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WHAT?

REMOVE BARRIERS:
• MOST STATES AND DISTRICTS LACK A VISUALIZATION FOR ELL
EDUCATION THAT BUILDS ON FAMILIES’ CULTURAL AND LINGUISTIC
RESOURCES.
• MOST SCHOOLS ARE UNDERFUNDED REGARDING ELL EDUCATION. OTHER
DISTRICTS HAVE ADOPTED MAINLY NUMEROUS ELL APPROACHES WITHIN
THE CLASSROOM. HOWEVER, ARE WE SUPPORTING OUR ELLS FAMILIES BY
ASSURING THEIR VOICES ARE HEARD OUTSIDE THE CLASSROOM?
WHY?

PURPOSE: PROBLEM: RESPONSIBILITY:


THE IMPORTANCE OF PARENT OUR RESPONSIBILITY AS
MANY FAMILIES DO NOT HAVE A EDUCATORS TO SUPPORT ALL OUR
INVOLVEMENT FOR A CHILD’S
VOICE IN THEIR CHILD’S LEARNING FAMILIES IN ASSURING ADEQUATE
EDUCATION, MAINLY, ITS STRONG
DUE TO LACK OF FAMILY SUPPORT IS BEING OFFERED TO OUR
INFLUENCE ON A CHILD’S EARLY
ENGAGEMENT AND FEAR. ELL FAMILIES.
LITERACY AND MATH SKILLS.
HOW:
CULTURES: OPPORTUNITIES: COMMUNITY:
WE NEED TO CREATE DISTRICT AND WE NEED TO SHIFT THE STANDARDS EMBRACE ELLS STUDENTS AND
SCHOOL CULTURES THAT CELEBRATES BY INCREASING OPPORTUNITIES PARENTS AS COMMUNITY
AND VALUES LINGUISTIC AND CULTURAL AND CHOICES FOR STUDENTS & MEMBERS.
DIVERSITY.
FAMILIES.
FAMILIES WITH BICULTURAL
BACKGROUNDS CAN BE BILINGUAL OUR ELL FAMILIES ARE ALSO PART
LEADERS WHO CAN IMPROVE OUR OF THE FUTURE’S GLOBAL
COMMUNITIES AND SCHOOL. ECONOMY.
WHERE?
• RECEIVED LETTERS & SURVEYS FROM THE STATE REGARDING SPECIAL
EDUCATION; HOWEVER HAVE NEVER RECEIVED SURVEYS REGARDING
ELL PROGRAMS.
• THE ISSUE RAISED FROM PERSONAL EXPERIENCES
IMPACT:
• ELL STUDENTS MYSELF
• FAMILY MEMBERS
• CURRENT & FUTURE STUDENTS
• PERSONAL IMPACTS MAKE THINGS SIGNIFICANT.
WHO?
• BEHIND OUR CLASSROOM & STANDARDIZED TEST, ARE REAL CHILDREN WITH PARENTS OR
GUARDIANS WHO ARE PINNING THEIR HOPES AND DREAMS FOR THEIR KIDS ON THEIR
SCHOOLING. THEY WANT TO HELP THEIR CHILDREN AND WITH THE RIGHT SET OF SUPPORTS &
EXTRA EFFORT TO GIVE THEM THE TOOLS THEY NEED, THEY CAN!

• IN CONTRAST TO STUDENTS WITH DISABILITIES, WHO HAVE A DETAILED SUMMARY OF THEIR


VARIOUS NEEDS, ENGLISH LANGUAGE LEARNERS HAVE A WIDE RANGE OF SKILL LEVELS, &
STUDENTS MAY SPEAK ONLY A FEW WORDS OF ENGLISH OR MAY BE ALMOST FLUENT.
SUPPORT:
ENGAGING: DATA NIGHT HOME LANGUAGE:
• INVITE PARENTS & EDUCATORS TO • INCLUDE PARENTS OF ELL TO • EMPHASIZE TO THE IMPORTANCE
WORK TOGETHER TO INTERPRET OF MAKING THEIR CHILD
PARTICIPATE IN PROGRAM
STUDENTS SCORES FROM WIDA,
EVALUATION TEAMS & ENSURE BILINGUAL AND BILITERATE.
SAT (ACT), M-STEP, AND MAP
TESTING. ALL PARENTS HAVE A SAY IN • STUDENT WILL LEARN:
DECISION IMPACTING
• CONSTRUCT DATA LITERACY
INSTRUCTIONS.
• TO READ & WRITE IN ENGLISH
SKILLS, OR THE SKILLS NEEDED TO AT SCHOOL,
READ & UNDERSTAND STUDENT
SCORES • ENCOURAGED TO PRACTICE
READING & WRITING IN BOTH
• ESSENTIAL FOR EDUCATORS &
LANGUAGES AT HOME.
FAMILIES LIVING IN TODAY’S
DATA-DRIVEN SOCIETY. • HOME & SCHOOL LANGUAGE IS
VALUED & LEARNED.

