Brentwood Union Free Schools ENGLISH LANGUAGE LEARNERS/MULTILINGUAL - - PowerPoint PPT Presentation

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Brentwood Union Free Schools ENGLISH LANGUAGE LEARNERS/MULTILINGUAL - - PowerPoint PPT Presentation

Dec 10, 2022 259 likes •460 views

Brentwood Union Free Schools ENGLISH LANGUAGE LEARNERS/MULTILINGUAL LEARNERS BILINGUAL AND ENL DISTRICT PROTOCOLS Presented by Wanda Ortiz-Rivera Coordinator of Bilingual and ENL Programs # Brentwood UFSD Brentwood Trajectory of

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Brentwood Union Free Schools

ENGLISH LANGUAGE LEARNERS/MULTILINGUAL LEARNERS

BILINGUAL AND ENL DISTRICT PROTOCOLS

Presented by Wanda Ortiz-Rivera Coordinator of Bilingual and ENL Programs

Brentwood UFSD ‹# ›

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SLIDE 2

Brentwood Trajectory of ELLs/MLLs Enrollment

ELLs /MLLs Year 2013-2014 Year 2014-2015 Year 2015-2016 Today ELLs/MLLs Served 5,697 Students 6,058 Students 6,513 Students 6,353 Students

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Brentwood UFSD ‹# ›

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SLIDE 3

BUFSD Professionals Serving ELLs/MLLs

Bilingual and TESOL Teachers on Long Island Total Number On LI 2015-2016 Brentwood 2014-2015 Brentwood 2015-2016 Brentwood 2016-2017 Bilingual Teachers 433.7 116.9 132.8 = 31% 137.4 ENL Teachers 987.3 83.4 100.4 = 10% 108.8 Total 1421 200.3 233.2 = 16% 246.2 3

Brentwood UFSD

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SLIDE 4

Total Tested

745 1306 1070 780 641 1225

BRENTWOOD 2016 NYSESLAT TESTED

Data Source: SIRS Report 301 ‘Tested/Not Tested’ 2016

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4 ‹#› Brentwood UFSD

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SLIDE 5

Bilingual/ENL Programs and Instructional Models

K-12 Programs

  • Transitional Program
  • Integrated ENL
  • Stand Alone ENL

Instructional Models

  • Full Day Bilingual Transitional Model
  • Co-Teaching Model
  • ENL Integrated Classrooms – Co-taught (all levels) or dually

certified (secondary level)

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Brentwood UFSD ‹# ›

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SLIDE 6

Sample Schedule K-5

Monday Tuesday Wednesday Thursday Friday

8:35-9:00 Breakfast Morning Routine 8:35-9:00 Breakfast Morning Routine 8:35-9:00 Breakfast Morning Routine 8:35-9:00 Breakfast Morning Routine 8:35-9:00 Breakfast Morning Routine 9:00-10:12 (72 min) ENL/ELA Good Habits Great Readers Interdisciplinary 9:00-10:12 (72 min) ENL/ELA Good Habits Great Readers Interdisciplinary 9:00-10:12 (72 min) ENL/ELA Good Habits Great Readers Interdisciplinary 9:00-10:12 (72 min) ENL/ELA Good Habits Great Readers Interdisciplinary 9:00-10:12 (72 min) ENL/ELA Good Habits Great Readers Interdisciplinary 10:12-10:48 (36 min) HLA Tesoros/Buenos Hábitos Grandes Lectores Interdisciplinary 10:12-10:48 (36 min) HLA Tesoros/Buenos Hábitos Grandes Lectores Interdisciplinary 10:12-10:48 (36 min) HLA Tesoros/Buenos Hábitos Grandes Lectores Interdisciplinary 10:12-10:48 (36 min) HLA Tesoros/Buenos Hábitos Grandes Lectores Interdisciplinary 10:12-10:48 (36 min) HLA Tesoros/Buenos Hábitos Grandes Lectores Interdisciplinary 10:50-11:40 LUNCH 10:50-11:40 LUNCH 10:50-11:40 LUNCH 10:50-11:40 LUNCH 10:50-11:40 LUNCH 11:50-12:50 (40+ min) Math L1/ L2 11:50-12:20 (30 min) Computers 11:50-12:35 (45 min) Writers Workshop L1/L2 11:50-12:20 (30 min) Music 11:50-12:40 (50 min) Writers Workshop L1/ L2 12:50-1:20 (30 min) Music 12:20-12:55 (35 min) Writers Workshop L1/ L2 12:35-1:35 (45+ min) Math L1/ L2 12:20-1:10 (50 min) Writers Workshop L1/ L2 1:20-2:05 (45 min) Writers Workshop L1/L2 12:55-1:25 (30 min) Gym 1:35-2:10 (35 min) Social Studies / Science L1/ L2 1:10-2:10 (45+ min) Math L1/ L2 12:40-1:40 (45+ min) Math L1/ L2 2:05-2:35 (30 min) Social Studies/r Science L1/ L2 1:25-1:55 (30 min) Social Studies/ Science L1/ L2 1:40-2:10 (30 min) Gym 2:35-2:55 Library 1:55-2:55 (45+ min) Math L1/ L2 2:10-2:55 (45 min) Art 2:10-2:55 (45 min) Social Studies/ Science L1/ L2 2:10-2:55 (45 min) Social Studies/ Science L1/ L2 2:55 Start Dismissal 2:55 Start Dismissal 2:55 Start Dismissal 2:55 Start Dismissal 2:55 Start Dismissal

