Fall 2010 presentation to the board as of oct 24
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The document provides information about the ESL programs and plans for an elementary and secondary school. It includes: 1) Goals and plans to restructure the elementary ESL program, provide ongoing professional development for teachers, adopt new assessment tools, and hire more qualified teachers over the next three years. 2) Data on the number of ESL students by grade and proficiency level in both the elementary and secondary programs. 3) Overviews of the elementary and secondary ESL programs, including course placements based on proficiency level, support services provided, and criteria for transitioning between levels.
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Franklin, MA - Literacy Update 2/10/09
1. The document presents the literacy goals and professional development plans for the Franklin School District for the 2009 school year.
2. Elementary goals include having all teachers understand and implement the structure of reader's workshop. Middle school goals are to explicitly model pre-reading and pre-writing strategies and identify resources to support literacy instruction.
3. Professional development plans include workshops, lab classrooms, and coaching to support teachers in meeting the literacy goals.
Assessment Made Fun and Easy
This document summarizes a presentation by Ana Paula Lawrence and Nancy Silvestro on conducting course-level assessment of ESL writing courses at Passaic County Community College. They describe assessing student learning outcomes using rubrics and exams. Analysis found common grammar errors in student writing. As a result, the department plans to offer an advanced grammar course and re-evaluate writing criteria to improve student performance.
Assessment Handbook 2014 for web
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
Professional Development for Content Teachers: 3 Suggestions for Interdiscipl...
This document summarizes the results and lessons learned from a professional development program for teachers focused on teaching English learners. It found that the program led to:
1) Attitudinal shifts in how teachers viewed English learners and the achievement gap.
2) A greater focus on language acquisition and best practices for teaching language.
3) Increased teacher confidence in lesson planning and having strategies to support English learners.
It provides suggestions for improving future professional development, including fostering learning communities, integrating culture more explicitly, and facilitating meaningful collaboration between teachers.
English_as_a_Second_Language2.ppt
This document provides an overview of an ESL program for educators. It discusses identifying ESL students, placing them in appropriate levels, implementing the ESL program, techniques and strategies for teaching ESL students, assessing student progress, collaborating with teachers and parents, and exiting students from the ESL program. The goal is to help mainstream and ESL teachers acquire knowledge on teaching culturally diverse students and implementing best practices for ESL education.
Module 3 Ffd[1]
This document provides an overview of enhancing traditional lesson plans to include elements of the English Language Proficiency Standards (ELPS). It reviews key concepts from previous modules, including differentiating between content and language objectives. It then presents an enhanced lesson plan template that incorporates language objectives, ESL strategies differentiated by language level, and the TELPAS proficiency level descriptors for assessment. Sample lesson plan elements, ESL strategies, and activities are also provided for students at different language proficiency levels.
Integrating Performance Assessment into World Language Learning and Teaching ...
Integrating Performance Assessment into World Language Learning and Teaching ...Language Acquisition Resource Center
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011Esl 433 n advanced methodologies of structured english immersion
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
Esl 433 n advanced methodologies of structured english immersion
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
Telpas gk-12-elps connection 2015.ppt
The document provides an overview of the connection between the Texas English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS). It discusses how the ELPS guide classroom instruction for English learners and the TELPAS is used to assess students' English proficiency in four domains. The ELPS and TELPAS are aligned, with the TELPAS measuring students' progress toward the expectations in the ELPS. Teachers are trained to use the ELPS proficiency level descriptors for formative and summative assessment of students throughout the year.
TELPAS K-12-EPLS Connection 2015-2016.final
The document discusses the connection between the Texas English Language Proficiency Standards (ELPS) and the Texas English Language Proficiency Assessment System (TELPAS). It outlines that:
1) The ELPS are instructional standards that outline what English language learners should know and be able to do. TELPAS assesses students' progress in learning English as outlined in the ELPS.
2) Teachers should use the ELPS throughout the year to guide instruction and monitor student progress. They provide rubrics to assess students' proficiency levels. TELPAS then rates students' proficiency in the spring based on these same standards and rubrics.
3) Training teachers to use the ELPS rubrics
Alabama Initiatives
The document summarizes initiatives in Alabama to improve literacy and education through programs like the Alabama Reading Initiative (ARI), Alabama Math Science and Technology Initiative (AMSTI), and ACCESS distance learning. It discusses how ARI uses coaching and data-driven instruction. Coaches work with teachers and focus on areas like phonemic awareness, phonics, vocabulary and comprehension. AMSTI provides hands-on science and math instruction. ACCESS aims to provide equitable access to advanced courses for all public high school students through online learning.
