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

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

Opening of School Memos Guidelines and procedures for maintaining ELL student information are provided annually through the Opening of School Memos. http://bilingual.dadeschools.net/BEWL/pdfs14/briefings.pdf Briefing # 15993

Bilingual Allocations

Bilingual Allocations (Elementary) BILINGUAL ALLOCAITONS AND THEIR INTENDED USE 6601 Self-Contained Class size 6600 ESOL Resource 1: 50 -399 2: 400+ 6630 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 For 6630-

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. For students who receive their ESOL instruction through a self-contained classroom model. For each teacher allocated under Program 6601, 19.1 K-3; 23 4-5/6. It is recommended that the teacher speaks the language of the students to provide Curriculum Content in the home language.

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. For students who receive their ESOL instruction through pull-out or push-in delivery model, a special ESOL teacher is allocated 50 to 399 students with a maximum cap of two 6600 teacher per school. Schools with 1-49 receive an itinerant 6600 teacher. Special allocations in secondary schools are based on contact periods. One teacher is allocated for each 120 contact hours in Developmental and Language Arts courses. Extra period supplements are allocated on the basis of one for each 25 student contact periods. In computing secondary ESOL allocations, each ELL student represents two contact periods.

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. 6600 secondary allocation is based on a load of 60 students multiplied by 2 for a 120 contact hours. ESE students do not count toward this allocation.

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. Elementary Basic Skills in the Home Language require courses in science, social studies, mathematics, and computer literacy taught in English and a language other than English, as well as Home Language Arts (Spanish/Haitian-Creole) for ELL at the elementary level.

6634 - 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 Students Allocation for one language Allocation for second language 15 to 300 1 paraprofessional 301 or more 2 paraprofessional Additional HLAP para may be allocated if the school has15 or more students of the same language

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. 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 Miami-Dade County. When there are 20 or more such students of a given language background, a paraprofessional is assigned to the school to provide home language support.

Intervention for English Language Learners (Elementary)

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# 15779   A new briefing is forthcoming. A new report is already active *Home Language Arts Assessments Spanish: Idea Proficiency Test (IPT) Haitian Creole: Assessment of Basic Skills in Haitian Creole (ABSHC) New students

Intervention Framework for ELL 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 Limited Speaker May be recommended for 1. Continued support in Home Language Arts Convene an ELL Committee to consider: 1. dismissal from Home Language Arts based on data 2. the need for Wonder Works intervention outside the CORE Non-Speaker Convene an ELL Committee to: 1. dismissal from Home Language Arts 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)

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 2014. 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)

2013/2014 CELLA Scores Comparison Access is given to teacher through Quad A Briefing # 16840 will go out on Thursday January 15, 2015 with procedures to follow. + + +: Increase = = =: no change in scores ? ? ?: no information available - - -: decrease Briefing # 16840

Intervention Framework for ELL 1 - 5 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 Limited Speaker May be recommended for Convene an ELL Committee to consider: 1. dismissal from Home Language Arts based on data 2. the need for Wonder Works intervention outside the CORE Non-Speaker Convene an ELL Committee to: 1. dismiss from Home Language Arts 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)

Elementary School Academic Program (ESAP) ELL that participate in intervention may participate in Spanish by manually schedule them using ESAP # 29. http://tlc.dadeschools.net/scheduling/pdfs/esap.pdf

Grading Procedures

Grading of ELL This comment does not apply to a student who drops to an ESOL level 1 on the Language proficiency test. If a student in grades 1-5 is functioning below grade level in language arts/reading and/or mathematics, the student will receive the appropriate letter grade(s) and the teacher must enter comment No. 21, “Working below grade level”. Refer to SPP page 49 for appropriate comments for ELLs.

Grading of ELL For Language Arts Through ESOL (1, 2,3) for grades 6-8, and English Through ESOL (1,2,3, and 4) for grades 9-12, letter grades of “A”-”F” are to be given which reflect the students’ progress in meeting the course objectives. If the student is not meeting proficiency level expectations, the teacher must enter Comment No. 20, “Working below proficiency level as measured by benchmark testing.” For Developmental Language Arts Through ESOL, letter grades of “A”-”F” are to be givene which reflect the student progres sin all modalities of the language: Listening, speaking, reading and writing. In other subject areas such as mathematics, science, and social science, students are given an appropriate letter grade of “A”-”F”. If the students are receiving instruction in their home language, Comment No. 01. “Receiving bilingual instruction in this subject, is to be entered. If students are receiving instruction in English using ESOL strategies,” Comment No. 05 “Receiving instruction in English using ESOL strategies, is to be entered.” Grades are to be given which reflect instruction provided in such a way that the students’ lack of command of English language does not affect progress. It may not be always possible to evaluate the students’ progress on the basis of course content mastered. When that occurs, the teacher should enter Comment No. 39, “No grade received because of limitations in evaluating progress.” The same procedures should be followed for the second and third grading periods, with the awarding of a letter grade being postponed until the last grading period (documents must be kept). This option allows students to have a grade entered later and receive credit for the course when their English language proficiency permits an evaluation. (SPP pages 55-56)

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)

Procedures for ELL beyond ten Semesters in ESOL Secondary: IR (purchasing of materials) Double coding does not grant access to Online Coach (Imagine Learning and Achieve 3000)

8 or More Semesters in ESOL Report Our department has reviewed the report of students with eight or more semesters in ESOL. We have received permission from the state to review the performances of these students and to consider the exit from ESOL. Students who meet criteria to exit, must be exited by the end of the 9th week or before February FTE in order not to carry over the allocation to the 2015-2016 school year. Students who do not meet criteria to exit can be placed in Intensive Reading based on data or enrichment plus class (ESOL levels 3 and 4 with high FCAT levels 2 in reading) The exit of these students is based on other criteria: MYA data; student’s grades; Achieve 3000 data; FCAT scores/ACT scores/PERT; fluency in listening and speaking but issues are related to reading.

FTE Audit Exceptions

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 Inconsistency in filing of documents: Files seem thrown together and not always orderly

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. AMAO letters must be placed in the ELL folders of all ELLs at the school (i.e. all kindergarten students as well new students to the district).

ELEMENTARY CHECKLIST Discuss how the schools can inspect their school’s ELL records. Select 6+ semesters to review. Check for ELL co. being convened on time. Remember to keep ELL committee meeting logs!

SECONDARY CHECKLIST Discuss how the schools can inspect their school’s ELL records. Select 6+ semesters to review. Check for ELL co. being convened on time. Remember to keep ELL committee meeting logs

QUESTIONS AND ANSWERS!

Beatriz Pereira, Executive Director Rosy Ugalde, Executive Director CONTACT INFORMATION: Beatriz Zarraluqui, District Director Beatriz Pereira, Executive Director Rosy Ugalde, Executive Director North Regional Center Deland Innocent, Supervisor 305-995-2977 dinnocent@dadeschools.net Central Regional Center Alina Plasencia, Supervisor 305-995-2433 Aplasencia@dadeschools.net South Regional Center Mercy Abadie Lux, Supervisor 305-995-2098 mabadie@dadeschools.net Main number : 305-995-2428 32