1. ENGLISH LANGUAGE LEARNERS (ELL) AND THE COMPREHENSIVE READING PLAN DIVISION OF BILINGUAL EDUCATION AND WORLD LANGUAGES FOR THE SECONDARY READING COACHES’ MEETING SEPTEMBER 2008 Presented by Lillian Acevedo-Brako, Alina Plasencia, and Ivette Green

2. Comprehensive Reading Plan  All ELLs classified ESOL Level 1 should participate in the progress monitoring process after they have completed at least a 9 week period of instruction in M-DCPS.  All ELLs who have participated in state-wide assessments should follow the same curriculum guidelines and interventions/modifications which include Guidelines for Implementation of Developmental Language Arts Through ESOL Courses located at http://bilingual.dadeschools.net/http://bilingual.dadeschools.net/

3. FORF  Administer the FORF to all FCAT level 1 and 2 students through the Developmental Language Arts Through ESOL class; however, schools are not required to administer the FORF to ESOL level 1 students who have been in the program for less than one year, but may do so at the discretion of the teacher.

4. DAR  ELLs ESOL levels 1 and 2 should take the DAR only if no progress is seen on the FORF after the third quarter.  ELLs ESOL levels 3 and 4 should follow the same guidelines as the standard curriculum student.

7. ClassText Title (Publisher) Middle School M/J Language Arts Through ESOL (Core)  High Point (Hampton Brown) 1 M/J Developmental Language Arts Through ESOL (Elective)  Scott Foresman ESL (Pearson) 1  Reading and Writing Sourcebooks (Great Source) 1  Visions (Thompson/Heinle) 2  Focus on Grammar (Pearson/Longman) 2  Real Deal Libraries (Sundance) 2 High School English Through ESOL (Core) Schools have one of the following:  Elements of Literature (Holt Rinehart Winston) 1  The Language of Literature (McDougall Littell) 1  Literature (Prentice Hall) 1  Literature (Glencoe) 3 Developmental Language Arts Through ESOL (Elective)  NorthStar (Pearson/Longman) 1  New Interchange (Cambridge University Press) 1  Shining Star (Pearson/Longman) 2  Reading and Writing Sourcebooks (Great Source) 2  Focus on Grammar (Pearson/Longman) 2  Real Deal Libraries (Sundance) 2 1 State Adopted 2 Supplemental 3 State adopted, but not district adopted Materials

8. Middle School Scope and Sequence  M/J Developmental Language Arts Through ESOL I-IV Instructional Planner  http://bilingual.dades chools.net/BEWL/docu ments.asp http://bilingual.dades chools.net/BEWL/docu ments.asp

9. High School Scope and Sequence  Developmental Language Arts Through ESOL I-IV Instructional Planner  http://bilingual.dade schools.net/BEWL/do cuments.asp http://bilingual.dade schools.net/BEWL/do cuments.asp

10. Suggested Strategies Companion  http://bilingual.dad eschools.net/BEWL/ documents.asp http://bilingual.dad eschools.net/BEWL/ documents.asp

11. Technical Assistance Paper  English language learners are provided specialized reading instruction as part of the Developmental Language Arts Through ESOL courses.  Therefore, ELLs are NOT to be scheduled into intensive reading classes designed for standard curriculum students.

12. Technical Assistance Paper  All ELLs must be scheduled for one period of daily instruction in Language Arts Through ESOL (middle school), or English Through ESOL (high school) which counts as an English credit as described in the Florida Department of Education (FDOE) Course Code Directory.  Students in M/J Language Arts Through ESOL and English Through ESOL courses must be grouped by grade level according to Florida Department of Education state guidelines.

13. Technical Assistance Paper  M/J Developmental Language Arts Through ESOL (grades 6-8), or Developmental Language Arts Through ESOL (grades 9-12) is the second course of daily instruction in ESOL.  This course counts as an elective credit as described in the FDOE Course Code Directory.  This course is intended to address the linguistic needs of ELLs and, as such, students should be grouped by language proficiency levels regardless of grade level.

14. Questions?

15. Thank You!  Dr. Joanne Urrutia, Administrative Director 995-1945  Beatriz Pereira, Executive Director 995-7430  Oscar Fragas, Executive Director 995-2428  Lillian Acevedo-Brako  lacevedo- brako@dadescho ols.net lacevedo- brako@dadescho ols.net  Alina Plasencia  aplasencia@dade schools.net aplasencia@dade schools.net  Ivette Green  ibelekis@dadesch ools.net ibelekis@dadesch ools.net Directors Curriculum Support Specialists Supervisors  Edgardo Reyes North Regional Center 995-4186  Caridad Perez North Central Regional Center 995-1962  Olga Carballo South Central Regional Center 995-2476  Lourdes Menendez South Regional Center 995-2098  Deland Innocent Haitian-Creole 995-2977