ESL Bilingual Program Guide World Languages Division
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Community High School District 94 ESL Bilingual Program Guide World Languages Division Community High School District 94 Diversity isn't just an idea, it's a reality. Welcome to the World Languages Division Welcome to the World Languages Division. We take great pride in our program for English Language Learners, which includes native language support, sheltered content classes, a Newcomer approach for recent arrivals to our country and an after school tutoring program. We reach out to the community through parent meeting and hope their participation becomes an integral part of the educational process as our partners. Mission Statement The ESL/Bilingual Team will provide a safe environment in which to prepare English Language Learners to succeed as life-long learners and productive members of society Declaración de Nuestra Misión El Equipo ESL/Bilingüe proporcionará un ambiente seguro en el cual preparará a los estudiantes que están aprendiendo inglés para que tengan éxito al convertirse en educarlos de por vida y miembros productivos de la sociedad. Community High School District 94 Table of Contents ESL/ Bilingual Program Overview Program Components Program Eligibility Assessment Placement & Exit Protocols IEP ELL Protocols ESL Goals and Objectives ESL Program Curricular Modifications Learning English BICS and CALP English Language Proficiency Levels SIOP Model for Bilingual Education Instructional Strategies & Accommodations Multicultural Communication ESL Bilingual Education Program Course Offerings Bilingual & Sheltered Course Descriptions Academic Support Intervention Programs ESL Team Collaboration Academic Tutoring Program ELL Monitoring Bilingual Course Credit Recovery ESL Summer School Credit Student - Parent Communication & Notification Parent Advisory Council (BPAC) Community High School District 94 ESL /Bilingual Program Personnel Janelle Stefancic World Languages Division Head Susan Cisek Bilingual Counselor Annie Gomez Bilingual Counselor Jill Holubetz Bilingual Counselor María Escobedo Bilingual Guidance Assistant Mark Poulterer ESL 1AB ESL Program Testing Mary McCarter ESL 3A ESL 4A Lucinda Sanders ESL 3B ESL 4B ESL 5 Allison Baxter Facilitator Gov’t/ConsEd Bill Bautista Bilingual Social Worker Antonio DelReal Bil Dean/ ESL Student Reg. Lucy DelReal Bilingual Dean’s Secretary Maro Godinho Bilingual Dean’s Assistant Myrna Woodsen Bilingual Dean’s Assistant Officer Joe Gaztambidi (Bilingual SRO) 630-876-6380 630-876-6598 630-876-6308 630-876-6315 630-876-6389 630-876-6591 630-876-6390 630-876-6358 630-876-6368 630-876-6276 630-876-6324 630-876-6320 630-876-6325 630-876-6514 630-876-6322 Commonly Used Abbreviations Community High School District 94 ESL/Bilingual Program Overview Newcomer Program English ESL ESL 1 AB ESL 2 AB ESL 3AB ESL 4AB ESL 5 R 180 Literacy Skills Content Bilingual Science, Social Studies, Math Independent Study Credit Recovery Sheltered Science, Math Social Studies Keyboarding Support Services ELL EL English Language Learner English Learner LEP Limited English Proficient ESL English as a Second Language SEL Standard English Learners BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency SIOP Sheltered Instructional Observation Protocol Mainstream Community High School District 94 ESL/Bilingual Program The ESL Bilingual program at Community High School is a comprehensive program which supports ELL's (English Language Learners) at every stage of their development. The program is based on the philosophy that language learning is developmental. In addition, over 30 certified and support staff work directly with the ESL Bilingual Department at Community High School. Program Components ESL All students in the program are required to take ESL (English as a Second Language), most for 2 periods each day. All four skill levels are covered Listening, Speaking, Reading, and Writing. Classes are taught only in English. ESL Resource all freshman and students needing academic support to be successful are placed into a resource class staffed by an ESL teacher and a bilingual program assistant. Computers are available for word processing and internet access. Bilingual IS English This class is taught by a certified bilingual special education teacher for lower achieving bilingual students. The small class size allows for individualized instruction and the customization of curriculum for each student. Bilingual Independent Study Credit Recovery Program This programs offers an avenue for credit recovery in Bilingual Physical Science, Bilingual Biology, Bilingual Topics, and Bilingual World Geography. Bilingual Content Students receive support in their native language (Spanish) for many courses in Social Studies, Math, Science, Business Education, and Health. Bilingual Ready At risk bilingual students are given support to help motivate them to achieve their goals and attain academic and social success in school. Sheltered Content A transitional level where specially trained, mainstream, content teachers teach students in English. As with Bilingual, courses are offered in Social Studies, Math, Science and Business Education. LRC ASC After School Tutoring Program Opportunities for ESL students to meet with tutors is offered Monday thru Thursday in the LRC until 5 pm. Students have access to computers and internet resources. Newcomer Program An integral part of the program, the Newcomer Program gives special support to new immigrant students and their families. A Newcomer Ready class helps students acculturate to our school system, while the bilingual study skills class helps support native language literacy which then transfers to English proficiency. Parent and Community Outreach Each quarter the bilingual department sponsors bilingual parent meetings. The meetings are open to all Spanish speaking parents. Past topics have included Navigating the American Education System (NAES), gang awareness, parenting tips, reading readiness, computer literacy, etc. Bilingual Counseling Support All program students are assigned a bilingual counselor. In addition a bilingual social worker is also available to students each day. The bilingual dean helps with discipline and related issues. Bilingual Academic Support Bilingual program assistants offer academic support for both current and exited program students. Some aides are assigned to specific classes, otherwise they work out of the Academic Support Center. Community High School District 94 Cours e Criteria ESL I W-APT or ACCESS Scores in Literacy (Reading and Writing) 1.0 -1.6 Tier A/B Full Time The score in each language domain must be considered (ACCESS test current year scores) in conjunction with the Performance Definitions for K-12 English Language Proficiency Standards ELL characteristics Instructional issues* Newly arrived to U.S with very limited English Proficiency. Lacks a sense of school culture and routines. Schooling in native country may be limited or interrupted. The ELP Standards Skills Checklist should also be used for the current or new students at the High school level. ESL 2 Full Time W-APT or ACCESS Scores in Literacy (Reading and Writing) 1.7 -2.7 Tier B The score in each language domain must be considered (ACCESS test current year scores) in conjunction with the Performance Definitions for K-12 English Language Proficiency Standards The ELP Standards Skills Checklist should also be used for the current or new students at the High school level. Successfully completed ESL 1 ESL 3 Full/Pa rt Time W-APT or ACCESS Scores in Literacy (Reading and Writing) 2.8-3.4 Tier B/C The score in each language domain must be considered (ACCESS test current year scores) in conjunction with the Performance Definitions for K-12 English Language Proficiency Standards The ELP Standards Skills Checklist should also be used for the current or new students at the High school level. Successfully completed ESL 2 ESL 4 Full/Pa rt Time W-APT or ACCESS Scores in Literacy (Reading and Writing) 3.5- 3.8 Tier C Composite score minimum 3.5 for Sheltered Placement The score in each language domain must be considered (ACCESS test current year scores) in conjunction with the Performance Definitions for K-12 English Language Proficiency Standards The ELP Standards Skills Checklist should also be used for the current or new students at the High school level. Successfully completed ESL 3 Newly arrived with adequate schooling Limited English literacy and math development, which may lead to poor academic achievement in U.S school Achieves conversational fluency, but not academic content fluency needed for success in school Long-Term English learner and/or student exposed to two language simultaneously Achieves conversational fluency, but not academic content fluency needed for success in school. May have unrealistic perspective on demands of school. Makes steady academic progress. May still have difficulty on local and standardized tests in English. Long-Term English learner and/or student exposed to two languages simultaneously Achieves conversational fluency, and is reaching academic content fluency needed for success in school. Is able to perform successfully in a mainstream English classroom with academic support of the ELL program. Makes steady academic progress. May still have difficulty on local and standardized tests in English. Program Instruction ESL I Part A Course Credit ESL I Part B Course Credit English Elective (TBE) Native Language Instruction for Math (TBE) Native Language Instruction for Science (TBE) Native Language Instruction for Social Studies (TPI) Sheltered Math, Science, Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Study Skills Support ESL II Part I Course Credit ESL II Part II Course Credit English Elective (TBE) Native Language Instruction for Math (TBE) Native Language Instruction for Science (TBE) Native Language Instruction for Social