8/17/17 Beginning of the Year ESOL Contact Meeting Adobe Connect - - PDF document

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Beginning of the Year ESOL Contact Meeting Adobe Connect Thursday, August 17, 2017

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2017-2018 Theme

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Agenda

• Celebrations
• Changes in State Rules
• Exiting Students
• ELLevation Updates
• District Updates
• FTE Audit Results
• Immigrant Support Plan
• ESOL Contact Survey Results
• Getting Ready for 2017-2018

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Languages

188

Monitored(LF)

8,996

3.3 % total population

ELLs(LY)

35,672

13.2% total population Total (LY&LF)

44,668

16.5% total population

Countries

204

May 2017 Recent Immigrants

16,826

6.2% total population

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OUR STUDENTS COME SPEAKING MANY LANGUAGES

ELLS

20% 23% 28% 21% 8% 57% 35% 29% 25% 10% 2% 36% 12% 16% 33% 30% 9% 72% 24% 21% 24% 21% 9% 54%

0% 10% 20% 30% 40% 50% 60% 70% 80% 1 2 3 4 5 Level 3 or Above Achievement Level

2016-17 Third Grade FSA English Language Arts

District (N=21,408) Active ELL (n=4,481) Former ELL - 2-Yr Monitoring (n=1132) Former ELL (n=280)

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ELLs Performance on FSA

8 ¡ 0% ¡ 5% ¡ 10% ¡ 15% ¡ 20% ¡ 25% ¡ 30% ¡ 35% ¡ 40% ¡ 45% ¡ KG ¡ 1st ¡Grade ¡ 2nd ¡Grade ¡ 3rd ¡Grade ¡ 4th ¡Grade ¡ 5th ¡Grade ¡

WIDA ¡ACCESS ¡FOR ¡ELLS ¡2.0 ¡ Percent ¡of ¡Students ¡Proficient ¡District-­‑Wide ¡ Kindergarten ¡– ¡5th ¡Grade ¡

Percent ¡Proficient ¡ 9 ¡ 0% ¡ 5% ¡ 10% ¡ 15% ¡ 20% ¡ 25% ¡ 30% ¡ 6th ¡Grade ¡ 7th ¡Grade ¡ 8th ¡Grade ¡ 9th ¡Grade ¡ 10th ¡Grade ¡ 11th ¡Grade ¡ 12th ¡Grade ¡

WIDA ¡ACCESS ¡FOR ¡ELLS ¡2.0 ¡ Percent ¡of ¡Students ¡Proficient ¡District-­‑Wide ¡ 6th ¡– ¡12th ¡Grade ¡

Percent ¡Proficient ¡

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588 110 50 30 25 17

2015-2016 FTE Audit

No errors! ELL Plans not updated or available Procedures for REEVALS not followed Parent Notifications not evident and/or not date stamped

No Errors in 588 Folders!!

35 Schools Audited 820 ELL Folders Reviewed 20 District Schools 15 Charter Schools No findings at the following schools Lloyd Estates Atlantic Montessori Hollywood Academy of Art and Sciences

2015-2016 FTE Audit

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6/8/2017

Sample ELL Plan

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Required

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Meetings: REEVALs & Post-exit Monitoring for LFs

ELLEVATION USAGE

Over 32,000 Meetings conducted by Broward staff in Ellevation in 2016-2017

2000 4000 6000 8000 10000 12000 14000 16000 A u g u s t S e p t e m b e r O c t

• b

e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e

Total Meetings by Month

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ELL Plans

ELLEVATION USAGE

Over 30,000 ELL Plans generated by Broward staff in ELLevation in 2016-2017

1000 2000 3000 4000 5000 6000 7000 8000 9000 A u g u s t S e p t e m b e r O c t

• b

e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e

ELL Plan Production by Month

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WIDA Standards Reports

ELLEVATION USAGE

• More than 5,000 WIDA ELP Standards Reports were generated. This is a report was added

this year as Florida transitioned to WIDA.

• The graph below shows the number of times per month that a Standards Report was

generated in Ellevation.

