Proficiency in English Provide content Provide daily, Offer Community Beginning levels of English proficiency [BICS] instruction through L1 focused intervention engagement involvement Little or no academic language proficiency on and/or intensive opportunities that opportunities in Heritage sharing arrival [CALP] scaffolded content address all four the students’ L1, Study cultural Proficiency in native language (L1) instruction via domains (LSRW), whenever background of Proficient in social language [BICS] sheltered instruction with emphases on possible the student and Limited academic language proficiency model for ELLs at oral language Promote then; [CALP] ELP Levels 1- 4 development and cognitive Decide how to Academic performance Offer remedial math, academic language processes to provide a Below grade level in academic subject areas in as needed, provided instruction for ELLs transfer from L1 connection to: L1 and English through L1 or at ELP Levels 1 4 to English. – social support Socio-cultural characteristics scaffolded instruction Encourage family to Crystalized counseling May be than grade-level peers Provide literacy continue development Knowledge medical Fluid Reasoning May hold part- or full-time employment and be intervention of L1 at home. Working Memory responsible to support self or family appropriate for Processing Speed housing Tend to face multiple social and personal adolescent ELLs Long-Term challenges within and outside of school. (meaning-based, employment Memory reading Provide social Auditory comprehension emotional Processing strategies, analysis of learning and Visual Processing complex text) support to Executive Offer interventions to include a focus Functioning support learning in on: other subject areas Encourage and Self-Awareness Offer extended and foster students’ Optimistic flexible learning knowledge base Thinking opportunities (e.g., to transfer from Goal Directed weekend/evening L1 to English Behavior classes, vocational Acquire Self- program, extended knowledge Management time to graduation) through sensory experiences and manipulation Relationship objects Skills Decision Making Personal Responsibility Key Definitions: Cognitive Development
Proficiency in English Beginning levels of English proficiency [BICS] Little or no academic language proficiency on arrival [CALP] Proficiency in native language (L1) Proficient in social language [BICS] Limited academic language proficiency [CALP] Academic performance Below grade level in academic subject areas in L1 and English Socio-cultural characteristics May be than grade-level peers May hold part- or full-time employment and be responsible to support self or family Tend to face multiple social and personal challenges within and outside of school. Provide content instruction through L1 and/or intensive scaffolded content instruction via sheltered instruction model for ELLs at ELP Levels 1- 4 Offer remedial math, as needed, provided through L1 or scaffolded instruction Provide literacy intervention appropriate for adolescent ELLs (meaning-based, reading comprehension strategies, analysis of complex text) Offer interventions to support learning in other subject areas Offer extended and flexible learning opportunities (e.g., weekend/evening classes, vocational program, extended time to graduation) Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Acquire knowledge through sensory experiences and manipulation objects Community involvement Heritage sharing Study cultural background of the student and then; Decide how to provide a connection to: social support counseling medical housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility Key Definitions: Cognitive Development
RSD-Typology-3.docx