Studies (TPI) Sheltered Math, Science, Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Study Skills Support ESL III Part I Course Credit ESL III Part II Course Credit English Elective TBE core courses as appropriate Sheltered Math Sheltered Science Sheltered Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Study Skills Support ESL 4A English Course Credit ESL 4B Elective Course Credit Sheltered Courses as Appropriate Math Science Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Study Skills Support Community High School District 94 ESL Bridge Full/Pa rt Time W-APT or ACCESS Scores in Literacy (Reading and Writing) 3.9 -4.2 Tier C Long-Term English learner and/or student exposed to two languages simultaneously The score in each language domain must be considered (ACCESS test current year scores) in conjunction with the Performance Definitions for K-12 English Language Proficiency Standards Achieves conversational fluency, and is reaching academic content fluency needed for success in school. The ELP Standards Skills Checklist should also be used for the current or new students at the High school level. Successfully completed ESL 4 HS ELL Program Transitional Bilingual Education: TBE Spanish Speaking ELLs Native language instruction Content Based ESL Sheltered Core Courses Structure Students are grouped according to level of English literacy and proficiency SHELTERED Core Facilitated by ESL certified staff Health, Algebra, Physical Science, Biology, World Geography, Topics, America History, American Gov’t, Consumer Education Instructional Methods Is able to perform successfully in a mainstream English classroom with academic support of the ELL program. Makes steady academic progress. May still have difficulty on local and standardized tests in English. ESL Bridge Elective Course Credit Regular English English Course Credit Sheltered Courses as Appropriate Math Science Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Study Skills Support Goals for Students Cooperative Grouping ACCESS Guidelines : Differentiated Instruction 3.5+ LITERACY COMPOSITE= PART TIME SHELTERED SIOP WIDA ELP STANDARDS TPRS EXIT CRITERIA CRISS 4.2 READING Progress Monitoring ESL RtI Team (weekly) ESL Teachers Bilingual counselors Bilingual liaison Bilingual dean Bilingual social worker ESL Bilingual Director 4.2 WRITING 5.0 COMPOSITE Transitional Program of Instruction: TPI All other language ELLs Content Based ESL Sheltered Core Courses Students are grouped according to level of English proficiency SHELTERED Core Facilitated by ESL certified staff Cooperative Grouping ACCESS Guidelines : Differentiated Instruction 3.5+ LITERACY COMPOSITE= PART TIME SHELTERED SIOP WIDA ELP STANDARDS CRISS EXIT CRITERIA ESL RtI Team (weekly) ESL Teachers Guidance counselors Dean Health, Algebra, Physical Science, Biology, World Geography, Topics, America History, American Gov’t, Consumer Education 4.2 READING Social worker 4.2 WRITING 5.0 COMPOSITE ESL Bilingual Director Community High School District 94 CHSD 94 Home Language Survey The state requires the district to collect a Home Language Survey for every new student. This information is used to count the students whose families speak a language other than English at home. It also helps to identify the students who need to be assessed for English language proficiency. The language survey is offered in 39 languages on this site: http://www.isbe.net/bilingual/htmls/tbe_tpi.htmPlease answer the questions below. Student’s Name: ______________________________ 1. Is a language other than English spoken in your home? Yes _____ No _____ What language? ________________________ 2. Does your child speak a language other than English? Yes _____ No _____ What language? ________________________ ________________________________ _____________________________ Parent/Legal Guardian Signature Date Encuesta del Idioma en el Hogar El estado requiere que el distrito recoja información en una Encuesta del Idioma que se Habla en el Hogar (Home Language Survey o HLS por sus siglas en inglés) para cada estudiante nuevo. Esta información se usa para contar a los estudiantes cuyas familias hablan en el hogar un idioma que no es el inglés. También ayuda a identificar a los estudiantes que necesitan ser evaluados para la fluidez en el idioma inglés. Por favor, conteste las preguntas a continuación. Nombre del estudiante: ______________________________ 1. ¿Se habla en su casa otro idioma que no es el inglés? Sí _____ No _____ ¿Cuál? ________________________ 2. ¿Habla su niño(a) un idioma que no es el inglés? Sí _____ No _____ ¿Cuál? ________________________ _____________________________________ _____________________________ Firma del Padre/Madre/Encargado/Tutor Legal Fecha Community High School District 94 Community High School District 94 326 Joliet St. West Chicago, IL 60185 (630) 876-6324 Fax (630) 876-6241 Documentos Requeridos para Registrar Nuevos Estudiantes a la High School: 1. _______ Acta de Nacimiento. 2. _______ Examen físico 3. _______ Vacunas completas 4. _______ 2 Comprobantes de Domicilio: ____ Recibo de Hipoteca o contrato de renta ____ un recibo de luz, teléfono, o gas. 5. _______ Traslado y retiro de calificaciones. 6. _______ Identificación del Padre o Tutor 7. _______ Verificación de custodia. (si aplica ) Cuando tenga todos los documentos requeridos, favor de llamar (630) 876-6324 para hacer una cita con el nuevo estudiante. El registro se tarda aproximadamente una hora. Es necesario que el padre o tutor este presente para llenar las formas de registro. El estudiante necesita hacer un examen de inglés y de matemáticas los cuales durarán aproximadamente dos horas. Para mayor Información puede llamar al Sr. Antonio DelReal al (630) 876-6324. HORA Y FECHA DE LA CITA DE REGISTRO: Community High School District 94 ESL New Student Protocol Our Bilingual Dean will register students and contact ESL Staff for ESL testing and placement recommendations. New student files which include all signatures, proof of residency and testing materials should be sent on to the bilingual liaison in the guidance office. The program director will review placement recommendations. Students scoring at a possible ESL 2, 3, 4 or Transitional ESL 5 level will have their scores evaluated by the ESL Director in collaboration with the counselors to determine the most appropriate schedule. If a student comes in to register at the age of 17, our Dean will make the guardians aware of educational and attendance commitment to complete the graduation credit requirements of Community High School. Due to graduation requirements in the State of Illinois a student must earn credits equal to: 4 years of English 3 years of Math (including one year of Algebra / one year of Geometry) 2 years of Science 4 years of PE (including one semester of Health / one semester of Safety Ed / BTW) Students over the age of 17, registering at the end of a semester where he/she would not earn credit, may enter or can defer registration to the next semester or given information on attending our ESL classes at night school. Spanish Speakers (No English) Newcomer ESL 1AB Bilingual Math (Principles of Alg / Alg 1/Geo) Bilingual READY Bilingual Social Studies (Geography) PE Bilingual Science (Biology/PhySc) Spanish for Spanish Speakers Level 1-2 2 periods 1 period 1 period 1 period 1 period 1 period 1 period TPI -Low Incidence Language (Non Spanish Speaking) ESL1AB, ESL 2AB, ESL 3AB, 4AB Sheltered Math (Principles of Alg/Alg 1/Geo) Sheltered Science (Biology /Physical Science) Sheltered ESL Study Skills PE Sheltered Health Sheltered World Geography/ Topics 2 periods 1 period 1 period 1 period 1 period 1 period 1 period Community High School District 94 Community High School District 94 TBE/TPI ESL/ Bilingual Placement/Recommendation Form Student's Name ____________________________________ DOB ___________________________ Last grade completed ID_______________ 9 10 11 United States México Other First Language ___________________ Grades Enrolled PREVIOUSLY in Illinois State TBE/TPI Program 1 2 3 4 5 6 7 8 9 19 11 _____ Previously EXITED an ESL Bilingual Program (ACCESS Scores Composite _____/Literacy ______) _____ Never participated in an ESL/Bilingual program General Initial Interview Observation notes Antonio Del Real Placement Tests WIDA Access Screener (WAPT) Speaking Score _____ RS ____ Listening Score_____ RS____ Reading Score _____ RS____ Writing Score _____ RS____ Mathematics Screener ______/24 Math Division Placement test _______/100 Community High School District 94 Student is not recommended for ESL/ Bilingual Services Students is recommended for ESL/ Bilingual Services TBE ____ TPI_____ Grade ESL Level Recommendation: 1 2 3 4 9 10 11 12 5/Mainstream Content Area Designation: Bilingual (TBE) Sheltered (TBE/TPI) Other_____________ Math Recommendation: Bil Principles Bil Algebra Shl Principles Shl Algebra Shl Geometry Other _________ Mainstream Principles Bil Geometry Other _________ Algebra Geometry Support: ESL Resource Periods 3 4/5 6/7 Electives SNS 2 Periods 1 2 4/6 10 Art 1 (Bustamonte) ____________________________________________________ Mark Poulterer TBE TPI ESL SCREENER Date_____________________ __________________________________________________ Janelle Stefancic ESL Bilingual Director Date_____________________ Community High School District 94 Examen de Ubicación para los Hispanohablantes y Lenguaje Dual del Nivel 1 y 2 La escritura- - - Contesta las siguientes preguntas con oraciones completas. Ejemplo: ¿Cómo se llama tu maestra? Se llama Sra. Richardson. 1. ¿De dónde son tu mamá y papá?_________________________________________________________ 2. ¿Cómo llegaste a la escuela hoy?_________________________________________________________ 3. ¿A quién (es) obedeces?________________________________________________________________ 4. ¿Sabes manejar un coche?