West Orange Public Schools West Orange Public Schools Preparing - - PowerPoint PPT Presentation

West Orange Public Schools

“Preparing Multilingual Learners for Global Competence”

West Orange Public Schools

Presented by: Eveny de Mendez, Assistant Superintendent Felix Plata, Supervisor of ESL / World Languages May 21, 2018

West Orange Public Schools

West Orange Board of Education

Ronald Charles….........................................................................................................................................................................................Board President Mark Robertson……….…......................................................................................................................................................................Board Vice-President Ken Alper…………..........................................................................................................................................................................................Board Member Sandra Mordecai…………...............................................................................................................................................................................Board Member Irving Schwarzbaum.....................................................................................................................................................................................Board Member

West Orange Central Office Administration

Jeffrey Rutzky….......................................................................................................................Superintendent of Schools John Calavano…….…...................................................................................Business Administrator and Board Secretary Eveny de Mendez…....................................................................Assistant Superintendent for Curriculum & Instruction Felix Plata…………………………………………………………………………………………………………Supervisor of ESL / World Languages

Preparing Multilingual Learners for Global Competence West Orange Snapshot

• Board signed proclamation to support our immigrant learners

English Language Learners World Language Learners West Orange School Community Of the 6,612 students we serve:

• Over 1500 students come from homes that speak

languages other than English

• Over 50 languages are spoken in West Orange homes
• 623 current students were born in 68 countries

English Language Learners (ELLs) Of the 259 English Language Learners in the District:

• Elementary: 157
• Middle School: 31
• High School: 72

Elementary K-5

• Spanish (K-1 video based); (2-5 classroom instruction)
• All students (1931) exposed to Spanish at the elementary level

Edison Central Six

• Mandarin / Spanish Exploratory Semester Courses
• All students (485) take each course

Middle School 7-8

• 7th grade, 1 language offering
• Spanish - full year world language course (A/B)
• 8th Grade, 4 language offerings
• French, Italian, Mandarin, Spanish
• Student choice – 1 full year world language course option (Daily)
• All students (1059) enrolled in a world language course

West Orange High School 9-12

• 4 language offerings (French, Italian, Mandarin, Spanish)
• Student choice
• NJDOE Requirements: 5 credits / West Orange Requirements 10 credits
• 1430 students enrolled in a world language course

The West Orange Public Schools will strengthen and leverage its English as a Second Language (ESL) and World Language Programs to develop and prepare multilingual learners for global competence.

VISION

Preparing Multilingual Learners for Global Competence

VISION STATEMENT

Preparing Multilingual Learners for Global Competence

Global competence articulates the knowledge and skills students need in the 21st century to:

• effectively communicate complex ideas with diverse audiences

in multiple languages;

• recognize varying perspectives;
• investigate local and global issues; and
• take action across disciplines to make a difference.

Preparing Multilingual Learners for Global Competence What would our vision look like in the future?

The ESL and World Language Programs will provide students with learning experiences that promote:

• Multilingualism (Dual Immersion, Dual Language, World Language)
• An understanding of cultural contexts and their impact on learning, society,

business, industry and academia

• Graduating with a Seal of Biliteracy
• Global competence via
• Related credit bearing college level courses;
• Foreign exchange programs; and
• Interdisciplinary world language electives

Preparing Multilingual Learners for Global Competence Surrounding Districts

• Princeton- Grades K-5
• Montclair- Preschool
• Jersey City- Grades K-2
• Perth Amboy- Grades 2-4
• Englewood- Pre-K - 6
• Elizabeth- Grades K-5
• Newark- Grades K-5

Surrounding school districts with Dual Language/Immersion Programs

Preparing Multilingual Learners for Global Competence Where do we begin?

Strengthen ESL Program Design

ENGLISH AS A SECOND LANGUAGE (ESL) PRIMARY OBJECTIVE

A primary objective of the ESL department is to design and implement a program that enables English Language Learners (ELLs) to attain grade level proficiency in listening, speaking, reading and writing in English by the time they exit. To accomplish this, the West Orange ESL program must:

▪

Meet all federal and state bilingual code requirements

▪

Provide comprehensive ESL instruction

▪

Support the general education teacher with sheltered English instruction strategies for the mainstream content area

▪

Deliver a standards-based curriculum grounded in second language acquisition instructional strategies

▪

Provide individualized support for students as required

▪

Frequently monitor student progress toward attaining English language proficiency and meeting state academic standards

WEST ORANGE BILINGUAL 3 YEAR PLAN 2017-2020

Programs for Small ELL Populations Districts with small ELL populations are required to provide either English Language Services or English as a Second Language programs depending on population.

