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ESOL Program Implementation for Principals/Assistant Principals Division of Bilingual Education and World Languages January 2015 Leadership Seminar.

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Presentation on theme: "ESOL Program Implementation for Principals/Assistant Principals Division of Bilingual Education and World Languages January 2015 Leadership Seminar."— Presentation transcript:

1 ESOL Program Implementation for Principals/Assistant Principals Division of Bilingual Education and World Languages January 2015 Leadership Seminar

2 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

3 Opening of School Memos Guidelines and procedures for maintaining ELL student information are provided annually through the Opening of School Memos. fs14/briefings.pdf Briefing # 15993

4

5 Bilingual Allocations

6 Bilingual Allocations (Elementary) BILINGUAL ALLOCAITONS AND THEIR INTENDED USE 6601 Self-Contained Class size 6600 ESOL Resource 1: : Curriculum Content in the Home Language (CCHL) 0.5 of 121 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 dimensions- Listening, Speaking, Reading and Writing Content provided includes all English language dimensions- Listening, Speaking, Reading, and Writing ESOL Levels I through IV Instruction provides for maintaining the student’s literacy in the home language Spanish/Haitian-Creole

7 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.

8 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.

9 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.

10 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.

11 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 StudentsAllocation for one languageAllocation for second language 15 to 3001 paraprofessional 301 or more2 paraprofessional1 paraprofessional Additional HLAP para may be allocated if the school has15 or more students of the same language

12 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.

13 Intervention for English Language Learners (Elementary)

14 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# New students *Home Language Arts Assessments Spanish: Idea Proficiency Test (IPT) Haitian Creole: Assessment of Basic Skills in Haitian Creole (ABSHC)

15 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 Fluent 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 Home Language Arts Limited Speaker 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 Home Language Arts Non-Speaker 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)

16 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  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)

17 2013/2014 CELLA Scores Comparison + + +: Increase = = =: no change in scores ? ? ?: no information available - - -: decrease Briefing # 16840

18 Intervention Framework for ELL 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 Fluent 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 Home Language Arts Limited Speaker 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 Home Language Arts Non-Speaker 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)

19 Elementary School Academic Program (ESAP)

20 Grading Procedures

21 Grading of ELL This comment does not apply to a student who drops to an ESOL level 1 on the Language proficiency test.

22 Grading of ELL

23 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)

24 Procedures for ELL beyond ten Semesters in ESOL

25 8 or More Semesters in ESOL Report

26 FTE Audit Exceptions

27 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 27

28 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. 28

29 29 ELEMENTARY CHECKLIST

30 30 SECONDARY CHECKLIST

31 31 QUESTIONS AND ANSWERS!

32 Beatriz Zarraluqui, District Director Beatriz Pereira, Executive Director Rosy Ugalde, Executive Director North Regional Center Deland Innocent, Supervisor CONTACT INFORMATION: 32 Central Regional Center Alina Plasencia, Supervisor Main number : South Regional Center Mercy Abadie Lux, Supervisor


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