English {\rtf1 Welcome to the Kansas State Department of \par Education's online module: }{\rtf1 Foundations of the Kansas English Language \par Proficiency}{\rtf1 KELP Standards for English learners.}{\rtf1 You will need to have the Kansas English \par language proficiency standards document}{\rtf1 downloaded to your desktop or on a separate }{\rtf1 tab for this presentation, so you can navigate \par between this presentation and the standards }{\rtf1 document. If you're unsure where to find the \par standard document, you can go to }{\rtf1 www.ksde.org. Click on the letter E within the \par subject }{\rtf1 index, you will then click on}{\rtf1 English learners ESOL. This will take you to the }{\rtf1 English learners homepage. You will then click \par on the standards tab.}{\rtf1 This will bring you to the current KELP \par standards for early learning}{\rtf1 in kindergarten through 12th grade, please feel \par free to pause }{\rtf1 the video to make sure you have the necessary \par documents before you.}{\rtf1 This section will focus on understanding the \par organization}{\rtf1 of the KELP standards as well as \par understanding the foundation of the KELP}{\rtf1 standards themselves.}{\rtf1 Let's start by identifying what an English \par learner is. In}{\rtf1 Kansas, more than 55,000 English learners \par (ELs) are enrolled in the }{\rtf1 State's elementary and secondary public \par schools.}{\rtf1 The term English learner refers to those \par students, ages three through}{\rtf1 21, whose home or native language is other \par than English }{\rtf1 and whose current limitations in the ability to \par understand, speak,}{\rtf1 read or write English impact their effective \par participation in their}{\rtf1 school education programs. ELs may be \par immigrants or refugees, born in }{\rtf1 another country, or they may be born in the \par United States, living in}{\rtf1 where another language besides, or in addition \par to, English is }{\rtf1 spoken. So you may be asking, why are there \par new standards?}{\rtf1 Since 2017, the State of Kansas has approved \par number of new}{\rtf1 content area standards and through these \par standards, there's a demand for }{\rtf1 English learners to participate more fully in the \par curriculum aligned to these standards}{\rtf1 and develop both language and content \par simultaneously. Under}{\rtf1 the Every Student Succeeds Act or ESSA, \par Kansas is required to }{\rtf1 have new English language proficiency \par standards}{\rtf1 that are aligned to these new content areas \par standards.}{\rtf1 The KELP Standards for English learners were \par adopted in }{\rtf1 2018 and are designed for the use by all \par educators who are involved in the }{\rtf1 teaching and support of English learners.}{\rtf1 The premise of these standards is supporting \par individual students to}{\rtf1 gain a level of proficiency with the English \par language that allows them to }{\rtf1 be highly successful in obtaining grade level}{\rtf1 academic standards in as short a time as \par possible. Both social}{\rtf1 English and academic English are required to \par attain mastery of the }{\rtf1 English language and of school of success.}{\rtf1 What are these standards aligned to? The \par KELP standards are drawn}{\rtf1 directly from the 2017 Kansas Standards for \par English language arts }{\rtf1 and align tightly to the previous KELP \par standards.}{\rtf1 The four domains of English language arts are \par reading, writing, speaking }{\rtf1 and listening. These domains are also the \par foundations for English learners.}{\rtf1 Therefore, the KELP standards are \par progressions of specific}{\rtf1 grade level ELA standards within the four \par domains that squarely }{\rtf1 address language acquisition and development.}{\rtf1 Previously, English language instruction was \par typically separate from the content}{\rtf1 instruction, as you can see on the Venn \par diagram on your screen.}{\rtf1 The overlap in the instructions of discrete \par vocabulary }{\rtf1 words and discreet grammar structures were \par done separately.}{\rtf1 Now, due to the high demand of language for \par all students and content }{\rtf1 areas standards language and content has a \par much larger overlap.}{\rtf1 Language, which consists of speaking, \par listening, reading, and}{\rtf1 writing is the vehicle used to communicate and \par understand complex }{\rtf1 concepts and ideas.}{\rtf1 Now, the focus turns to typical structures of text \par and sentences}{\rtf1 and the analysis of those structures as well as \par vocabulary practices,}{\rtf1 rather than just looking at memorizing discrete \par vocabulary words.}{\rtf1 The KELP standards identify the language \par needed for students to be }{\rtf1 successful in all content areas.}{\rtf1 As you can see on your screen, the KELP }{\rtf1 standards document is organized into these \par categories. The page number listed is the page }{\rtf1 number, you will find in the top right hand \par corner of your KELP standards document,}{\rtf1 not necessarily the PDF page number. So if }{\rtf1 you're looking on your downloaded document, \par that's what you will be looking for.}{\rtf1 Now we're going to take a glimpse into the \par introduction,}{\rtf1 the statement on your screen comes from the \par introduction to the KELP}{\rtf1 standards. Take a moment to read through. \par Feel free to pause your video.}{\rtf1 The KELP standards focus on the accessing of \par language, }{\rtf1 knowledge about language, and the skills for \par using language that are present in}{\rtf1 content area standards.}{\rtf1 In these content areas standards, there is a \par focus of mastery of content area literacy skills.}{\rtf1 These skills are a priority and a precondition to }{\rtf1 school success and indicate college and career \par readiness.