SERC

English Language Learners (ELLs)

State Education Resource Center

In-District/Job-Embedded Professional
Development/ Technical Assistance Offerings
The State Education Resource to be comprehensive and strategic,
Center (SERC) offers a wide variety practical and impactful. As you plan
of professional development and your staff’s professional development,
technical assistance on topics related you can choose from the topics listed
to the education of English Language here or contact us in order to develop
Learners in Connecticut schools. In- a customized training that fits your
district/job-embedded professional specific needs.
development and technical assistance
are tailored to meet district and
school needs. They are designed

contacts:
For more resources, go to: Beth Brunet
Consultant
www.ctserc.org/ide 860-632-1485, Ext. 307
brunet@ctserc.org

Kc Nelson-Oliveria
Consultant
860-632-1485, Ext. 310
nelson-oliveria@ctserc.org

State Education Resource Center

25 Industrial Park Road, Middletown, CT 06457
Phone: 860-632-1485  Fax: 860-632-8870

www.ctserc.org
The Rights and Equal Access of English Language Learners (ELLs)
Knowledge about the federal and state laws that protect the rights of English Language Learners is essential to district personnel developing, implementing,
supervising/coordinating, and evaluating programs and services for English Language Learners. It also is essential to educators working with ELL
students in general and in special education settings. Educators will be able to identify and apply federal and state laws to scenarios to determine (un)
equal access in procedures, programs, and services, and name major requirements and components of procedures, programs, and services for ELLs.

Overview of Second Language Acquisition and Sheltered Instruction

General knowledge and skills about the stages, processes, and principles of Second Language Acquisition are necessary for all educators in today’s
classrooms. Sheltered Instruction, an approach that makes content comprehensible to ELLs at any stage/level and in the general education classroom,
is based on Second Language Acquisition theory and principles. Through professional development and technical assistance, participants will better
understand how to align theory with practice.

Writing Language Objectives

One of the most effective teaching strategies is the use of clear and measurable lesson objectives, and one of the major components of Sheltered
Instruction is the use of language objectives. Through this professional development and/or technical assistance, participants will be able to define,
identify, and write several types of language objectives, as well as practice aligning them to content area objectives.

Vocabulary and Literacy Instruction forEnglish Language Learners

Educators will learn not only important strategies for teaching vocabulary and literacy skills to English Language Learners, but also important differences
between teaching vocabulary and reading to ELLs and teaching vocabulary and reading to native-English speaking students. (These different ways of
teaching are based on the differences in acquisition processes of native speakers and second language learners, which are supported by research.)

Effective Teaching Strategies (ETS) for ELLs & Connecting ETS and Sheltered Instruction
Marzano et al.’s meta-analysis on the most effective teaching (macro-) strategies (Classroom Instruction that Works, 2001) was seminal. However, it was
based on research studies that did not specifically target or include English Language Learners. To fill the gap, investigators at Mid-continent Research
for Education and Learning (McREL) conducted a second meta-analysis that looked at research studies that included and targeted ELLs. This work
resulted in the book Classroom Instruction that Works with English Language Learners (2006). However, in order to apply these strategies with ELLs, educators
must understand differences between the ways that the strategies are applied with students learning English and the ways they are applied with native-
English speaking students. It is through this content and comparison that participants will be able to see and build connections between the Effective
Teaching Strategies and the research-based strategies of Sheltered Instruction. Districts with a strong or developing knowledge of ETS are encouraged
to continue their work through this professional development and technical assistance.

Tier I (SRBI) Instruction for ELLs

All districts must have an accurate understanding about what Core or Tier I instruction for English Language Learners looks like and includes.
Programs and services that support the native and English language development of students are part of an ELL student’s Core instruction. While the
intensity, frequency, and duration of instruction might be increased or varied to meet individual student needs, this instruction must first be provided in
an appropriate way in the Core. It is essential that districts have a deep understanding of the many factors to consider in designing and providing both
Core instruction and interventions. This professional development and technical assistance will enhance participants’ knowledge of these topics, as well
as develop their skill sets for making informed decisions about both Core instruction and Tier II and III interventions for ELLs.

Classroom Visits and Technical Assistance

Once educators have general knowledge and skills about the stages, processes, and principles of Second Language Acquisition and Sheltered Instruction,
putting their knowledge into practice becomes the focus of job-embedded professional development and technical assistance. Through the on-site
collaboration of SERC consultants and educators in schools, participants will better understand how to align theory with practice.

LAS Links Data Analysis to Inform Instruction

Participants will be able to use LAS Links and other student data to identify trends and areas of strength or areas for instructional focus in English
language proficiency, select corresponding instructional strategies, designate an appropriate progress monitoring tool or measurement, and create an
appropriate timeline, all of which will be captured in written SMART Goals. Participants also will be able to monitor and adjust goals and instruction
with guidance from district administrators, coordinators, and instructional leaders. Districts with a strong or developing knowledge of Data-Driven
Decision-Making (DDDM) and Data Teams are encouraged to continue their work through this professional development and technical assistance.

ESL and Bilingual Education Program Development, Coordination, and Evaluation

District personnel will learn about the federal and state laws and requirements that both protect students and families and guide programs and
procedures for English Language Learners. Some subtopics of this professional development and technical assistance include identification, parent
notification, annual assessment, reporting, grant writing, and data analysis to inform instruction.

ESL and Bilingual Education Action Research

While research is expanding but still limited in the area of effective instruction for English Language Learners, local education agencies (LEAs),
in collaboration with SERC, can analyze their data and instructional practices to identify what is currently working for their ELL students. In this
professional development opportunity, participants will disaggregate and analyze district and school data to determine trends and needs, as well as
identify corresponding SMART Goals and instructional strategies that will increase student learning. Research might then be conducted at various grade
levels to determine effective teaching and learning strategies that work for a district’s or school’s populations.