Unit 2 Module 1

addition

A key component of ESSA's accountability measures is focused on ensuring that EL students achieve language proficiency in ___ to core academic skills in English language arts and mathematics.

native

LEAs must provide and administer special education evaluations in the child's ____ language, unless it is clearly not feasible to do so, to ensure that a student's language needs can be distinguished from a student's disability-related needs.

nonverbal

Some students lack confidence or language skills to participate verbally. Teachers can provide ____ options for participation. Students who may not be able to participate verbally can still contribute to the lesson in valuable noverbal ways.

scaffolds

Standards-aligned instruction for ELs should be rigorous, grade-level appropriate, and provide deliberate and appropriate ___. Teachers should provide students with opportunities to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning from complex texts. Students with developing levels of English proficiency will require instruction that carefully supports their understanding and use of emerging language as they participate in these activities.

strategies

Standards-based instruction for ELs should use multiple ____ to foster student independence.

choose

States can ____ the accountability measures that best align with language assistance programs and that best align to state-required standardized assessments.

exclude

States have the option to ____ ELs' test scores from school rating and accountability calculations in the first year. Most EL students need five to seven years to be proficient in academic language. When states are allowed to exclude the scores of EL students for the first year, it gives students one year to focus just on language proficiency, not standardized assessments.

multiple

Students who are ELs or who have exceptionalities may need ___ opportunities to see and practice a skill. Teachers can use an "I do, we do, you do" approach to model a skill. This approach allows students to see an activity modeled, practice it with support and feedback, and then complete it independently when they are ready to do so.

close reading

Students without strong reading skills may feel intimidated practicing close reading with a difficult text. Teachers can allow students to do "____" activities with a picture. They can analyze a picture they same way they might analyze a written passage (who, what, when, where, how). Allowing students to do "close reading" with a portrait can help them build the skills they need without having to worry about decoding or comprehending complex and difficult text.

sole

While Home Language Surveys are required in many states and are an important first step for providing information about a student's language background, they are not intended (and should not be used) as the ____ means for identifying ELs. Federal law expects that local education agencies, under direction from their state education agency, will find additional ways to identify all of their ELs, such as parent and student interviews, teacher input, and assessments.

native

___ language testing will significantly impact testing of ELs. Most EL students need five to seven years to be proficient in academic language. Assessing in their native language helps determine whether students need academic assistance, language assistance, or both.

English as a Second Language, English Language Development

____ (ESL) or ____ (ELD) is a program used to help EL's improve their english proficiency. It is a program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains (i.e., speaking, listening, reading, and writing). It is usually provided provided in English with little use of the ELs' primary language.

education plans

____ (IEPs or 504 plans) for ELs with disabilities should address students' native language proficiency as well as their English proficiency and academic skills.

Structured English Immersion

____ (SEI) is a program used to help EL's improve their english proficiency. The program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient. It is usually provided in English with little use of the ELs' primary language.

Transitional Bilingual Education, early-exit

____ (TBE), or ____ bilingual education is a program used to help EL's improve their english proficiency. This program maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELs' transition to an all-English instructional program, while the students receive academic subject instruction in the primary language to the extent necessary.

pullout

____ instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.

Title III

____ is a provision of the Every Student Succeeds Act (2015) governing services and assessment for English Learners (ELs).

placement

____ of ELs should be tied to their age, grade level, and ability to access grade-level content; as a result, they should not be placed with significantly younger or older children who are learning different grade-level content.

Dual Language, Two-Way

____ or ____ Immersion is a program used to help EL's improve their english proficiency. It is a bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half primary-English speakers and half primary speakers of the other language.

families

Both the IDEA and Title III emphasize the importance of ____ in planning and monitoring a student's progress

information

EL Placement tests require that those administering and scoring them receive some level of training. LEA guidelines should describe who will administer and score assessments, and what training is required to ensure valid and reliable results. After the student completes the assessment, parents or guardians must receive in a timely manner ____ about the student's ELP level and program options, and an opportunity to opt out of the EL program or particular EL services in the program. Translating this information into the family's home language is critical, and if a written translation is not provided, an oral interpretation should be made available whenever needed.

