ELL Interventions

 

Purpose: 

To set goals for CWCS English Language Learners

 

Step 1

Assess using the CELDT assessment – State Requirement

 

Step 2

Assess using the ADEPT Oral Language Assessment – Alisal District English Proficiency Test/CRLP adaptation, 2001

 

Rationale:

The goal is for English Language Learners to know English well enough to be “fully competitive in academic uses of English with their age equivalent speaking peers” (Hakuta, 2000).  The key components to this goal are developing proficiency in these areas:

 

·                    Form – grammatical structures and word usage

·                    Fluency – ease of comprehension (listening and reading) and production (speaking and writing)

·                    Functions – (purposes and uses of language – make statement, joke, inquire, compare – in formal and informal settings)

·                    Extensive vocabulary (both general utility and content specific)

 

These proficiencies are foundational to developing reading comprehension and writing skills. They provide the necessary tools for achieving grade level standards in ELA and other content areas.

 

Purpose: 

The ADEPT assesses students’ ability to understand and generate utterances using language forms, or structure, across the five levels of English proficiency.

 

It is an assessment tool designed to help teachers:

 

·                    Identify a student’s ELD instructional level

·                    Monitor student progress in English proficiency

·                    Inform planning for ELD and reading/language arts instruction

 

 

 

 

 

Step 3

Meet with Education Specialist to model protocol/administration of assessment.  Then assess all ELL.

 

Step 4

After assessment/ADEPT is administered Education Specialist will meet to analyze assessment data with ELAS (English Language Arts Specialist)

 

Step 5

After analysis of data ELAS and ES will then determine which students would benefit from a weekly small group instruction with a CLAD/SDAIE Certificated ES and which students could be serviced by the CLAD/SDAIE Certificated ES at the home.

 

Step 6

Adoption of an ELL program such as Hampton Brown into English or some other state adopted ELL adoption for the purpose of ELL instruction.

 

Step 7

Provide seminars for ES’S on ELL’s curriculum building, standards, lesson planning, etc.

 

 

 

© 3/2005