School framework presentation
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
FLES Program Implementation
The document discusses starting an elementary world language program in a school district. It outlines Waunakee Community School District's process of implementing a French and Spanish program for students in 1st through 6th grades. This included forming a committee to research other programs, conducting a parent survey, developing curriculum and budget proposals, and gaining support from parents, teachers and school board members. The key steps outlined are assessing needs, planning implementation over several years, gaining input from stakeholders, and evaluating the program annually.
6910 6911 seminar 1 aug 18 2014 (2)
This document outlines the syllabus and introductory seminar for a graduate course on literacy and language. The course focuses on applying literacy strategies, improving achievement for struggling readers, and developing coaching skills. It introduces assignments like creating a classroom context video and narrative, setting literacy teaching goals, and facilitating discussion on a choice textbook. Students are practicing teachers seeking qualifications in areas like reading specialist. The seminar covered course expectations, assignments, and began discussions to help students plan their literacy instruction, curriculum, and assessment goals for the semester.
English teaching strategies
This document provides an overview of best practices for teaching English learners. It discusses 5 targets of a workshop on English language development, including foundational concepts, universal access through differentiated instruction, research findings, vocabulary strategies, and scaffolding content. Key terms are defined, such as EL, ELD, BICS, CALP. Research findings emphasize the benefits of bilingual education, strong home language skills, and interactive instruction. Effective strategies for teaching vocabulary and scaffolding content include using visuals, KWL charts, think-pair-share, and summarization. Overall, the document stresses the importance of differentiated instruction and scaffolding to provide English learners with universal access to content.
BIPIN JOHN
This document contains the resume of Bipin John, who has 7 years of experience as an English teacher and instructor. He has worked with over 5,000 students in roles such as an English teacher in India, Africa, and New Zealand. His skills include lesson planning, time management, and being fluent in English. He has a B.Ed. in English and Special Education and is certified in TESOL and TEFL instruction.
2014 PCC ESL Retreat Slides
This document summarizes discussions from an ESL curriculum innovation retreat held in 2014. The retreat aimed to identify benefits and consequences of curriculum changes, and approaches to enhance student learning and progression. The agenda included discussions on connecting with current challenges, ideas for innovation and design, and next steps. Faculty identified issues like underprepared students, gaps between levels, and lack of motivation. Ideas proposed included pairing classes, field trips, and engaging students in more integrated reading. The retreat concluded that curriculum redesign could address critical thinking and reading through narrowed, deeper content. A survey found faculty support for scaffolding research and critical thinking skills throughout the program. The retreat explored approaches like content-based thematic units, acceleration models, and combining reading
Updated Resume
Kimberly Maloney has over 10 years of experience teaching English at both the middle and high school levels. She holds a Master's degree in Reading and Middle/Secondary Education from Edinboro University of Pennsylvania. Her teaching experience includes positions at Hampton High School, Tartesso Elementary School, and Meadville Area Senior High School. She is currently seeking a teaching position and also works as a Therapeutic Staff Support.
P5 Parents' Briefing Slides 2019
The document provides information for parents of students in Primary 5 (P5) at Frontier Primary School. It outlines the school's programme for the briefing, including details on P5 assessment weighting, subject-based banding, direct school admission, and the curriculum for various subjects. It also provides overviews of the assessments and syllabi for subjects like English, mathematics, and mother tongue languages. The briefing aims to help parents understand the P5 curriculum and assessments so they can support their children's learning.
Similar to Fall 2010 presentation to the board as of oct 24 (20)
Professional Development for Content Teachers: 3 Suggestions for Interdiscipl...
Professional Development for Content Teachers: 3 Suggestions for Interdiscipl...
Integrating Performance Assessment into World Language Learning and Teaching ...
Integrating Performance Assessment into World Language Learning and Teaching ...
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Fall 2010 presentation to the board as of oct 24
- 1. ESL to the Board KAREN SUMARYONO, ELEMENTARY ESL DEPARTMENT HEAD WIDI SUMARYONO, SECONDARY ESL DEPARTMENT HEAD
- 2. Agenda The Vision The Numbers The Programs
- 3. 21st Century Language Learning Technology provides individualized, student- centered instruction Digital Portfolios demonstrate knowledge and skills of task-based student learning, i.e., multimedia projects Collaborative, differentiated learning wherein teachers guide, coach, and mentor (workshop model) Asset-based approach to evaluation and assessment: What can students do? How can we help them grow?