_______________________________________________________________ 5. ¿Qué es importante hacer para no que no se te haga difícil la escuela? __________________________ _________________________________________________________________________________ 6. ¿Cuántos años tendrás en veinte años?_____________________________________________________ Traducir- - -Traduce las siguientes frases al español. He is going to play soccer tonight. ______________________________________________________________________________ My mother does not like to cook. ______________________________________________________________________________ He lost his wallet on the bus. ______________________________________________________________________________ My uncles told me the truth yesterday. ______________________________________________________________________________ I would go to Acapulco if I had the money. ______________________________________________________________________________ My parents don’t want me to get married yet. ______________________________________________________________________________ I speak with my cousin when she returns from vacation. ______________________________________________________________________________ She insisted that we go with her. ______________________________________________________________________________ Community High School District 94 Composiciónes Escoge 2 temas y escribe 2 composiciones de 50 palabras o más de cada uno de ellos. Tema 1-Una persona a la que yo admiro. Existen muchas personas en los deportes el cine, la televisión, la historia o la familia a quienes admiramos. Escribe un ensayo sobre una persona a la que admires explicando por qué la escogiste; cuál es su papel que esta persona representa y por qué la consideras digna de tu admiración. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Tema 2-Escribe un párrafo en donde describas una experiencia de tu pasado. Puedes hablar acerca de 1--un viaje o unas vacaciones que hiciste con tu familia, como te fue y la descripción de cómo era el lugar y que tipo de experiencia tuviste o 2-- puedes hablar acerca de alguna fiesta a la fuiste o tuviste y como te fue, como era todo ahí, que hiciste, que pasó y que tipo experiencia tuviste. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ ______________________________________________________________________________________ Community High School District 94 Course ESL I COMMUNITY HIGH SCHOOL District 94 ACCESS Scores in Literacy (Reading and Writing) 1.0 -1.6 (TBE) Native Language Instruction for Math Science Social Studies (TPI) Sheltered Math, Science, Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Resource Class for Support ACCESS Scores in Literacy (Reading and Writing) 1.7 -2.7 ESL 2 TBE) Native Language Instruction for Math Science Social Studies (TPI) Sheltered Math, Science, Social Studies General Program for P.E. Native Speaker Spanish for TBE/AP Spanish ESL Resource Class for Support ACCESS Scores in Literacy (Reading and Writing) 2.8-3.4 ESL 3 TBE) Native Language Instruction for Math Science Social Studies as appropriate Sheltered Math Science Social Studies General Program for P.E. Native Speaker Spanish - AP Spanish ESL Resource Class for Support ACCESS Scores in Literacy (Reading and Writing) 3.5- 3.8 ESL 4 Sheltered Courses as Appropriate Composite score minimum 3.0 for Sheltered Placement Math, Science, Social Studies General Program for P.E. Native Speaker Spanish - AP Spanish ESL Resource Class for Support ACCESS Scores in Literacy (Reading and Writing) 3.9 -4.2 ESL 5 Bridge ESL Bridge Elective Course Credit Regular English English Course Credit Sheltered Courses as Appropriate Math, Science, Social Studies General Program for P.E. Native Speaker Spanish- AP Spanish ESL Resource class for Support Community High School District 94 Criteria for CHS ESL Bilingual Program PART TIME Status LEP students who have an IEP and need continued second language services through the ESL Bilingual program may be scheduled into TBE to TPI class sections to facilitate their success and the completion of CHS graduation requirements. Students must also meet the ACCESS criteria for placement and Exit status as indicated by the State and federal guidelines Criteria for CHS ESL Bilingual Program Exit 2009-2010 An ESL student may transition to a sheltered or mainstream core subject class during the school year if their English proficiency and progress indicates success. Program Exit Considerations: Grades in core subject areas (Mathematics, ESL, Science and Social Studies) in a sheltered classroom or mainstream classroom. ACCESS Potential/Achieved Composite Score of 4.8 (Tier C) Literacy 4.2 Review of ESL Level Benchmark Checklist SUPERA Scores ( if available) Writing samples Teacher recommendation ACCESS Criteria for Exit Students who have achieved a minimum Tier B or C 4.8 or higher combined with a Literacy level of 4.2 will be exited as per the State and Federal Guidelines. Any student meeting these parameters should be exited into the mainstream as soon as the ACCESS scores have been reported. Parents will be notified by letter. Community High School District 94 Criteria for CHS ESL Bilingual Program Exit An ESL student may transition to a sheltered or mainstream core subject class during the school year if their English proficiency and progress indicates success. Program Exit Considerations: Grades in core subject areas (Mathematics, ESL, Science and Social Studies) in a sheltered classroom or mainstream classroom. ACCESS Composite Score of 5.0 (Tier B/C) Literacy 4.2 Reading 4.2 Writing 4.2 Review of ESL Benchmarks Checklist SUPERA Scores ( if available) Writing samples Teacher recommendation ACCESS Criteria for Exit Students who have achieved a minimum ACCESS Tier B/C 5.0 or higher and achieved a Literacy level of 4.2, Reading 4.2 and Writing 4.2 will EXIT the ESL Program and have their portfolio reviewed and given a mainstream transition class schedule. Students may be placed with an ESL certified mainstream teacher to ensure a positive learning experience. Community High School District 94 CHSD94 IEP ELL Protocol ELL, RTI, ELIGIBILITY AND SPECIAL ED ELIGIBILITY: (ISBE BI-Lingual Conference Dec. 2012)________________ Lack of appropriate instruction A) Access to scientifically-based curricula: Aligned with ELP Standards Normed and validated for ELLs B) Implementation Integrity Congruency with ELL pedagogy Qualified and knowledgeable personnel TBE/ TPI is a core instructional program The degree to which the teachers used effective instruction methodologies and techniques (e.g., differentiation, scaffolding, frequent opportunities to respond with corrective feedback) [ISBE, Aug 2012] C) Student Outcomes “like peers” Assessment in L1 and L2 State TBE/ TPI exit criteria Monitoring of educational progress of ELLs Cautions in applying normative data LEP rule out, consider Multiple factors impact progress in L2 acquisition Simultaneous bilingual development Sequential bilingual development Mixed proficiency Disability manifests across languages and contexts Exclusionary Criteria a) Data demonstrating appropriate instruction from qualified personnel Instruction based on research specific to ELL population Personnel qualified in subject matter and in instruction of ELLs Intervention effectiveness supported by peer-reviewed research or state/regional/local ELL data b) Data-based documentation of repeated assessments of achievement Focus on closing gap between target student and similar, nondisabled peers Share data with parents in language they understand c) Observation Instruction for ELLs Cultural/linguistic characteristics of the student Has to be completed by persons with knowledge of L1 and L2 acquisition Community High School District 94 Only a qualified bilingual specialist has the authority to make recommendations for special education placement. Those professionals must possess the a bilingual certificate. Qualified bilingual specialist to assist in the designing of the IEP. PLACEMENT: Special Education services supplement, not supplant TBE/ TPI services TBE/ TPI services are a part of the core curriculum for ELLs Serving ELLs with Learning Disabilities: Resource manual; ISBE For students who require all or most instruction in native language. Student participates in general ed bilingual classroom with consultative or direct support from a bilingual special education teacher Student participates in general education bilingual classroom with direct support from bilingual paraprofessional under the supervision of a bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. Student participates in ESL program with direct support from a bilingual paraprofessional under the supervision of a bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the ESL and other classroom teachers and may also provide direct service to the student. For students who require some instruction in native language. Student participates in general education bilingual classroom with consultative or direct support from a bilingual or a monolingual English special education teacher. Student participates in general education bilingual classroom with direct support from a bilingual or monolingual English paraprofessional under supervision of a bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. Student participates in general education monolingual English classroom or ESL program with direct support from a bilingual special education teacher or from a bilingual teacher who consults with a special education teacher. Student participates in general education monolingual English classroom or ESL program with direct support from a bilingual paraprofessional under collaborative supervision of a special education and bilingual or ESL teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. 