200 400 600 800 1000 1200 1400 1600 August September October November December January February March April May June

WIDA Standards Report by Month

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ELL Summaries

ELLEVATION USAGE

• Over 15,000 ELL Summaries were produced this year.
• The graph below shows the number of times per month that a summary was generated

in Ellevation

100 200 300 400 500 600 700 A u g u s t S e p t e m b e r O c t

• b

e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e

ELL Summaries by Month 20

Parent Letters

ELLEVATION USAGE Over 38,000 parent letters generated

2000 4000 6000 8000 10000 12000 A u g u s t S e p t e m b e r O c t

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e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e

Parent Letter Creation by Month 21

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22 RULE CHANGES

Exit Criteria

• ACCESS for ELLs 2.0
• 4.0 or above in Reading
• 4.0 or above in Overall

Accommodations

• Use of content glossaries
• Word to word content

dictionary and

• Word to word dictionary

Parent Notification

• Notices shall include services

provided

• No extension for 20-day

assessment period

• Now 30-day assessment

period

State Rule: 6A-6.09021; 6A-6.09091; 6A-6.0902

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ESOL Program Exit Criteria - ACCESS

• ESOL Program ACCESS Exit Criteria 4.0
• verall or greater AND 4.0 in the domain of

Reading

• State 2017 ELL Proficiency Rate = 24%
• Broward 2017 Proficiency Rate = 26%
• Advanced one Proficiency Level = 49%

05/03/17

Requirements for EXITING English Language Learners from the ESOL Program These options are valid until October 1, 2017

Option I Grades K-2 Option I Grades 3-10 Option I Grades 10-12 ACCESS for ELLs 2.0, English language proficiency level shall be a 4.0 overall or greater AND at least 4.0 in the domain of Reading. Alternate ACCESS for ELLs proficiency level shall be a P1 overall (composite score) score or greater ACCESS for ELLs 2.0, English language proficiency level shall be a 4.0 overall or greater AND at least 4.0 in the domain of Reading. Alternate ACCESS for ELLs proficiency level shall be a P1 overall (composite score) score or greater AND Passing score on the FSA in ELA (level 3) or FSAA score ACCESS for ELLs 2.0, English language proficiency level shall be a 4.0 overall or greater AND at least 4.0 in the domain of Reading. Alternate ACCESS for ELLs proficiency level shall be a P1 overall (composite score) score or greater AND One of the following graduation requirements:

• Level 3 on the 10th grade FCAT (Reading)

OR

• Level 3 on 10th grade FSA in ELA or FSAA

(Reading) OR

• A score of 19 on the ACT (Reading)

OR

• A score of 430 on the SAT (Reading)

Basis of Exit: H is entered on the A23 panel

• n TERMS, Exit date is 6/8/17

Basis of Exit: I is entered on the A23 panel

• n TERMS, Exit date is 6/8/17

Basis of Exit: J is entered on the A23 panel

• n TERMS, Exit date is 6/8/17

PLAN Date is updated to match EXIT date PLAN Date is updated to match EXIT date PLAN Date is updated to match EXIT date Option II Grades K-2 Option II Grades 3-10 Option II Grades 10-12 Any student being considered for exit by an ELL committee shall meet at least 2 of the criteria established in the ESOL Handbook section 8. ELL Committee meeting must be generated in ELLevation. ACCESS scores are valid until 10/1/17 Any student being considered for exit by an ELL committee shall meet at least 2 of the criteria established in the ESOL Handbook section 8. ELL Committee meeting must be generated in ELLevation. ACCESS scores are valid until 10/1/17 Any student being considered for exit by an ELL committee shall meet at least 2 of the criteria established in the ESOL Handbook section 8. ELL Committee meeting must be generated in ELLevation. ACCESS scores are valid until 10/1/17 For ESE/ELLs the committee shall consider the disability and include the IEP Team. For ESE/ELLs the committee shall consider the disability and include the IEP Team. For ESE/ELLs the committee shall consider the disability and include the IEP Team. Basis of Exit for ELL committee: L is entered on the A23 panel on TERMS. Exit date is the date of the meeting. Basis of Exit for ELL committee: L is entered on the A23 panel on TERMS. Exit date is the date of the meeting. Basis of Exit for ELL committee: L is entered on the A23 panel on TERMS. Exit date is the date of the meeting. PLAN Date is updated to match EXIT date PLAN Date is updated to match EXIT date PLAN Date is updated to match EXIT date NOTE: EXIT Notification letter must be generated on ELLevation for all students exited from the ESOL program.

