The document provides an overview of a supplemental summer learning program for English language learner (ELL) students. Key points include:
- The program aimed to combat summer learning loss and increase English exposure for elementary ELL students scoring below 2.5 on ACCESS tests.
- It ran for seven weeks in the summer and included Imagine Learning, field trips, and library programs. Transportation, food, and staffing were funded through Title III and district sources.
- Over 100 students attended, taught by ELL teachers in grades Pre-K through 5. Careful planning involved student identification, enrollment, scheduling, and evaluations.
Dan Jones has over 15 years of experience as a middle school English, language arts, and social studies teacher. He holds degrees in education and communication studies. Jones is skilled in curriculum development, instructional strategies like differentiation and project-based learning, and using technology to enhance learning. He has a record of improving student achievement on standardized tests and developing relationships with external partners to provide authentic learning experiences.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
ELL Instructional Programs needed for ELL Teachersmabreda
This document discusses instructional approaches for teaching English Language Learner (ELL) students. It notes that 14 million students in the US are ELLs and dropout rates are high. Several instructional programs are described, including Cognitive Academic Language Learning Approach (CALLA), Sheltered Instruction Observation Protocol (SIOP), Specially Designed Academic Instruction in English (SDAIE), and Bilingual Cooperative Integrated Reading and Composition (BCIRC). The document argues that school districts need a specific framework to create effective ELL programs and that instruction should include components like phonics, vocabulary, and comprehension.
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
This document provides information about transition programs at Akron Firestone High School. It summarizes the school's demographics, career education programs including Project Lead the Way, DECA, and AOT/Business Finance. It also describes transition programs like Falcon Flight School freshman orientation, credit recovery, and initiatives to support students' transition to postsecondary education and career. Contact information is provided at the end.
Availability and Utilisation of Teaching Resources as Predictors of Secondary...Premier Publishers
Researchers have attributed poor performance in Oral English to poor instruction. Availability and utilization of teaching resources in Oral English instruction has been found to be inadequate. Research design was descriptive and data was analysed using regression analysis. The results show that students’ achievement in Oral English had a non-significant positive low relationship with availability (r = .079; p>.05) but a non-significant negative low relationship with utilization of teaching resources (r = -.112; p>.05). Joint contribution of the two independent variables was not significant on achievement and relative contribution of availability (β = .175; t = .720; p>.05) and utilization (β = -.151; t = -.622; p>.05) was not significant.
Dan Jones has over 15 years of experience as a middle school English, language arts, and social studies teacher. He holds degrees in education and communication studies. Jones is skilled in curriculum development, instructional strategies like differentiation and project-based learning, and using technology to enhance learning. He has a record of improving student achievement on standardized tests and developing relationships with external partners to provide authentic learning experiences.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
ELL Instructional Programs needed for ELL Teachersmabreda
This document discusses instructional approaches for teaching English Language Learner (ELL) students. It notes that 14 million students in the US are ELLs and dropout rates are high. Several instructional programs are described, including Cognitive Academic Language Learning Approach (CALLA), Sheltered Instruction Observation Protocol (SIOP), Specially Designed Academic Instruction in English (SDAIE), and Bilingual Cooperative Integrated Reading and Composition (BCIRC). The document argues that school districts need a specific framework to create effective ELL programs and that instruction should include components like phonics, vocabulary, and comprehension.
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
This document provides information about transition programs at Akron Firestone High School. It summarizes the school's demographics, career education programs including Project Lead the Way, DECA, and AOT/Business Finance. It also describes transition programs like Falcon Flight School freshman orientation, credit recovery, and initiatives to support students' transition to postsecondary education and career. Contact information is provided at the end.
Availability and Utilisation of Teaching Resources as Predictors of Secondary...Premier Publishers
Researchers have attributed poor performance in Oral English to poor instruction. Availability and utilization of teaching resources in Oral English instruction has been found to be inadequate. Research design was descriptive and data was analysed using regression analysis. The results show that students’ achievement in Oral English had a non-significant positive low relationship with availability (r = .079; p>.05) but a non-significant negative low relationship with utilization of teaching resources (r = -.112; p>.05). Joint contribution of the two independent variables was not significant on achievement and relative contribution of availability (β = .175; t = .720; p>.05) and utilization (β = -.151; t = -.622; p>.05) was not significant.
EnglishAhead's Self Learning Online English Programs with Online Tutor Suppor...Ruchy Lohani
Check the Online English Program Offerings .The Certificate Program are designed using 20+ years old structured International English Course used in more than 40 countries and highly effective . Students get Online login, Tutor sessions , Printed Books , Assessments , Certificate for Completion with Scores .
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
The document proposes a solution called "My Shiksha" to measure learning outcomes in primary education in India, which would use tablets to administer standardized tests measuring mathematics, language, writing and speaking skills to students annually and provide individualized student and teacher performance assessments to improve curriculum, training, and education quality. A pilot of the program is planned for 50 schools across 5 zones in Madhya Pradesh from April to November 2015 to test the tool before broader implementation.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
This document summarizes key policy updates and outlooks related to TESOL. It discusses the transition to a new US Congress and administration in 2017, as well as education policies like ESSA, WIOA, and immigration. Key points include changes to Title funding under ESSA and WIOA, new ESSA provisions and timelines, shifts from NCLB, and resources developed to support implementation of the new laws benefitting English learners. The outlook discusses uncertainty surrounding the new administration and leadership transitions at the Department of Education in 2017.
