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ELL Contacts C2 Cohort Training Juan Dillon, ESOL Program Specialist Robin Neeld, Title III/ESOL Program Specialist Alith Casey, ELL School Specialist Diana Minotti, ELL School Specialist Academic Services Teaching & Learning Department

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ELL ContactsC2 Cohort Training

Juan Dillon, ESOL Program Specialist

Robin Neeld, Title III/ESOL Program Specialist

Alith Casey, ELL School Specialist

Diana Minotti, ELL School Specialist

Academic Services

Teaching & Learning Department

ELL Contacts:Thank you for taking on this very important task as your

school’s ELL Contact. We are here to help guide and support

you so that you feel comfortable and succeed at managing

the multitude of responsibilities that you have.

ELL Implementation Scale

ELL Handbook

Green Folders

LEP STAR

Skyward

CELLA

Rosetta Stone

WIDA

ELL Data/ AMAOs

Resources

Professional Development

PLC (Parent Leadership Council)

Topics we will cover today:

ELL Implementation Scale

• Level I - In Name Only

• Level II – Intentionally Structured

• Level III – Culturally Embedded

Accessing the 2014-15 ELL Handbook

Log on the LCS Intranet Homepage

Navigate to the “Departments” tab

Click on the “Teaching and Learning” link

On the left side of the page, click on the “ESOL/ELL Support” link

Navigate to the second link under I. ELL Toolkit “ELL Handbook

(2014-2015)”

FAQ for Non-English Speaking/

Language Learners

Green Folders

This is where all of the

information for your ELL

students will be placed. If

your school cannot provide

them for you, please let us

know and we will see that you

receive them for your new

students.

HLS – “Yes!”

IPT

Oral

NES

LES

FES

IRW

Home Language Survey

This must begin with

identifying who may

potentially be an ELL

student. This information

is taken from the Home

Language Survey that

each student must have

on file when they enter

your school.

IPT Testing

The IPT (Initial Placement Test) is an online English

Language Evaluation Tool used in Lake County to

determine eligibility for placement into the ELL/ESOL

program.

Oral Testing must be completed 20 calendar days after

the date of entry (first day of school in most cases) for

potentially new ELL Students. Reading and Writing must

be completed within 20 calendar days.

The ELL Contact and the ELL TA(s) are the primary

examiners for your school site, however, others (Guidance

Counselor, CRT, etc.) may be authorized by the school ELL

Contact to test as well.

You should have at least 1 (or more) IPT Form G (K-5) or

IPT Form E (6-12) test picture books at your school site.

They are semi-hard cover, spiral bound books with a built

in stand to place the book within easy view of the student

being tested.

IPT Results (FES)

IPT Results (NES)

Green Folder Checklist

ELL Processes

Kindergarten Entry Criterion

Basic Classroom Strategies

ELL Committee Meeting based

on IPT, CELLA, FCAT, concrete data

Noted in lesson plans

Implemented & Observed daily

ELL/ESOL Documents

MTSS (RtI)

Year End Checklist

LEP STAR

LEP STAR is an online database for

ELL Student information which is

part of FCAT STAR.

Accessing ELL/LEP STAR

Log on the LCS Intranet Homepage

Navigate to the “Portals” Tab

Click on the “FCAT-STAR” link

Log-in using your Username and Password

Click on “LEP STAR” Button

Log-in using the same information used on previous screen

LEP/ELL STAR is accessible from here

LEP Committee Meeting Procedures

After a student qualifies for services, an LEP Committee, consisting of the ELL Contact, teacher and parent, must convene.

At least 2 attempts must be made to contact the parent to attend the meeting. The Parent Invitation Form is to be sent home either with the student, through the mail, or both.

If the letter never returns, a phone call should be placed to the parent and documented in the students paperwork of the phone call attempt.

Scheduled meetings should be kept to 15 minutes, if possible. Your ELL TA’s may be in attendance to assist with translation, especially if the parent requests translation assistance.