Proficient 2017 # of Students Percent Proficient 8,564 26.3% Non-Proficient 23,972 73.7% Total 32,536 100.0% 24

Accommodations and Instructional Practices for English Language Learners (ELLs) for Classroom Observation

RULE 6A-6.09091

Use of a bilingual glossary in addition to a bilingual dictionary. An approved glossary is defined as word-to-word and may include content specific glossary. Evidence of

• Bilingual Dictionary
• Extended Time
• Flexible Setting
• Bilingual Support for Lowest-Level ELLs
• ELL Engagement in Lesson
• ELL Consideration in Lesson Plans
• English Language Development

Standards in Lesson Plans

• Teacher Awareness of ELL Levels of

Students

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25 THIRD GRADE PROMOTION/RETENTION OF ELLS

WIDA ISR

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Parent Notification Update Pt. 2 Parent Acceptance Area8

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What are the ACCESS for ELLs 2.0 Score Changes for 2017?

• The WIDA ELD Standards are not changing
• The expectations for student performance on the

assessment have changed

• The test items are not harder, but WIDA changed

how student scores are interpreted into proficiency levels

• Students must demonstrate higher language skills

to achieve the same proficiency levels

www.wida.us/proficiency

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WIDA

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District Updates

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Document Storage

Ø Choose the student for whom you want to add documents. You can click on the student’s name from the Student List or Search. Ø In the Student Profile , select the “Document” tab

• Home Language Survey (Registration)
• Initial Classification Form
• ELL Committee Invitation Letter
• ELL Committee Meeting Report (with signatures)
• Flexible Setting Letter
• Student work samples
• Report Cards
• PMPs

Docs to Upload

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Required Required

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You can now download, edit, or view the documents from this page.

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Registration Form

If the answer is “YES” to any of these questions, the student must be tested for English proficiency.

Translated in the Top 3 languages DEUSS is used for: State Accountability Extension of Services (REEVALs) Good Cause Promotion Immigrant Funding

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Date Entered

• n A03

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43 WWW.NEWSELA.COM 45

On March 7, 2017, the School Board of Broward County, FL., adopted Resolution No. 17-98 designating BCPS as an inclusive, safe and welcoming

• district. The We Are Broward Immigrant Support Plan was developed to guide discussions about diversity and culture which will instill in all

students the opportunity to validate, respect and benefit from the reward of living in a rich cultural society. Protecting the safety and privacy of our students is a top priority for Broward County Public Schools. The development of the We Are Broward Immigrant Support Plan has been a collaborative effort between various departments and the community. The Bilingual/ESOL Department, Student Support Initiatives, and Office of School Performance & Accountability (OSPA) have taken the lead to ensure all stakeholders have input and their voice is heard through the process. The We Are Broward Immigrant Support Plan can be found on CANVAS for Broward County Public School staff. The plan is a live document and will continue to be revised to ensure all resources are included. Documents intended for parents/guardians will be translated in the district’s top three languages of Spanish, Haitian Creole, and Portuguese. The We Are Broward pamphlet highlights available community resources and programs. Families can contact the agencies for information on topics and services available to them. Components of the Immigrant Support Plan

Immigrant Support Plan IMMIGRANT RESOLUTION NO. 17-98

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What is continuing?

TITLE III/IMMIGRANT SUPPLEMENTAL SERVICES

• Title III, Part A Grant funds to

implement the 2017-2018 Language Enrichment Camp (LEC) for ELLs will be available

• Title III additional funding for

Supplemental Instructional Materials in the core content areas to assist ELLs (LYs) with academic achievement, English language acquisition or native language support

• Support to schools through the

Bilingual/ESOL Department Instructional Facilitators

• Immigrant Grant activities (i.e., field

trips, Rally to the Tally, Broward Youth Summit, CANA)

