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Presented by Lillian Acevedo-Brako, Alina Plasencia, and Ivette Green

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. Comprehensive Reading Plan.

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Presented by Lillian Acevedo-Brako, Alina Plasencia, and Ivette Green

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  1. English Language Learners (ELL) and the comprehensive reading planDivision of Bilingual Education and World Languages for the Secondary Reading Coaches’ MeetingSeptember 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/

  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.

  5. Materials 1State Adopted 2Supplemental 3State adopted, but not district adopted

  6. Middle School Scope and Sequence • M/J Developmental Language Arts Through ESOL I-IV Instructional Planner • http://bilingual.dadeschools.net/BEWL/documents.asp

  7. High School Scope and Sequence • Developmental Language Arts Through ESOL I-IV Instructional Planner • http://bilingual.dadeschools.net/BEWL/documents.asp

  8. Suggested Strategies Companion • http://bilingual.dadeschools.net/BEWL/documents.asp

  9. 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.

  10. 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.

  11. 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.

  12. Questions?

  13. Thank You! Directors Curriculum Support Specialists Supervisors • Dr. Joanne Urrutia, AdministrativeDirector 995-1945 • Beatriz Pereira, Executive Director 995-7430 • Oscar Fragas,Executive Director 995-2428 • Lillian Acevedo-Brako • lacevedo-brako@dadeschools.net • Alina Plasencia • aplasencia@dadeschools.net • Ivette Green • ibelekis@dadeschools.net • Edgardo ReyesNorth Regional Center995-4186 • Caridad PerezNorth Central Regional Center 995-1962 • Olga CarballoSouth Central Regional Center995-2476 • Lourdes MenendezSouth Regional Center995-2098 • Deland InnocentHaitian-Creole995-2977

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