Distance learning is an instruction system that allows for self-study and flexible learning beyond traditional classrooms. It is gaining popularity worldwide as it provides access to education for those who cannot regularly attend in-person classes. Distance learning can be delivered through modules, television, radio, and online methods. While still needing to prove itself, distance learning promises to offer rewarding learning experiences for students through innovative teaching approaches.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
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.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
The document describes a proposed UDL elementary school. It will serve grades K-5 and provide general education, special education, ESL, and other programs. Classrooms will be grouped by grade and students will be further grouped in collaborative, ability, and small groups. The school will be staffed according to the Concord Model and teachers will be required to obtain certifications in relevant subjects. Instruction will incorporate the three UDL principles and differentiate content, process, products, and the learning environment. The curriculum will have flexible goals, methods, materials, and assessments to meet varied student needs. Core subjects and technologies like computers and iPads will be incorporated into lessons. Assessment will be ongoing and include both formal and informal methods
The document discusses open schooling and its role in empowering youth. It outlines the evolution of distance learning models from correspondence to online/multimedia-based models. Open schooling aims to provide secondary and higher secondary education to millions of children through flexibility in age, location, pace of learning. It discusses how open schooling caters to diverse groups including school dropouts, girls/women, rural/urban poor, adults, SC/ST, minorities, differently-abled, jail inmates and defence personnel. The document outlines NIOS's instructional system and courses offered. It highlights the impact of openness and flexibility through gender-wise enrolment data. In conclusion, it discusses ICT-enabled learning tools like NP
The Literacy First Framework -- Success Storiescatapultlearn
Literacy First is not a program; it is a research-based framework of best practices and strategies designed to create a literacy rich environment that motivates and ENGAGES students in their own learning.
This document outlines Elk Grove High School's plan to implement a 1:1 iPad program called "Pathways to Success for All Students" to improve student outcomes. The plan focuses on building capacity, collaboration, and cohesion. It describes how iPads will be used across departments to enhance career exploration, academic progress, literacy, understanding, and social wellness. Several teachers provide examples of how iPads will transform their courses through personalized learning, formative assessment, collaboration and addressing the needs of all students. The goal is to prepare all students for post-secondary success through a personalized learning pathway.
The document discusses issues with applying the accountability system of the No Child Left Behind Act to English Language Learners. It makes three key points:
1) Assessment tools are currently inadequate and not valid or reliable measures of what ELLs know. The law holds schools accountable for limitations in testing, not instruction quality.
2) The ELL subgroup is extremely diverse and setting unreasonable achievement targets ignores variables like a student's English level and program experience. The law penalizes schools for factors outside their control.
3) The ELL subgroup is inherently unstable as students' English improves and they exit. The targets create a "treadmill" where the subgroup can never reach 100% proficiency. The law
Current trends, challenges, and issues in education presentationCorey Drent
This document discusses current trends, challenges, and issues in education based on a presentation about globalization and education. It identifies 5 topics: 1) allowing more time for creative and critical thinking over memorization, 2) concerns that standardized testing is reducing time spent on full novels in English classes, 3) productive ways to incorporate blogging, podcasting and social media into classrooms, 4) using electronic communication to improve literacy, and 5) challenges in providing a structured learning environment with consistent procedures. For each topic, it provides 1-2 paragraphs with examples and opinions on the issue from the perspective of a teacher.
The annual performance report summarizes the Raymond School District's performance in the 2008-2009 school year. It provides details on staffing, facilities, enrollment, programs, and test scores at both the elementary and junior/senior high levels. It also outlines the district's continued focus on improving student achievement in reading, writing, and math through its school improvement plans.
Knud Pedersen has over 20 years of experience in contract management, project management, and financial roles. He specializes in commercial risk mitigation and has strong negotiation skills. Pedersen is proficient in Microsoft Office, accounting software, and has experience implementing new IT systems. References are provided who can speak to his work developing contract procedures and managing financial functions.
This document provides an overview of a consulting firm called Wilson Perumal Consulting (WPC). The summary is as follows:
1) WPC is a leading advisor to companies on managing complexity and helps clients address strategic and operational issues.
2) They have worked with leading companies across industries and have applied their methodologies to a wide range of issues.
3) Clients praise WPC's results and ability to drive tangible outcomes such as cost savings, profit increases, and risk reduction.
The document discusses different types of employment contracts that exist in the media industry, including full-time, part-time, freelance, shift work, permanent, temporary, multiskilled, voluntary, casual, hourly paid and piecework. It provides details on the benefits and drawbacks of each type of contract. Freelance work and temporary contracts are very common in the media sector due to its changing nature. The roles of administration, security and extras often involve permanent, part-time, shift work or casual contracts. Experience is highly valued when seeking employment in the competitive media industry.
Slovakia is a landlocked country located in Central Europe. It has a population of over 5 million people and borders the Czech Republic, Austria, Hungary, Ukraine, and Poland. The capital and largest city of Slovakia is Bratislava, located in the southwestern part of the country along the Danube River.
This document summarizes a summer learning program for elementary English language learners (ELLs) in the North Kansas City Schools district. The program aimed to combat summer learning loss for ELLs over a seven week period. It provided literacy and language instruction as well as field trips. Student reading levels were assessed before and after, and students who attended all or part of the program showed greater maintenance or growth of reading levels compared to those who did not attend. The program required extensive planning and coordination of curriculum, staffing, transportation, food services and more. Overall, the summer program was successful in supporting ELL students' language and literacy development.
EnglishAhead's Self Learning Online English Programs with Online Tutor Suppor...Ruchy Lohani
Check the Online English Program Offerings .The Certificate Program are designed using 20+ years old structured International English Course used in more than 40 countries and highly effective . Students get Online login, Tutor sessions , Printed Books , Assessments , Certificate for Completion with Scores .
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
The document proposes a solution called "My Shiksha" to measure learning outcomes in primary education in India, which would use tablets to administer standardized tests measuring mathematics, language, writing and speaking skills to students annually and provide individualized student and teacher performance assessments to improve curriculum, training, and education quality. A pilot of the program is planned for 50 schools across 5 zones in Madhya Pradesh from April to November 2015 to test the tool before broader implementation.
