Transcript Summer PD for APs - Central Region Office

ESOL Program Implementation
for
Principals/Assistant Principals
Leadership Seminar
Division of Bilingual Education and World Languages
January 2015
Agenda




Opening of School Memos
Timeline for ESOL Compliance
Bilingual Allocations/Scheduling
Intervention for English Language Learners
(elementary)
 Grading Procedures
 Procedures for ELL beyond ten Semesters in ESOL
 Most Common FTE ESOL Audit Exceptions
Opening of School Memos
Guidelines and
procedures for
maintaining ELL student
information are
provided annually
through the Opening of
School Memos.
http://bilingual.dadeschools.net/BEWL/pd
fs14/briefings.pdf
Briefing # 15993
Bilingual Allocations
Bilingual Allocations
(Elementary)
BILINGUAL ALLOCAITONS AND THEIR INTENDED USE
6601
Self-Contained
Class size
6600
ESOL Resource
1: 50 -399
2: 400+
6630
Curriculum Content in the Home
Language (CCHL)
0.5 of 121
•
Basic Allocation
•
Above and Beyond the Basic
Allocation
•
Above and Beyond the Basic
Allocation
•
ESOL levels I and II grouped
by level
•
ESOL students who are NOT
in a self-contained setting
•
Spanish and Haitian-Creole
•
Grouping allows for English
language acquisition and
strong language development
•
•
Push-in/pull-out model
Provides support in the
English Language Arts
component
•
•
ESOL Levels I and II
Instruction in content areas;
i.e. Mathematics, Science,
Social Science
Same instructional objectives
as implemented in the
regular curriculum
•
•
Content provided includes all
English language dimensionsListening, Speaking, Reading
and Writing
•
Content provided includes all
English language dimensionsListening, Speaking, Reading,
and Writing
•
•
ESOL Levels I through IV
Instruction provides for
maintaining the student’s
literacy in the home language
Spanish/Haitian-Creole
6601-ESOL Self-Contained
• This allocation is part of the basic allocation; it is not above
and beyond.
• The ESOL Self-Contained allocation is provided to schools
that have sufficient numbers of ESOL Levels I and II
students to create an ESOL class by grade level.
• The content that the 6601 teacher provides for English
Language Learners (ELL) students include all aspects of the
English Language dimensions-Listening, Speaking, Reading
and Writing.
• Many schools that receive the allocation are comingling
regular students with ESOL students I and II violating the
intent of the 6601 instructional grouping. Pedagogically,
this grouping allows the focus to be on English language
acquisition and strong language development.
6600-ESOL Resource
• This allocation is over and beyond the basic allocation.
• The ESOL resource allocation is provided to schools to
address ESOL students who are NOT in a self-contained
program as a push-in/pull-out model.
• The content that the 6600 teacher provides for English
Language Learners (ELL) students includes all aspects of
the English language dimensions-Listening, Speaking,
Reading and Writing.
• The purpose of this allocation is to provide support in
the English Language Arts/Reading component targeting
the same instructional objectives that the ESOL student
is exposed to at grade level, but now will receive at the
ESOL level in a manner that is comprehensible.
6600-ESOL Resource
(Secondary)
• This special ESOL allocations in secondary schools are
based on contact periods, one special ESOL teacher is
allocated for each 125 students in Developmental
Language Arts through ESOL and Language Arts
through ESOL/English through ESOL courses . Extra
period teaching supplements are allocated on the
basis of one for each 25 student contact periods. In
computing secondary ESOL allocations, each English
Language Learner (ELL), represents two contact
periods. ESOL FTE no longer counts toward basic
teacher allocation.
6630-Curriculum Content in the Home Language
• This allocation is over and beyond the basic allocation.
• This teacher also needs to provide ESOL Levels I through IV
students Home Language Arts (Spanish/Haitian-Creole)
instruction in order to maintain the students’ literacy in the
home language.
• Additionally, the Curriculum Content in the Home
Language (CCHL), Spanish/Haitian-Creole, allocation is
provided to schools to address the ESOL Levels I and II
students’ content instruction in the Home Language in
order to avoid the student falling behind in the content
areas; i.e., Mathematics, Science, Social Science.
• Such instruction in the home language addresses the same
instructional objectives as are implemented in the regular
curriculum in English.
6634 - Home Language Assistance Program
HLAP paraprofessionals are allocated to assist in the
delivery of comprehensible content instruction for English
Language Learners (ELL).
• “PULL-OUT” translational tutoring model
• May not be in the classroom and may not have other
duties such as clerical duties assigned throughout their
day.
# of Students
Allocation for one language
Allocation for second
language
15 to 300
1 paraprofessional
1 paraprofessional
301 or more
2 paraprofessional
1 paraprofessional
Additional HLAP para may be allocated if the school has15 or more students of the same
language
Home Language Support (Multilingual Team)
• Based on an understanding with the Office for Civil
Rights, home language support is provided to ELL
students whose home language is of low incidence in
the district.
 A teacher/paraprofessional is assigned to the district
office and provides home language support on a
countywide basis
Schools, which need services for such students, need to
contact the Division of Bilingual Education and World
Languages.
Intervention for English Language
Learners
(Elementary)
Intervention Framework for ELLs
• It is recommended that all NEWLY classified ESOL
students in grades K-5 be tested with a Home
Language Arts assessment* in the Listening/Speaking
component. The assessment should be administered
within the first nine weeks of school to ensure they
receive the most appropriate and timely support for
English language acquisition.
