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A Team Effort To Develop A Successful Program For English Language Learners

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Two Way Program K 4. Content Based ESL Instruction. District Profile ... Challenges We Faced. Improve Attendance ELL students were not showing up for school ... – PowerPoint PPT presentation

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Title: A Team Effort To Develop A Successful Program For English Language Learners


1
A Team Effort To Develop ASuccessful Program
For English Language Learners
  • Irene Jiménez
  • Director of Bilingual/ESL Programs
  • Hays CISD
  • jimenezi_at_hayscisd.net

2
District Profile
  • Hays CISD is in North Central Hays County/South
    of Austin
  • 2007-2008 13,000 students
  • 17 campuses/2 High Schools, 2 Alternative
    Programs, 4 Middle Schools, 9 Elementary Schools

3
District Profile
  • ELL Population 1600
  • (2000-2001 364 ELLs)
  • Dual Language Programs
  • One Way Program K 4
  • Two Way Program K 4
  • Content Based ESL Instruction

4
District Profile
  • SIOP Trained Secondary Teachers
  • Content Area Intervention Teachers
  • SIOP Trained Instructional Strategists
  • Newcomer Center

5
Challenges We Faced
  • Improve AttendanceELL students were not showing
    up for school
  • Provide Support for Teachers-Our teachers could
    not communicate with their students
  • Help, they dont speak English!

6
Challenges We Faced
  • To improve TAKS scores
  • To show growth in English reading proficiency as
    measured by the Reading Proficiency Test in
    English
  • Motivate students to attend school and graduate

7
What We Had Tried
  • Content Mastery
  • ESL Strategies/Content Area Teachers
  • Translations
  • Mexican textbooks

8
Looking For Solutions and Exploring Our Options
  • Leadership Team
  • Director of Secondary Curriculum, Principals,
    Assistant Principals, Counselors, Communities in
    School, Bilingual/ESL Director, ESL Teachers,
    Math and Science teachers

9
Findings
  • Increasing number of recent immigrants
  • Students and teachers could not communicate with
    each other
  • Students were not mastering the curriculum
  • Students were not participating in class

10
Findings
  • Secondary teachers were unprepared to instruct
    English Language Learners
  • Lack of appropriate resources or materials for
    ELLS for content area subjects
  • Unable to provide support for students with gaps
    in their education
  • No available assessment instrument in L1

11
Goals
  • To Assist ELL Students
  • To acquire social and academic English
  • To develop speaking, listening, reading and
    writing skills in English
  • To integrate with native English speakers

12
Goals
  • To improve attendance
  • To acquire credits toward graduation
  • To master TAKS
  • To increase their confidence to participate in
    class

13
New Arrival Center
  • Created To Serve ELL Students
  • who were enrolled in grades 9-11
  • who are Non-English Speakers
  • who had been in the country for less than 1 year

14
Steps Taken
  • Superintendent approval
  • Visited New Arrival Center in Galena Park ISD
  • Generated parent and student interest/Bilingual
    Advisory Council

15
Steps Taken
  • Board Approval
  • Attended the Accelerated Learning Training for
    New Arrival Centers- Phase I and Phase II
  • Bought the curriculum
  • Decided to house program at Lehman High School

16
Program Design/ First Year
  • Half day program for 1 semester
  • Class size was limited to 20 students
  • Credits earned
  • .5 ESL, .5 U.S. History,
  • .5 Public Speaking, .5 Reading (as a local
    credit)

17
Program Design/ First Year
  • Afternoon classes
  • Students with gaps in education
  • Fine Arts, Physical Education, Computer
  • Students strong in L1
  • Math, World Geography, Fine Arts or
  • Computer

18
Program Design
  • Bilingual paraprofessional trailed students in
    content area classes to provide support
  • Newcomer teacher provided intervention to
    students who had gaps in education in L1
  • The second semester students stayed at Lehman
    and were supported by the bilingual
    paraprofessional

19
Program Design
  • New Arrival Teacher met weekly with content area
    teachers.
  • Student grades were monitored every six weeks
  • Students invited to attend ESL summer school
    program