– –

Teacher Name: _______________________________________ School: _____________________ Week (A or B): ________

Bilingual - Demo Schedule

# of Entering: ______ #of Emerging: ______ # of Transitioning: _____ # of Expanding______ # of Commanding___

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Brentwood UFSD ‹# ›

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SLIDE 7

Secondary Level Sample Schedule

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Brentwood UFSD

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SLIDE 8

BILINGUAL AND ENL CORE INSTRUCTIONAL MATERIALS K-5

  • Good Habits Great Readers, GHGR by Pearson
  • Buenos Hábitos Grandes Lectores, BHGL by Pearson
  • Tesoros by MacMillan McGraw-Hill Kindergarten Only
  • Words Their Way for ELLs workbooks by Pearson
  • NYSESLAT Preparation Workbooks
  • iRead, Rosetta Stone, RazKids
  • Family Literacy Project - Leveled Readers

Please refer to Page 10 in your folder. 8

Brentwood UFSD ‹# ›

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SLIDE 9

District Related ELL/MLL K-5 Assessments and Reports

  • NYSESLAT L2RPT Reports
  • Fountas & Pinnell Reading Records
  • ELA Interim Assessments
  • Math District Assessments
  • On Demand Writing Samples
  • Computer Based Reading Assessments/Program

Enrollment: Rosetta Stone, iRead, Raz-Kids, Read About

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Brentwood UFSD ‹# ›

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SLIDE 10

Essential Components of an ENL/Bilingual K-5 Classroom Checklist

CLASSROOM ENVIRONMENT (Please refer to page 12 in your folder.)

  • Interactive Word Walls in both Languages
  • Print Rich Environment - Color Code English and Spanish areas – Room must be labeled – Student work needs to be displayed
  • Family Literacy Project/Reading Logs - Grades K-2
  • Dictionaries Use - Grades 3-5
  • Standards-based lesson objectives are clear and displayed
  • Language and Content Objectives need to be visible for students and observers
  • Classroom needs to reflect the curriculum being taught
  • Binder and/or Folder Indicating Students’ Fountas & Pinnell and/or DRA
  • Reading Proficiency Levels in English and Spanish when applicable
  • Writing Folders including On Demand Personal Narratives and Assessment Folders (including math) are accessible. Date students’ writing

pieces & present evidence on the use of scoring rubrics.

  • Reading / Writing Journals
  • Conference Notes
  • Lesson Plans – Submit to Drop Box or send a hard copy Bilingual/ENL Department on a weekly basis

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Brentwood UFSD ‹# ›

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SLIDE 11

Continued… Essential Components of an ENL/Bilingual K-5 Classroom Checklist

INSTRUCTION (Please refer to page 12 in your folder.)

  • Use of District adopted instructional materials and supplemental resources
  • Lessons need to include all four language modalities: listening, speaking, reading and writing
  • Students need to speak in complete sentences. *It is important to recognize students’ stages of language proficiency and understand language production

expectations.

  • Instructional groups and differentiation of instruction are present by language proficiency levels, cooperative groups and/or individual needs.
  • Instructional modifications that are appropriate and reflect grade and language proficiency levels of students: paraphrasing, use of prompts/sentence

starters, use of idioms and figurative language

  • There is evidence of scaffolding strategies: modeling, think alouds, visuals/graphic organizers, increased wait time for student responses, frequent

comprehension checks, clarification/feedback and contextualized vocabulary instruction

  • Vocabulary words need definition and visuals to accompany them when appropriate
  • Student prior knowledge is used to connect new concepts and skills
  • Adjust instruction based on on-going formative assessment
  • No Round Robin Reading
  • Guided Reading Groups meet with teacher on a daily basis
  • Questioning techniques need to go beyond the “simplistic” – Questions should encourage critical thinking, deeper understanding and draw reasonable

inferences (keep in mind, students’ language proficiency levels).

  • Include many opportunities for students to write on a daily basis – i.e. Reading responses
  • Students need frequent opportunities to Turn and Talk, Discuss and Write about the lesson
  • All math lessons need concrete examples and ample opportunities for students to practice. The use of manipulatives at the elementary classroom is

essential for an effective lesson.

  • Teacher assistants need to meet with teachers to decide on how to best work with students. It is important to maximize the time TA’s work with students.