TESOL Policy Update and Outlook - What's Next? - Dec 14, 2016John Segota
This document summarizes key policy updates and outlooks related to TESOL. It discusses the transition to a new US Congress and administration in 2017, as well as education policies like ESSA, WIOA, and immigration. Key points include changes to Title funding under ESSA and WIOA, new ESSA provisions and timelines, shifts from NCLB, and resources developed to support implementation of the new laws benefitting English learners. The outlook discusses uncertainty surrounding the new administration and leadership transitions at the Department of Education in 2017.
Distance learning is an instruction system that allows for self-study and flexible learning beyond traditional classrooms. It is gaining popularity worldwide as it provides access to education for those who cannot regularly attend in-person classes. Distance learning can be delivered through modules, television, radio, and online methods. While still needing to prove itself, distance learning promises to offer rewarding learning experiences for students through innovative teaching approaches.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
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.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
The document describes a proposed UDL elementary school. It will serve grades K-5 and provide general education, special education, ESL, and other programs. Classrooms will be grouped by grade and students will be further grouped in collaborative, ability, and small groups. The school will be staffed according to the Concord Model and teachers will be required to obtain certifications in relevant subjects. Instruction will incorporate the three UDL principles and differentiate content, process, products, and the learning environment. The curriculum will have flexible goals, methods, materials, and assessments to meet varied student needs. Core subjects and technologies like computers and iPads will be incorporated into lessons. Assessment will be ongoing and include both formal and informal methods
The document discusses open schooling and its role in empowering youth. It outlines the evolution of distance learning models from correspondence to online/multimedia-based models. Open schooling aims to provide secondary and higher secondary education to millions of children through flexibility in age, location, pace of learning. It discusses how open schooling caters to diverse groups including school dropouts, girls/women, rural/urban poor, adults, SC/ST, minorities, differently-abled, jail inmates and defence personnel. The document outlines NIOS's instructional system and courses offered. It highlights the impact of openness and flexibility through gender-wise enrolment data. In conclusion, it discusses ICT-enabled learning tools like NP
The Literacy First Framework -- Success Storiescatapultlearn
Literacy First is not a program; it is a research-based framework of best practices and strategies designed to create a literacy rich environment that motivates and ENGAGES students in their own learning.
This document outlines Elk Grove High School's plan to implement a 1:1 iPad program called "Pathways to Success for All Students" to improve student outcomes. The plan focuses on building capacity, collaboration, and cohesion. It describes how iPads will be used across departments to enhance career exploration, academic progress, literacy, understanding, and social wellness. Several teachers provide examples of how iPads will transform their courses through personalized learning, formative assessment, collaboration and addressing the needs of all students. The goal is to prepare all students for post-secondary success through a personalized learning pathway.
The document discusses issues with applying the accountability system of the No Child Left Behind Act to English Language Learners. It makes three key points:
1) Assessment tools are currently inadequate and not valid or reliable measures of what ELLs know. The law holds schools accountable for limitations in testing, not instruction quality.
2) The ELL subgroup is extremely diverse and setting unreasonable achievement targets ignores variables like a student's English level and program experience. The law penalizes schools for factors outside their control.
3) The ELL subgroup is inherently unstable as students' English improves and they exit. The targets create a "treadmill" where the subgroup can never reach 100% proficiency. The law
Current trends, challenges, and issues in education presentationCorey Drent
This document discusses current trends, challenges, and issues in education based on a presentation about globalization and education. It identifies 5 topics: 1) allowing more time for creative and critical thinking over memorization, 2) concerns that standardized testing is reducing time spent on full novels in English classes, 3) productive ways to incorporate blogging, podcasting and social media into classrooms, 4) using electronic communication to improve literacy, and 5) challenges in providing a structured learning environment with consistent procedures. For each topic, it provides 1-2 paragraphs with examples and opinions on the issue from the perspective of a teacher.
The annual performance report summarizes the Raymond School District's performance in the 2008-2009 school year. It provides details on staffing, facilities, enrollment, programs, and test scores at both the elementary and junior/senior high levels. It also outlines the district's continued focus on improving student achievement in reading, writing, and math through its school improvement plans.
Knud Pedersen has over 20 years of experience in contract management, project management, and financial roles. He specializes in commercial risk mitigation and has strong negotiation skills. Pedersen is proficient in Microsoft Office, accounting software, and has experience implementing new IT systems. References are provided who can speak to his work developing contract procedures and managing financial functions.
This document provides an overview of a consulting firm called Wilson Perumal Consulting (WPC). The summary is as follows:
1) WPC is a leading advisor to companies on managing complexity and helps clients address strategic and operational issues.
2) They have worked with leading companies across industries and have applied their methodologies to a wide range of issues.
3) Clients praise WPC's results and ability to drive tangible outcomes such as cost savings, profit increases, and risk reduction.
The document discusses different types of employment contracts that exist in the media industry, including full-time, part-time, freelance, shift work, permanent, temporary, multiskilled, voluntary, casual, hourly paid and piecework. It provides details on the benefits and drawbacks of each type of contract. Freelance work and temporary contracts are very common in the media sector due to its changing nature. The roles of administration, security and extras often involve permanent, part-time, shift work or casual contracts. Experience is highly valued when seeking employment in the competitive media industry.
Slovakia is a landlocked country located in Central Europe. It has a population of over 5 million people and borders the Czech Republic, Austria, Hungary, Ukraine, and Poland. The capital and largest city of Slovakia is Bratislava, located in the southwestern part of the country along the Danube River.