}{\rtf1 Students must move from learning to read, to }{\rtf1 reading to learn in school and beyond in \par college and careers.}{\rtf1 The complexity of content increases as a \par student advances}{\rtf1 in grades. Students are expected to learn to \par read;}{\rtf1 learn new words, facts, ideas, and concepts; \par and processes from reading,}{\rtf1 interpret, critique, summarize, analyze, argue \par the content; and }{\rtf1 concepts present in all types of text.}{\rtf1 Oral, visual, numeric, and written, as such, the \par standards }{\rtf1 require that English learners use high level \par language skills.}{\rtf1 The KELP standards identify what an English \par learner is able to do}{\rtf1 at different levels of English language \par proficiency around these high }{\rtf1 level language skills.}{\rtf1 For this training, we're going to focus on the \par guiding principles of }{\rtf1 language development, stages of language \par acquisition,}{\rtf1 Kansas standards for EL performance level \par rubric, and }{\rtf1 guiding principles for instructing ELs. Now \par we're going to look at the guiding }{\rtf1 principles of language development. Going \par back to your KELP }{\rtf1 standards document, this can be found on \par pages eight and nine.}{\rtf1 You will see the 10 guiding principles of }{\rtf1 language development for English Learners \par here.}{\rtf1 Please take a moment to read through all 10 of \par these principles.}{\rtf1 As you focus on these guiding principles, \par consider these three questions in your analysis.}{\rtf1 Feel free to pause the video, if you need to.}{\rtf1 Now we're going to break through the look at \par this stage of second language acquisition. }{\rtf1 Going back to your KELP standards document, \par this }{\rtf1 can be found on page 11.}{\rtf1 You will see the five stages of second language \par acquisition, }{\rtf1 the characteristics and the approximate time \par frame in each stage.}{\rtf1 As you focus on these stages of second \par language acquisition,}{\rtf1 consider these two questions for your analysis.}{\rtf1 Please remember, students advancing through \par these stages is a}{\rtf1 highly individualized process and timeline \par because acquiring language is a }{\rtf1 very complex undertaking.}{\rtf1 Progress in acquiring English has many \par different}{\rtf1 individual variables, depending on an English \par learner's school's program type,}{\rtf1 age at which the student enter the program, \par initial proficiency level,}{\rtf1 native language literacy, linguistic and cultural \par background,}{\rtf1 life and educational experiences, as well, as \par any health or}{\rtf1 disability needs. Now we're going to look at the \par Kansas Standards for English }{\rtf1 Learners performance level rubric.}{\rtf1 Going back to your KELP standards document, \par this can be found on page 12.}{\rtf1 You will see the five different proficiency levels \par for English learners }{\rtf1 in Kansas,}{\rtf1 along with a description of the various touch \par points of proficiency }{\rtf1 along the continuum of performance. So \par language acquisition can be }{\rtf1 understood. Please take a moment to read \par through this document.}{\rtf1 As you focus on this rubric, consider these \par three questions in your analysis.}{\rtf1 your analysis. Feel free to pause this video, if \par you need to.}{\rtf1 The goal for all students, ELs and non-EL \par peers,}{\rtf1 is meeting the grade level standards which is \par captured at a mastery level five.}{\rtf1 At this level, students fully and independently \par function with mastery }{\rtf1 of English across all grade appropriate settings \par and academic disciplines,}{\rtf1 however, the state's determination of \par proficiency, central}{\rtf1 to the decisions regarding EL participation and \par Title III programming, and }{\rtf1 measure through the KELPA is a proficiency \par level of four.}{\rtf1 Now we're going to look at the guiding \par principles for instructing}{\rtf1 ELs. These are the research based \par understandings on which the }{\rtf1 KELP standards are derived.}{\rtf1 Going back to your KELP standards document, \par this can be found on pages 13 and 14.}{\rtf1 You will see the nine guiding principles for \par instructing English learners here. }{\rtf1 Please take a moment to read through and \par select one or two }{\rtf1 that's of the highest interest to you.}{\rtf1 As you focus on these guiding principles of \par interest to you, }{\rtf1 consider these four questions in your analysis.}{\rtf1 Guiding principle. One is one of particular \par importance to the KELP}{\rtf1 standards. as it focuses on the potential of \par English learners to }{\rtf1 be successful as their native English speaking \par peers.}{\rtf1 English learners, with appropriate supports, \par can access high, complex}{\rtf1 ideas like imperialism or ratios or condensation \par and employ particular }{\rtf1 high level skills like argumentation analysis.}{\rtf1 Our English learners can be successful. But it \par is important}{\rtf1 that we use the KELP standards to help identify \par what English learners at varying }{\rtf1 levels of English language proficiency can do}{\rtf1 This idea of potential anchors the \par understanding of the}{\rtf1 KELP standards, keep this in mind as you go \par on to learn more about }{\rtf1 the KELP standards.}{\rtf1 If you choose, take a moment to think about \par these self check questions.}{\rtf1 Please feel free to go back in the video and \par review some of the }{\rtf1 ideas and concepts.}{\rtf1 Thank you for joining us today.}{\rtf1 Feel free to visit the Kansas State Department \par of Education's website}{\rtf1 or the English Learners page to make further \par contact.}