Cadre ¡ Cadre Director ¡ ESOL Instructional Facilitator ¡ Dual Language Instructional Facilitator ¡ ES1 ¡ Saemone Hollingsworth ¡ Adalyn Peña ¡ Sonia P. Rodriguez ¡ ES 2 ¡ Estella Eckhart ¡ Deborah Benitez- Rosa ¡ Gloria Rodriguez ¡ ES 3 ¡ Mark Narkier ¡ Miriam Acevedo ¡ Sonia P. Rodriguez ¡ ES 4 ¡ Linda Pazos ¡ Miriam Acevedo ¡ Sonia P. Rodriguez ¡ ES 5 ¡

• Dr. Mark Strauss ¡

Jennifer Desmidt ¡ Gloria Rodriguez ¡ ES 6 ¡ Irene Cejka ¡ Jennifer Desmidt ¡ Gloria Rodriguez ¡ ES 7 ¡ Angela Fulton ¡ Armelle Johnson ¡ Sonia P. Rodriguez ¡ ES 8 ¡ Jacquelyn Haywood ¡ Cristal Concepcion ¡ Sonia P. Rodriguez ¡ ES 9 ¡ Sandra Shipman ¡ Adalyn Peña ¡ Gloria Rodriguez ¡ ES 10 ¡ David Hall ¡ Cristal Concepcion ¡ Sonia P. Rodriguez ¡ MS 1 ¡ Christine Semisch ¡ Deborah Benitez- Rosa ¡ N/A ¡ MS 2 ¡ Jermaine Fleming ¡ Annette Ramos ¡ N/A ¡ HS 1 ¡ Michael Ramirez ¡ Rosemarie Richard ¡ N/A ¡ HS 2 ¡ Alan Strauss ¡ Eric Rosenauer ¡ N/A ¡ CS 1 ¡ Carletha Shaw ¡ Annette Ramos ¡ N/A ¡

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What’s New

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Dual Language Program

• For the 2017-2018 school year,

ELLs (LY) who are enrolled in a Dual Language Program, must have an ELL Instructional Model code of “T”.

• The IMT must manually enter

“T” on each student’s A10 Detail panel for all core courses.

Dual Language Elementary Schools 2017-2018

Bethune ¡ Boulevard ¡ Heights ¡ Broadview ¡ Chapel ¡Trail ¡ Coral ¡Cove ¡ Country ¡Isles ¡ Cypress ¡ Dolphin ¡ DriOwood ¡ Eagle ¡Point ¡ Eagle ¡Ridge ¡ Everglades ¡ Flamingo ¡ Forest ¡Hills ¡ ¡ Gator ¡Run ¡ Gulfstream ¡Academy ¡

• f ¡Hallandale ¡Beach ¡

K-­‑8 ¡ Hollywood ¡Hills ¡ Hollywood ¡Park ¡ Indian ¡Trace ¡ Lakeside ¡ Manatee ¡Bay ¡ Margate ¡ McNab ¡ Meadowbrook ¡ Mirror ¡Lake ¡ Oakland ¡Park ¡ Panther ¡Run ¡ Pines ¡Lakes ¡ ¡ ¡ Pompano ¡ Beach ¡ Ramblewood ¡ Riverglades ¡ Sawgrass ¡ Sea ¡Castle ¡ Silver ¡Lakes ¡ Silver ¡Palms ¡ Stephen ¡Foster ¡ SVrling ¡ Tamarac ¡ Tedder ¡ Tequesta ¡ Trace ¡ Watkins ¡ Westchester ¡

Dual Language

LOCATION OF DUAL LANGUAGE SCHOOLS 2017-2018

§ 41 Elementary Schools Spanish/English 1 Elementary School French/English § 4,700+ students in dual language § 650+ ELLs participating § 1 Middle School Spanish/English

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DUAL LANGUAGE CODES ENTERED ON TERMS

Identify active ELLs (LY) in a Dual Language Program. These ELLs must have: ² “T” code on the A10 panel for all CORE Courses instructed in the target language (i.e., Language Arts, Math Social Studies). ² An active A23 panel ² Must be coded LY on the A03 panel BENEFITS OF A DUAL LANGUAGE PROGRAM

Elementary students enrolled in the dual-language curriculum dramatically

• utperform their peers in traditional classes, sometimes achieving proficiency levels

two or three times those of traditional students, according to data from the school

• system. “The difference in proficiency is staggering,” said Suzanne Mitchell, Selma,

November 2016

• Students need to meet the demands of

today’s global society and economic

• pportunities.
• Prepares students for college and career

readiness.