This document summarizes a summer learning program for elementary English language learners (ELLs) in the North Kansas City Schools district. The program aimed to combat summer learning loss for ELLs over a seven week period. It provided literacy and language instruction as well as field trips. Student reading levels were assessed before and after, and students who attended all or part of the program showed greater maintenance or growth of reading levels compared to those who did not attend. The program required extensive planning and coordination of curriculum, staffing, transportation, food services and more. Overall, the summer program was successful in supporting ELL students' language and literacy development.
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014Laura Lukens
The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.
The document provides a list of 50 multiple choice questions related to computers and technology. It covers topics like computer hardware, software, operating systems, networking, the internet, and applications of computing. The questions are intended as practice for tests on different computing categories. More practice questions can be found on the listed website.
As part of my level 3 90 credit diploma in creative media production I have had to undertake extensive research in to two of the regulators within the industry.
The document provides a list of 25 multiple choice general awareness questions along with their answers on topics ranging from history, geography, arts, science and current events. It also includes a link to another website for more tests in different categories for competitive exams.
Creating a Culture of Operational Discipline that leads to Operational Excell...Christopher Seifert
As the world becomes more complex, the best companies and leaders are beginning to realize that improving culture is their greatest lever for achieving Operational Excellence. Complex systems require a different kind of culture—one with a specific set of guiding principles. In order to instill these principles in your organization, it is necessary to learn what the current culture is and what people think it ought to be like, establish the guiding principles necessary to be successful, align them to every level of the organization, and develop and sustain them through committed leadership and integration into key management system processes.
Wilson Perumal & Company has a long track record of helping companies in all industries transform their cultures and dramatically improve operational results. In this Vantage Point, we will share the most important lessons we have learned through our research and experience working directly with High-Reliability Organizations (HROs) and our clients as they pursue Operational Excellence.
The document summarizes a symposium on supply chain complexity. It discusses how complexity is stretching companies' capabilities across their technology, products, processes, organizations, and markets. Complexity interacts between a company's products, processes, and organization to drive higher costs and risks. It impacts all aspects of supply chain performance, including increased inventories, disruptions, and slower response times. The document also provides methods for quantifying and allocating complexity costs, noting they often follow a square root of volume relationship rather than straight volume-based allocation.
Elephants are the largest land animals. They can live up to 70 years. There are two main species - African and Asian elephants. African elephants are larger than Asian elephants. Both males and females have trunks which are versatile and used for tasks like breathing, smelling, grasping. Mating involves the male mounting the female from behind for a few minutes. Gestation lasts 22 months and births are assisted by other females in the herd. Babies are raised communally without the father. Elephants are herbivores that consume large amounts of plants and water each day. They communicate over long distances and prefer staying near water sources.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs, K-12Laura Lukens
This document provides an overview and inventory of instructional strategies called the GO TO Strategies, which were developed as part of Project EXCELL to support teachers of English Language Learners. The GO TO Strategies are organized according to five principles of instruction for ELLs: 1) focusing on academic language, literacy and vocabulary; 2) linking background knowledge and culture to learning; 3) increasing comprehensible input and language output; 4) promoting classroom interaction; and 5) stimulating higher-order thinking and learning strategies. The document describes sections that further explain the strategies according to these principles, provide a matrix of strategies by language skill and proficiency level, inventory the strategies with descriptions, and define each strategy in a glossary.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
The Madison County School District in Mississippi implemented a 4-6 week summer literacy program to boost academic achievement for their English language learner (ELL) students. The program focused on reading, writing, speaking, and listening skills for elementary students through hands-on activities and flexible grouping. Pre- and post-testing of students' reading levels showed that 55% increased their reading ability and 24% maintained their level after the summer program. The district found the program successfully helped ELL students retain literacy skills over the summer break.
The Madison County School District in Mississippi implemented a 4-6 week summer literacy program to boost academic achievement for their English language learner (ELL) students. The program focused on reading, writing, speaking, and listening skills for elementary students through hands-on activities and flexible grouping. Pre- and post-testing of students' reading levels showed that 55% increased their reading ability and 24% maintained their level after the summer program. The district saw less summer regression in reading skills for ELL students as a result of the literacy program.
The Madison County School District in Mississippi implemented a 4-6 week summer literacy program to boost academic achievement for their English language learner (ELL) students. The program focused on reading, writing, speaking, and listening skills for elementary students through hands-on activities and flexible grouping. Pre- and post-testing of students' reading levels showed that the program was successful, with 55% of students increasing their reading level and 24% maintaining their level with no regression. The program aimed to reduce the achievement gap and better prepare ELL students for the next school year.
The Madison County School District in Mississippi implemented a 4-6 week summer literacy program to boost academic achievement for their English language learner (ELL) students. The program focused on reading, writing, speaking, and listening skills for elementary students through hands-on activities and flexible grouping. Pre- and post-testing of students' reading levels showed that 55% increased their reading ability and 24% maintained their level after the summer program. The district found the program successfully helped ELL students retain literacy skills over the summer break.
The Madison County School District in Mississippi implemented a 4-6 week summer literacy program to boost academic achievement for their English language learner (ELL) students. The program focused on reading, writing, speaking, and listening skills for elementary students through hands-on activities and flexible grouping. Pre- and post-testing of students' reading levels showed that 55% increased their reading ability and 24% maintained their level after the summer program. The district found the program successfully helped ELL students retain literacy skills over the summer break.
The Superintendent provided a report to the Board of Education summarizing data collected through participation in Entry Plan events aimed at gaining an understanding of the Laurel School District. The report included celebrations noted by stakeholders such as academic achievement, dedicated staff, and community support. It also included challenges such as finances, technology, and parent engagement. The Board and Superintendent analyzed the data to develop draft strategic goals focused on student achievement, learning opportunities, trust, transparency, technology, and communication. The Superintendent outlined upcoming engagement activities to involve stakeholders in the district's work.
