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ELL ContactsC2 Cohort Training
Juan Dillon, ESOL Program Specialist
Robin Neeld, Title III/ESOL Program Specialist
Alith Casey, ELL School Specialist
Diana Minotti, ELL School Specialist
Academic Services
Teaching & Learning Department
ELL Contacts:Thank you for taking on this very important task as your
school’s ELL Contact. We are here to help guide and support
you so that you feel comfortable and succeed at managing
the multitude of responsibilities that you have.
ELL Implementation Scale
ELL Handbook
Green Folders
LEP STAR
Skyward
CELLA
Rosetta Stone
WIDA
ELL Data/ AMAOs
Resources
Professional Development
PLC (Parent Leadership Council)
Topics we will cover today:
ELL Implementation Scale
• Level I - In Name Only
• Level II – Intentionally Structured
• Level III – Culturally Embedded
Accessing the 2014-15 ELL Handbook
Log on the LCS Intranet Homepage
Navigate to the “Departments” tab
Click on the “Teaching and Learning” link
On the left side of the page, click on the “ESOL/ELL Support” link
Navigate to the second link under I. ELL Toolkit “ELL Handbook
(2014-2015)”
Green Folders
This is where all of the
information for your ELL
students will be placed. If
your school cannot provide
them for you, please let us
know and we will see that you
receive them for your new
students.
Home Language Survey
This must begin with
identifying who may
potentially be an ELL
student. This information
is taken from the Home
Language Survey that
each student must have
on file when they enter
your school.
IPT Testing
The IPT (Initial Placement Test) is an online English
Language Evaluation Tool used in Lake County to
determine eligibility for placement into the ELL/ESOL
program.
Oral Testing must be completed 20 calendar days after
the date of entry (first day of school in most cases) for
potentially new ELL Students. Reading and Writing must
be completed within 20 calendar days.
The ELL Contact and the ELL TA(s) are the primary
examiners for your school site, however, others (Guidance
Counselor, CRT, etc.) may be authorized by the school ELL
Contact to test as well.
You should have at least 1 (or more) IPT Form G (K-5) or
IPT Form E (6-12) test picture books at your school site.
They are semi-hard cover, spiral bound books with a built
in stand to place the book within easy view of the student
being tested.
Basic Classroom Strategies
ELL Committee Meeting based
on IPT, CELLA, FCAT, concrete data
Noted in lesson plans
Implemented & Observed daily
Accessing ELL/LEP STAR
Log on the LCS Intranet Homepage
Navigate to the “Portals” Tab
Click on the “FCAT-STAR” link
Log-in using your Username and Password
Click on “LEP STAR” Button
Log-in using the same information used on previous screen
LEP/ELL STAR is accessible from here
LEP Committee Meeting Procedures
After a student qualifies for services, an LEP Committee, consisting of the ELL Contact, teacher and parent, must convene.
At least 2 attempts must be made to contact the parent to attend the meeting. The Parent Invitation Form is to be sent home either with the student, through the mail, or both.
If the letter never returns, a phone call should be placed to the parent and documented in the students paperwork of the phone call attempt.
Scheduled meetings should be kept to 15 minutes, if possible. Your ELL TA’s may be in attendance to assist with translation, especially if the parent requests translation assistance.
Make sure that if the parent is in attendance, they sign all forms that require their signatures. Carefully review all of the ELL documents to familiarize yourself with which ones require a parent signature.
Letters you will find on LEP STAR
Letters
Letter: Parent Letter of Invitation
Letter: Student Qualifies for Services
Letter: Monitoring Progress
Letter: Dismissal to Parents Through ELL Committee
Letter: ELL Completion Letter
Letter: Student Does Not Qualify for Services
The letter highlighted in GREEN is the one that is sent
home to invite your ELL student’s parents to come for
the LEP Committee meeting. The letter highlighted in
PINK only goes home if a tested student does not qualify
for services.
LEP Letters
Parent Letter of Invitation
Student Qualifies for Services
Student Does Not Qualify for Services
These forms are available in the following languages:
Haitian-Creole, Spanish, and Arabic.
They may be found on the “K” drive: Rosetta Stone:
TransAct Forms.
LEP Plan
ESOL Plan
Eligibility Determination
ELL Committee Review Form
Programmatic Assessment and Grade Placement
Extension of Instruction for "LY" Students
ELL Annual Placement Review
ESOL Exit Criteria Form
English for Speakers of Other Languages (Agreement)
Document Relating to Parental Input and Meetings
LEP Plan Forms
CELLA 2015 CELLA Testing Window February 16, 2015 to April 3, 2015
Comprehensive English Language Learning Assessment (CELLA)
Training for CELLA Administration will be February 3rd
Good News! You will not have to test your Monitored (LF) students that were exited
before 10/1/14!Florida uses the Comprehensive English Language Learning Assessment (CELLA) as a tool to measure the
progress of English Language Learners (ELLs) proficiency in English; thus, ensuring the skills needed in school to
achieve at high levels, academically.
The CELLA tests four areas:
•Listening
•Speaking
•Reading
•Writing
These sections are included in each of the four test levels:
Level A (Grades K-2), Level B (Grades 3-5), Level C (Grades 6-8) and Level D (Grades 9-12).
Kindergarten students are administered all four sections of the test, one-on-one with a teacher.
Students in grades 1-12 take the Speaking section of the test one-on-one with a teacher.
The Listening, Reading, and Writing sections are administered in a group setting.
Placement Criterion 2nd – 12th grade 1st 3 years in
country or as needed when assigned and monitored by
LEP Committee Plan
Commitment minimum of 20 minutes 4 X per week
Reports
• Individual Student Report
• Grading with Rosetta Stone
• Monthly Usage Report
Who we are & our history…Mission
WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.
