New Beginnings 2014 - 2015

NEW BEGINNINGS 2014 - 2015

Introduction to English Language LearnersRobin Neeld, Title III & ESOL Specialist

Juan Dillon, ELL Specialist

August 6, 2014

Leesburg High School

Common Board Configuration

Date: August 6, 2014

Benchmarks: Learners will explore text, resources, and best practices for ELLs

Bell Ringer: Anticipation Guide

Essential Question: How can I as a classroom teacher best support English Language Learners in Lake County?

Common Language: ELL,ESOL,LEP, Certification/Endorsement, Rosetta Stone

Objective: : Learners will be provided an overview of Rosetta Stone language- learning software, TransAct documents, and the ELL iPad initiative to increase awareness of various strategies, resources, programs, and technology to support ELLs

Agenda: Gradual Release

•I DO: Review HQT requirements, TransAct, Rosetta Stone while sharing strategies and best practices related to immersion of language for ELLs•WE DO: Read article “How Long Does It Take to Learn English” develop written response and engage in text-based discussion and writing•YOU DO: Develop a “personal” plan based on your understanding of the immersion of ELLs

Summarizing Activity: Revisit Anticipation Guide

Next Steps: Continue to ensure ELLs have access to resources, technology, and programs and programs to increase student achievement and to acquire the English language.

Learning Goals: Given a common understanding, learners will be able to identify various strategies, resources, programs, & technology to support ELLs

LAKE COUNTY SCHOOLSVision Statement• A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission Statement• The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool

Improvement Plan

Florida Standards

Professional Learning

Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

New Beginnings 2013

New Beginnings 2013

MARZANO/TEAM FRAMEWORK

Communicating Learning Goals and FeedbackEstablishing Rules and ProceduresHelping Students Interact with New KnowledgeHelping Students Practice/Deepen KnowledgeHelping Students Generate/Test HypothesesEngaging StudentsPlanning/Preparing for Lessons and UnitsPlanning/Preparing for Resources & TechnologyPlanning/Preparing for Special Student

NeedsDeveloping/Monitoring a Professional Growth Plan

21ST CENTURY SKILLS TONY WAGNER, THE GLOBAL ACHIEVEMENT GAP

New Beginnings 2013

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

BELL RINGER: ANTICIPATION GUIDE

• Add breakout session slides here

ENGLISH LANGUAGE LEARNERS 2013-14

SBE AES WHM UES ERH MCS0

500

1000

1500

2000

2500

LY Data 2013-14

Series1 Series2

DISTRICT ELL 2013-14 READING & MATH

PROFICIENCY

Subgroup

Percent Tested

Reading

Reading % Scoring

Satisfactory 2013

High Performing

Qualifying in Reading

Target AMO

Reading

Percent Tested Math

Math % Scoring

Satisfactory 2013

High Performing

Qualifying in Math

Target AMO Math

Graduation Rate Target

Met? (≥85%, or ≥2%

Improvement)

Writing % Satisfactory

2013

Writing Target Met? (≥ 90%

Satisfactory, or ≥ 1%

Improvement)

Target AMO

Reading, 2015

Target AMO Math,

2015

ALL STUDENTS 99 56 N 63 99 56 N 60 Y 49 Y 70 68

AMERICAN INDIAN 98 54 N 61 97 53 N 67 Y 45 N 69 73

ASIAN 100 72 N 72 99 77 N 78 Y 66 N 77 82

BLACK/AFRICAN AMERICAN 99 37 N 45 99 36 N 43 N 39 Y 56 55

HISPANIC 99 48 N 55 99 50 N 54 Y 45 Y 64 63

WHITE 99 63 N 68 99 63 N 66 N 51 N 75 73

ENGLISH LANGUAGE LEARNERS 99 25 N 37 99 33 N 43 N 29 Y 49 54

STUDENTS WITH DISABILITIES 98 23 N 37 98 28 N 38 Y 26 Y 49 51

ECONOMICALLY DISADVANTAGED 99 46 N 53 99 47 N 53 Y 41 N 63 63

DESIRED SOLUTION Increase student achievement as measured by our state accountability

system by providing high quality daily instruction aligned to the needs of English Language Learners and Struggling students, high quality professional development to build teacher and teacher assistant capacity and effectiveness, and highly trained school-based and district personnel to support, sustain, and align efforts at schools and district-wide.