multiple

ELLs are capable of participating in mathematical discussions as they learn English. Mathematics instruction for ELLs should draw on ____ resources and modes available in classrooms—such as objects, drawings, inscriptions, and gestures—as well as home languages and mathematical experiences outside of school.

accountability

ESSA mandates that ELs receive appropriate accommodations and supports for testing, and ESSA specifies that ELs' scores need not count toward their schools' ____ goals in the students' first year, depending on state requirements.

exempted

ESSA permits native language testing if it is necessary, and students can be ____ from the reading assessment during their first year in the country. So a student could take the required state-mandated test in math, administered in his native language, but could not take the reading assessment that year..

first

ESSA requires students to take state-mandated tests, in English or their native language as determined appropriate, after their ___ year of English Language Instruction.

standardized

ESSA's Title III made important changes in the way schools administer state-required ____ assessments to ELs. ESSA provides states with more flexibility than they had in the past; states have the option to delay testing for ELs in some cases, to offer native language testing, and to delay counting ELs' scores on state standardized tests for school progress and accountability purposes.

functional

English learners with significant cognitive disabilities can take computer-based assessments to monitor progress. This allows testing to be done by ____ ability rather than proficiency by grade level.

acquisition

English-only testing is one reason that students who are not yet proficient in English may be erroneously identified for special education services. However, other factors can cause inappropriate identification for ELs, including cultural bias, teacher misunderstanding of child development across cultures, and lack of teacher understanding of the second-language ___ process.

assessed

Generally, when a language other than or in addition to English is stated on the Home Language Survey, or when an interview or other means indicates that a student might be an English learner, the student must be ____. Each state provides information about the assessments that are required for this purpose, sometimes referred to as "placement" or "identification" assessments.

specific

Home Language Surveys (HLS) should have understandable, direct content as well translation options. There should be ____ procedures for administering, interpreting, and managing results of the HLS. For example, has a welcoming environment been established where the HLS is made available or administered? What is the continuous review process? Is there a process to gather feedback from parents and school personnel? Is there a process to revise the HLS, including piloting a new version as appropriate?

english learner

In general terms, an ____ is a student who is in the process of acquiring English and has a first language other than or in addition to English.

Home Language Survey

In practice, many states use what is called a ____ to screen the students who should be assessed as part of the process to identify English learners.

assess

Home Language Surveys typically include questions such as: ■ What language did your child first understand or speak? ■ What language do you or others use most often when speaking with your child? ■ What language does your child use most often when speaking at home? ■ What language does your child use most often when speaking with other family members? ■ What language does your child use most often when speaking with friends? Generally, when a parent responds that his/her child uses a language other than or in addition to English, the school is required to ____ the child to determine whether the child is an English learner or is proficient in English. However, there are a number of reasons why parents may not identify their child as an English learner. For example, a parent may be concerned that the child may not be allowed to attend school if he/she does not speak English.

prefer

How a person refers to oneself is very much a personal preference. While many organizations and groups prefer Person-First Language (a person with disabilities), some people and organizations prefer Identity-First Language (a disabled person) because a disability can be a strong part of one's identity. While we will use Person-First Language throughout this course. It is important to note that when you are interacting with a person with exceptionalities, it would be helpful to ask how they ____ to identify in regards to their disability and/or exceptionality.

delayed

If an EL is suspected of having one or more disabilities, the LEA must evaluate the EL promptly to determine if the EL has a disability or disabilities and whether the EL needs disability related services. Disability evaluations may not be ____ because of a student's limited English language proficiency (ELP) or the student's participation in a language instruction educational program (LIEP). Also, a student's ELP cannot be the basis for determining that a student has a disability.

ELs (English Learners)

In 2015, Congress enacted the ESSA, the primary law governing school funding, operations, and accountability. ESSA made significant changes to previous federal education laws. In particular, the Title III section of ESSA spells out changes related to ___. Among other things, Title III requires states to use standardized practices to identify students in need of English language instruction support, including assessment in reading, writing, listening, and speaking.

time

In general terms, an English learner is a student who is in the process of acquiring English and has a first language other than or in addition to English. It is important to note that the laws do not place restrictions on the amount of ___ that is needed for an English learner to: ■ be able to listen, speak, read, and write in English ■ be successful in classroom settings where English is the language of instruction ■ be able to participate actively in his/her classroom, school, community, and beyond.

