ESL Proficiency Groups Commanding Group ESL Proficiency Groups Expanding Group 2015-2016 Transitioning Group Emerging Group Entering Group Middle School 363 The Academy for Personal Leadership & Excellence Principal Angelo Ledda Newcomer Group

Rationale For Pilot Program Renewal Co-Interpretation Process Based on the Capacity Framework in the Area if Rigorous Instruction: Instruction was only touching the surface of the standards. Teachers felt overwhelmed by the level of required differentiation due to the varied level exposure to the English Language (Ranging from Newcomer – 7+ Years of Service). Unique Population of English Language Learners at MS363 Newcomer students arrive in high frequency throughout the entirety of the school year (September – June). High Percentage (26.1%) of Long Term ELL’s. Lack of progress as per AMAO 1 (Annual Measurable Achievement Objective) data for four consecutive years. Need for Targeted Differentiation of Instruction based on the New Language Arts Progressions.

Proficiency Grouping Program Model Lefevbre Lopez Romito Newcomer Group Entering Group Emerging Group Transitioning Group Expanding Group Commanding Group Aurichio Jimenez Strack Continuum of Grouping By Language Proficiency

Programming Highlights 6 Proficiency Groups in total servicing ESL and Bilingual students 6-8 grade. Parallel programming will occur Monday-Friday for two periods for standalone ENL and integrated ENL/ELA class. Proficiency Cohesion--Each unit contains the same anchor standards, similar language objectives and content. Exposure to genres is consistent across each proficiency group. The new language arts progression standards will be used to scaffold appropriate grade level standards in each proficiency. Proficiency groups will meet periods 2 & 3 of the school day. Students will resume regular MS 363 programming for the remainder of the day. Teachers will track the progress of CCLS through the four language modalities as per the Academic and Linguistic Demands needed at each level of the Continuum. Groups will remain fluid for student assessment and possible advancement quarterly.

Assessment for Advancement Proficiency Group Curricula Highlights Assessment for Advancement Newcomer Group Students will work on mastering basic BICS (interpersonal communication skills) and an introduction to reading and writing in English. Tasks in English will center around level 1 of the DOK. This group will be assessed mainly through language progressions speaking and listening components as a precursor to the CCLS. They will engage in context embedded performance tasks with substantial native language support. Entering Group Students will begin to use general and high frequency vocabulary related to the unit essential questions while speaking and writing with native language support. Students will begin to be exposed to grade level CCLS through scaffolded approaches such as responding to text based questions through cloze writing activities with pre-taught words/phrases/ and word banks. Tasks will center around levels 1 and 2 of the DOK. This group will be assessed mainly through language progressions speaking and listening standards as well as daily and weekly assessments to determine readiness levels with the CCLS. This group will be assessed quarterly to determine if students show readiness to transition into the Emerging group for increased emphasis on reading and writing in the new language. Emerging Group Students will develop more familiarity and ease with understanding and using English through a scaffolded approach to the CCLS. Students will engage in more complex and cognitively demanding social and academic activities requiring use of the new language with substantial linguistic supports. Tasks will center around level 2 of the DOK. This group will be assessed through language progressions speaking, listening, reading, and writing standards as well as daily and weekly assessments to determine readiness levels with the CCLS reading and writing standards. This group will be assessed quarterly to determine if students show readiness for decreased native language support in the Transitioning group.

Assessment for Advancement Proficiency Group Curricula Highlights Assessment for Advancement Transitioning Group Students will further develop comprehension in English through the reading of brief grade-appropriate texts using mostly familiar vocabulary supported by graphics. They will express ideas using information and short responses within structured contexts. Tasks will center around level 2 of the DOK with some exposure to level 3. This group will be assessed through language progressions speaking, listening, reading, and writing components as well as daily and weekly assessments to determine consistent progress toward mastery of the CCLS.. This group will be assessed quarterly to determine if students show readiness to transition into Expanding Group for more context reduced tasks. Expanding Group Students will work on approaching grade level CCLS through Collections and Code X units of study. They will focus on analysis of grade level texts, and will engage in complex, cognitively demanding social and academic activities, using English in a variety of contexts. Tasks will center around levels 2 and 3 of the DOK. This group will be assessed quarterly to determine if students show readiness to transition to the Commanding group in order to work on mastering grade level CCLS. Commanding Group Students will master grade level CCLS standards and beyond through 8th and 9th grade Collections and Code X units of study. They will focus on deep analysis and synthesis of texts. Tasks will center around levels 3 and 4 of the DOK. This group will be assessed quarterly through tasks which assess grade level CCLS to determine if students show readiness to transition to the general education classroom.

Suggested Curricula Collections Grade 8 and 9 +Common Core Code X Course III + Extensions Collections Grade 7 +Common Core Code X Course II + Keystone Level C Collections Grade 6 +Common Core Code X Course II + Keystone Level B Collections Grade 6 + Common Core Code X Course I + Keystone Levels A and B Keystone Level A+ Side By Side + Rosetta Stone Foundations + Spotlight on Comprehension Level 3 + Rosetta Stone

Listening Centered Activity: Newcomer Group RL.1 Listening Centered Activity: As a text is read aloud, organize and group pre-taught words and phrases which support a predetermined claim about a fictional character.

Speaking / Writing Centered Activity: Entering Group RL.1 Speaking / Writing Centered Activity: Use pre-taught words and phrases to complete sentence starters and cloze sentences to explain the meaning of inferences drawn when speaking in partnerships.

Listening/ Reading –Centered Activity: Emerging Group RL.1 Listening/ Reading –Centered Activity: As the text is read aloud in small groups, identify pre-identified words and phrases and highlight the textual evidence and draw inferences. Emerging p. 1

Transitioning Group RL.1 Reading / Speaking Centered Activity: Draw Inferences and cite textual evidence during reading. Use a word bank to explain the meaning of the text and inferences drawn, when speaking in partnership.

Reading / Writing – Centered Activity: Expanding Group RL.1 Reading / Writing – Centered Activity: Organize details on an inferring graphic organizer, after teacher modeling, to cite textual evidence and draw inferences. Write an analysis of the explicit meaning of text and inferences drawn.

Speaking / Reading / Writing – Centered Activity: Commanding Group RL.1 Speaking / Reading / Writing – Centered Activity: Read and Take Notes Independently to cite textual evidence and draw inferences. Use knowledge of the text to independently explain the meaning of the text, when speaking in partnerships. Develop a multiple paragraph essay that analyzes explicit meaning and inferences drawn with evidence.

FAQ How will a student be evaluated for movement into another proficiency group? A: Students are evaluated quarterly using a version of the NYSESLAT field test and the ELL Periodic Assessment (SchoolNet) as well as a collection of student work samples and daily formative assessment data. Why do the newcomer, entering, and commanding groups have so few students? A: We are expecting fluidity throughout the year along the continuum. Traditionally, we expect newcomers to arrive at varying points of the year so we must have availability in that class. We also expect that the newcomers who start in September will easily transition to the entering group within six months. Likewise, we expect many students from the expanding group to move to commanding by the end of the year. When will proficiency teachers have time to meet and plan? A: Common planning can occur period 1 of each school day, immediately before proficiency teaching. All six proficiency teachers will have period 1 free as a common prep to meet and analyze student work and continue to plan together along the proficiency continuum. This is not in place of ELA content meeting. How will non proficiency teachers be affected by this grouping? A: The strategies and skills we build into the curriculum can only help other teachers build best practices.