- 4. Elementary 3-Year Plan: Year One 2010-2011 Goal 1. Restructure & Evaluate 2010-2011 Move to a 4-level, flexible service program; get consultant to evaluate the ESL program. 2. Focus on language & literacy Provide training on reading/writing workshop in order to strengthen the ESL classes to reflect homeroom practices. 3. ESL in the Mainstream, PD for ESL team, co-teaching training, R/W Workshop Provide ongoing PD 4. Seek new test Research an alternate assessment (LAS) 5. Hire ESLHire ESL-certified homeroom and ESL trained/experienced teachers to enhance the quality of instruction. teachers
- 5. Secondary ESL Three-Year Plan Goals for 2010 – 2011 1. ESL Handbook Distribute Draft 2 2. Pass Along Transition Portfolio (PATP) Add quarterly Reading scored sample to PATP 3. Textbook Adoption Rotation Research and recommend textbooks/materials for Beginner classes 4. Curriculum Coordinator Define the roles and responsibilities of an ESL Curriculum Coordinator 5. WIDA Implement WIDA W-APT
- 6. Elementary Numbers Students in ESL Program by Level Grade Total # of Students 1 2 3 4 Total Percentage of Beginning (1-2) ESL Students 1 78 19 15 13 7 54 44% 2 51 11 11 6 4 32 43% 3 70 7 11 15 8 41 26% 4 70 7 9 9 9 34 23% 5 Grades 1-5 Total 71 6 7 13 3 29 18% 340 49 53 57 29 190 30% As of October 22, 2010 ESL Total/Total Elementary School: 56%
- 7. Proficiency Balance - Elementary Percentage by Level 15% 26% 31% 28% Level 1 Level 2 Level 3 Level 4
- 8. Secondary Numbers Secondary School Students in ESL Program Grade # Total Students Beg Int Adv Total %age of Beginner ESL Students to Secondary School Total 6 63 12 18 6 36 19 7 58 6 13 4 23 10 8 44 7 6 2 15 16 MS Total 165 25 37 12 74 15 9 50 4 10 6 20 8 10 53 3 9 6 18 6 11 39 0 6 4 10 0 12 36 0 0 4 4 0 HS Total 178 7 25 20 52 4 Secondary Total 343 32 62 32 126 9 As on October 24, 2010 ESL Total/Total Secondary School 36.7%
- 9. Proficiency Balance – Middle School Advanced = 16 % Beginner = 34% Intermediate = 50% Beginner = 34% Intermediate = 50% Advanced = 16%
- 10. Proficiency Balance – High School Beg. = 14% Advanced = 38% Beginner = 14% Intermediate = 48% Intermediate = 48% Advanced = 38%
- 11. Elementary ESL Program Language Assessment Scales (LAS) determines initial placement: ESL Level 1-2: Pull-out ESL classes, 90 minutes a day during the literacy block; Newcomer class first quarter ESL Level 3: Grades 1-3: LA with the homeroom teacher Grades 4 & 5: Pull-out LA classes equivalent to mainstream classes delivered by an ESL teacher. ESL Level 4: LA with the homeroom teacher
- 12. Content Support: Math, Science & Social Studies ESL Levels 1-4: Three or more blocks of ESL inclusion per week during content classes Grades 4 & 5: ESL students Levels 1-4 receive ESL content support pull-out twice a week
- 13. Common Assessments ESL and HR DRA: The Diagnostic Reading Assessment 6-Traits Writing Assessment Spelling Inventory – Word Study MAP testing for Levels 3 and 4
- 14. Transition to the Next Level: Quarterly LAS Spring testing scores ESL Proficiency Criteria in four skills Performance in all subject areas ESL teacher observations Homeroom teacher observations
- 15. Secondary Program Incoming non-native speakers are tested with LAS. Schedules are made based on proficiency: Beginners Intermediates Advanced MS HS MS HS MS HS 4.5 classes 5 classes 2.5 classes 2 classes 1 class 1 class
- 16. Secondary Transition Based on the following: Standardized Test (LAS) end of year testing Course grades ESL teacher recommendation Mainstream teacher recommendation Scores on PATP (portfolio evidence) Counselor input
- 17. Thank You