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Brentwood UFSD ‹# ›

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SLIDE 12

Bilingual and English as a New Language 6-12 Instructional Core Materials

  • Sheltered Instruction Observation Protocol (SIOP)

* Co-Teaching *Collins Writing Program

  • REACH, INSIDE and EDGE by National Geographic
  • Expert 21 by Scholastic (grade 6)
  • Prentice Hall Literature and Reader’s Journey by Pearson (grades 7-8)
  • Prentice Hall Language Central by Pearson (grades 7-8
  • Reality Central (grades 7-8)
  • SYSTEM 44 and Scholastic Read 180
  • Keystone and Keys to Learning by Pearson
  • World Link
  • Writing Power
  • Bridges - SIFE
  • RIGOR - SIFE
  • Rosetta Stone
  • NYSESLAT Preparation Workbooks and NEWESLA

Please refer to pages 14 and the pages entitled Curriculum Materials- High School in your folder.

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Brentwood UFSD ‹# ›

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SLIDE 13

Essential Components of an ENL/Bilingual 6-12 Classroom Checklist

CLASSROOM ENVIRONMENT (Please refer to page 20 in your folder.)

  • Interactive Word Walls in both Languages
  • Print Rich Environment – Bilingual Teachers will Color Code English and Spanish areas, room must be labeled (ENL Teachers are

encouraged to do the same), and student work needs to be displayed

  • Home Language/English Dictionary Use
  • Standards-based lesson objectives are clear and displayed
  • Language and Content Objectives need to be visible for students and observers
  • Classroom needs to reflect the curriculum being taught
  • Lexile scores in English and Reading Proficiency Levels in Spanish when applicable
  • Writing Folders including On Demand Personal Narratives, District fall/spring writing samples, and all other writing completed by student. Date

students’ writing pieces & present evidence on the use of scoring rubrics.

  • Reading / Writing Journals
  • Conference Notes
  • Lesson Plans – Submit to Department Chairperson/Office of Bilingual & ENL
  • Sentence Frames
  • The classroom must reflect the curriculum being taught

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Brentwood UFSD ‹# ›

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SLIDE 14

Continued… Essential Components of an ENL/Bilingual Classroom 6-12 Checklist

INSTRUCTION (Please refer to page 20 in your folder.)

  • Use of District adopted instructional materials and supplemental resources
  • Lessons need to include all four language modalities: listening, speaking, reading and writing, including both language and content objectives
  • Students need to speak in complete sentences. *It is important to recognize students’ stages of language proficiency and understand language

production expectations.

  • Instructional groups and differentiation of instruction are present by language proficiency levels, cooperative groups and/or individual needs
  • Instructional modifications that are appropriate and reflect grade and language proficiency levels of students: paraphrasing, use of

prompts/sentence starters, use of idioms and figurative language

  • There is evidence of scaffolding strategies: modeling, think alouds, visuals/graphic organizers, increased wait time for student responses, frequent

comprehension checks, clarification/feedback and contextualized vocabulary instruction

  • Vocabulary words need definition and visuals to accompany them when appropriate
  • Student prior knowledge is used to connect new concepts and skills
  • Adjust instruction based on on-going formative assessment
  • No Round Robin Reading; Guided reading and close reading is practiced daily
  • Questioning techniques need to go beyond the “simplistic” – Questions should encourage critical thinking, deeper understanding and draw

reasonable inferences (keep in mind students’ language proficiency levels; Bloom’s Taxonomy)

  • Include many opportunities for students to write on a daily basis – i.e. Reading responses
  • Students need frequent opportunities to Turn and Talk, Discuss and Write about the lesson
  • Co-teachers are encouraged to set aside a common time for communication, collaboration and pre-planning, and planning
  • TA’s will meet with teachers to decide on how to best work with students. Maximize the time TA’s work with students.

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Brentwood UFSD ‹# ›

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SLIDE 15

Interventions

  • Embedded Teachers – Elementary Level – Leveled Literacy

Intervention System

  • Reading and Math Lab
  • SIFE Program at West Middle school and High School
  • SIFE TA’s at the Elementary and Secondary Level
  • Introduction of ENL Labs

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Brentwood UFSD ‹# ›

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SLIDE 16

Grading Guidelines for Bilingual and ENL Students

  • ELLs/MLLs must be graded based on the mastery of the

standards

  • Report cards should be completed, collaboratively, between

the Gen. Ed and ENL teachers (if applicable)

  • Refer to Grading Comments

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Brentwood UFSD ‹# ›

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SLIDE 17

Title III Programs

  • Plaza Comunitaria
  • Math Enrichment
  • NYSESLAT Preparation
  • Academic Writing
  • Regents Preparation
  • Summer Enrichment K-8
  • Homework Assistance

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Brentwood UFSD ‹# ›

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SLIDE 18

Professional Development Initiatives

  • Co-Teaching by Andrea Honigsfeld and Audrey Cohan
  • SIOP Training – 6-12
  • Language Acquisition Vs. Learning Disabilities
  • Guided Reading
  • Bridges Pilot – SIFE
  • Collins – Writing to Learn
  • RTI
  • Home Language Arts Instruction based on Teachers’ Current

Instructional Practices

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Brentwood UFSD ‹# ›

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SLIDE 19

Checkpoints to Ensure Compliance

  • Retention of Records
  • Student Placement
  • Second Parent Meeting
  • SIFE Students in the Elementary School
  • Identification of SIFE Students
  • Attendance
  • Class Rosters
  • Schedules

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Brentwood UFSD ‹# ›