The document summarizes the development of the Local Control and Accountability Plan (LCAP) for a school district. It describes meetings held with stakeholders from April to June 2014 to gather input on priorities and review drafts. The LCAP includes goals in six areas such as college and career readiness, Common Core implementation, and safe learning environments. It outlines actions, services and expenditures to support goals, including hiring counselors, coaches and teachers. The next steps are to incorporate feedback on the draft LCAP and strategic plan, obtain board approval, and submit to the county for review.
This document provides the objective, leadership experience, teaching experience, references, education, and contact information for Meggan Buchanan, who has over 16 years of educational experience and is seeking a principal position. She has experience leading RTI meetings, engaging parents, providing professional development to teachers, and analyzing data to improve student achievement. Her teaching experience includes designing Common Core lessons, developing literacy programs, integrating technology, and using data-driven instruction. She has a Master's in Educational Leadership and Elementary Education.
This document discusses programs for newcomer immigrant students in northern Colorado. It describes a Newcomer Academy in Fort Morgan that provides English language instruction and acculturation support to recent immigrants with limited English skills. The academy has partnerships with community organizations and uses migrant education funds. It assesses students' English levels upon entry and exit to determine completion of the program. The presentation also discusses summer programs and transitional support for middle and high school students.
The document discusses plans to establish the Migrant Education Newcomers Academy (MENA) program in the Morgan County School District. The program aims to serve recent immigrant students with little English proficiency. It will provide intensive English instruction, academic support, and assistance with social/cultural integration. The half-day program will be run at the middle and high school levels. Establishing the newcomer program requires collaboration across the district to help meet the needs of its growing immigrant population.
The document describes the Migrant Education Newcomer Academy (MENA) program in Fort Morgan School District. MENA serves recent immigrant middle and high school students with limited English proficiency. The goals of MENA are to develop students' English skills, help them acculturate to US schools, and connect them to educational and community resources. MENA provides half-day instruction separated from more advanced ESL students. Partnerships with community organizations support students' social, cultural, and career readiness. The program has helped both MENA and non-MENA students progress more quickly in their English acquisition.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
Kimberly Clifford is seeking a position that utilizes her experience as a teacher. She has a Bachelor's degree in Interdisciplinary Studies K-6 from Middle Tennessee State University. Clifford is currently a classroom teacher for Williamson County Schools where she has taught various elementary grades. She also has experience as an in-school tutor for math and reading. Clifford is continuing her education in Administration and Supervision at MTSU.
Muzaffarpur
- The document summarizes Pratham's efforts to improve learning levels in Bihar, India through their "teaching at the right level" approach.
- In July 2012, Pratham found that in Jehanabad district of Bihar, enrollment was high but attendance and learning levels were low. Testing of students found most were several grades behind.
- Pratham piloted grouping students by learning level rather than grade in 225 schools of Jehanabad. Pre- and post-testing found the percentage of students able to read at the story level increased from 30.8% to 72.3%, showing dramatic learning improvements.
- Following this success, the Bihar government announced
2014 09 09 BAICE: Supporting development through improving English language t...Tom Power
Explores issues of quality and scale in relation to Teacher Education and Educational Technology, in International Development Contexts. Whereas most programmes use small scale 'boutique' approaches, or large-scale cascades with little impact on practice, EIA has developed a school-based, mobile-learning-enhanced teacher development programme, capable of large scale and high impact. Results from the current large scale research programme are presented.
Scott Iliff is seeking a full-time position as a district or site administrator. He has over 25 years of experience in education, including roles as a teacher, department chair, testing coordinator, and coordinator of secondary education. As coordinator of secondary education, he oversaw various programs and ensured compliance. He has a master's degree in educational administration and clear administrative and teaching credentials. He provides references from administrators in his current district who can speak to his leadership, organization, and collaborative skills.
The document discusses programs and services provided by Hoke County Schools to support English Language Learners (ELLs). It describes the ESL Saturday Academy program which provides small group instruction on weekends to improve reading skills. Data shows enrollment in the program has increased over time. The Migrant Summer Camp also aims to support ELL literacy needs through individualized instruction. Additionally, the Transition Center provides resources to help ELL families access school and community services upon entering Hoke County.
Highlights from Year Two of the ESL STEM Success Grantkristinlems
This document summarizes the activities and accomplishments of an ESL grant program in its second year. Key points:
- The grant supported 20 teachers to complete an ESL endorsement program, and enrolled 21 more teachers in courses. It also provided professional development to in-service teachers and administrators.
- The grant helped 10 community members become paraprofessionals and trained faculty in ESL. It offered courses for pre-service students and developed an evaluation plan for an ELL parent center.
- The grant sponsored public presentations, networking events, and research to assess the impact of the ESL training on students' performance. It also supported conference presentations on the program's work.
Kathleen Foley is an experienced educator with nearly 20 years of experience in urban education. She holds a Master's degree in Instructional Systems Development and a certificate in School Administration and Supervision from Johns Hopkins University. Currently, she works as a 4th grade teacher at Patterson Park Public Charter School, an adjunct instructor at Johns Hopkins University, and a literacy consultant. Previously, she held positions as Acting Coordinator of Elementary Language Arts for Baltimore County Public Schools and Coordinator for Johns Hopkins University's Master of Arts in Teaching program. She has extensive experience in curriculum development, instruction, administration, and teacher training.
This document presents the GO TO Strategies framework for scaffolding content lessons for English language learners (ELLs) in grades K-12. The framework provides strategies for each phase of instruction: Exploration, Concept Development, Application, and Assessment. For each phase, strategies are categorized by the instructional approach they employ: Interpersonal Strategies (IS), Representational Strategies (RS), Supportive Learning Strategies (SLS), Verbal/Linguistic Strategies (VTS), or Writing Strategies (WS). Teachers can use this framework to select appropriate strategies to integrate into content lessons at different points, in order to make the lessons more accessible to ELLs.