2) Partially inclusive services For students who require all or most instruction in native language. Student participates in general education bilingual classroom with pull-out services from a bilingual special education teacher. The bilingual special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. Student attends general education bilingual classroom with pull-out services from a bilingual paraprofessional under supervision of bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. Community High School District 94 Student participates in ESL program with pull-out services and direct classroom support from a bilingual paraprofessional under the supervision of a bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the ESL and other classroom teachers and may also provide direct service to the student. For students who require some instruction in native language. Student participates in general education bilingual classroom with pull-out services from bilingual or a monolingual English special education teacher. Student participates in general education bilingual classroom with pull-out services from a bilingual or monolingual English paraprofessional under supervision of a bilingual or monolingual English special education teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. Student participates in general education monolingual English classroom or ESL program with pull-out services from a bilingual special education teacher or from a bilingual teacher who consults with a special education teacher. Student participates in general education monolingual English classroom or ESL with pull-out services from a bilingual paraprofessional under collaborative supervision of a special education and bilingual or ESL teacher. The special education teacher provides consultative service to the classroom teacher and may also provide direct service to the student. ASSESSMENT: Use of Universal screener multiple times throughout the year Observations should take place across multiple settings and over time Progress monitoring Tier 2 at least twice per month; Tier 3 at least weekly IEPs/AR: ELL and IEP accommodations must go hand in hand ELL IEP student should have an explicit reference in the IEP as to their dominant language and optimal language of instruction. Using the CHS D94 placement rubric students scoring in a Literacy bandwidth of 1.0-2.7 should be offered bilingual native language instruction. Must address the ELL’s language proficiency in the IEP Student must take ACCESS until meet the federal criterion Literacy 4.2 & Composite 4.6 Alternate ACCESS must be referenced in the IEP. Student must have an ESL certified staff member present at their IEP goals meetings. Community High School District 94 Staff members who have ESL certification presently and can meet the needs of an ELL student will an IEP: General Ed Teachers Atkian- Sanchez, Shannon ESL Baxter, Allison ESL Blume, Nancy ESL ESL Cordes, Amanda ESL/ bilingual Delcid, Byron Durbin, Donna ESL ESL/ bilingual Garcia, Jaime Grenchik, Jen ESL ESL Komaniecki, Eva Kuehn, Laura ESL Lukas, Chris ESL Mallon, Kristina ESL ESL McCarter, Mary ESL/ bilingual Montoya, Ed ESL/ bilingual Poulterer, Mark ESL/ bilingual Salgado, Hector ESL/ bilingual Sanders, Lucinda ESL Sladek, Christina ESL Stewart, Lauren Villagomez, Susy Wilson, Sandy ESL Winquist, Jarod ESL Stefancic, Janelle ESL/bilingual Cortez, Helen ESL/ bilingual Dobry, Patrice ESL Morrone, Regina ESL Torres, Roberto Vences, Lupe Non-Certified Sped PA Carlos, Lucia Correa Maricarmen Fernandez, Maria Gonzalez, Melissa Mekhiel, Jacquelin Ohl, Maddie Piotrowski, Jakub Mendoza, Rudy Perez Maria Guadalupe-Lupe Content Certification English ESL/ English Information Tech English PE/ Health/ Dr. Ed Information Tech Social Studies Speech Path Math English Social Studies Math ESL Science/ Math ESL Social Studies ESL Science English Psychologist Social Studies Science admin/teacher SPED SPED SPED SPED SPED SPED PA SPED PA SPED PA SPED PA SPED PA SPED PA SPED PA ESL PA ESL PA Community High School District 94 English Language Proficiency Levels Community High School District 94 Beginning- Intermediate- Advanced - Newcomer- ESL 1AB: ESL 2AB 3AB: ESL 4AB 5: At this level, students initially have limited or no understanding of English. They rarely use English for communication. They respond non-verbally to simple commands, statements, and questions. As their oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases, and begin to use English spontaneously. At the earliest stage, these learners construct meaning from text primarily through nonprint features (e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, such as invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native culture and language). At this level, students understand more complex speech, but still may require some repetition. They acquire a vocabulary of stock words and phrases covering many daily situations. They use English spontaneously, but may have difficulty expressing all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language. Proficiency in reading may vary considerably depending upon the learner’s familiarity and prior experience with themes, concepts, genre, characters, and so on. They are most successful constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts, and more coherent texts than beginners. Texts still have considerable numbers of nonconventional features. At this level, students’ language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech, and words with multiple meanings. They communicate in English in new or unfamiliar settings, but have occasional difficulty with complex structures and abstract academic concepts. Students at this level may read with considerable fluency and are able to locate and identify the specific facts within the text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Structures, vocabulary, and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains. Community High School District 94 Learning English Learning English Most Effective Language for Instruction Level of English Production Student Characteristics and Needs Learns by listening and watching Points, gestures, draws or recreates something to show understanding First language Pre-Production 500 Words Silent Period: No Speaking Responds to instructions and commands Need for environments where they can understand the teacher Speaks using yes’ and ‘no’ answers Learns by listening, watching and speaking using one or two words First language May mix languages Need for environments where they can understand the teacher Points, gestures, draws, recreates, or responds to questions with one or two word answers to show understanding Speaks using more than one or two words to express a thought and can retell a story Responds to open ended questions Ready for formal reading and writing instruction Need for environments where they can understand the teacher. Begin to ask questions Utilizes basic literacy skills Participates in discussions an responds to questions using emerging syntactic structures (grammar). Early Emergence 1000 Words Speech Emergence Generally lasts many months to a year or two years 3000 Words How students learn First language and Sheltered English 35 Learning English Level of English Production Intermediate Fluency May last several years 6000 Words Native Fluency 4-10 years Saturday, August 04, 2007 Student Characteristics and Needs Ready for more advanced reading and writing instruction in English Needs considerable help with vocabulary development in math, science and social studies How students learn Utilizes more advanced literacy skills Builds on content learning through discussion using more advanced syntactic structures Language and learning skills are comparable to that of a native English speaker in academic settings Most Effective Language for Language Learning Sheltered English English Diglossic 36 Community High School District 94 BICS and CALP BICS Basic Interpersonal Communication Skills 6 months to 2 years L1 L2 5 to 7 years CALP Cognitive Academic Language Proficiency ASPECTS OF LANGUAGE PROFICIENCY Adapted from Jim Cummins by John Hilliard, IRC Community High School District 94 ESL Goals and Objectives Goal 1 All students will comprehend spoken English to obtain meaning in academic and non-academic settings A) B) C) D) E) Students will distinguish and understand speech in context Students will understand essential content vocabulary Students will respond appropriately to oral language Students will document specific information within sustained discourse. Develop listening skills in interactive settings Goal 2 All students will communicate orally with other English speakers in interpersonal and academic situations A) B) C) D) E) Students will produce comprehensible speech in context Develop contextually appropriate vocabulary Develop communicative skills in interactive settings Practice speaking appropriately for various audiences Produce syntactically correct utterances Goal 3 All students will read and interpret meaning from written English for personal and academic needs. A) B) C) D) E) Develop reading strategies and skills Recognize and understand a variety of genres and media Read effectively for a variety of purposes Analyze and interpret literature Read independently Goal 4 All students will communicate in written English for a variety of purposes. A) B) C) D) E) Produce mechanically and syntactically correct writings that correlate to the communicative idea and or goal. Use vocabulary appropriate to the writing task. Order the composition of letters, words, sentences, and paragraphs to create meaning Use appropriate organization to write effectively for various audiences and purposes. Develop and practice process writing skills. Goal 5 All students will recognize and learn to cope with the aspects of American heritage and culture that impact their lives. A) B) C) D) Recognize American Holiday customs Understand and express appropriate non-verbal language Function appropriately within school community Understand socio-cultural expectations of individual Goal 6 All students will learn to value, respect and work cooperatively with