K-5 Elementary (157 ELLs) English as a Second Language. All ELLs must receive at least one period

• f daily ESL instruction by a certified

ESL instructor equal in minutes to the period of the core content area.

Maximum class sizes for ESL Proficiency:

• Levels 1 and 2

Grades K-1 (18)

• Levels 3 and 4

Grades K-12 (24)

English as a Second Language. All ELLs must receive at least one period of daily ESL instruction daily by a certified ESL instructor equal in minutes to the period of the core content area. General Education K-3 (ELA 90 minutes) 4-5 (ELA 85 minutes) Proficiency Levels 1 & 2

✓ 85-90 minute ESL replacement for English Language Arts (ELA)

Proficiency Levels 3 & 4

✓ 45 minute push-in / pull-out for ESL instruction and support

services

✓ Push-in / Pull-out ELA Block

WEST ORANGE BILINGUAL 3 YEAR PLAN 2017-2020

Programs for Small ELL Populations

Districts with small ELL populations are required to provide either English Language Services or English as a Second Language programs depending on population.

High Intensity ESL. ELLs must be provided at least two periods of instruction every day by a certified ESL teacher (a period is the time allocated on the school schedule for instruction in core subjects). One period is the standard ESL class, and the other period is a tutorial or ESL reading class.

▪

Middle School – 55 minutes

▪

High School – 53 minutes Sheltered Instruction. Support in the mainstream core content areas must be provided. ESL curriculum must be aligned to the WIDA ELD standards, attain adoption by the district BOE and cross reference district’s content area curricula to ensure correlation.

6-8 Middle (31 ELLs) 9-12 Secondary (72 ELLs)

CURRENT ENROLLMENT

School Total ELLs FTEs Gregory 27 1 Hazel 23 1 Kelly 26 1

• Mt. Pleasant

15 .25 Redwood 22 1

• St. Cloud

7 .25 Washington 37 1.5 TOTAL ELEMENTARY 157 7

CURRENT K-5 ENROLLMENT

CURRENT ENROLLMENT

School Total ELLs K 1 2 3 4 5 FTEs Gregory 27 7 7 5 3 4 1 1 Hazel 23 2 3 4 10 4 1 Kelly 26 8 3 6 4 4 1 1 Mt. Pleasant 15 4 3 3 3 2 .25 Redwood 22 3 7 1 4 6 1 1

• St. Cloud

7 2 4 1 .25 Washington 37 6 8 6 9 7 1 1.5

Current K-5 ENROLLMENT BY GRADE LEVEL

Bilingual Code & Grade Level Clustering: K-1, 1-3, 2-5, 4-8

CURRENT ENROLLMENT

School

Total ELLs

K 1 2 3 4 5 FTE

PL 1 PL 2 PL 3 PL 4 PL 1 PL 2 PL 3 PL 4 PL 1 PL 2 PL 3 PL 4 PL 1 PL 2 PL 3 PL 4/5 PL 1 PL 2 PL 3 PL 4 PL 1 PL 2 PL 3 PL 4 Proficiency Level

Gregory

27 2 4 1 2 3 1 1 2 2 1 1 2 2 2 1 1

Hazel

23 1 1 3 2 2 3 3 2 2 2 1 1 1

Kelly

26 2 6 3 1 1 4 1

1/2

1 1 2 1 1

• Mt. Pleasant

15 2 1 1 1 2 1 2 1 2 1 1 .25

Redwood

22 2 2 1 4 1 1 1 2 1 1 2 2 1 1

• St. Cloud

7 2 1 3 1 .25

Washington

37 3 3 4 1 1 2 3 1 1 1 2 3 1 3 3 2 2 1 1.5

K-5 ENROLLMENT BY GRADE LEVEL

OBSERVATION / FINDINGS

Geographic Location

▪

ESL services are distributed across all 7 elementary schools

▪

There is a wide range of proficiency and grade levels by which students are required to receive services

▪

Due to the geographic distribution of our ELL enrollment, there are significant inefficiencies in staffing, scheduling, and resources. Compliance

▪

ELLs must receive the required minutes of ESL instruction per bilingual code. Consistency

• Goal is for consistency of implementation across grade levels and schools.

Curriculum

▪

A revision of the ESL curriculum to include comprehensive instructional materials and resources will enhance ELL achievement outcomes. Instruction

• Instructional opportunities are currently constrained to push-in / pull-out services to support ESL instruction

via the ESL teacher.

• Instructional opportunities should be created for support in other content areas and co-teaching.

