1. Improving Adequate Yearly Progress for English Language Learners

2. Ells are classified as a single subgroup Newly arrived with adequate schooling Newly arrived with limited formal school Long-term English learners

3. Newly arrived with adequate school Less than 5 years in U.S. Continuous schooling Previous school system parallels Schools Makes steady progress Difficulty on standardized tests in Englilsh

4. Newly Arrived with Limited Formal Schooling > than 5 years Previous schooling may be limited or interrupted Lacks a sense of school culture and routines Limited literacy / math development

5. Long Term English Learners 7 or more years in U.S. Schools Experienced methods of English- language instruction Unrealistic perspective on demands of school Achieves conversational fluency, but not academic fluency

6. Factors that may compromises the accuracy of AYP and ELLs Classification criteria differs within states States determine appropriate accommodations Schools with less than 40 ELLs are not required to report AYP

7. ELL Subgroup Variances ELLS continual transition out of program Subgroups of low performance students

8. Maximize Learning Challenging Instruction Collaboration Recognition and Validation of Students' Experiences

9. Effective ELL Program Mercuri, Freeman, & Freeman Dalton Garcia & Beltran

10. Mercuri, Freeman, & Freeman Challenging, theme-based curriculum Collaborative activities StaffoldInstruction Scheme

11. Dalton Teach complex thinking Develop Cognitive Complexity Teacher - student conversations Provide Compelling Whys ~ connect curriculum to students' lives

12. Garcia & Beltran Solid curriculum framework Instructional opportunities Network of support to reinforce effective practices

13. Research Based Instructional Models for English Language Learners Cognitive Academic Language Approach ( CALLA) Sheltered Instruction Observation Protocol (SIOP)

14. Cognitive Academic Language Approach Cognitive Academic Languge Learning Approach

15. Language Development CALLA Components Content Area Instruction Explicit Instruction of Strategies

16. Sheltered Instruction Observation Protocol Sheltered Instruction Observation Protocol

17. SIOP Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Instruction Review/Assessment

19. Building Schema

20. Explaining Key Concepts

21. Vocabulary Building

22. Structured Overview

23. Graphic Organizers

24. Think-Alouds