20
Program Evaluation
  • Provided
  • Orientation to school system and community
  • Individualized attention
  • Support services CIS counselors, Health Clinic,
    Tutoring

21
Program Evaluation
  • Discovered
  • Second semester students were not handling
    content area class well.
  • Not enough time in that supportive environment
  • Needed more teacher training
  • Additional resources were needed for content area
    support

22
Program Evaluation
  • There was a need for new methods to help
    accelerate the second language acquisition
    process.
  • Educating second language learners at the
    secondary level required providing content area
    intervention.
  • Became aware that learning a second language is
    emotionally and psychologically draining

23
Making Changes
  • Awarded LEP SSI Grant
  • Partnered with ISLA- Institute for Second
    Language Acquisition/ Texas A M Corpus Christi
  • July 2005 Bilingual Advisory Council met to
    create an improvement plan to be funded by the
    LEP SSI Grant.

24
ISLA Support
  • Conducted a Needs Assessment which was created by
    ISLA
  • http//ell.tamucc.edu/shelteredinstruction.html
  • ISLA reviewed our Needs Assessment and gave us
    feedback
  • Provided technical support as we designed an
    implementation plan

25
Findings
  • Programs needed to be on all campuses not just
    the New Arrival Center
  • Administrators and faculty needed an awareness
    of the process of second language acquisition
  • Faculty needed to be trained in sheltered
    instruction
  • Instructional Strategists were needed for new to
    profession teacher support

26
Findings
  • Teacher support was needed for content area
    teachers working with ELL students
  • Content area intervention was needed for ELL
    students
  • Supplemental content area resources appropriate
    for ELL students were needed

27
Plan Goes Into Action
  • ISLA provided an ESL Academy which was attended
    by elementary and secondary content area teachers
    and a few administrators (Second Language
    Acquisition)
  • Training was provided to campuses
  • This training is very important and must be
    provided before any other training such as
    sheltered instruction

28
Plan Goes Into Action
  • ISLA provided SIOP and CALLA training. We sent
    selected teachers and academic deans
  • Provided training on Best Practices
  • Resource manual on ISLA website
  • District provided Instructional Strategists for
    every campus with local funding
  • Grant funds provided Content Area Intervention
    Teachers on every secondary campus

29
SIOP Trained Teachers
  • Principals required teachers to attend SIOP
    training. Why ?? Scheduling!!
  • Required does not work
  • Next year principals identified teachers who
    wanted to take on this role
  • Students were hand scheduled into these
    classrooms

30
Implementation Plan
  • The teachers who attended SIOP and CALLA
    training became our content intervention teachers
    and instructional strategists.
  • The instructional strategists took on the role of
    SIOP coaches, providing monthly training by
    content area, modeling lessons and helping with
    lesson plans
  • Our academic deans were better informed of what
    to look for in the classrooms

31
New Arrival Center Changes
  • From a semester program to a full year
  • Changed credits/ dropped US History credit 1
    ESOL, 1 Reading, 1/2 Public Speaking, 1/2
    Communications
  • Modified curriculum/ Access Math, Access Science,
    Access History - Great Source

32
Second Year Changes
  • Content Area Intervention
  • Hand scheduled into classrooms with SIOP trained
    teachers
  • After school tutoring
  • Summer School ESL Program

33
Where We Are Now
  • Secondary campuses have SIOP trained teachers
    not SIOP classrooms
  • Content Area Intervention Teachers are providing
    intervention, not tutoring
  • Have bought appropriate content area resources
  • Instructional Strategists provide monthly follow
    up training for sheltered instruction

34
Training
  • Summer ESL Academies
  • Summer SIOP Training/ 2 days
  • CALLA Strategies/ 1 day
  • Monthly Day for SIOP and planning

35
District Sustainability
  • Commitment to continue Content Intervention
    Teachers.
  • SIOP Instructional Strategists and Bilingual
    Instructional Strategist
  • Title III funds will be used to continue the
    tutoring that was being provided by grant funds.
  • SIOP training will continue to be provided by the
    instructional strategist
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