Subgroup State Target AMO Reading

2015

District Target AMO Reading

2015

State Target AMO Reading

2016


2016

State Target AMO Reading

2017


2017

English Language Learners

49 49 56 60 62 70

Subgroup DistrictGraduation

Rate2012

District Graduation

Rate2013

District Graduation Rate

Target2014


Target2015


Target2016


Target2017

Graduation Rate (All Students)

75 78 80 85 90 95

Graduation Rate (ELL) 61 57 62 70 80 90

Subgroup DistrictReading

2012

District Reading

2013

District ReadingTarget2014




Lowest 25% 66 61 66 76 86 96

LAKE COUNTY SCHOOLS ESOL CERTIFICATION/ENDORSEMENT

Why ESOL Endorsement and Requirements?

The Consent Decree (also known as the META or ESOL Consent Decree) of 1990 is the State of Florida’s framework for compliance with federal and state laws and jurisprudence regarding the education of English Language Learners (ELL) students. It addresses the civil rights of these students, with the primary right being that of equal access to comprehensible instruction.

LAKE COUNTY ESOL

• Where are these courses offered?

• Who verifies that I have completed the ESOL requirements?

LAKE COUNTY ESOL• Who needs to enroll in ESOL Courses?

• Which Job Category am I in?

• What are my options for ESOL Endorsement or Certification?

• How do I register for the courses?

• How may I obtain certification?

• Testing and Evaluation of ESOL• This is a 60 hour course designed to assist teachers in developing attitudes,

skills, and knowledge which will enable them to identify students who are Limited English Proficient (LEP) and to provide and justify effective instruction for LEP students.

• Methods of Teaching English to Speakers of Other Languages (ESOL)• This is a 60 hour course that enables participants to identify and apply

appropriate ESOL/ELL methodologies and approaches to ESOL/ELL interactions.

• Cross Cultural Communications and Understanding• This is a 60 hour course that enables teachers to acquire and use knowledge

of the cultural characteristics of students to enhance instruction.

• Curriculum and materials Development• This is a 60 hour course designed to assist participants in developing

knowledge and skills in instructional techniques to facilitate second language acquisition, and in the selection and use of ESOL curricula and materials.

• Applied Linguistics• This is a 60 hour course that enables teachers to use knowledge about

language and language learning in determining instructional methods and strategies to be used in the classroom.

15ESOL CERTIFICATION/ENDORSEMENTBLACKBOARD ONLINE COURSES

SEPTEMBER, 2014 THROUGH DECMBER, 2014

TURN & TALK• Discuss the following

questions:• What is ESOL

certification or endorsement?• Who is the district

ESOL Contact?• When are ESOL

courses offered?• Are ESOL courses

online or face-to-face?

HOW LONG DOES IT TAKE TO LEARN

ENGLISH?• The Research - Wayne Thomas & Virginia

Collier

• How do ELLs in ESL programs compare?

• What does this Research mean for schools?

• What is the model for Lake County Schools?

1

2

3

4

3

How Long Does It Take To Learn English?

Jigsaw – Each participant is

numbered.

HOW LONG DOES IT TAKE TO LEARN

ENGLISH?• The Research - Wayne Thomas & Virginia

Collier

• How do ELLs in ESL programs compare?

• What does this Research mean for schools?

• What is the model for Lake County Schools?

• Teaching in a clear and concise manner

• Provide supplemental instruction

• Teaching academic vocabulary across all content areas

• Helping the ELL student open avenues to real world information so

that he/she may begin to develop a robust individual vocabulary

of knowledge to use in answering questions, written and oral.

• Developing for each student a structured and purposeful plan for

engagement and learning and communicating both to student and

parent regularly.

