New Beginnings 2014 - 2015

1. New Beginnings 2014 - 2015 Introduction to English Language Learners Robin Neeld, Title III & ESOL Specialist Juan Dillon, ELL Specialist August 6, 2014 Leesburg High School

2. Common Board Configuration Date: August 6, 2014 • Agenda: Gradual Release • I DO: Review HQT requirements, TransAct, Rosetta Stone while sharing strategies and best practices related to immersion of language for ELLs • WE DO: Read article “How Long Does It Take to Learn English” develop written response and engage in text-based discussion and writing • YOU DO: Develop a “personal” plan based on your understanding of the immersion of ELLs Bell Ringer: Anticipation Guide Learning Goals: Given a common understanding, learners will be able to identify various strategies, resources, programs, & technology to support ELLs Benchmarks: Learners will explore text, resources, and best practices for ELLs Objective: : Learners will be provided an overview of Rosetta Stone language- learning software, TransAct documents, and the ELL iPad initiative to increase awareness of various strategies, resources, programs, and technology to support ELLs Summarizing Activity: Revisit Anticipation Guide Essential Question: How can I as a classroom teacher best support English Language Learners in Lake County? Next Steps: Continue to ensure ELLs have access to resources, technology, and programs and programs to increase student achievement and to acquire the English language. Common Language: ELL,ESOL,LEP, Certification/Endorsement, Rosetta Stone

3. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

4. Lake County Schools College and Career ReadinessInstructional Framework

6. Marzano/TEAM Framework • Communicating Learning Goals and Feedback • Establishing Rules and Procedures • Helping Students Interact with New Knowledge • Helping Students Practice/Deepen Knowledge • Helping Students Generate/Test Hypotheses • Engaging Students • Planning/Preparing for Lessons and Units • Planning/Preparing for Resources & Technology • Planning/Preparing for Special Student Needs • Developing/Monitoring a Professional Growth Plan

7. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

8. Bell Ringer: Anticipation Guide • Add breakout session slides here

9. English Language Learners 2013-14

10. District ELL 2013-14 Reading & Math Proficiency

11. Desired Solution • Increase student achievement as measured by our state accountability system by providing high quality daily instruction aligned to the needs of English Language Learners and Struggling students, high quality professional development to build teacher and teacher assistant capacity and effectiveness, and highly trained school-based and district personnel to support, sustain, and align efforts at schools and district-wide.

12. Lake County Schools ESOL Certification/Endorsement Why ESOL Endorsement and Requirements? The Consent Decree (also known as the META or ESOL Consent Decree) of 1990 is the State of Florida’s framework for compliance with federal and state laws and jurisprudence regarding the education of English Language Learners (ELL) students. It addresses the civil rights of these students, with the primary right being that of equal access to comprehensible instruction.

13. Lake County ESOL • Where are these courses offered? • Who verifies that I have completed the ESOL requirements?

14. Lake County ESOL • Who needs to enroll in ESOL Courses? • Which Job Category am I in? • What are my options for ESOL Endorsement or Certification? • How do I register for the courses? • How may I obtain certification?

15. ESOL Certification/EndorsementBlackboard Online Courses September, 2014 through DECmber, 2014 • Testing and Evaluation of ESOL • This is a 60 hour course designed to assist teachers in developing attitudes, skills, and knowledge which will enable them to identify students who are Limited English Proficient (LEP) and to provide and justify effective instruction for LEP students. • Methods of Teaching English to Speakers of Other Languages (ESOL) • This is a 60 hour course that enables participants to identify and apply appropriate ESOL/ELL methodologies and approaches to ESOL/ELL interactions. • Cross Cultural Communications and Understanding • This is a 60 hour course that enables teachers to acquire and use knowledge of the cultural characteristics of students to enhance instruction. • Curriculum and materials Development • This is a 60 hour course designed to assist participants in developing knowledge and skills in instructional techniques to facilitate second language acquisition, and in the selection and use of ESOL curricula and materials. • Applied Linguistics • This is a 60 hour course that enables teachers to use knowledge about language and language learning in determining instructional methods and strategies to be used in the classroom.

