Reporting progress and achievement for English Language Learners
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This presentation was prepared for the Learning Media National Seminar (April 2010). It explains how to report against the National Standards (in New Zealand) for English Language Learners' progress. (c) Learning Media Ltd. (NZ)
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Reporting progress and achievement for English Language Learners
- 1. Reporting the progress and achievement for English Language Learners
- 4. Background: ESOL Statistics…
- 8. It is important to have the same end goals in sight for all learners, but also focus on the specific language needs of English Language Learners in order to get them to the same proficiency in as short a time frame as possible.
- 9. )
- 17. What the national standards say: Guidelines for English Language Learners in Years 1 to 4: Students working within Foundation and Stage One of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to two years. Guidelines for English Language Learners in Years 5 to 8: Students working within Foundation, Stage One, or Stage Two of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to three years.
- 19. Language Barriers? What can be done to overcome the difficulties with communication that schools and teachers may encounter? Remember the cake!!!
- 20. What would the schools you are working in this year need to do in order to effectively use the English Language Learning Progressions to report progress and achievement?
- 21. Mind Map or Ripple task Key Message: ESOL pedagogoy will benefit all learners.
- 22. How does it all fit together? A suite of resources
- 24. Questions?
- 25. Fa’afetai lava Vinaka vaka levu Doh Je Dank U Wel Evxaristo Thank you Jane van der Zeyden
Notas del editor
- Welcome/introduction: Our job today is to put the progress of English language learners as the responsibility of every classroom teacher and to see the relevance of these students in a context of key documents (NZC , LLP, ELLP) The session relates to the module ‘Meeting the needs of ELLs’ and drawing on ELLP in particular as we proceed.
- Refer to module for first two bullet points. May want to highlight enrolment as an issue - many schools do not have effective procedures in place to identify these students when they enrol - may be linked to who carries out enrolment, where information goes, who gets the information, lack of information in other languages etc. (may also lead to inaccuracy in data collection, identification of specific needs etc..) Full conversation/interview with families/whanau is a useful starting strategy (forms available) 3. Accelerated progress: can represent as a line graph] - draw on whiteboard?
- Not homogenous group - extremely diverse Discuss ESOL funded and what it means - I.e the statistics
- Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? In small schools it may only be one person PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
- Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
- The two Progressions documents are companion documents and support the literacy and language skills and knowledge that students need to access the curriculum. Schools need to be making a conscious decision of whether to use LLP or ELLP and when to move from one to the other.
- May need to highlight BICS and CALP ideas. The document Literacy Learning Progressions: Meeting the Reading and Writing Demands of the Curriculum (www.literacyprogressions.org.nz) describes the reading and writing competencies learners need in order to be able to progress across all learning areas in The New Zealand Curriculum (http://nzcurriculum.tki.org.nz/). The English Language Learning Progressions sit alongside the Literacy Learning Progressions in that learners from language backgrounds other than English will be working towards proficiency in the same reading and writing competencies as all New Zealand students. However, their pathways and rates of progress will differ from those of speakers of English as a first language. (ESOL Online
- Look at this diagram I Introductory booklet - p.12 Alert attendees to the matrices and format of these I.e Year 1-4 booklet only goes to Stage 2, Years 5-8 up to stage 3 and Years9-13 up to stage 4.
- Discuss this question in groups and then feed back ideas to whole group. Look at slide of my ideas. Gives much more information about specific English language learning needs. Think about content and language being taught simultaneously for ELLs - adult learners often only need the language not the concepts.
- Explicit vocabulary teaching essential. ELLP includes specific information about what words are necessary for ELLS to learn first.
- Highlight explicitness of teaching. Also mention: Principles - especially Cultural diversity, Inclusion, Community engagement Value of diversity
- Remember that we are not just talking about ESOL funded students - may be useful for special needs students, native speakers of English who have significant language learning needs. Remind about list of students from slide 3.
- Show booklets.
- All these questions relate to the principle of knowing the learner. Expected progress - comment on NZCER research project
- Look at p.3 in Introductory book
- These are published in the guidelines not the National Standards booklet because they are a starting point - will be evaluated as schools begin to use the document for time, stages etc.
- One of the key decisions schools have to make in the context of NS is around the use of ELLP to track, monitor and report progress and achievement. I’m going to give you some scenarios of students to look at. Have a look. Do you have enough information to make an informed decision on the use of ELLP? Do you need to know more about the Progressions before you can make that decision? In the scenarios answer a first and then b.
- Show clip from video?? Translators - older siblings, friends, family, Team Up booklets, community groups, MOE multilingual forms (online), Language Line
- Up until now schools have generally not seen a need to use the document. Being used in isolated pockets very well. All of a sudden then see a need. Discuss question in groups Regional workshops, my input, Online modules being written and should be online later in the year. Identify the students!!
- These tasks can be found in the facilitation booklet of ELLP. They are particularly useful for building pedagogical knowledge around the most important aspects of second language acquisition.
- Show diagram from SELLIPS and look at other resources that align with ELLP.Discuss where they fit. NZC LLP ELLP ESOL PAGS ESOL FAGS Sounds and Words Effective Literacy practice ELIP (Primary and Yrs 7-13) Selections Making Language and Learning Work DVD 3 ESOL Online MOE CD -Roms I.e Plastic Fantastic etc.
- Show some of ther resources