Briefing ID# 15779
New students
*Home Language Arts Assessments
Spanish: Idea Proficiency Test (IPT)
Haitian Creole: Assessment of Basic Skills in Haitian Creole
(ABSHC)
Intervention Framework for ELL
K-5
Home Language Arts (Spanish and Haitian Creole) testing for students who were tested
with OLPS-R or CELLA Online
Home Language Arts
Home Language Arts
Home Language Arts
Fluent Speaker
Limited Speaker
Non-Speaker
REQUIRED
1. Continued support in Home
Language Arts
AND
2. Provide ESOL support during
D.I. using: Wonders (CORE) which
includes Tier 2 resources,
Decodables, Approaching and ELL
Leveled Readers
MAY BE RECOMMENDED FOR
1. Continued support in Home
Language Arts
REQUIRED
Convene an ELL Committee to
consider:
1. dismissal from Home Language Arts
based on data
AND
2. the need for Wonder Works
intervention outside the CORE
REQUIRED
Convene an ELL Committee to:
1. dismissal from Home Language
Arts
AND
2. provide Wonder Works
intervention outside the CORE
*Home Language Arts Assessments
Spanish: Idea Proficiency Test (IPT)
Haitian Creole: Assessment of Basic Skills in
Haitian Creole (ABSHC)
Intervention Framework for ELL
• Mandatory Home Language Arts assessment* for:
 ALL ELLs in grade 1 that do not show an increase in the
Listening/Speaking component of the 2014 Spring CELLA.
 ALL ELLs in grades 2 -5 that do not show an increase in
any component in the proficiency scale scores on the
2014 spring administration of the CELLA.
 Testing must take place within the first nine weeks of
school. WLEP provides a comparison of scores between
2013 and 2014.
 The Intervention Framework described below does not
preclude a teacher from requesting Home Language
testing at any time throughout the year in order to
determine support needs.
*Home Language Arts Assessments
Spanish: Idea Proficiency Test (IPT)
Haitian Creole: Assessment of Basic Skills in Haitian Creole
(ABSHC)
2013/2014 CELLA Scores Comparison
+ + +: Increase
= = =: no change in scores
? ? ?: no information available
- - -: decrease
Briefing # 16840
Intervention Framework for ELL
1-5
Home Language Arts (Spanish and Haitian Creole) testing for students with limited
progress on the Spring CELLA administration and/or for support guidance
Home Language Arts
Home Language Arts
Home Language Arts
Fluent Speaker
Limited Speaker
Non-Speaker
REQUIRED
1. Continued support in Home
Language Arts
MAY BE RECOMMENDED FOR
1. Continued support in Home
Language Arts
AND
REQUIRED
2. Provide ESOL support during
D.I. using: Wonders (CORE) which
includes Tier 2 resources,
Decodables, Approaching and ELL
Leveled Readers
Convene an ELL Committee to
consider:
1. dismissal from Home Language Arts
based on data
AND
2. the need for Wonder Works
intervention outside the CORE
REQUIRED
Convene an ELL Committee to:
1. dismiss from Home Language
Arts
AND
2. provide Wonder Works
intervention outside the CORE
*Home Language Arts Assessments
Spanish: Idea Proficiency Test (IPT)
Haitian Creole: Assessment of Basic
Skills in Haitian Creole (ABSHC)
Elementary School Academic Program (ESAP)
http://tlc.dadeschools.net/scheduling/pdfs/esap.pdf
Grading Procedures
Grading of ELL
This comment does
not apply to a
student who drops
to an ESOL level 1
on the Language
proficiency test.
Grading of ELL
Grading of ELL
(Secondary)
• For ESOL levels 1 and 2 students, when instruction in social science,
science, and mathematics is provided primarily in English using
ESOL strategies, it may not always be possible to evaluate the
students’ progress on the basis of course content mastered. When
that occurs, the teacher should not enter a grade, but should enter
comment No. 39 “No grade received because of limitations in
evaluating progress.”
• For students entering a Miami-Dade County Public school after the
third marking period and who have not met course requirements
because of their late arrival, Comment No. 49, “No final grade
assigned due to limited time of enrollment,”
SPP (page 56)
Procedures for ELL beyond ten
Semesters in ESOL
8 or More Semesters in ESOL Report
FTE Audit Exceptions
Most Common FTE Audit Exceptions
• No ELL Committee meeting to extend services or conducted in
a timely manner
• No assessment for extension of ESOL services
• Assessment for extension of ESOL services being timely to ESOL
anniversary date
• Over six years in the ESOL program
• Missing ELL Student Plan
• ELL Student Plan not current
• ELL Student Plan that are incomplete in not describing the
ESOL schedule of instruction
• Missing:
– Documents (Parental Notification Letter, HLS, Test Reports,
etc.)
– File
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Content of ESOL Program Records Folder
• The ESOL Program Records Folder (must contain):
 Home Language Survey
 Annual ELL Student Plans (LEP Plans)
 Copy of all Annual Letters of Participation
 ELL Committee Notification(s)
 Copies of ELL Committee(s) meetings with
attached minutes
 Copy of AMAO’s CELLA letters to parents
 Evidence of all assessments (placement
assessment CELLA Online or M-DCOLPS-R) and
Florida CELLA Annual Student Report(s), etc.
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ELEMENTARY CHECKLIST
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SECONDARY CHECKLIST
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QUESTIONS AND ANSWERS!
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CONTACT INFORMATION:
Beatriz Zarraluqui, District Director
Beatriz Pereira, Executive Director
Rosy Ugalde, Executive Director
North Regional Center
Deland Innocent, Supervisor
305-995-2977
[email protected]
Central Regional Center
Alina Plasencia, Supervisor
305-995-2433
[email protected]
South Regional Center
Mercy Abadie Lux, Supervisor
305-995-2098
[email protected]
Main number : 305-995-2428
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