16. Turn & Talk • Discuss the following questions: • What is ESOL certification or endorsement? • Who is the district ESOL Contact? • When are ESOL courses offered? • Are ESOL courses online or face-to-face?

17. How Long Does It take TO Learn English? • The Research - Wayne Thomas & Virginia Collier • How do ELLs in ESL programs compare? • What does this Research mean for schools? • What is the model for Lake County Schools?

18. How Long Does It Take To Learn English? 3 3 2 4 1 Jigsaw – Each participant is numbered .

19. How Long Does It take TO Learn English? • The Research - Wayne Thomas & Virginia Collier • How do ELLs in ESL programs compare? • What does this Research mean for schools? • What is the model for Lake County Schools?

20. What is Comprehensible Instructionfor ELL Students? • Teaching in a clear and concise manner • Provide supplemental instruction • Teaching academic vocabulary across all content areas • Helping the ELL student open avenues to real world information so that he/she may begin to develop a robust individual vocabulary of knowledge to use in answering questions, written and oral. • Developing for each student a structured and purposeful plan for engagement and learning and communicating both to student and parent regularly. • Understanding and adjusting individual student needs daily.

21. Strategies for Comprehensible Instruction • Reading Aloud • Shared Readings • Practice Language with Peers • Informal and frequent talks with ELL student to assess oral language development • Differentiation of instruction for high level of student engagement • On-going parent communication of lessons learned • Use of graphic organizer, scales and rubrics for visual learning, comprehension, and vocabulary development • Additional resources provided for home use to supplement instruction.

22. ESOL STRATEGIES FOR BASIC CLASSROOMS ☐ Making use of contextual clues-gestures, expression, body language. ☐ Individualized assistance and instruction. ☐ Adjusting or shortening assignments. ☐ Defining content area language or terms for students. ☐ Adapting written text and materials to facilitate comprehension. ☐ Seat the student close to the front of the room. ☐ Provide alternative instruction whenever the class lessons are extremely difficult. ☐ Allow ample time to complete assignments. ☐ Speak clearly, and simplify the vocabulary (it is not necessary to speak louder). ☐ Use alternate assessment to measure ELL progress.

23. Why TransACT ?

24. ESEA (NCLB) Documents • Highly Qualified Staff • Title III – ELL • Supplemental Educational Services • Public School Choice • Parent Involvement • Title I Eligibility • Homeless Education • NCLB Accountability and Compliance • ESEA (NCLB) Languages

25. Gen. Ed. Documents • Campus Signs • Health and Medical • School, Office & Classroom • Free & Reduced-Price Meals • ELL & Special Services • Available Languages are as followed:

26. Why Rosetta Stone? • Rosetta Stone is a web based program for students in grades kindergarten through twelfth grade who need to learn the English language. • Students can also access Rosetta from home, making it a convenient way to continue the reinforcement of the language at home. • Rosetta Stone provides curricula, custom and smart list, usage and learner curriculum reports Lake County’s Website Address • http://lake.rosettastoneclassroom.com/en-US/

27. The Five “I’s” of Rosetta Stone

28. IMMERSION • Rosetta Stone uses dynamic immersion • Dynamic Immersion is a method that stimulates a real-life immersion experience and relies on active participation. • The immersion puts learners’ native language-learning skills to work eliminating translation and memorization • All lessons are taught in the target language (English) • The ability to understand the spoken and written language develops quickly • Task and activities engage learners in the learning process

29. Best Practices for Rosetta Stone • The program works best if learners spend 45 minutes to an hour each day mastering the material. • The learner should aim to understand enough language to make the decision required in each screen. • The learner does not need to understand every word and linguistic element when its present to make correct decision and to develop fluency. • The learning is cumulative and use the learner’s own natural language. • The learner should select learning goals based on the curricula . • Rosetta Stone includes options for guided or self-directed study. • Rosetta Stone encourages learners to repeat the lessons to improves their scores.

30. Processing TimeTurn and Talk How many languages are represented in your school? What resources are available to increase school and home communication?

31. Bell Ringer: Anticipation Guide • Add breakout session slides here

32. Participant Scale and Reflection(Please complete and turn in)