• Understanding and adjusting individual student needs daily.

20WHAT IS COMPREHENSIBLE INSTRUCTION

FOR ELL STUDENTS?

• Reading Aloud

• Shared Readings

• Practice Language with Peers

• Informal and frequent talks with ELL student to assess oral language

development

• Differentiation of instruction for high level of student engagement

• On-going parent communication of lessons learned

• Use of graphic organizer, scales and rubrics for visual learning,

comprehension, and vocabulary development

• Additional resources provided for home use to supplement

instruction.

21STRATEGIES FOR COMPREHENSIBLE

INSTRUCTION

ESOL STRATEGIES FOR BASIC

CLASSROOMS☐ Making use of contextual clues-gestures, expression, body language.

☐ Individualized assistance and instruction.

☐ Adjusting or shortening assignments.

☐ Defining content area language or terms for students.

☐ Adapting written text and materials to facilitate comprehension.

☐ Seat the student close to the front of the room.

☐ Provide alternative instruction whenever the class lessons are extremely difficult.

☐ Allow ample time to complete assignments.

☐ Speak clearly, and simplify the vocabulary (it is not necessary to speak louder).

☐ Use alternate assessment to measure ELL progress.

TransACTAllows for compliance of the Districts’ ELL Plan.

TransACTHelps districts and schools comply with ESEA/NCLB

TransACTMeets federal and state parent notifications in multiple languages

WHY TRANSACT ?

• Highly Qualified Staff

• Title III – ELL

• Supplemental Educational Services

• Public School Choice

• Parent Involvement

• Title I Eligibility

• Homeless Education

• NCLB Accountability and Compliance

• ESEA (NCLB) Languages

ESEA (NCLB) DOCUMENTS

Summer Leadership Institute

• Campus Signs

• Health and Medical

• School, Office & Classroom

• Free & Reduced-Price Meals

• ELL & Special Services

• Available Languages are as followed:

GEN. ED. DOCUMENTS

Arabic Hmong Somali

Bosnian Japanese Spanish

Cambodian Korea Tagalog

Chinese Lao Thai

French Portuguese Urdu

Gujarati Punjabi Vietnamese


• Rosetta Stone is a web based program for students in grades kindergarten through twelfth grade who need to learn the English language.

• Students can also access Rosetta from home, making it a convenient way to continue the reinforcement of the language at home.

• Rosetta Stone provides curricula, custom and smart list, usage and learner curriculum reports

Lake County’s Website Address

• http://lake.rosettastoneclassroom.com/en-US/

WHY ROSETTA STONE?


http://lake.rosettastoneclassroom.com/en-US/

Immersion

Images

Intuition

Interactivity

Instruction

THE FIVE “I’S” OF ROSETTA STONE


• Rosetta Stone uses dynamic immersion

• Dynamic Immersion is a method that stimulates a real-life immersion experience and relies on active participation.

• The immersion puts learners’ native language-learning skills to work eliminating translation and memorization

• All lessons are taught in the target language (English)

• The ability to understand the spoken and written language develops quickly

• Task and activities engage learners in the learning process

IMMERSION


• The program works best if learners spend 45 minutes to an hour each day mastering the material.

• The learner should aim to understand enough language to make the decision required in each screen.

• The learner does not need to understand every word and linguistic element when its present to make correct decision and to develop fluency.

• The learning is cumulative and use the learner’s own natural language.

• The learner should select learning goals based on the curricula .

• Rosetta Stone includes options for guided or self-directed study.

• Rosetta Stone encourages learners to repeat the lessons to improves their scores.

BEST PRACTICES FOR ROSETTA STONE

How many languages are represented in your school?

What resources are available to increase school and home communication?

PROCESSING TIMETURN AND TALK

BELL RINGER: ANTICIPATION GUIDE

• Add breakout session slides here

PARTICIPANT SCALE AND REFLECTION

(PLEASE COMPLETE AND TURN IN)

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

New Beginnings 2014

New Beginnings 2014 - 2015

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