RECOMMENDATIONS

Consolidate services for ELLs at:

• Washington Elementary School

(Washington, Kelly, Redwood)

• Gregory Elementary School

(Gregory, Hazel, Mt. Pleasant, St. Cloud) Continue to service ELL / LLD / Inclusion population at:

• Kelly Elementary School

CURRENT ENROLLMENT

PROJECTED ESL PROGRAM PLACEMENT (+ K and Newcomers)*

School Grade PL 1* PL 2 PL 3 PL 4 PL 5 Gregory (FTE: 3) Projected Exits: 1 Total ELLs: 83 K(15)* 1 (15) 5 6 2 2 2 (16) 2 8 3 3 3 (12) 2 2 6 2 4 (17) 2 1 4 4 6 5 (8) 1 3 1 1 2 Washington (FTE: 3) Projected Exits: 15 Total ELLs: 84 K(17)* 1 (16) 6 10 2 (17) 2 5 3 6 1 3 (9) 2 2 1 1 3 4 (9) 1 3 3 2 5 (16) 3 2 5 4 2

CURRENT ENROLLMENT

PROJECTED ESL PROGRAM PLACEMENT

(LLD / Inclusion)

School Grade FTE Kelly (FTE: 1) Total ELLs: 11 LLD (8) 1.0 Inclusion (3)

RECOMMENDATIONS

▪

Strategically cluster students by homeroom and proficiency levels

▪

Provide training for general education teachers of core content areas in Sheltered Instruction

▪

Provide direct support for core content areas (math, science, social studies)

▪

Provide ELLs with required minutes of ESL instruction

▪

Revise and/or develop standards based curriculum for ESL aligned to WIDA standards and NJSLS

▪

Purchase content based instructional resources and materials to guide and facilitate learning and consistency across all ELL classrooms

▪

Provide transportation for all ELLs attending a non-neighborhood school

BENEFITS

▪

Increased opportunity for ELL inclusion in mainstream classrooms with ESL teacher support.

▪

Targeted professional development opportunities for ESL teachers around specific grade level content to support their ELLs in the mainstream and ELL data literacy.

▪

Targeted professional development opportunities for general education teachers around ESL best practices and ELL data literacy.

▪

ELL professional learning communities will include ESL teachers, general education teachers, and administration.

BENEFITS

▪

Increased co-planning opportunities between ESL and general education teachers and corresponding professional development.

▪

Increased co-teaching opportunities including implementation of modified lessons with ESL/Sheltered instruction strategies and supports.

▪

Greater ELL parental support such as parent workshops, parent meetings, ELL parent academy.

▪

More consistent implementation of an instructional model.

CONSIDERATIONS

✓

Special Education / ESL services

▪

Kelly – LLD/Inclusion (11 students)

✓

Transportation

▪

To new school for ELL services

• Provided for ELLs not attending their home school
• Provided for siblings to attend new school based on hardship and/or available space

▪ To neighborhood school at the end of day for after-care, when applicable

✓

To support the families with the transition, ESL teachers will service the school attended by their current students

✓

Future exited students will stay in the assigned school

✓

Instructional resources, materials and furniture

▪

Washington: 1 Kindergarten

▪

Gregory: 1 Kindergarten, 1 Grade 2

BILINGUAL WAIVER

Districts with ELL populations of 20 or more students in any single language group are required to provide full-time bilingual programs for ELLs in that language group. Bilingual Waiver ✓ West Orange currently has more than 20 ELLs enrolled in the district speaking Spanish

• r Creole.

✓ To date, West Orange has requested, and been granted, a waiver to provide a part-time alternative program due to the impracticality of offering a full-time program based on the geographic location of students.

ANTICIPATED CONCERNS

1. Providing services outside of the neighborhood school ▪

The district will provide transportation to the new school.

▪

Consideration will be given for siblings to attend the new school.

▪

ESL teacher will move to new school with his/her students to provide a consistency of support.

▪

Students receiving aftercare will be transported to home school for aftercare program, if requested.

2. Parent refusal of services ▪

Students found eligible for ELL services must be enrolled in the ESL program.

▪

Parent meetings will be held to explain programmatic changes, benefits to the student, and to understand potential considerations to support families through the transition.

▪

Student progress will be monitored by the ESL department and school staff and re-evaluated annually.

