Implementing the English Language Proficiency ELP Standards

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Implementing theEnglish Language Proficiency
(ELP) Standards

• Presenters
• Lauren Harvey, Assistant Director
• Dara López, Education Consultant
• Division of Language Minority and Migrant
  Programs
• Indiana Department of Education

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What are the ELP Standards?
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ELP standards

• Address attainment of English proficiency
  throughout grades K-12 and describe what LEP
  students know and can do at each proficiency
  level
• Address the domains of listening, speaking,
  reading, writing, and comprehension
• Must be linked to the Eng/LA academic standards
• Provide indicators within each standard provide
  practical measures of English development
• Drive lesson planning to incorporate activities
  measuring all domains of English language
  acquisition (listening, speaking, reading,
  writing, and comprehension)

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Levels of English Language Proficiency

• Level 1 (Beginner) Students begin to demonstrate
  receptive or productive English skills. They are
  able to respond to some simple communication
  tasks.
• Level 2 (Early Intermediate) Students respond
  with increasing ease to more varied communication
  tasks.
• Level 3 (Intermediate) Students tailor the
  English language skills they have been taught to
  meet their immediate communication and learning
  needs. They are able to understand and be
  understood in many basic social situations and
  need support in academic language.
• Level 4 (Advanced) Students combine the elements
  of the English language in complex, cognitively
  demanding situations and are able to use English
  as a means for learning in other academic areas,
  although some minor errors of conventions are
  still evident.
• Level 5 (Fluent English Proficient) Students
  communicate effectively with various audiences on
  a wide range of familiar and new topics to meet
  social and academic demands. Students speak,
  understand, read, write, and comprehend English
  without difficulty and display academic
  achievement comparable to native English-speaking
  peers. To attain the English proficiency level
  of their native English-speaking peers, further
  linguistic enhancement and refinement are
  necessary.

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Which students are LEP?
Level 1 Beginner LEP Level 2 Early
Intermediate LEP Level 3 Intermediate LEP Level
4 Advanced LEP Level 5 Fluent English
Proficient FEP
(Reclassification of LEP students to FEP status
will be covered later.)
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ELP Standards Development Process

• Nov. 2002 Initial Planning with ESL Task Force
• review of other States ELP standards
• establishment of grade clusters and
  proficiency level descriptors

Dec. 2002 Eng/LA Standards reviewed with the
Office of Program Development to identify links
to ELP Feb. 2003 Committee drafts K-12 ELP
Standards
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ELP Standards Development Process
Mar. 2003 Public review of K-12 ELP Draft Apr.
2003 Review by WestED July 2003 Completion of
revisions based on WestEd recommendations Aug.
2003 Second review by WestEd Sept. 2003 Approval
of ELP Standards by USED Nov. 2003 Presentation
to Indiana State Board Mar. 2004 Statewide
distribution and online posting
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Positive Feedback
The Indiana ELP Standards are clear, describe
appropriate progression from Beginner to Fluent
English proficient, are linked to Eng/LA
standards, and reflect English language
acquisition theory. We acknowledge the
significant improvement in this final draft
compared to the first draft. -John Carr, WestED
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Unwrapping the ELP Standards

• South Bend CSC has initiated a process with a
  consultant from the Center for Performance
  Assessment to
• identify essential indicators for each Standard,
• create graphic organizers with skills and
  concepts by proficiency level for each Standard,
  and
• implement on-going district wide professional
  development for instructional staff.
• www.makingstandardswork.com

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Sample Unwrapped Standard
Grade 9, Standard 5 Writing Applications Language
minority students will listen, speak, and write
for varied purposes and audiences with different
genres and styles. Beginner (Level
1) (8.5.1) 9.5.1 Write a brief narrative that
includes characters,a setting, and simple
sequence and express non-verbally (e.g.,
pictures, gestures, graphic organizers) or with
simple sentences. (10.5.1)
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Linking ELP to the English/LA
Academic Standards

• The ELP Standards are not intended to replace
  the English/Language Arts Academic Standards, but
  rather serve as a classroom tool for informing
  instruction and assisting teachers in evaluating
  limited English proficient (LEP) students
  progress in their acquisition of English
  proficiency.
• They also facilitate the alignment of curriculum
  between English language development services and
  the general education program.

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Group Activity 1 Links to Eng/LA

• Choose 1 ELP Standard for your grade
• Compare the indicators within that ELP Standard
  to an Eng/LA Standard of the same grade
• Goal
• To see how the Eng/LA Standard is demonstrated
  through the ELP Standard by tracing back the
  indicators

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Remember

• The ELP Standards serve as a bridge in English
  acquisition to reach the Eng/LA Standards.
• The ELP Standards apply to ALL content areas.
• The ELP Standards can be used by ALL teachers.

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Group Activity Wrap-Up

• Was an Eng/LA indicator identified to match each
  ELP indicator?
• Did the ELP indicator appear to match an Eng/LA
  indicator at an earlier grade level?
• Is the linking from ELP to Eng/LA clear?
• What issues/questions were identified?