both

It can be challenging to tell if a student is struggling because of a language barrier or a cognitive issue. Usually, if they are struggling with a concept and it has been presented to them in their native language and English, and the problem occurs ___ times, they could have a cognitive barrier.

age-appropriate

It's important for everyone to understand that a child cannot be placed in a level of school or in a grade purely on the basis of English language proficiency. It has happened, that a child who might be age-appropriate for 5th or 6th grade gets put in the 1st grade because that's intended in terms of reading and language acquisition. But that is not appropriate under federal law. Placement needs to be made as ____ as possible, and in any event, cannot be made based on language proficiency. It is very important that school districts make decisions about the grade assignment based on academic exposure as opposed to their lack of proficiency in English. It is the obligation of the district to ensure that the child little by little learns the English language. But it's very important that the district not put them in a lower grade because of that language proficiency.

reasoning

Mathematics instruction for ELLs should address mathematical discourse and academic language. This instruction involves more than vocabulary lessons. Language is a resource for learning mathematics; it is not only a tool for communicating, but also a tool for thinking and ____ mathematically. All languages and language varieties (e.g., different dialects, home or everyday ways of talking, vernacular, slang) provide resources for mathematical thinking, reasoning, and communicating.

asessment

Once students are identified as potential ELs, they must be assessed with a valid and reliable ____ to determine if they are indeed ELs. LEAs and SEAs commonly refer to these assessments as "placement/ screener tests." Placement/screener tests are typically selected at the SEA level. Such ELP tests must assess the proficiency of students in all four language domains (i.e., speaking, listening, reading, and writing).

participate

Regular and active participation in the classroom—not only reading and listening but also discussing, explaining, writing, representing, and presenting—is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and ____ in classroom discussions as they are learning English.

variation

Research has shown that there is a great deal of ____ in HLS instruments across the United States. However, an HLS typically includes questions about what language(s) the student first learned, understands, uses, and hears, and in what contexts. Additional questions about a student's language exposure and background (e.g., languages used in the home) help ensure that ELs are not missed, and guard against inaccurate reporting of the student's English abilities. Information from the HLS informs placement into a language assistance program.

information

Schools are required to provide parents with a host of ____ regarding their child's level of English proficiency and how this was determined, the type of program that their child is enrolled or recommended to participate in, the method of instruction, and more.

prior

Teacher Instruction should move ELs forward by taking into account their English proficiency level(s) and ___ schooling experiences. ELs within a single classroom can be heterogeneous in terms of home language(s) proficiency, proficiency in English, literacy levels in English and student's home language(s), previous experiences in schools, and time in the U.S. Teachers must be attentive to these differences and design instruction accordingly.

conceptual

Teacher instruction should focus on providing ELs with opportunities to engage in discipline-specific practices, which are designed to build ___ understanding and language competence in tandem. Learning is a social process that requires teachers to intentionally design learning opportunities that integrate reading, writing, speaking, and listening with the practices of each discipline.

autonomy

Teacher instruction should fosters ELs' ____ by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings. ELs must learn to use a broad repertoire of strategies to construct meaning from academic talk and complex text, to participate in academic discussions, and to express themselves in writing across a variety of academic situations. Tasks must be designed to ultimately foster student independence.

bridging

Teacher instruction should leverage ELs' home language(s), cultural assets, and prior knowledge. ELs' home language(s) and culture(s) are regarded as assets and are used by the teacher in ___ prior knowledge to new knowledge, and in making content meaningful and comprehensible.

diagnostic, formative

Teachers should employ ____ tools and ____ assessment practices to measure students' content knowledge, academic language competence, and participation in disciplinary practices. These assessment practices allow teachers to monitor students' learning so that they may adjust instruction accordingly, provide students with timely and useful feedback, and encourage students to reflect on their own thinking and learning.

outside

The Common Core State Standards for English language arts (ELA) articulate rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready, including English language learners. Second-language learners also will benefit from instruction about how to negotiate situations ____ of those settings so they are able to participate on equal footing with native speakers in all aspects of social, economic, and civic endeavors.

three

The ESSA allows English learners to test in the language that will provide the most accurate results. Students can do this for up to ____ years after enrolling in a language instruction program.

development

The ESSA allows local school districts to use funds to provide effective professional ____ to classroom teachers (including those not in language instruction classrooms), principals, administrators, and other school or community-based personnel.

reporting

The ESSA recognizes that some groups of ELs have different needs and need extra services to learn English and master academic content. In particular, ESSA requires disaggregated ___ on ELs with disabilities as well as reporting on the percentage of long-term ELs. Disaggregated data reporting as required in Title I accountability measures will help school districts diagnose areas of weakness and provide extra supports for these students to achieve success.