individuals from other cultures. A) B) C) D) Participate in cooperative learning activities Share aspects of 1st culture Recognize aspects of American society Develop attitudes and interpersonal skills to facilitate acculturation. Goal 7 All students will make informed choices about post secondary options. A) B) C) D) Investigate career options Learn how to access US educational system Identify personal skills, strengths, and interests Understand the value of life-long education Community High School District 94 remember We 10% of what we read 20% of what we hear Lecture Audio Visual 30% of what we see Exhibits 50% of what we hear and see Demonstrations 70% of what we say Discussion 90% of what we say and do Cooperative learning Simulations and role plays Experiments Action projects Inquiry learning activities Community High School District 94 Cultural Miscommunication Some Asian American children may have learned o To show respect to people who are older of higher status by being silent in their presence. o To avoid expressing strong emotions (anger, frustration, sadness, joy) in public. o To refuse something offered initially and to wait until the request is repeated before accepting. Some African American children may have learned o To express emotions freely. o To be very physically active. o To interpret life events in racial terms, especially when outsiders are involved. Some Hispanic/Latino children may have learned o To avoid direct eye contact when being reprimanded or scolded. o To not walk away from confrontation. o To view time as unimportant. o To stand close when talking to another person. Some European American children may have learned o To have low regard for dependent behavior or activities. o To show preference for order and control. o To place high value on standard English. Some Native American children may have learned o To speak slowly and softly. o To speak up in a group only when they have something specific to say. o Not to compete with peers and elders. Community High School District 94 ESL STRATEGIES Methodologies / Approaches A1. Total Physical Response (TPR) In TPR, teachers interact with students by delivering commands, and students demonstrate comprehension through physical response. Students are not expected to respond orally until they feel ready. This strategy involves little or no pressure to speak. (Asher, 1992). A2. The Natural Approach In this approach (Krashen and Terrell, 1983), students acquire new vocabulary through experiences and associations with the words, as such words are employed in a meaningful context. Extended listening experiences include physical response activities, use of vivid pictures to illustrate concepts, and active involvement of the students through physical contact with the pictures and objects being discussed-by means of choice-making, yes-no questions, and game situations. A3. The Cognitive Academic Language Learning Approach The Cognitive / Academic Language Learning Approach (CALLA) (Chamot & O’Malley, 1994) assists in the transition from a language arts program in which content is made comprehensible through the use of ESOL strategies to the “mainstream” language arts curriculum by teaching students how to handle content area material with success. CALLA can help intermediate and advanced students in understanding and retaining content area material while they are increasing their English language skills. A4. Whole Language Approach In a Whole Language Approach, linguistic, cognitive, and early literacy skills are developed in an integrated fashion. Instructional strategies for a Whole Language Approach include the four language skills of listening, speaking, reading, and writing (Goodman, Goodman & Hood, 1989). A5. Language Experience Approach The goal of the Language Experience Approach (LEA) is to have students produce language in response to first-hand, multi-sensorial experiences. The LEA uses the students’ ideas and their language to develop reading and writing skills. Steps for using the Language Experience Approach in the classroom (Dixon & Nessel, 1983). Step 1: Providing the Experience / Motivation An experience story is based on an experience the teacher and students share. Step 2: Facilitation Language Production Immediately following an experience students need to interact with each other to discuss the experience and what it meant to them. Step 3: Creating a Personal View Representation The teacher has the students draw or paint a picture about something interesting about the activity. Step 4: Retelling Events / Reactions A volunteer is selected to share his or her picture with the group. Step 5: Writing Students’ Statements The teacher asks each student a question and records his / her answer, writing on the chalkboard exactly what the student says, using large manuscript letters. After writing each statement, the teacher reads it back to the group for confirmation. When four or five statements are on the board, the students decide their sequential ordering. The statements are then numbered and transferred to a sentence strip, and the students correctly arrange the strips on a chart holder. Step 6: Reading After the chart or individual statements have been completed, students read their statements to each other and to the teacher. Step 7: Writing As students develop writing skills, they copy the story into their notebooks or on lined paper. Step 8: Follow Up with Activities The story may be reread on several subsequent days either by the teacher, the students, or both. Students can also save the story with other language experience class stories to form their own class book for later reading. Community High School District 94 A6. Retelling a Story Storytelling is an important method for providing natural language experiences even during very early states of language acquisition. Stories should be highly predictable or familiar to the students from their native culture. They should be repetitive, making regular use of patterns. The story line should lend itself to dramatization and pantomime. A7. Activating Prior Knowledge For material to be meaningful, it must be clearly related to existing knowledge that the learner already posses (Omaggio, 1993). Teachers must plan activities in their instruction to provide the relevant context to activate students’ knowledge on the topic discussed. Visuals Teachers should use visual displays (i.e. graphs, charts, photos) in the lessons and assignments to support the oral or written message. Visual / graphic organizers should be used before presenting a reading passage. The provision of additional contextual information in the form of a visual should make the comprehension task easier (Omaggio, 1993). B1. Flow Charts This graphic organizer strategy assists students in representing position, role and order relationships among group elements. Students draw a representation of a sequential flow of events, actions, character roles, and / or decisions. Based on the situation, the graphic frame for the flowchart can be student and / or teacher generated. B2-5. Maps / Charts / Graphs / Pictures Visual aids that assist teachers in demonstrating relationships between words and concepts. B6. Semantic Webbing / Mapping This strategy provides LEP students with a visual picture of how words or phrases connect to a concept or a topic. The instructor lists the target topic or concept, and builds a web-like structure (by circling and connecting the words) of words, phrases and verbs that students offer as being connected with the central topic. Class discussion may follow, with the instructor as the facilitator, to argue against or to defend the perceived relationships of the called out words to the topic, and eventually a consensus is reached as to what the class believes constitutes a “web” for that concept. B7. T-Charts T-Charts are graphic organizers that compare / contrast two topics by dividing a page in half like a “T”. B8. Venn Diagrams Venn diagrams can be used to create a visual analysis of information that represents similarities and differences among concepts, peoples and things. This graphic organizer is constructed by using two or more overlapping geometrical figures (i.e.: circles, squares, rectangles) that share an area in common. Students list the unique characteristics of each concept or object being compared in the area not being shared with any other figure, and those elements that are common to all in the common shared area. B9. Story Maps Story maps are visual outlines to help students understand, recall, and connect key terms and ideas from a text. Story maps may be made individually or by the class as a whole. B10. Timelines Timelines are graphic organizers that allow learners to organize sequential events chronologically, and also give meaningful practice in the past and present tenses. B11. Computer / Software This involves the use of technology to promote Computer Assisted Language Learning (CALL). B12. Realia Bringing realia (authentic objects from a culture), or manipulatives to the classroom helps teachers in providing comprehensible input in a second language. Students should be allowed to touch, smell, and taste, if possible, prior to being exposed to the lesson, for optimal comprehensible input. B13. Videos / Films/ CD-ROM Borrowing films and other audiovisual materials from school district media centers can help improve a language arts lesson. Audiovisuals also assist in illustrating ideas, reteaching a concept, or infusing content area concepts from other disciplines. It is always wise to preview the audiovisual materials before showing them to a class, screening them for possible language difficulties, misleading cultural information or controversial content. B14. Demonstrations Demonstrations involve step-by-step sequential procedures presented to the class using realia; i.e. cooking lessons, arts and crafts lessons, etc. Community High School District 94 B15. Captioning Captioning uses written materials and pictures to demonstrate main ideas or to summarize exercises. Captioning can involve students at different language levels. Steps for using Captioning in the Classroom: 1. 