Make sure that if the parent is in attendance, they sign all forms that require their signatures. Carefully review all of the ELL documents to familiarize yourself with which ones require a parent signature.

Letters you will find on LEP STAR

Letters

Letter: Parent Letter of Invitation

Letter: Student Qualifies for Services

Letter: Monitoring Progress

Letter: Dismissal to Parents Through ELL Committee

Letter: ELL Completion Letter

Letter: Student Does Not Qualify for Services

The letter highlighted in GREEN is the one that is sent

home to invite your ELL student’s parents to come for

the LEP Committee meeting. The letter highlighted in

PINK only goes home if a tested student does not qualify

for services.

LEP Letters

Parent Letter of Invitation

Student Qualifies for Services

Student Does Not Qualify for Services

These forms are available in the following languages:

Haitian-Creole, Spanish, and Arabic.

They may be found on the “K” drive: Rosetta Stone:

TransAct Forms.

Codes

Programs

Codes

Programs

Codes

Programs

CELLA 2015 CELLA Testing Window February 16, 2015 to April 3, 2015

Comprehensive English Language Learning Assessment (CELLA)

Training for CELLA Administration will be February 3rd

Good News! You will not have to test your Monitored (LF) students that were exited

before 10/1/14!Florida uses the Comprehensive English Language Learning Assessment (CELLA) as a tool to measure the

progress of English Language Learners (ELLs) proficiency in English; thus, ensuring the skills needed in school to

achieve at high levels, academically.

The CELLA tests four areas:

•Listening

•Speaking

•Reading

•Writing

These sections are included in each of the four test levels:

Level A (Grades K-2), Level B (Grades 3-5), Level C (Grades 6-8) and Level D (Grades 9-12).

Kindergarten students are administered all four sections of the test, one-on-one with a teacher.

Students in grades 1-12 take the Speaking section of the test one-on-one with a teacher.

The Listening, Reading, and Writing sections are administered in a group setting.

Placement Criterion 2nd – 12th grade 1st 3 years in

country or as needed when assigned and monitored by

LEP Committee Plan

Commitment minimum of 20 minutes 4 X per week

Reports

• Individual Student Report

• Grading with Rosetta Stone

• Monthly Usage Report

Who we are & our history…Mission

WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.

Vision

To be the most trusted resource in the education of Pre-Kindergarten through Grade 12 language learners.

Values

WIDA's Can Do Philosophy: believing in the assets, contributions, and potential of linguistically diverse students

Collaboration: facilitating interaction among educators, state and local educational agencies, researchers, policy-makers, and experts worldwide

Innovation: drawing from research and practice to find the best solutions for students and educators

Service: exceeding expectations with friendly and knowledgeable support of our customers and stakeholders

WIDA :

WORLD CLASS

INSTRUCTIONAL

DESIGN

AND

ASSESSMENT

Proposed English Language Development (ELD) Standards for Florida

Standards.

The World-Class Instructional Design and Assessment (WIDA) consortium

created its English language proficiency (ELP) standards (2004, 2007, 2012) to

address the need for English language learners (ELL) to become fully

proficient in both social and academic English.

WIDA's ELD Standards for Pre-Kindergarten through Grade 12 encompass:

• Social and Instructional language

• The language of Language Arts

• The language of Mathematics

• The language of Science

• The language of Social Studies

•The language of Music

WIDA and the Florida Standards

Components of

WIDA’s Standards-based System

Performance Definitions: Outline how

English language learners process and use language for each level of language proficiency in grades k-12.

Can Do Descriptors: Describe

how English language learners process and use language for each languagedomain and level of language proficiency by grade level cluster.

ELL Data/ AMAOs

ELL students:

Less than 28% of ELL students scored satisfactory or above

in reading on 2013 FCAT, compared to 46% of all LCS

students.

2011-12 data from Annual Measureable Objective (AMO)

data show that ELL students are not demonstrating

proficiency in English language acquisition.

61% of ELL students graduated in 2012, compared to 75%

of all LCS students.