10, 14

The ESSA requires that parents be brought into the English language instruction process promptly. The ESSA requires parent notification within __ days of identification, or __ if enrolled mid-year.

Every Student Succeeds Act (ESSA)

The ____ is a 2015 legislation governing school funding, operations, and accountability that made significant changes to previous federal education laws.

WIDA

The ____ standards address the language students need to be successfully using in social and instructional settings, including specialized academic language in multiple content areas. ELs should use social and instructional language along with academic language in mathematics, science, and social studies.

home, often, first

The following three HLS questions have been federally approved. Asking these three questions, and then testing a student whose parent or guardian responded to one or more of these three questions with a language other than English, is considered minimally compliant under the law. 1) What is the primary language used in the ___, regardless of the language spoken by the student? 2) What is the language most ___ spoken by the student? 3) What is the language that the student ___ acquired?

limited English proficient

The official federal definition of an English learner, referred to in federal language as a student who is ____, is the following: (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C) -who was not born in the United States or whose native language is a language other than English; -who is a Native American or Alaska Native, or a native resident of the outlying areas; and -who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or -who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual— -the ability to meet the State's proficient level of achievement on State assessments -the ability to successfully achieve in classrooms where the language of instruction is English; or -the opportunity to participate fully in society

statewide

Title III includes a requirement for the development of ____ entrance and exit criteria and procedures for ELs. Also, the term "limited English proficient," or LEP, is now replaced with "English learners," or ELs.

how

Title III of the ESSA does not regulate ___ EL services must be provided, and students can receive support in a variety of ways: self-contained, pullout, push-in, or co-taught instruction.

proficiency

Title III requires schools to report on the number of ELs receiving services and their progress toward language ____.

accurate

To obtain ____ information, schools should reassure parents that the HLS is used solely to offer appropriate educational services, not for determining legal status or for immigration purposes. Parents and guardians should also be informed that, even if their child is identified as an EL, they may decline the EL program or particular EL services in the program.

consistent

Under Title III of ESSA, ____ methods must be used to determine whether students are eligible for English language instruction services.

native language

Under Title III of ESSA, options to assess ELs in their ____ are required. Native language testing is available as an option for no more than two years after the student's first three years in the school system (five years total).

communication

Under Title III of ESSA, there is a great emphasis on parent and family ____.

30

Under the ESSA, all students who may be ELs are must be assessed for such status within ___ days of enrollment in a school in a state.

consider native literacy and language (a student's level of native language skill, including reading skills, can offer important clues about whether the student has a disability)

Which practice may reduce inappropriate over-or under-identification of ELs for special education services?

procedures, time

What do federal laws require for identifying English learners? Federal guidelines, as described in a memo by the U.S. Office of Civil Rights about English learners, require schools: ■ to have ____ in place for identifying their English learners ■ to complete these procedures within a specific amount of ___ so that they may notify parents of students that have been identified as English learners

regulations

When a new student enrolls, local education agencies must follow federal and state ____ for identifying English learners and notify parents in a timely fashion when a student has been identified as an English learner. The identification process is summarized in Table 1.2 below.

differentiate

When an EL student is determined to be a child with a disability, the student's EL and disability-related educational needs must be met. For EL students, in addition to the required IEP (individualized education program) team participants under IDEA, it is essential that the IEP team include participants who have knowledge of the student's language needs. It is also important that the IEP team include professionals with training, and preferably expertise, in second language acquisition and how to ____ between the student's needs stemming from a disability or lack of ELP (English Language Proficiency).

two

When it comes to students who are English learners or students with exceptionalities, it is important to understand ____ particular federal laws. The Individuals with Disabilities Education Act (IDEA) and Title III of the Every Student Succeeds Act (ESSA) provide important protections for diverse learners and set guidelines for how schools provide accommodations and services.