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Goals of Todays Workshop

• To lay the foundation for effectively using the
  ELP Standards in instruction district wide
• To develop a cohesive English language
  development program through mainstream
  modifications/adaptations and daily English
  language development
• To establish a plan for on-going professional
  development

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Essential Indicators

• While all the indicators included in the ELP
  Standards are important, in the Unwrapping
  Process, indicators that are essential are
  identified.
• Essential indicators are those that are critical
  for LEP students to master in order to attain
  academic success.

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Group Activity 2 Essential Indicators

• Identify essential indicators at levels 1-4
  within each standard of a given grade level.
• Highlight the essential indicators within each
  standard.
• Goal
• To discuss and identify which skills are most
  essential within each standard

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Remember

• Essential indicators are those critical to
  academic success.
• Some indicators may encompass others within a
  standard or grade.
• ELP standards recognize that attainable success
  is different for every student expectations for
  student (performance) and teacher (instruction)
  are based on students proficiency level.
• Highlight the essential indicators for all
  standards within a grade.

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Group Activity Wrap-Up

• How did the process go?
• Were some indicators encompassed by others?
• Were all indicators identified as essential
  within any standard or grade?

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Concepts and Skills
Each essential indicator consists of concepts
(nouns) and skills (verbs). These concepts are
taught by the teacher and the skills are
performed by students to demonstrate mastery of
the indicator and standard.
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Sample Unwrapped Standard
Grade 9, Standard 5 Writing Applications Language
minority students will listen, speak, and write
for varied purposes and audiences with different
genres and styles. Beginner (Level
1) (8.5.1) 9.5.1 Write a brief narrative that
includes characters,a setting, and simple
sequence and express non-verbally (e.g.,
pictures, gestures, graphic organizers) or with
simple sentences. (10.5.1)
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Group Activity 3 Concepts Skills

• Identify skills (verbs) and concepts (nouns)
  within each essential indicator for each standard
  in the grade.
• Circle the skills and underline the concepts.
• Transfer the skills and concepts at each
  proficiency level to create a graphic organizer
  for the standard.
• Goal
• To identify the concepts to be taught and the
  skills to be demonstrated and create a graphic
  organizer

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Remember

• All essential indicators contain concepts and
  skills.
• The concepts and skills may overlap from one
  proficiency level to the next and are cumulative.
• Create your graphic organizer for one standard
  within a grade.

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Sample Graphic Organizer
Grade 9, Standard 5 Writing Applications
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Group Activity Wrap-Up

• Did the concepts and skills for each proficiency
  level match your expectations for students?
• Do you anticipate that the graphic organizers
  will be effective tools for teachers?

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Vertical Articulation
ELP standards and indicators are vertically
articulated in that the acquisition of skills
builds from one grade to the next. ELP Standards
at each grade level provide a foundation for
success at the subsequent grade level.
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Group Activity 4 Vertical Articulation

• Identify the vertical articulation of each
  essential indicators within a standard to
  corresponding indicators from the prior and
  subsequent grade level.
• Write the indicator number (ex. 5.3.1) in the
  margin for the prior and subsequent grade level.
• Goal
• To identify the continuity of concepts and skills
  within indicators across the grade levels.

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Remember

• The corresponding indicator in the prior or
  subsequent grade may appear in a different
  standard than the essential indicator.
• The essential indicator may vertically
  articulate to indicators in other grades that
  were not identified as essential.
• Correlating indicators may not be identified for
  all essential indicators.
• Write the indicator numbers (ex. 5.3.1) for the
  vertical articulation in the margin.

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Group Activity Wrap-Up

• Were vertical articulations identified for all
  essential indicators?
• How is vertical articulation useful to teachers?

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Review of Unwrapping Process

• Identify links to Eng/LA standards.
• Identify essential indicators for each standard.
• Identify concepts and skills within essential
  indicators.
• Create graphic organizers for each standard.
• Identify vertical articulation of essential
  indicators.

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Next Steps

• Identify a district team to begin Unwrapping the
  ELP Standards.
• The team will
• Meet to create graphic organizers for all
  standards within a given grade span/cluster.
• Share work with K-12 instructional staff during
  on-going professional development.
• Develop grade level rubrics and assessments to
  measure mastery of the standards.

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Determining Reclassification of LEP Students as
Fluent English Proficient (FEP)
Determining when a LEP student should be
reclassified as FEP should include a variety of
indicators including

• Placement on English language proficiency
  instrument
• Demonstration of ability to speak, read, write,
  and comprehend English to participate in regular
  instruction program
• Performance on standardized academic assessment
• Classroom performance and teacher observation
•  Exiting must ensure
• Former LEP students will have full access to the
  school curriculum
• Monitoring of academic progress will occur for
  two years after exiting

http//www.doe.state.in.us/lmmp/pdf/exitcriteria.p
df
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Final Considerations

• Identify at least one person in each grade
  cluster that could serve on the district team.
• Identify about a timeline for the team to meet
  and get started.

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Questions
Division of Language Minority and Migrant Programs
[phone] [phone] www.doe.state.in.us/
lmmp lharvey_at_doe.state.in.us dlopez_at_doe.state.in.u
s
ELP Standards online www.doe.state.in.us/lmmp/sta
ndards.html