2. 3. 4. B16. Explain what a caption is. Have learners read information on handout you develop and distribute. Distribute illustrations and have students arrange in order of written information. Have each group caption the pictures, and read their captions to the class. Labeling Labeling items in the classrooms will assist LEP students in the identification of items and in relating them to written words. B17-19.Music / Songs, Jazz Chants / Raps, Cassettes-Music / Books Language teachers frequently use music and chants in their classes. These activities are motivating for students and assist in reinforcing and revisiting content area concepts while acquiring English pronunciation and intonation patterns. Jazz Chants are rhythmic expressions of standard English as it occurs in situations through the use of music or rap. Jazz chants improve intonation, vocabulary and grammar development. B20. Language Master Auditory practice is obtained through the use of Language Master Cards to provide repetitive tasks that increase vocabulary and pronunciation skills. Interactive Strategies C1-3. Peer Buddy / Small Group Activities / Pairs and Threes Small cooperative groups are used to provide home language assistance and opportunities to negotiate meaning in the development of second language communication skills in a non-threatening environment. C4. Jigsaw This is a cooperative learning strategy in which everyone becomes an “expert” about a topic or sub-topic, and shares his or her learning within a group setting so that eventually all members learn the content. To implement this strategy, the students are divided into groups; each group member is assigned a section or a part of the material selected for study. Each student meets with the members of other similar groups who have similar assignments, forming a new group. This new group learns together, becomes an expert on their assigned material, and then plans how to teach this material to members of their original groups. Students later return to their original groups (whose members each now represent one of the different areas of the topic being studies) and teach their area of expertise to the other group members. In this matter, a topic or subject of great length can be covered and learned in a fraction of the usual time. LEP students can learn the material must more effectively since they also must become teachers of the content they have learned to the members of their original groups. Jigsaw offers many opportunities for language acquisition, practice, enrichment and reinforcement. C5. “Corners” This is also a cooperative learning strategy, designed to optimize the learning of the assigned task, and sharing that learning with other students. The teacher needs to assign small groups of students to different corners of the classroom. They discuss various solutions, perspectives and points of view concerning a pre-selected issue, and decide on a presentation format. Finally, small groups present to the class. C6. Think / Pair / Share This strategy is well suited to help students develop their own ideas as well as build on ideas that originated from co-learners. After reflecting on a topic, students form pairs and discuss, review, and revise their ideas, and eventually share them with the class. C7. Cooperative Learning (Group Reports / Projects) Cooperative Learning is a dynamic strategy through which students develop linguistic and academic skills simultaneously (Calderon, 1988; Cohen, 1986; Green, 1991; Kagan, 1985). In this highly successful strategy, LEP students work together in small intellectually and culturally missed groups to achieve a common goal. The outcome of their work is both a reflection on how well the group functioned, and an academic assessment tool for the instructor. C8. Panel Discussions / Debate This is also a cooperative learning strategy in which students organize planned presentations, where each member of the group takes one of the possible topic viewpoints. The individual presentations may have oral, written or multimedia components. Students form teams to research, develop, and articulate their viewpoints. This strategy helps the students in developing the ability to organize information, to filter ideas and to draw conclusions. Community High School District 94 C9. Choral Reading / Read Around Groups (RAG) This is an activity designed to give students an opportunity to think, discuss, and write about topics related to what they have read. Procedure: 1. 2. 3. 4. 5. 6. After reading, teacher and students select a purpose and topic(s) for a short writing activity. Students participate in a pre-writing activity such as brainstorming, develop criteria for the written work, then free-write for about ten minutes on a topic related to the reading. Students code their written work with numbers instead of using their own names. Papers are collected by the teacher, and students are divided into groups of four or five and given the same number of coded papers. Everyone in each group reads all the papers assigned to their group. This is done by reading for a short timed interval, and then passing the papers around the circle and repeating the process until all papers are read. Each group votes on the one or two papers that meet the criteria best, and explains their choice. The teacher tallies the results of the papers voted “best” on the chalkboard and students share their ideas about how and why these papers are most effective in achieving the given purpose, e.g., organization of information, use of descriptive terms, persuasiveness, effectiveness in making a point. Other Interactive Strategies D1. Field Trips This strategy consists of a planned learning experience in the community for the student group to observe, study, and participate in a real-life setting, using the community as a laboratory. The instructor and the students plan and structure the experience by preparing beforehand for activities during the visit and then engage in follow-up activities after the trip. D2. K-W-L (Knows / Wants to Know / Learned) An introductory or pre-activity strategy that provides a defined structure for recalling and stating; What the student knows regarding a concept or a topic; what the student wants to know, and finally lists what has been learned and / or what is yet to be learned. To use this strategy, the student lists all the information he / she knows or thinks he / she knows under the heading “What We Know”; then, the learner makes an inventory of “What We Want to Know”, categorizing the information about the topic the student expects to use. D3. Role Play In describing learning strategies, Dale (1990) emphasizes that direct and purposeful experiences are best for all students, especially LEP learners. For example, students can demonstrate comprehension of a story by role-play through retelling, using realia, visuals, and props previously demonstrated by the instructor. D4. Games Allow LEP students to develop conversational skills in a non-threatening format. Games are motivating for students and assist in reinforcing classroom material. D5. Dialogue Journals A dialogue journal is a written conversation in which a student and the teacher communicate regularly and carry on a private conversation. Dialogue journals provide a communicative context for language and writing development since they are both functional and interactive (Peyton & Reed, 1990). Students write on topics of their choice and the teacher responds with advice, comments, observations, thus, serving as a participant, not an evaluator, in a written conversation. Dialogue journals can and should be used very early in the language learning process. Students can begin by writing a few words and combining them with pictures. Modified Class-work (Based on Level of English Proficiency) E1-18, 20, 22-25. Modifying class-work involves the use of a variety of adaptations or modifications that provide class-work appropriate to the language proficiency level of the LEP students, so that comprehensible instruction can occur. Modifying class-work allows for differences in student learning styles and cultural diversity factors. E-19. Directed Reading / Thinking Activity (DRTA) The teacher directs the students in activities to check their prior knowledge of the subject, set the purpose for reading, and become acquainted with new vocabulary and concepts. At this stage, the students may also predict the content. Students then read small sections silently, while keeping their predictions and purposes for reading in mind. They read critically. After reading, the students think about what they read. They revise predictions or prove them. Follow-up activities help students expand, summarize, and restate their ideas. Community High School District 94 E21. Survey, Question, Read, Recite, Review (SQ3R) This is a pre-reading activity that helps students focus on their topic, develop questions about that topic, and answer those questions based on the reading. Procedure: 1. 2. 3. E26. S-Survey-“preview” Q-Question-Wh-words, such as: why, who, what, etc. 3R-Read, Recite, Review Question-Answer Relationship (QAR) Teachers can use QAR when developing comprehension questions, helping students to identify different question types, and teaching text organization. The QAR classification is divided into four question types in two categories: A. In the Book 1. Right there The answer is in the text, usually easy to find. The words used to make up the question and words used to answer the question are Right There in the same sentence. 