Strategies to Scaffold Rigor in Content for Secondary ELLSLaura Lukens
This document discusses strategies for scaffolding rigorous instruction for secondary English language learners. It describes the GO TO Strategies project, which provides teachers with research-based instructional strategies to support ELLs in meeting higher academic standards. The project is informed by CAL's five principles of sheltered instruction. The document explains what the GO TO Strategies are and how they include an introduction, matrix of strategies, inventory of strategies, and glossary. It also discusses language proficiency levels and provides examples of how specific strategies can be used.
Language Objectives Framework WorksheetLaura Lukens
This document provides guidance on creating language objectives to support English Language Learners in elementary classrooms. It lists common language functions, forms, and scaffolds that teachers can draw from to develop objectives aligned with content-area lessons. An example is provided for creating an objective about explaining the characteristics of a coral reef. Teachers are guided to consider the language skills needed and supports needed by ELLs, such as using frames, graphic organizers, or partner work.
Language Objectives for Elementary ELLs HandoutsLaura Lukens
The document lists various language functions and forms that can be used to develop language objectives, including functions like recounting, defining, narrating, and summarizing. It also provides examples of language forms such as verbs, adjectives, complex sentences, and passive voice. Additionally, the document presents a basic frame for writing language objectives that identifies a language function, related language forms, and supports. It concludes by offering examples of supports for the GO TO strategy, such as graphic organizers, word banks, and structured note taking.
Project EXCELL was a 5-year grant program that partnered the University of Missouri-Kansas City School of Education with the North Kansas City Schools district. The goals of the program were to better prepare teachers to work with English Language Learners through improved teacher education programs and professional development. Key aspects of the program included training ELL Master Trainers, developing ELL Building Teams, and providing an on-site ELL endorsement program for teachers. The program resulted in improved preparation of teachers, increased ELL student achievement, and the development of resources like the GO TO Strategies to support ELL instruction.
This document contains a planning template for an English Language Learner (ELL) Summer Learning Program. The template includes tasks such as proposal, funding, site/facilities, student identification, staffing, enrollment, transportation, food service, curriculum, and schedules. For each task there are columns to assign responsibility and track deliverables and confirmation of completion. The template provides a structured way to organize the planning of an ELL summer program.
Summer learning program task checklistLaura Lukens
This document outlines the tasks needed to plan and implement a summer learning program. It includes establishing goals and criteria for evaluation, identifying sites and staffing needs, coordinating transportation and food services, developing the curriculum and schedules, and planning program evaluation through data collection and debriefing meetings. Coordination is needed across multiple departments to identify students, notify families, order materials and supplies, and ensure funding is in place. Timelines must be established for all tasks.
This document outlines an agenda for a presentation titled "Accelerate Elementary ELLs' Language and Literacy Gains with Summer Learning" given at TESOL 2013 in Dallas, Texas by Kent Yocum and Laura Lukens of North Kansas City Schools. The agenda covers welcoming attendees and introductions, discussing why summer learning is important, planning and implementing summer programs, expected student outcomes, lessons learned, and allowing time for questions.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Mell 2013
1. Boost ELL Student Achievement
with Innovative Supplemental
Programs
Laura Lukens
Lezlie Paden
North Kansas City Schools
2. Agenda
Purpose and Rationale for Tutoring Program
Program Overview
Funding, Sites, Staffing, Timing, Student Selection and
Enrollment, Technology, Transportation
Lessons Learned
Student Results-ACCESS Data
3. Allowable Uses of Title III Funds
The key is to “supplement, not supplant” what district is
mandated to provide
E.g., core instructional program (materials, and personnel) for
language instructional program for LEP students
4. Allowable Uses of Title III Funds
Examples of allowable uses of Title III funds:
Supplemental instructional services (e.g., summer
school, tutoring)
Programs to intensify instruction
Technology
Currricular materials for supplemental programs
Community programs and services
Parent involvement and outreach
Family literacy programs
Mentoring, academic, or career counseling
5. Purpose and Rationale
Extend language and literacy opportunities for
elementary ELLs at lowest levels of language proficiency
in selected schools
Provide dedicated time to focus on four-domain
language development as district adopted push-in
service model for elementary ELLs
Component of Title III Improvement Plan
6. Funding
Funded by Title III
Licenses and headphones
Tutor teacher stipends
ELL Instructional Coach
Funded by District
Transportation
Hardware
ELL Administrative and IT Support
Interpreters
7. Sites
Nine Elementary Schools
Participated
High numbers of ELLs
All but one are Title I schools
Four AM, four PM
Numbers of students ranged from 22-64 Average
number served was 42
Total number of students served: 336
Location-Computer lab and/or library
8. Staffing
Most schools had at least two tutor teachers
ELL teacher or other certified teacher(s)
Number of tutor teachers ranged from one to four
Tutor teachers received four hours of IL training at the
beginning of the year and an optional refresher session
second semester
9. Timing
Title III tutoring ran from mid-October through the end
of May
Four schools ran tutoring in the AM before school
Four schools conducted tutoring after school in the PM
Total tutoring time frames ranged from 35 minutes to
one hour
Session length was from 20-40 minutes
10. Student Selection and Enrollment
Students were recommended based on ACCESS composite score
2.5 and below
Teachers could recommend others
ELL Coordinator approves final recommendations
ELL interpreters call parents for verbal permission to participate in
tutoring
ELL Administrative Assistant sets up transportation, interpreters call
families with information
ELL Instructional Coach assigns license to student
11. Technology
Good relationship with district IT Dept. is critical
A point person within IT to troubleshoot and serve as an
IT liaison with IL is important
Tutor teachers must learn how to troubleshoot issues
with hardware and sound as well as know how to call
the IL support line for issues with software
Toni is very responsive!