ACTION STEPS TO DATE

✓ Analysis of ELL student distribution in elementary schools ✓ Bilingual Parent Advisory Committee meetings ▪ 3 ESL Teachers ▪ 2 Principals ▪ 9 Parents ✓ Principal Meeting ▪ Classroom space assessment and feedback ▪ General education teacher selection considerations ▪ Sheltered English Instruction professional development for 1-2 teachers per grade-level per building ▪ Enrollment considerations ▪ Special Education considerations ✓ Parent Meetings ▪ Review of programmatic changes and instructional model ✓ ESL Teacher meetings ▪ Scheduling considerations ▪ Curriculum implications ▪ Co-planning professional development ▪ Parent meetings at home schools ▪ ELL Screening process ✓ Instructional Materials ▪ National Geographic Reach Program ▪ In the USA Newcomer Program ▪ Myngconnect online platform ▪ Fiction and Non-fiction classroom libraries ✓ Curriculum Revision Plan ▪ 2018-2019 school year

BUDGET

✓

Instructional Resources 2017-2018

✓

Transportation 2018-2019

✓

3 buses ($13,306.23)

✓

Professional Development (Title III Budget)

✓

SIOP ($7,500)

✓

ESL Strategies / Co-Teaching ($4,500)

✓

Curriculum Development

✓

ESL 1 / ESL 2 ($9,360)

Preparing Multilingual Learners for Global Competence Where do we begin?

World Language Program Design

Preparing Multilingual Learners for Global Competence Where do we begin?

SY 2018-2019 Middle School World Language Options

• Grade 7
• 4 language options (French, Italian, Mandarin, Spanish)

SY 2019-2020 Elementary Spanish

• Grades K-1
• Move from video-based program to classroom instruction

Preparing Multilingual Learners for Global Competence

5 Year Plan

5 YEAR PLAN

▪ 2018-2019 Develop a comprehensive ESL program that includes: ▪ Revised ESL curriculum with engaging interdisciplinary resources ▪ Continuous job-embedded professional development for staff ▪ Parent advisory committee ▪ Resources for families ▪ Plan for implementation of bilingual services Implement 7th grade World Languages plan ▪ 4 options for students ▪ Assess feasibility of 6th grade 4 language exploratory program ▪ 2019-2020 Implement bilingual tutorial services in addition to their ESL instruction. Replace the grades K-1 Spanish video program with instruction provided by a World Language teacher. ▪ 2020-2021 Establish an NJDOE designated Model Bilingual/ESL Program ▪ 2021-2022 Dual Language/Immersion Program consideration ▪ Evaluate community interest for, and feasibility of Dual Language/Immersion programming in which students may finish elementary school with academic fluency in two languages.

NEXT STEPS ON TIMELINE

Activity Timeline Purchasing of ESL materials May 2018 ELL Parent Meetings April, May and June 2018 Kindergarten registration, screening and placement May, June, July, August 2018 Parent letters sent home describing ELL program June 2018 Sheltered Instruction Professional Development August 13, 14, 15, 2018 Sheltered Instruction classroom coaching 2018-2019 school year Co-Teaching Professional Development 2018-2019 school year Program Implementation Committee Meetings June, September, November 2018 & February, April 2019 Bilingual Services 2019-2020 Goal Dual Language/Immersion Program 2021-2022 Goal

GLOSSARY

▪

ACCESS for ELLs – State required English language proficiency assessment to be given annually to students who have been identified as English language learners

▪

English Language Learner (ELL) – a student whose native language is other than English and who has varying degrees

• f English language proficiency in any one of the domains of

speaking, reading, writing, or listening

▪

English Language Proficiency (ELP) – degree to which an ELL can process and use language in any one of the domains

• f speaking, reading, writing, or listening; proficiency level

▪

English as a Second Language (ESL) – a daily developmental second language program or course where students acquire English as a second language

▪

Sheltered English Instruction (SIOP) – an approach to teaching English language learners which integrates language and content instruction in the mainstream, grade-level classroom

▪

SLIFEs or SIFEs – students with a limited or interrupted formal education

▪

WIDA Standards – State standards that outline the progress

• f English language development for English language

learners

▪

Alternatives to full-time programs – a part time program of instruction that may be established by a district BOE in consultation with and approval of the NJDOE ; all students in an instructional program alternative must receive English as a second language (ESL)

▪

Bilingual Waiver – a waiver from a full-time bilingual program granted on an annual basis when a district can demonstrate that it would be impractical to provide a full-time bilingual program due to the age range, grade span, and/or geographic location of eligible students

▪

Home Language Survey (HLS) – a federally required survey of language use that is given to all students upon enrollment in a district to determine if a student should be assessed for English language services eligibility

▪

NJAC 6A:15 – New Jersey bilingual code which outlines rules and regulations for Bilingual ESL and English language services programs in New Jersey

▪

Three Year Plan – a program plan submitted every three years to the NJDOE by districts that enroll ELLs

▪

Title III – part of ESSA; state funding that helps ensure that English language learners attain English language proficiency and meet state academic standards

GLOSSARY