WINTER Civics Leaders Institute Template Using ELL Strategies to Reach Every Learning Part 1: Getting to Know Your English Learner Department of Bilingual Education and World Languages October 13, 2016 Lourdes Pintado and Mayra Mateos Template

Mayra Mateos Lourdes Pintado Department of Bilingual Education and World Languages Curriculum Support Specialists Mayra Mateos mmateos@dadeschools.net 305-995-2378 Lourdes Pintado pintadol@dadeschools.net 305-995-2556 Marlene Cabrera marlenecabrera@dadeschools.net 305-995-1635 Ivette Green ivette7@dadeschools.net 305-995-1286

Intended Outcomes Establishing a Common Language Building Awareness of ELs Explore the WIDA Standards Framework WIDA’s Can-Do Philosophy Take Action Planning with ELs in Mind ESOL Strategies Matrix WIDA ELD Standards (CPALMS)

Establishing A Common Language ESOL – English for Speakers of Other Languages ELL – English Language Learners ELs – English Learners ELD – English Language Development Standards LEP – Limited English Proficient WIDA – Consortium of States ACCESS 2.0 – Assessment for ELs

Now, what could I do with the information? What? So what? Now what? What did I see in the video? So, what does that mean to me? Now, what could I do with the information?

Immersion – Moises (English Learner)

U.S. Department of Education Who are ELs? English Learners comprise a highly diverse group of students who bring with them valuable cultural and linguistic assets, including their home languages. Every Student Succeeds Act (ESSA) (Section 8101(20)) The term “English learner,” when used with respect to an individual, means an individual — (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual — (i) the ability to meet the challenging State academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. (ESEA Section 8101(20)) U.S. Department of Education September 23, 2016

WIDA Can Do Philosophy WIDA Can Do Descriptors We believe: Linguistically and culturally diverse learners bring a unique set of assets that have the potential to enrich the experiences of all learners and educators. Educators have the power to recognize and unleash the potential that language learners bring to their learning community.

Building Awareness of ELs Identification: Home Language Survey (HLS) Assessment: CELLA Online Exit: ACCESS 2.0 + other criteria Once students meet the exit criteria, they are placed on a monitor status for 2 years (post program review)

Linguistic, Cultural, Experiential, and Social-Emotional Assets

What assets do YOU bring to the classroom?

What assets do YOU bring to the classroom?

What assets do YOU bring to the classroom?

What assets do YOU bring to the classroom?

About Your Students

Your Commitment

Do you ever ask yourself…Where do I start when planning for ELs?

Grade 7 Civics Pacing Guides ELL Strategies

U.S. History Pacing Guides Grade 11 U.S. History Pacing Guides ELL Strategies

13 WINTER Template

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ESOL Strategies Matrix

Did we meet our intended outcomes? Establishing a Common Language Building Awareness of ELs Explore the WIDA Standards Framework WIDA’s Can-Do Philosophy Take Action Planning with ELs in Mind ESOL Strategies Matrix WIDA ELD Standards (CPALMS)

Division of Bilingual Education and World Languages http://bilingual.dadeschools.net/

Contact Information NORTH Deland Innocent, Supervisor dinnocent@dadeschools.net 305-995-2977 CENTRAL Alina F. Plasencia, Supervisor APlasencia@dadeschools.net 305-995-2433 SOUTH Mercy Abadie Lux, Supervisor lmenendez1@dadeschools.net 305-995-2098 Melba Brito Administrative Director MBrito@dadeschools.net 305-995-1950 Ana Gutierrez District Director amgutierrez@dadeschools.net (305) 995-2428 Rosy Ugalde Executive Director RUgalde@dadeschools.net 305-995-4196