Vision
To be the most trusted resource in the education of Pre-Kindergarten through Grade 12 language learners.
Values
WIDA's Can Do Philosophy: believing in the assets, contributions, and potential of linguistically diverse students
Collaboration: facilitating interaction among educators, state and local educational agencies, researchers, policy-makers, and experts worldwide
Innovation: drawing from research and practice to find the best solutions for students and educators
Service: exceeding expectations with friendly and knowledgeable support of our customers and stakeholders
WIDA :
WORLD CLASS
INSTRUCTIONAL
DESIGN
AND
ASSESSMENT
Proposed English Language Development (ELD) Standards for Florida
Standards.
The World-Class Instructional Design and Assessment (WIDA) consortium
created its English language proficiency (ELP) standards (2004, 2007, 2012) to
address the need for English language learners (ELL) to become fully
proficient in both social and academic English.
WIDA's ELD Standards for Pre-Kindergarten through Grade 12 encompass:
• Social and Instructional language
• The language of Language Arts
• The language of Mathematics
• The language of Science
• The language of Social Studies
•The language of Music
WIDA and the Florida Standards
Components of
WIDA’s Standards-based System
Performance Definitions: Outline how
English language learners process and use language for each level of language proficiency in grades k-12.
Can Do Descriptors: Describe
how English language learners process and use language for each languagedomain and level of language proficiency by grade level cluster.
ELL Data/ AMAOs
ELL students:
Less than 28% of ELL students scored satisfactory or above
in reading on 2013 FCAT, compared to 46% of all LCS
students.
2011-12 data from Annual Measureable Objective (AMO)
data show that ELL students are not demonstrating
proficiency in English language acquisition.
61% of ELL students graduated in 2012, compared to 75%
of all LCS students.
LCS spends 70% less in additional funding on ELL students
than median of comparison districts.1
Goal:
Outperform
State Targets
State
Targe
t AMO
Readi
ng
2015
District
Target
AMO
Reading
2015
State
Target
AMO
Reading
2016
District
Target
AMO
Reading
2016
State
Target
AMO
Reading
2017
District
Target
AMO
Reading
2017
State Target
AMO Reading
2018
District Target
AMO Reading
2018
English
Language
Learners
49 49 56 60 62 70 TBD 72
Goal:
Decrease
Amount
District
Readin
g 2012
District
Reading
2013
District
Reading
2014
District
Reading
Target
2015
District
Reading
Target
2016
District
Reading
Target
2017
District
Reading
Target
2018
Level 1&2
Students 44 44 43 30 26 22 18
Goal: Increase
Achievement
District
Readin
g 2012
District
Reading
2013
District
Reading
2014
District
Reading
Target
2015
District
Reading
Target
2016
District
Reading
Target
2017
District
Reading Target
2018
Lowest 25%66 61 66 70 70 75 75
Engage Lake ELL & Struggling Student Goals
Row Labels Count of Lang at
2 14
AL 2
AR 19
BE 9
CH 10
CR 1
E 2
EN 273
FL 1
FR 5
GE 3
GU 6
HC 31
HI 2
JA 2
KO 3
LI 1
MD 4
OT 4
PB 1
PL 1
PO 1
PR 6
RS 7
SO 1
SP 1505
SW 1
TA 5
TU 2
UK 3
VI 21
ZC 2
ZF 17
ZZ 2
(blank)
Grand Total 1967
ELL students by language count -
33 different languages spoken in our schools.
#1 is Spanish
#2 Haitian Creole
#3 is Vietnamese
#4 is Arabic
273 English speaking ELLs
Languages Represented in LCS
ELL Data/ AMAOs
ELL-DATA
Students 6+ Years in Program
Importance of Making Gains for ELL Students
Increasing ELL Student Academic Achievement
Active ELLs
10+
years
7-9
years 6 years 5-6 yrs 4-5 yrs 3-4 yrs 2-3 yrs 1-2 yrs 1st year
16 81 79 100 180 236 387 483 379
Professional Development
P2P II Thinking Maps for ELLs
Dec. 2-3, 2014
Principals- The Academic Services
Unit/Teaching & Learning is offering an
opportunity for your school to send a
teacher leader/coach to utilize ELL strategies
to support academic growth for English
Language Learners. Each school has one slot
for training which will be presented in two
parts:
Part I is September 23-25
Part II is December 2-3
Thinking Maps: Path to Proficiency for English Language Learners
This course is intended to be used by individuals, schools and
districts to develop an extended implementation of Thinking
Maps, focused specifically on the needs of English Language
Learners, K-12. It is designed for educators who have been
trained in Thinking Maps and have some prior knowledge about
teaching English Language Learners.
The purpose of this course is to provide information and guidance
in how to adapt and extend the use of Thinking Maps to meet
more effectively the needs of English Language Learners through
the use of quality instruction. Path to Proficiency provides
teachers with practical applications for guiding students from the
lowest to the highest level of language proficiency.
Organized into sections, to include:
1. Adaptations and Extensions for ELLs
2. Applying TMs to English Language Developmental
Levels
3. TMs and ELD Strategies
4. Recognizing and Replicating Text Structures
5. Differentiated Instruction
Professional Development
“ELL Strats. Blitz!”
Monday, December 8,
2014
Thursday, December 11,
2014
Monday, December 15,
2014
District Wide2 sessions in the morning.
2 sessions in the afternoon.
1st come/1st serve at the LRC.
30 seats will be available.
Subs will be available for
teachers interested in
attending.