LCS spends 70% less in additional funding on ELL students

than median of comparison districts.1

Goal:

Outperform

State Targets

State

Targe

t AMO

Readi

ng

2015

District

Target

AMO

Reading

2015

State

Target

AMO

Reading

2016

District

Target

AMO

Reading

2016

State

Target

AMO

Reading

2017

District

Target

AMO

Reading

2017

State Target

AMO Reading

2018

District Target

AMO Reading

2018

English

Language

Learners

49 49 56 60 62 70 TBD 72

Goal:

Decrease

Amount

District

Readin

g 2012

District

Reading

2013

District

Reading

2014

District

Reading

Target

2015

District

Reading

Target

2016

District

Reading

Target

2017

District

Reading

Target

2018

Level 1&2

Students 44 44 43 30 26 22 18

Goal: Increase

Achievement

District

Readin

g 2012

District

Reading

2013

District

Reading

2014

District

Reading

Target

2015

District

Reading

Target

2016

District

Reading

Target

2017

District

Reading Target

2018

Lowest 25%66 61 66 70 70 75 75

Engage Lake ELL & Struggling Student Goals

Row Labels Count of Lang at

2 14

AL 2

AR 19

BE 9

CH 10

CR 1

E 2

EN 273

FL 1

FR 5

GE 3

GU 6

HC 31

HI 2

JA 2

KO 3

LI 1

MD 4

OT 4

PB 1

PL 1

PO 1

PR 6

RS 7

SO 1

SP 1505

SW 1

TA 5

TU 2

UK 3

VI 21

ZC 2

ZF 17

ZZ 2

(blank)

Grand Total 1967

ELL students by language count -

33 different languages spoken in our schools.

#1 is Spanish

#2 Haitian Creole

#3 is Vietnamese

#4 is Arabic

273 English speaking ELLs

Languages Represented in LCS

ELL Data/ AMAOs

ELL-DATA

Students 6+ Years in Program

Importance of Making Gains for ELL Students

Increasing ELL Student Academic Achievement

Active ELLs

10+

years

7-9

years 6 years 5-6 yrs 4-5 yrs 3-4 yrs 2-3 yrs 1-2 yrs 1st year

16 81 79 100 180 236 387 483 379

Resources

Dictionary Processes

Headsets Processes

Professional Development

P2P II Thinking Maps for ELLs

Dec. 2-3, 2014

Principals- The Academic Services

Unit/Teaching & Learning is offering an

opportunity for your school to send a

teacher leader/coach to utilize ELL strategies

to support academic growth for English

Language Learners. Each school has one slot

for training which will be presented in two

parts:

Part I is September 23-25

Part II is December 2-3

Thinking Maps: Path to Proficiency for English Language Learners

This course is intended to be used by individuals, schools and

districts to develop an extended implementation of Thinking

Maps, focused specifically on the needs of English Language

Learners, K-12. It is designed for educators who have been

trained in Thinking Maps and have some prior knowledge about

teaching English Language Learners.

The purpose of this course is to provide information and guidance

in how to adapt and extend the use of Thinking Maps to meet

more effectively the needs of English Language Learners through

the use of quality instruction. Path to Proficiency provides

teachers with practical applications for guiding students from the

lowest to the highest level of language proficiency.

Organized into sections, to include:

1. Adaptations and Extensions for ELLs

2. Applying TMs to English Language Developmental

Levels

3. TMs and ELD Strategies

4. Recognizing and Replicating Text Structures

5. Differentiated Instruction

Professional Development

“ELL Strats. Blitz!”

Monday, December 8,

2014

Thursday, December 11,

2014

Monday, December 15,

2014

District Wide2 sessions in the morning.

2 sessions in the afternoon.

1st come/1st serve at the LRC.

30 seats will be available.

Subs will be available for

teachers interested in

attending.

PLC Meetings

ELL Implementation Scale

• Level I - In Name Only

• Level II – Intentionally Structured

• Level III – Culturally Embedded