Andrew Milewski and David Moss ELL School Plan Andrew Milewski and David Moss

Introduction to The Milewski-Moss Academy The Milewski-Moss Academy includes grades 8-12 with each grade having its classrooms on a separate floor of the building. Each floor has a total of four classrooms which are a dedicated to the study of: Language Arts, Social Studies, Mathematics, and the Sciences. The Academy runs on a rotating six-day schedule. The typical school day runs for six and a half hours from 8:00 am to 2:30 pm. There are six 40 minutes periods, and a seventh one hour-long free period at the end of the day. Students attend lunch during periods four, five, or six.

General Schedule Isabella Fresno is a 10th grade ELL student Monday Tuesday Wednesday Thursday Friday Day 1 Day 2 Day 3 Day 4 Day 5 Period 1 8:00-8:40 10th Grade English Period 2 8:40-9:20 Physical Education Study Hall Period 3 9:20-10:00 10th Grade Math (Geometry) Period 4 10:40-11:20 10th Grade Science (Biology) Period 5 11:20-12:00 Lunch (9th and 10th Grade) Period 6 12:00-12:40 10th Grade Social Studies (American Government) Period 7 12:40-1:20 Elective (Computer Science) Elective (Spanish II) Period 8 1:20 – 2:30 Free Period (Study Hall) Free Period (ESL Direct Instruction) (Study Hall) General Schedule Isabella Fresno is a 10th grade ELL student

The Milewski-Moss Academy’s English Language Learner Support Program There are four ESL instructors in our school to offer support to the diverse population of the academy. Each of the four ESL instructors are assigned an equal number of students, which is currently 25. The assigned student’s English proficiency vaaries The ESL instructors act in the dual roles of educator and counselor, providing direct instruction to the students and coordinating between general education teachers to provide the best learning support for the students. Students receive direct instruction multiple times per week during the free period based on their proficiency. They can also take advantage of drop-in hours. Students can come to the ESL classroom/lounge to receive one-on-one support with their general education classwork as needed. During the school day, ESL instructors serve as support teachers for targeted classrooms which require additional ELL support

Meet Our ESL Instructors Mr. Lipshitz Mrs. Hernandez Mr. Elba Miss Strickland

Instructor Schedule Mr. Elba Monday Tuesday Wednesday Thursday Friday Period 1 8:00-8:40 10th Grade English (support teacher) 11th Grade Social Studies (support teacher) 12th Grade English (support teacher) Period 2 8:40-9:20 Drop-In ESL Support Period 3 9:20-10:00 Planning Period Period 4 10:40-11:20 Period 5 11:20-12:00 9th Grade Science (support teacher) 12th Grade Science (support teacher) Period 6 12:00-12:40 Lunch Period 7 12:40-1:20 Immersive ESL for Beginners Period 8 1:20 – 2:30 ESL Instruction (Intermediate) ESL Instruction (Advanced) Instructor Schedule Mr. Elba

Additional Information ELL students are assigned classes that coordinate with their ESL instructor’s support schedule. Students that have very low English proficiency and are not able to function in an academic setting that uses English will have an additional Immersive English Language course that meets every day. This class will take the place of two of the electives. To facilitate the students’ learning, additional funding was secured for the ESL instructors to routinely take relevant second language courses as part of their continuing education credits.

Parental Involvement Parents will be informed regularly of student progress in English and any other appropriate languages by the four ESL instructors. Parents can opt in to additional notification systems such as monthly phone calls or online communication via email and the learning software. To account for language gaps with parents, the ESL instructors are compensated to routinely take additional language classes that correspond to the needs of the academy.

Approach to Instruction General education Instruction is delivered in English only, because the language diversity of the school, which includes five spoken languages, does not support a Bilingual approach. ESL Instructors providing support in the general education environment can provide bilingual assistance according to their language proficiencies and their student’s needs.

Strategies for ESL Instruction The academy embraces the SIOP model, and the ESL instructors have incorporated it into their comprehensive English Language Curriculum. An important goal for all ELL students is to increase their vocabulary. This is accomplished by having the ESL instructors coordinate with the general education instructors to pre-teach vocabulary while they fill their roles as support teachers. The ESL instructors implement scaffolding techniques while acting as support teachers in the general education classroom. These techniques include: metacognitive, cognitive, and social strategies including pneumonics, reinforcing contextual definitions, providing correct pronunciation by repeating student responses, and providing additional materials such as graphic organizers. The ESL instructors utilize sheltered instruction during the delivery of their direct instruction in the ESL classroom. This provides some access to the general curriculum content while promoting the development of the students’ English language proficiency. This is accomplished by adapting material and texts from the general education classrooms, so that the goals of ESL instruction align with the goals of general education instruction.

VAN STADEN, A. (2011). Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. Perspectives In Education, 29(4), 10-21. VAN STADEN, A. (2011). Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. Perspectives In Education, 29(4), 10-21. References Echevarría, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP® model. Boston: Pearson/Allyn and Bacon. Kayi-Aydar, H. (2013). Scaffolding language learning in an academic ESL classroom. ELT Journal: English Language Teaching Journal, 67(3), 324-335. Van Staden, A. (2011). Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. Perspectives In Education, 29(4), 10-21.