setting less traumatic for our newest ELLs, it’s easy to forget that many students begin their school day faced with trauma experienced beyond the campus walls. Many refugee students have experienced some kind of trauma, often resulting from an encounter with natural disaster, war or conflict of another kind.

The following excerpt is from an article by Kristin Grayson, Ph.D., and Hannah Sung. It appeared in the Intercultural Development Research Association (IDRA) newsletter.

Imagine you are a student sitting in a classroom. Even though you’ve been in the classroom many times before, everything still seems foreign to you. Everyone is speaking in a language you recognize but can’t quite fully comprehend. Your classmates seem to be following rules only they seem to know.

The teacher has given the class a task to work on. It seems that everyone knows what to do except you. You want to ask for help but you don’t know what questions to ask. The other students are already writing. You suddenly feel lost and alone.

This is the experience of many refugee children. Since 2005, three quarters of a million refugees have entered the United States. They make up an increasingly more diverse population in terms of their countries of origin and primary languages (U.S. Department of Homeland Security, 2016; Hooper, et al., 2016).

Read more here.

Photos and article appear in the IDRA newsletter.

College and Career Corner: The College Transition Guide for ESL Students

How to Prepare for College, Get into College & Thrive as a Student
 
Roughly 4.6 million English language learners attended U.S. public schools in 2014-15 and, while many of these students have the English skills needed for everyday life, some lack the language proficiency to get into college. Or they may have misconceptions about college so aren’t even thinking about going. But many of these students have the drive and ability to do well in higher education – they just need the right information, support, and tools to get there. ESL/ELL students can find those resources in this guide. Read on to learn more.
This article appears on www.affordablecollegesonline.org
Photo by Cole Keister on Unsplash

Enhancing Instructional Opportunities for Immigrant Students on April 17th

This TEA created training provides districts with a framework for supporting Immigrant students. If you are a stakeholder interested in rolling out similar trainings in your district, we encourage you to attend this learning opportunity. While this event is not an official trainer of trainers, we will discuss professional development considerations to guide LEAs in meeting cognitive, linguistic, and affective needs of immigrant students.

Register here.

What: Enhancing Instructional Opportunities for Immigrant Students (SP1838936)

Who: Administrators and Teachers of ELLs

When: April 17, 2018  -1pm-4pm

WhereESC Region 13
5701 Springdale Rd, Austin, TX 7872

For more information on workshop specifics, please contact daniel.schaetz@esc13.txed.net