2. Think and Search (Putting It Together) The answer is in the text, but you need to put together different text parts to find it. Words for the question and words for the answer are not found in the same sentence. They come from different parts of the text. B. In Your Head 1. Author and You The answer is not in the text. You need to think about what you already know, what the author tells you in the text, and how it fits together. 2. On Your Own The answer is not in the text. You can answer the question without even reading the text. You need to use your own experience. Multicultural Resources F1-4 Multicultural Resources These include community resources, local organizations and clubs (e.g. Hispanic Unity, Haitian-American, German-American, Italian-American Clubs, etc.) Organize cultural sharing through ESOL Parent Advisory Council, international fairs, parents as cultural representatives, business liaisons, multicultural guest speakers, ethnic folk music presentation, and multicultural students as resources for academic classes. For samples of varied holiday activities see Multicultural Calendar. Alternative Assessment Instruments G1. Interviews Interviews are an excellent strategy to allow the student to master the competencies necessary to gather information about a particular topic and report on it following predetermined format. This is most effective when students are guided to pre-plan a set of questions, use those questions to create a format for the interview and finalize it with a presentation. G2-3, 5-10. Portfolios, observations, interviews, checklists, etc. are used to accurately assess the progress of LEP students when they may not be ready to complete traditional reading and writing evaluations that require reading on grade level. They should be ongoing utilizing a variety of strategies and procedures to collect student work. (Also called authentic assessment). G4. Close Procedures This is an open-ended strategy in which a selected work or phrase is eliminated from a sentence or paragraph, while the student is asked to complete the missing word. The Cloze concept has also been applied to second language oral development, in which the instructor proposes a series of incomplete oral statements, and the student “fills in” the missing information. Community High School District 94 G11. Portfolios Portfolios use work samples chosen with specific criteria to evaluate student progress. Students compare their current effort to their previous work rather than to the work of other students. Sources Badia, Arnhilda. (1996). Language Arts through ESOL; A guide for ESOL Teacher and Administrators, Tallahassee: Florida Department of Education, Office of Multicultural Student Language Education. Teaching Excellence and Cultural Harmony (TEACH) (1995). Training of Trainers-Sessions I-IV, Trainer’s Manual. Tallahassee: Florida Department of Education. Community High School District 94 SIOP® LESSON PLAN Date: ________________ Grade/Class/Subject: __________________ Unit/Theme: __________ Standards: ________________________________________________ Content Objective(s): ____________________________________________________________________ ______________________________________________________________________________________ Language Objective(s): ___________________________________________________________________ _______________________________________________________________________ Supplementary Materials Key Vocabulary SIOP Features Preparation ___ Adaptation of Content ___ Links to Background ___ Links to Past Learning ___ Strategies incorporated Integration of Processes ___ Reading ___ Writing ___ Speaking ___ Listening Lesson Sequence Reflections: Scaffolding ___ Modeling ___ Guided practice ___ Independent practice ___ Comprehensible input Grouping Options ___ Whole class ___ Small groups ___ Partners ___ Independent Application ___ Hands-on ___ Meaningful ___ Linked to objectives ___ Promotes engagement Assessment ___ Individual ___ Group ___ Written ___ Oral Community High School District 94 ELL Modifications and Accommodations Curriculum: Pre-teach or re-teach material Develop study aides and advance organizers for class lectures (charts, concept maps, outlines) Reduce the unit or lesson outcomes Change the mastery requirements or mastery levels Modify assignments (format, length, kind) Highlight textbooks or study materials Enlarge text Have students summarize the main ideas of the lecture Students to have a double set of textbooks (home/school) Divide longer assignments into smaller pieces (odds/evens) Determine if spelling will affect grade Assessment: Extended testing time Alternate testing site Test read orally Directions clarified Cueing Large print/more white space Number of questions Type of questions (objective vs. subjective) Scribe (writer) Word banks No carryover (directions, word choices, matching, on the same page as all of the questions for the section) Computer/spell check for essays Environment: Set a consistent classroom routine Post rules Post an agenda Post assignments each day with due date Preferential seating Reduce visual/auditory distractions Use last 5 minutes of class to record homework, assignments, organize study materials Encourage and reward assignment notebook completion Content Delivery: Provide instruction in a low risk environment – Safe to guess Simplify grammar/shorten sentences/avoid complicated idioms Slow down your speech and enunciate clearly Repeat directions Link new learning with previous knowledge - Help students make personal connections to new material Target big concepts of curriculum Retell/Clarify/Give examples Use a variety of literacy and vocabulary activities Be consistent with vocabulary: Test in same language you teach Use cooperative learning groups whenever possible 7-10 repetitions to understand concept 14-20 for vocabulary to become part of your daily language Color coding for embedded shapes in geometry Community High School District 94 Instructional Strategies Speak at a slowly and provide a low risk environment. Okay to be wrong, so safe to guess. Take a personal interest in the student – Hispanic students will complete assignments and do their best FOR YOU-- instead of for themselves. Establish a classroom routine so students will know what to expect. Use the same lesson format routinely so that your students can concentrate on content rather than non procedure or form. Always write daily assignments on board – don’t announce it orally. Minimize lectures, organizing information and avoiding sudden shifts in direction. Use visual, manipulative and concrete models as aids to learning. Maximize student interaction through instructional approaches such as cooperative learning and small group instruction/discussion. Build needed background knowledge for textbook passages. Certain concepts in the English language are rare or nonexistent in other languages. Avoid idioms such as “clear as a bell” or slick as a whistle”. Identify the appropriate breaking points in a lesson where retelling can be useful. Gradually shift responsibility to the students for providing an oral summary of the retelling session. Model correct language patterns but correct language minority student’s English errors only during formal English instruction. Use multiple methods such as journals, portfolios, dialogues, plays, story writing and oral and written language samples to encourage language development. Allow students to demonstrate skills and knowledge in the native language while they are learning English. (7-10 repetitions to understand the concept and 14-20 for vocabulary to become part of your daily language.) In testing students use tests with demonstration, practice and sample items; which have reduced language demands; allow extended time limits that allow for responses modes consistent with the student’s language proficiency (matching items verses short answer). Don’t restrict LEP/ELL students to the basics. Keep expectations high and engage all students in tasks which require higher level thinking skills. Community High School District 94 Course Description Handbook BILINGUAL EDUCATION The ESL/ Bilingual Education program is designed for students whose primary language is one other than English. The goal of the program is to provide students with sufficient English skills to facilitate movement into the mainstream and be able to function in a competitive academic environment. Placement in the specific courses listed below is based upon the recommendations of the Program Director, the counselor, the teaching staff, and placement tests. The ESL class sequence follows the Illinois WIDA Standards for English Proficiency. El programa de Educación bilingüe está diseñado para estudiantes quienes el idioma primario sea otro que el inglés. La meta del programa es para proveer a los estudiantes suficientes habilidades en inglés para facilitar el traslado a las clases regulares y funcionar en un ambiente competitivo y académico. La secuencia de las clases de ESL siguen los estándares de WIDA de Competencia en Ingles en el estado de Illinois. La colocación en los siguientes cursos está basada en las recomendaciones del Director de la División de Idiomas Mundiales, el consejero, los maestros, y los exámenes de colocación. Course Description for Bilingual Classes The bilingual classes will mirror the mainstream course content except that the class will be taught in Spanish for qualifying students enrolled in the ESL/Bilingual program. La descripción de las clases bilingües es la misma del curso regular con excepción de que la clase se enseñan en español para los estudiantes calificados en el programa de inglés como segundo idioma. Course Description for Sheltered Classes The description for Sheltered classes is the same as the regular section except that as a Sheltered class, it is open only to qualifying students in the ESL/Bilingual program. Sheltered classes are taught in English and mirror the standard curriculum; however, the content is made more comprehensible for ESL students. La descripción de las clases “sheltered” es la misma del curso regular con