12. Transportation
It all starts with Transportation!
Meet with Transportation first to ensure the program is
feasible
Ongoing, clear communication with Transportation
about student attendance, adds, drops, etc. ensures a
smooth-running program
13. Lessons Learned
PM is best for Title III Tutoring
Better attendance (less chance of missing the bus), longer sessions possible
Allow at least one hour total time for tutoring session
Time to get settled, log on, do session, and pack up. Some PM sessions
offered snacks beforehand.
Tutor teachers must be diligent about taking attendance and
communicating attendance issues to the ELL Office
Offer attendance incentives to students and tutor teachers to encourage
consistent attendance
Encourage tutor teachers to communicate drops to ELL Office in a timely
manner in order to allocate licenses to other students
Communicate consistently with principals and Transportation about
tutoring schedule throughout the year
District program, not building-based
14. Summary of Student
Growth Analysis
This analysis examined matched scores from the Spring, 2012 and
Spring, 2013 ACCESS assessments for students who received Imagine
Learning tutoring and those who did not.
The entry level skills of students receiving Imagine Learning tutoring
were, on average, 18% lower than those students who did not receiving
tutoring
Students with lower ACCESS scores were purposefully selected for tutoring as a strategic
language and literacy intervention
Unfortunately, K students were not included in this analysis because their
pre-test (W-APT) and post-test (ACCESS) scores are not reported in the
same way.
18. Accelerate Elementary ELLs’
Language and Literacy Gains with
Summer Learning
Kent Yocum
Teaching and Learning Coach, North Kansas City Schools
Laura Lukens
ELL Program Coordinator, North Kansas City Schools
19. I.
Agenda
Welcome and Introductions
II. Why Summer Learning?
III. Program Planning and
Implementation ProcessWho, What, When, Where,
How Fund?
IV. Student Learning Outcomes
V. Lessons Learned
VI. Your turn!
VII. Wrap-Up
20. Research Base
Summer language and literacy loss disproportionately
affects economically disadvantaged children and those
who are not proficient in English, which causes the
achievement gap to widen
These students can lose up to three to five months of
learning over the summer months (Cooper, et. al., 2000)
Lack of reading materials and exposure to English over
the summer puts ELLs at additional risk for summer
learning loss (Guryan and Kim, 2010)
21. Why Seven Weeks of
Summer Learning for ELLs?
Goals:
Combat summer language and literacy loss among our
most at-risk elementary ELLs
Increase acculturation by exposing students to the arts
and community resources
Year 1: Outgrowth of the Superintendent’s Leadership
Institute
Year 2: “Fed Ex” Project
24. 2012 Model
Recommended: Elementary
ELLs with composite ACCESS
scores of 2.5 and below
Grades Pre-K through 5
Bussed to Crestview
Elementary for continuous
seven-week session
Dates/Times:
Monday-Thursday: 8:15AM2:15PM
June 4-July 26; BREAK;
July 2-6
Challenge: Ran “regular”
summer school and ELL
program concurrently in June
26. Program
Planning, Implementation, and
Evaluation
1.
2.
Funding
Staffing
3.
4.
5.
6.
Administrative, Teachers, IAs, Interpreter, Nurse
Student Identification and Enrollment
Transportation
Food Services
Administrative Support: Building and District
7.
8.
9.
Custodial Support
Curriculum and Materials
Technology
Field Trips/Learning Experiences
10.
11.
Mid-Continent Public Library Programs
Scheduling
Evaluations/Debriefing
Student Data; Stakeholder Surveys; Administrators Meeting
27. Funding Sources
Title III Funded:
Program
Leader, Teachers, IAs, Nurse, materials, technology, field
trips, learning experiences
District Funded:
Transportation, Administrative Assistant/ELL
Coordinator,
interpreters
Federal Summer Seamless program funded school
breakfast and lunch
Back Snack weekend program funded by Harvesters and
local churches
30. Student Identification
Recommendation Criteria
Composite ACCESS score of 2.5 or below
Teachers able to recommend other students
Intensive recruitment effort with parents
31. Enrollment
Enrollment was handled centrally through ELL
Department
Paper enrollment form and a health questionnaire
Communication and coordination between ELL
Department and schools crucial
Interpreters followed up with calls to parents who
did not return forms
We provided interpreters scripts to obtain verbal
permission
32. • Planning starts with transportation
• Crucial to the success of the program
33. Food Service
• Seamless Summer
program served all
students breakfast and
lunch every day
• Harvester’s weekend
Back Snack program
provides healthy
weekend snacks for
students
34. Scheduling
AM Arrival Duties-Bus, Car Rider, Cafeteria
Breakfast
“Brain Break”
Lunch
Computer Lab with Imagine Learning
30 minutes per day
Learning Experiences
Once a week, in-house or field trip related to instructional theme
for the week
Public Library “Story Times”
Twice a week
PM Dismissal Duties-Bus, Car Riders, Walkers
35. July 2012 ELL XLT Summer School Program
Kent/Laura Morning Info
8:15 AM
8:15 AM - 8:30
AM
Students have breakfast
8:30 AM
Grade
Building Open for Students
Students move to classrooms
Teacher
Rm #
Transportation Responsiblities
8:15 AM - 8:30 AM
IAs-8:15 AM - 8:35 AM
K2K
Dismissal Duty
Rivera
131
Café Supervision
Route 479
Tortorilla
129
Café Supervision
Rout 475
Knipp
132
Café Supervision
Route 478
Crabtree
136
Car Drop-Off - Front Horseshoe
Rout 478
1-2
Markie
133
North Side of Bus Drop-Off
Route 477
1- 2
Heitmeier
134
North Side of Bus Drop-Off
Walkers
4
Satorius
127
Car Drop-Off - Front Horseshoe
Car Riders
4-5
Greason
135
North Side of Bus Drop-Off
Route 476
K2K - 0
0
1 -2
K Yaw Paw
Car Drop-Off - Front Horseshoe
Route 477
Lynn
Car Drop-Off - Front Horseshoe
Car Riders
Sandlin
North Side of Bus Drop-Off
Route 478
Lappin
North Side of Bus Drop-Off
Car Riders
Café Supervision
Route 479
Clark
Kent/Laura Afternoon Duties
1:25 PM
Announce Move to Dismissal Location
1:30 PM
Announce Release of Car Riders
Announce Busses as they arrive
Announce to release walkers after all busses have left
36. Curriculum and Themes
Materials:
Oxford Picture Dictionary Content Areas for Kids-PreK-2nd
Oxford Picture Dictionary for the Content Areas 2nd Edition3rd-5th
Themes for each week:
Week 1: Friends, Family, Home, School
Week 2: The Community
Week 3: The United States
Week 4: Health
Week 5: Life Science
Week 6: Physical Science
Week 7: Earth and Space
42. Learning Experiences
Week 1: Friends, Family
Music Around the World
Week 2: The
Community
KC Fire Department
Week 3: The US
Week 4: Health
Public Library Field Trip
Hy-Vee Nutritionist
Zoo to You
Week 5: Life Science
Science City Field Trip
Week 6: Physical Science
Mad Science
Week 7: Earth and Space
60. Questions? Comments?
Thank you for attending our session!
Kent Yocum ryocum@nkcschools.org
Laura Lukens llukens@nkcschools.org
61. Thank you!
Dr. Todd White
Chad Sutton
Allison Clemens
Diana Thornburg
Deyrle Wallace
Curt Fowler
Amy Sieverin
Shirley Patrick
Lon Waterman
Cindy Butts
Carol Kidd
Rob Winter
Cathy Long
Tim Dooley
Eve Mulqueen
Tammy Bissell
Toni Lombardo
Maria Perdomo
Martha Medina Maldonado
Perla Weaver
Paw Wah Tamla
Editor's Notes
HAND OUT REPORTS
DESE sets growth for AMAO 1 calculation for Cohort 1 at .5 CPL per year and for Cohort 2 at .3 CLP per year.
KentIntro selves
LAURA
KENT/LAURASuperintendent asked Laura to develop year-round programming for most at-risk elementary ELLsYear 1: Outgrowth of the Superintendent’s Leadership InstituteAdditional three weeks of summer school for selected studentsYear 2: “Fed Ex” ProjectSeven weeks of summer programming for all recommended elementary students at one site
LAURADistrict demographics-biggerHow it’s changed over the yearsWho attended summer school program-countries and languages
LAURADistrict demographics-biggerHow it’s changed over the yearsWho attended summer school program-countries and languages
LAURAFor summer program:Recommended: Elementary ELLs with composite ACCESS scores of 2.5 and belowRecommended: 194 studentsAttended June session: 108Attended July session: 90Bussed to one elementary site for seven weeksIncluded 20 Pre-K students Dates/Times: Monday-Thursday: 8:15AM-2:15PMJune 4-July 26; BREAK July 2-6Considerations-running “regular” XLT and ELL program concurrently in JuneCooperation from building principal and custodial staff crucial
KENTHow/why chose Crestview as the siteDemographics on Crestview: Languages, % of school ELL, F & R, etc.Philosophy of Whatever it TakesFlags representing the students’ countries decorate front hall-welcomingWrap-around services for families
KENTComponentsFundingStaffingAdministrative, Teachers, IAs, Interpreter, NurseStudent Identification and EnrollmentTransportationFood ServicesAdministrative Support: Building and DistrictCustodial SupportCurriculum and MaterialsTechnologyField Trips/Learning ExperiencesMid-Continent Public Library ProgramsSchedulingEvaluations Student Data; Stakeholder Surveys/Administrators’ debriefing meeting
LAURA
KENTHR process for application and hiringSummer Handbook and training Teachers-District ELL teachers or Project EXCELL endorsedSome split contracts (Complicated!)Administrators: Program Leader (Kent) and ELL Coordinator (Laura); building principal and asst. principal on site in June Admin asst: School-June/ELL-July
LAURAConflict with summer Bible campPlanned around itInterpreters often called several times to explain program and obtain parent permission to attendInterpreters also called with bussing information and if students were absent
LAURAELL Department handled enrollment for summer learning program centrallyParents had to return a paper enrollment form and a health questionnaireInterpreters followed up with calls to parents who did not return paper formsWe provided interpreters scripts to obtain verbal permissionInterpreters, system between dept. and schoolShow enrollment form? Handout?Overlapped regular summer school
LAURA
KENTSeamless Summer: Community members under the age of 18 able to eat free breakfast and lunchAdults pay nominal fee
KENTTalk about what day looked like.
KENT
LAURA
LAURA
KENT
KENT/LAURA
LAURA
KENTTitle I EC teacher recommended
LAURACorrelated to the week’s themeMost were at the school due to high summer temperaturesSelected field trips (Public Library/Science City)Parents invitedExamples: KC Young Audiences, visit from the fire truck, local nutritionist, Zoo to You, Science City trip, Mad Science.
LAURA/KENT
KENT
LAURA
KENT
LAURATied to the theme of the weekOne visit per week featured multicultural literature aligned to theme
LAURA
Kent
KENT
KENT
Laura
Laura
Laura
Laura
LAURAThink Write Pair ShareTHINK about the Guiding QuestionsWRITE your answers on the Guiding Questions sheet in your packetSHARE your answers with your shoulder partner
KENTReference the Planning Template and the Checklist in the packet