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DCPS 2013 Coach Academy ESOL Strategies

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by Christine Dahnke on 8 January 2014

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Transcript of DCPS 2013 Coach Academy ESOL Strategies

So what is ESOL?
Bilingual Paraprofessional
ELL
What is an ELL?
Florida Statute defines an English Language Learner (ELL) as
1. An individual who was not born in the United States and whose native language is a language other than English.
2. An individual who comes from a home environment where a language other than English is spoken in the home.
3. Or an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency.
and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English
States and local school districts receive federal aide under Title III, also known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act, of the No Child Left Behind Act of 2001 to assist in implementing education programs for English Language Learners.
ELL vs. LEP
ELL = LEP = the student
ELL = English Language Learner**
LEP = Limited English Proficiency
How are ELLs identified?
Home Language Survey (HLS)
The Home Language Survey (HLS) is to be included as part of the district’s student enrollment packet to be completed for all students upon enrollment in a U.S. school and serves as the document that will determine a student’s status as an English Learner (EL).
Three Questions
1. Is a language other than English spoken in the home?
2. Did the student have a first langauge other than English?
3. Does the student most frequently speak a language other than English?
Then what?
Ingrid Carias / Oksana Sosa
Guten Morgen
Wir werden jetzt den GlöcknerSie haben 4 Minuten
Gruppe A nicht reden
http://www.online-stopwatch.com/
English to Speakers of Other Languages
Elementary
Middle School
Two courses:
1. Language Arts Through ESOL
2. Developmental LA Through ESOL
High School
Two courses:
1. English 1-4 Through ESOL
2. Developmental Language Arts Through ESOL
What are my responsibilities as a content area coach or teacher with the ELLs in my classes?
Know your Students. Who are your ELLs?
What are ESOL Strategies?
Why utilize ESOL Strategies?
Modify Instruction and Assessment to meet the needs of ELLs
What resources are available?
What are your best practices for integrating this resource?
DCPS Support
Ingrid Carias
icarias@dadeschools.net
Textbook Resources
translate.google.com
Other Options for Support
Remember the Goal
Provide high level instruction to ALL students.
For ELLs, the goal is becoming bilingual and if possible, biliterate to prepare them for the future.
Ingrid Carias / Oksana Sosa
Guten Morgen

Wir werden jetzt den Glöckner

Sie haben 4 Minuten

Gruppe A nicht reden
Good morning.

We will now complete the bell ringer.

You have four minutes.

Group A no talking.
Scaffolding
“What’s FAIR is not always EQUAL”
A: no scaffolds

B: Select vocabulary identified
Can be provided by teacher or use resources (translate.google.com/ cell phone/dictionary)

C: vocabulary plus visuals (pictures/videos)

D: direct translation
Which scaffolds can you provide during instruction to allow students an opportunity for comprehensible input?
What scaffolds or strategies can you provide during in class assessments to ensure that students can truly demonstrate what they know?
Provide comprehensible input
Scaffold
Use test accommodations
ESOL = the program or course
ESOL = English for Speakers of Other Languages
vs. ESOL
**NEW for 2013-2014**
The HLS is now a part of the registration packet for all students!
If a student answers yes to any question on the HLS, they must
be assessed
to determine level of English proficiency.
6A-6.0902 Requirements for Identification, Eligibility, and Programmatic Assessments of English Language Learners.
"Each student who responded “yes” to any question on the home language survey shall be assessed to determine if the student is limited English proficient based on one of the standards set forth in this subsection. Any student identified by the home language survey who also meets one of the standards in subparagraphs (2)(a)1., 2. and 3. of this rule shall be classified as an English Language Learner (ELL) and shall receive appropriate instruction and funding as specified in Sections 1003.56 and 1011.62, F.S."
ELP = English Language Proficiency level
ELP 1 = Beginner
ELP 2 = Low Intermediate
ELP 3 = High Intermediate
ELP 4 = Advanced
*

ELP 5 = Proficient on both CELLA and FCAT
*Advanced is a category for a student that has demonstrated proficiency in some but not all subsections of CELLA or all of CELLA but not yet satisfied the FCAT requirement
Initial Placement = LAS Links Assessment
K-2 Listening and Speaking only
3-12 Listening, Speaking, Reading and Writing
Composite score = initial ELP level
LAS LINKS level 1, 2 and 3 become (LY) active ELLs and are enrolled in ESOL program
Annual Assessment = CELLA

CELLA = Comprehensive English Language Learning Assessment

K-12 take four tests: (1) Listening, (2) Speaking, (3) Reading and (4) Writing

K-12 receive three scores: (1) Oral (Listening/Speaking), (2) Reading and (3) Writing
EVERY school has an ESOL program and every school serves ELLs.
Some schools have specialized programs. Others do not.
Parents have options.
**New 2013-2014**

Elementary ESOL Centers will only self-contain ELP level 1 and 2 students.

All other ELLs at center schools will be mainstreamed and included in classes with non-ELLs

What are the advantages of recommending that these students attend ESOL Center Schools next year?
ELLevations
ESOL Contact
ESOL Coach
LEP Folder
ESOL
In the past 10 years, ESOL program has grown from 400 students to 4,000
Currently over 4,000 active ESOL students
More than 4,000 ELLs in DCPS who have exited the ESOL program
Students represent 108 countries and 84 diverse languages
Dual Language
Many schools have adopted the Dual Language Program. One Example is Edison Senior where the students are taking a Humanity course in Creole.
50/50 model Spanish: English
50/50 model Creole: English
Newcomer Program
Project New Beginning is designed to address the needs of a selected group of newly-arrived secondary students entering M-DCPS who are English Language Learners’ (ELL) with limited or no prior school experience.
The program serves ages 11-13 (grades 6 – 8) in selected Middle Schools and ages 14 and up (grades 9 -12) Senior High School.
What country are you from?
What languages do you speak?
Tell me about your last school.
ESOL Coaches!!!
Ingrid Carias
icarias@dadeschools.net
Every school. Every classroom. Every student. Every day.
1. Flexible Setting
2. Flexible Scheduling
3. Additional Time
4. Assistance in Heritage Language
5. Approved Dictionary
What accommodations are mandated by the State of Florida for all ELLs?
Equal Access
Equitable access
You are the first line of defense!
Our ETO ELL Google Site:
https://sites.google.com/site/etoells/
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