• Develops higher order thinking skills as

they learn a second language.

• Students benefit from cognitive

advantages with development of bilingualism and biliteracy.

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• Native Language Skills
• Educational Background
• Background Experiences
• Cognitive Factors
• Learning Style
• Motivation
• Age
• Practice in the Second

Language

• Instructional

Environment

• Language Classification
• Linguistic backgrounds
• Quality of Instruction
• Monitoring Patterns
• Accommodations

Factors which influence rate of language acquisition

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Resources

Where to begin?

ü Generate Active ELLs student report (export wizard) ü Review data for students eligible for exit ü Check your data for accuracy ü Make sure you have an ELL folder for LY & LF students on your roster ü Assign accommodations for LY students ü Verify that program 130 is assigned to all LY students ü Generate and file the ELL Plan with updated: PLAN DATE to the first day of school. ü Create a new check list on ELL folder with current school year information for LY students. ü Provide teachers with resources:

q Language Classification of students q ESOL Instructional Strategies Matrix/Addendum q CAN DO Descriptors q Heritage Language Dictionary/Glossary

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Active ELL Report

Ø Run Active ELL Report from Export Wizard Ø Download file in Excel Ø Sort by DEUSS Date (Oldest to Newest) Ø Analyze Data for students needing REEVALs, Annual Reviews, updating PLAN dates, etc.

Ø Check for possible errors (Language CLASS, Basis of Entry, DEUSS Date)

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58 IMMIGRANT REPORT DATA AUDIT

Are ages 3-21 Were not born in any State or U.S. territory or possession (PR) Have not been attending

• ne or more schools in any
• ne or more States for more

than 3 full academic years.

Exit the ESOL Program

TERMS:

• A23 Panel: Update PLAN Date

and EXIT Date 6/8/17-last day

• f school
• Enter Basis of Exit
• ELL Status changes

automatically from LY to LF

ELLevation

• Generate ELL Plan once

ELLevation is up to date

• Generate Parent Letter –

Notification of Program Exit

• Print the ELL Plan and file in

the ELL folder

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Each school will be able to assign TWO users per school 60

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FOLDER REQUESTS: ESOLREQUESTS@BROWARDSCHOOLS.COM Use folder as a checklist

ELL Folder

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IPT MATERIALS

Schools purchase using General Funds q IPT Oral q IPT Reading and Writing: § IPT 1 Grades 2-3 § IPT 2 Grades 4-6 § IPT 3 Grades 7-12

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Annual Review

For students entering a US school in 2015-2016 or 2016-2017

Recommendations for continued placement for ELLs entering years 2 and 3 based on DEUSS Date (within 30 days) ELL Committee Meeting is not required Complete Me, Myself & I Meeting on ELLevation Update ELL PLAN Date on TERMS Generate Parent Letter (Notification of Continuation) Generate ELL Plan within the required 30 day timeline and file in ELL Folder

REEVALS

For students entering a US school in 2014-2015 or earlier

Recommendations for ELLs entering years 4, 5, 6 and beyond based on DEUSS Date (within 30 days) ELL Committee IS required. Current data must be reviewed to make recommendation for continuation of services. After Oct. 1st IPT assessment (L/S/R/W) must be administered; however, do not update language classifications Update PLAN Date and REEVAL date on TERMS (date of ELL Committee Meeting and PLAN date shall match. Generate Parent Letter (Notification of Continuation) Generate ELL Plan within the required 30 day timeline and file in ELL Folder