***THESE LESSONS, NOTES, RESOURCES ARE TRANSLATED INTO THE PARENTS’ NATIVE
LANGUAGES TO PROVIDE AN OPTIMAL LEARNING ENVIRONMENT FOR EVERYONE.***
CONTINUE SUPPORT:
INTRODUCTION TO P. A. T PROGRAM: PARENT
STANDARDS & AS TEACHERS
ASSESSMENTS: WORKSHOPS
• PARENTS DEVELOP LITERACY
• INFORMATION ON HOW • PROMOTE COLLABORATION SKILLS WITH THEIR CHILDREN.
CHILDREN ARE IDENTIFIED AS BETWEEN PARENTS OF ELL • THE FOCUS OF THE CHILDREN’S
ENGLISH LANGUAGE LEARNERS. STUDENTS AND EDUCATORS IN PROGRAM IS DEVELOPING
PLANNING FUTURE ENGAGEMENT COMPREHENSION STRATEGIES,
• EXPLAIN AND MODEL COMMON
CRAFTS, AS WELL AS
CORE STATE STANDARDS. PRACTICES. PRACTICING TECHNOLOGY
• ROLES AND PURPOSE OF WIDA,
• TEAMS CONSIST OF PARENTS,
SKILLS.
ACT, SAT, MSTEP, AND MAP
PARENT LEARNER, TEACHER, • THE PARENTS RECEIVE
TESTING'S. RESOURCES AND PRACTICE
AND/OR ADMINISTRATORS.
• PROVIDE ONLINE RESOURCES WHAT THEY LEARN WITH EACH
AT THE MEETING AND OTHER. THEY SHARE
COMMUNITY WIDE. INFORMATION AND LEARN
THINGS THEY CAN USE IN ANY
LANGUAGE TO ENHANCE THE
EDUCATIONAL SUCCESS OF
THEIR CHILDREN.
ACT & SAT ACCOMMODATIONS FOR ENGLISH
LANGUAGE LEARNERS:
• ACT RELEASED A DOCUMENT OUTLINING • ELL STUDENTS HAD NO SUPPORT WHEN
PLANS FOR TESTING ACCOMMODATIONS FOR
TAKING THE SAT.
ELL STUDENTS.

• STARTING IN THE FALL OF 2017:


• NEW LAWS PASSED IN 2017:
• EXTENDED TIME (NOT TO EXCEED TIME
• NATIVE LANGUAGE TEST INSTRUCTIONS

AND HALF ) • BILINGUAL GLOSSARIES

• APPROVED WORD-TO-WORD BILINGUAL • ADDITIONAL TESTING TIME


DICTIONARY (NO DEFINITIONS) • (UP TO TIME AND A HALF)

• TEST DIRECTIONS IN THE NATIVE • ALTERNATIVE TESTING ENVIRONMENTS


LANGUAGE • TO REDUCE DISTRACTION

• TESTING IN A FAMILIAR ENVIRONMENT


• SMALL GROUP
WHEN?
• LACK OF FEDERAL DEPENDABILITY
• THE ACCOMMODATIONS STATED ON THE PERVIOUS PAGE ARE ONLY
AVAILABLE FOR APPLICANTS WHO SIT FOR A STATE-FUNDED SAT DURING
THE SCHOOL DAY (PROVIDE SAT DURING REGULAR SCHOOL HOURS).

• AS OF LAST YEAR, ONLY 10 STATES RECEIVED ACCOMMODATIONS: MAINE,


RHODE ISLAND, IDAHO, DELAWARE, CONNECTICUT, MICHIGAN, NEW
HAMPSHIRE, COLORADO, ILLINOIS, AND THE DISTRICT OF COLUMBIA.
• THE COLLEGE BOARD HAS INDICATED ITS GOAL TO INCREASE THE NUMBER
OF STATES OFFERING THIS OPTION, BUT HASN’T VALIDATED WHEN?!
ELL STUDENT & PARENT RESOURCES:
SAT PREP: HELP AND REVIEW
• HTTPS://STUDY.COM/ACADEMY/COURSE/SAT-PREP-HELP-AND-REVIEW.HTML
• HTTPS://WWW.KHANACADEMY.ORG/SAT
ACT PREP PROGRAMS:
• HTTPS://WWW.PRINCETONREVIEW.COM/COLLEGE/ACT-TEST-PREP
SOURCES:
• HTTPS://WWW.LUC.EDU/MEDIA/LUCEDU/EDUCATION/PDFS/LANGUAGEMATTERS/SEI
DLER&STRAUTS-ELDL.PDF
• HTTPS://INFO.METHODTESTPREP.COM/BLOG/ACT-ACCOMMODATIONS-FOR-ENGLISH-
LANGUAGE
• LEARNERS HTTPS://WWW.ACT.ORG/CONTENT/DAM/ACT/SECURED/DOCUMENTS/ACT-
POLICY-FOR-SUPPORTING-ENGLISH-LEARNERS.PDF