1. Introduction to English Language Learners
New Beginnings
Introduction to English Language Learners
Robin Neeld, Title III & ESOL Specialist
Juan Dillon, ELL Specialist
August 6, 2014
Leesburg High School

2. Common Board Configuration
Date: August 6, 2014
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
Bell Ringer: Anticipation Guide
Learning Goals: Given a common understanding, learners will be able to identify various strategies, resources, programs, & technology to support ELLs
Benchmarks: Learners will explore text, resources, and best practices for ELLs
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
Summarizing Activity: Revisit Anticipation Guide
Essential Question: How can I as a classroom teacher best support English Language Learners in Lake County?
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.
Common Language: ELL,ESOL,LEP, Certification/Endorsement, Rosetta Stone

3. Lake County Schools Vision 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.
How does your presentation align with the C2 Ready Instructional Framework? Point out specific areas that will be addressed during your presentation. Additional information is available on the Academic Services website.

4. Lake County Schools College and Career Readiness Instructional Framework
Key Performance Indicators
School 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 Assessment
3.Increase proficiency rates on FCAT 2.0 Science
4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History
5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)
6. Increase participation
and performance on PERT, SAT and ACT
7. Increase AMO
percentages for all
subgroups (Achievement Gap)
8. Increase the graduation rate
9. Increase attendance rate
10. 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 Standards
2. Common and Collaborative Planning Time
3. Interdisciplinary Content Integration
4. Frequency of Project-Based Learning
5. Student Collaboration
6. 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 Identification
2. Problem Analysis
3. Intervention Design
4. 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 Planning
2. Lesson Observation by Teachers
3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior
4. 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 Learning
2.Learner Profiles and Paths
3. Competency-based Learning
4. Flexible Learning Environments
5. Structures of Accountability, Continuous Improvement and Innovation

5. How does your presentation align with the C2 Ready Instructional Framework? Point out specific areas that will be addressed during your presentation. Additional information is available on the Academic Services website.
New Beginnings 2013

6. Marzano/TEAM Framework
Communicating Learning Goals and Feedback
Establishing Rules and Procedures
Helping Students Interact with New Knowledge
Helping Students Practice/Deepen Knowledge
Helping Students Generate/Test Hypotheses
Engaging Students
Planning/Preparing for Lessons and Units
Planning/Preparing for Resources & Technology
Planning/Preparing for Special Student Needs
Developing/Monitoring a Professional Growth Plan
Which Marzano/TEAM indicators are addressed through your presentation? How will your presentation enhance instructional practices in these key indicators?
New Beginnings 2013

7. 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.”
Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.”
Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.”
Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.”
Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
New Beginnings 2013

8. Bell Ringer: Anticipation Guide
Add breakout session slides here

9. English Language Learners 2013-14

10. 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 60 Y 49 70 68
AMERICAN INDIAN 98 54 61 97 53 67 45 69 73
ASIAN
100 72 77 78 66 82
BLACK/AFRICAN AMERICAN 37 36 43 39 55
HISPANIC 48 50 64
WHITE 51 75
ENGLISH LANGUAGE LEARNERS 25 33 29
STUDENTS WITH DISABILITIES 23 28 38 26
ECONOMICALLY DISADVANTAGED 46 47 41

11. 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
District Target AMO Reading 2016
State Target
AMO Reading 2017
District Target AMO Reading 2017
English Language Learners 49 56 60 62 70
District
Graduation Rate
2012
District Graduation Rate
2013
Target
2014
2015
2016
2017
Graduation Rate (All Students) 75 78 80 85 90 95
Graduation Rate (ELL) 61 57
Reading
District Reading
Lowest 25% 66 76 86 96

12. 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.

13. Lake County ESOL Where are these courses offered?
Who verifies that I have completed the ESOL requirements?

14. 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?

15. ESOL Certification/Endorsement Blackboard Online Courses September, 2014 through DECmber, 2014
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.

16. 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?

17. 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?

18. Each participant is numbered
How Long Does It Take
To Learn English? 3 3 2
In teams of four, we will jigsaw the article in your packet, How Long Does It Take to Learn English? 1 4
Jigsaw –
Each participant is numbered .

19. 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?

20. What is Comprehensible Instruction for ELL Students?
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.
Juan Dillon

21. Strategies for Comprehensible Instruction
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.

22. 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.

23. Why TransACT ?
TransACT
Meets federal and state parent notifications in multiple languages
Helps districts and schools comply with ESEA/NCLB
Allows for compliance of the Districts’ ELL Plan.

24. ESEA (NCLB) Documents 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
Summer Leadership Institute

25. Gen. Ed. Documents Campus Signs Health and Medical
School, Office & Classroom
Free & Reduced-Price Meals
ELL & Special Services
Available Languages are as followed:
Arabic
Hmong
Somali
Bosnian
Japanese
Spanish
Cambodian
Korea
Tagalog
Chinese
Lao
Thai
French
Portuguese
Urdu
Gujarati
Punjabi
Vietnamese
Summer Leadership Institute

26. Why Rosetta Stone?
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
Summer Leadership Institute

27. The Five “I’s” of Rosetta Stone
Immersion
Images
Intuition
Interactivity
Instruction
Summer Leadership Institute

28. IMMERSION 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
Summer Leadership Institute

29. Best Practices for Rosetta Stone
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.

30. Processing Time Turn and Talk
How many languages are represented in your school? What resources are available to increase school and home communication?

31. Bell Ringer: Anticipation Guide
Add breakout session slides here

32. 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