ANNUAL REVIEWS AND REEVALS

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Reading Placement

Elementary Secondary

For ELLs classified as A1, A2 and B1 (if necessary) For ELLs classified as A1, A2 and B1 (if necessary) Schools that have 18 or more K-3 or 22 or more 4th and 5th grade ELLs who meet the criteria of A1-A2 in the same grade must provide sheltered instruction using identified curriculum and materials Schools that have 22 or more ELLs who meet the criteria of A1-A2 language classification and have level 1 or 2 on the FSA, or no FSA scores, must receive Intensive Reading through Developmental Language Arts ESOL-Reading using identified curriculum and materials. Schools that have fewer than 18 or K-3 or fewer than 22 4th and 5th grade A1-A2, language classification, ACCESS 1 or 2 in the same grade, must receive basic mainstream instruction using differentiated instruction and identified curriculum. Clustering students is strongly recommended. Schools that have fewer than 22 ELLs who meet the criteria of A1-A2, ACCESS 1 or 2 language classification and have level 1 or 2 on the FSA, or no FSA scores, must receive Intensive Reading through programs listed in the K-12 Comprehensive Reading Plan/Intensive Reading Placement Chart. For ELLs classified as intermediate (Bs, Cs, 3-6) may receive basic mainstream instruction using differentiated instruction and identified curriculum. Per META, schools with at least 15 students speaking the same language shall provide at least one aide

• r teacher proficient in the same language and trained to assist in ESOL basic subject area instruction.

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Upcoming ESOL Contact Meetings

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New ESOL Contact PD 4:30 PM -7:30 PM

• Bilingual ESOL Department Pines

Office – 4 DAYS

• September 5th & 6th
• September 12th & 13th

Strategies (InClass)

• TBD

Register on My Learning Plan

Social Emotional Learning Process through which children acquire and effectively apply knowledge, attitudes, and skills necessary to: Understand & manage emotions Set & achieve positive goals Feel & show empathy for

• thers

Establish & maintain positive relationships Make responsible decisions

CASEL (Collaborative for Academic, Social, and Emotional Learning)

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SEL and ELLs

Help students to take pride in their cultures Integrate SEL in curricula Pair ELLs with non- ELLs to encourage collaboration, mutual respect & teamwork Build relationships and get to know your students

How do I minimize high anxiety which may cause difficulty in language acquisition?

Parent Outreach

The Parent Outreach Office serves:

• English Language Learners (ELLs)
• Recently-arrived Immigrants
• Parents
• Families
• Community members/organizations

Services Provided

• Information to parents and families about the American and

Broward County School Systems

• Assistance to ELLs and parents with school-related issues

q Meet with families one-on-one q Attend school-based meetings with families upon request q Help families with the registration process at schools q Assist families with school documentation and forms

• Graduation, college and career orientation for students and

parents of middle and high schools

8/17/17 25 More Services Provided

• ESOL Parent Nights
• ESOL Game Nights
• Free materials to support ELLs’ learning at home
• Leadership Development to parents and volunteers
• Parent Outreach Centers at four (4) locations
• ESOL Leadership Council, a parent group who promotes

ELL academic achievement

• ESOL Ambassadors initiative

Newly Arrived Immigrant Students

Programs and Activities

• Family Literacy Nights (Broward Library)
• Cultural Field Trips
• ACT & SAT Free Prep Courses (Broward Library)
• AIMSS (Accessible Information Motivating Student Success)

IDEAS Handbook (Inspiring Determination, Expectations and Actions for Students)

• CANA (Cultural Academy for New Americans)
• I Learn America
• Rally to the Tally (high school)
• Broward County Youth Summit & Parent Institute (high school)
• Latinos in Action (middle and high school)

Parent Outreach Office

Team TBA, Parent Outreach Specialist

• Y. Nathalie Delia, Community Liaison – Haitian Creole

Monica Nelsas, Community Liaison – Spanish Osiris De Los Rios, Community Liaison – Immigrant Grant Brunilda Chico, Bilingual Clerk (754) 321-2951

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BILINGUAL ESOL LEADERSHIP

Vicky B. Saldala, Director Leyda Sotolongo, ESOL Curriculum Supervisor Stephanie Bustillo, Educational Specialist Melinda Mayers, Educational Specialist Blanca Guerra, Curriculum Supervisor, World Language Supervisor Idalina Orta, Dual Language Specialist Reina Murray, Bilingual Guidance Counselor Celina Chavez, Educational Specialist, Charter School Support 754-321-2590 KCW 754-321-2951 Pembroke Pines