excepción de una clase “Sheltered” es apropiada solamente para los estudiantes en el programa de inglés como segundo idioma. Las clases “Sheltered” se enseñan en inglés y reflejan el plan de estudios estándar, sin embargo, los conceptos son presentados en una manera más comprensible para los estudiantes de inglés como segundo idioma. Community High School District 94 Name ID# ESL SELECTION WORKSHEET 2014-2015 1501 1502 1503 1504 1505 1506 1601 1602 ESL 2 ESL 2 Language Enrichment ESL 3 ESL 3 Language Enrichment ESL 4 ESL 4 Language Enrichment ESL Bridge (fr/soph) ESL Bridge (jr/sr) 1581 1681 1584 1684 1511 1689 1687 Bilingual World Geo Sheltered World Geo Bilingual Topics (S1) Sheltered Topics (S2) Bilingual Amer Hist Sheltered Amer Hist Sheltered Amer. Gov. (S2) 1561 1662 1563 1663 1566 1666 Bilingual Princ of Alg Sheltered Princ of Alg Bilingual Algebra 1 Sheltered Algebra 1 Bilingual Geometry Sheltered Geometry 1 2 3 4/5/6 6/7/8 9 10 CNSL_____________ 1570 1577 1675 1671 1670 Bilingual Ess of Physics (’14-‘15) Bilingual Biology (’15-‘16) Sheltered Biology Sheltered Ess of Bio (’15-‘16) Sheltered Ess of Physics (’14-‘15) 1.00 1.00 1.00 1.00 1.00 1623 1620 1622 Sheltered Cons. Ed. Sheltered Key (S1) Sheltered Word Proc (S2) 0.50 0.50 0.50 4017 1540 1542 1544 AP Spanish Language Spanish/Nat Speaker 1 Spanish/Nat Speaker 2 AP Spanish Literature 1.00 1.00 1.00 1.00 15901 15903 ESL Study Skills (S1) ESL Study Skills (S2) 0.50 0.50 1514 1611 15153 Bilingual Health (S2) Sheltered Health Bilingual PE/SE 10(S2) 0.50 0.50 0.50 Community High School District 94 ESL/BILINGUAL EDUCATION Course Offerings Course Title Prerequisite Credit English as a Second Language 1 Consent of World Languages Division Head 2.0 Grade Offered 9-12 English as a Second Language 2 Consent of World Languages Division Head 2.0 9-12 English as a Second Language 3 Consent of World Languages Division Head 2.0 9-12 English as a Second Language 4 Consent of World Languages Division Head 2.0 9-12 English as a Second Language 5 Consent of World Languages Division Head 1.0 9-12 Spanish for Native Speakers 1 Consent of World Languages Division Head 1.0 9-12 Spanish for Native Speakers 2 Consent of World Languages Division Head 1.0 9-12 Advanced Spanish Language Consent of World Languages Division Head 1.0 10-12 Advanced Spanish Literature Consent of World Languages Division Head 1.0 10-12 Bilingual or Sheltered Principles of Algebra Bilingual or Sheltered Algebra Consent of World Languages Division Head 1.0 9-12 Consent of World Languages Division Head 1.0 9-12 Bilingual or Sheltered Geometry Consent of World Languages Division Head 1.0 9-12 Sheltered Advanced Algebra Consent of World Languages Division Head 1.0 9-12 Bilingual or Sheltered World Geography Bilingual or Sheltered Topics in Modern History Bilingual or Sheltered American History Sheltered Government Consent of World Languages Division Head 1.0 9-12 Consent of World Languages Division Head 0.5 9-12 Consent of World Languages Division Head 1.0 11-12 Consent of World Languages Division Head 0.5 11-12 Bilingual or Sheltered Physical Science Bilingual or Sheltered Biology Bilingual or Sheltered Health Consent of World Languages Division Head 1.0 9-12 Consent of World Languages Division Head 1.0 9-12 Consent of World Languages Division Head 0.5 9-12 Bilingual Drivers Education Consent of World Languages Division Head 0.5 10-11 Sheltered Consumer Ed Consent of World Languages Division Head 0.5 11-12 Sheltered Keyboarding Consent of World Languages Division Head 0.5 9-12 Sheltered Word Processing Consent of World Languages Division Head 0.5 9-12 Community High School District 94 Bilingual Literacy Skills Consent of World Languages Division Head 0.5 9-12 Newcomer READY Consent of World Languages Division Head 0.5 9-12 Crédito Ano Ofrecido 2.0 9-12 2.0 9-12 2.0 9-12 2.0 9-12 1.0 9-12 1.0 9-12 1.0 9-12 1.0 10-12 1.0 9-12 1.0 9-12 1.0 9-12 1.0 9-12 1.0 9-12 0.5 9-12 1.0 11-12 0.5 11-12 1.0 9-12 1.0 9-12 0.5 9-12 0.5 10-11 0.5 11-12 EDUCACION BILINGÜE Título del Curso Requisito Previo Inglés como Segundo Idioma 1 Inglés como Segundo Idioma 2 Inglés como Segundo Idioma 3 Inglés como Segundo Idioma 4 Inglés como Segundo Idioma 5 Español para los Hispanohablantes 1 Español para los Hispanohablantes 2 Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Literatura Española Avanzada Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Principios de Algebra “Bilingüe” o “Sheltered” Algebra Uno “Bilingüe” o “Sheltered” Geometría “Bilingüe” o “Sheltered” Algebra Avanzada “Sheltered” Geografía Universal Bilingüe o “Sheltered” Temas en Historia Moderna Bilingüe o “Sheltered” Historia Americana Bilingüe o “Sheltered” Gobierno de América o “Sheltered” Ciencias Naturales Bilingüe o “Sheltered” Biología Bilingüe o “Sheltered” Salud Bilingüe o "Sheltered" Educación de Manejo Bilingüe Educación Del Consumidor “Sheltered” Community High School District 94 Procesador de Palabras (“Sheltered “) Mecanografía (“Sheltered”) Procesador de palabras Destrezas de Estudios Bilingües Clase de Orientación READY Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales Permiso del Director de la División de Idiomas Mundiales 0.5 9-12 0.5 9-12 0.5 9-12 0.5 9-12 English As A Second Language (ESL) 1 This course is for limited English proficient students who have no background or experience with the English language. This is an intensive two period course designed to develop English skills. Students will be introduced to basic communication skills, vocabulary development, listening skills, along with basic writing and reading skills. This class has two parts. The Language Enrichment part provides additional opportunities to expand on reading, writing, speaking, and listening skills. The materials and curriculum are designed to complement the main section of ESL. Part 1 meets the school’s English requirement for graduation. Part 2 provides an opportunity to earn elective credit. Prerequisite: Level: Credit: Consent of World Languages Division Head 9-12 2.0 (Course meets 2 hours each day.) Inglés Como Segundo Idioma (ESL) 1 Este curso es para los estudiantes que no tienen familiaridad con el inglés. Este es un curso intensivo de dos períodos diseñado para desarrollar habilidades en inglés. Los estudiantes serán presentados a destrezas básicas de comunicación, desarrollo de vocabulario, destrezas de escuchar, y destrezas básicas de escribir y leer. Esta clase tiene dos partes. La parte del Enriquecimiento del idioma proporciona las oportunidades adicionales para ampliar las habilidades en la lectura, la escritura, el habla y la audición. Los materiales y el plan de estudio están diseñados para complementar la sección principal de ESL. La primera parte satisface el requisito de la escuela de inglés para la graduación. La segunda parte proporciona la oportunidad de ganar crédito optativo. Requisito Previo: Nivel Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 2.0 (El curso se reúne 2 horas por día.) English as a Second Language (ESL) 2 This second course helps students with a very limited knowledge of English to communicate proficiently in everyday situations while introducing reading and writing skills essential for their academic and professional success. This class has two parts. The Language Enrichment part provides additional opportunities to expand on reading, writing, speaking, and listening skills. The materials and curriculum are designed to complement the main section of ESL. Part 1 meets the school’s English requirement for graduation. Part 2 provides an opportunity to earn elective credit. Prerequisite: Level: Credit: Consent of World Languages Division Head 9-12 2.0 (Course meets 2 hours each day.) Inglés Como Segundo Idioma (ESL) 2 Este curso segundo ayuda a los estudiantes que tienen un conocimiento muy limitado de inglés a que se comuniquen eficientemente en situaciones diarias, mientras se les introduce destrezas esenciales de lectura y escritura para su éxito académico y profesional. Esta clase tiene dos partes. La parte del Enriquecimiento del idioma proporciona las oportunidades adicionales para ampliar las habilidades en la lectura, la escritura, el habla y la audición. Los materiales y el plan de estudio están diseñados para complementar la sección principal de ESL. La primera parte Community High School District 94 satisface el requisito de la escuela de inglés para la graduación. La segunda parte proporciona la oportunidad de ganar crédito optativo. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 2.0 (El curso se reúne 2 horas por día.) English as a Second Language (ESL) 3 The third level ESL language course continues to develop the skills needed to spell and read while providing students with the skills necessary to locate, understand, and interpret information from a text. At the end of the course, students will be able to compose a one-page essay using correct rules of grammar, spelling and punctuation. This class has two parts. The Language Enrichment part provides additional opportunities to expand on reading, writing, speaking, and listening skills. The materials and curriculum are designed to complement the main section of ESL. Part 1 meets the school’s English requirement for graduation. Part 2 provides an opportunity to earn elective credit. Prerequisite: Level: Credit: Consent of World Languages Division Head 9-12 2.0 (Course meets 2 hours each day.) Inglés Como Segundo Idioma (ESL) 3 La clase del tercer nivel de inglés como Segundo Idioma continúa en desarrollar las habilidades necesarias para deletrear y leer en un vocabulario de supervivencia y proveer a los estudiantes con las habilidades necesarias para localizar, comprender, e interpretar la información del texto. Al final del curso, los estudiantes serán capaces de componer un ensayo de una página usando reglas correctas de la gramática, la ortografía y la puntuación. Esta clase tiene dos partes. La parte del Enriquecimiento del idioma proporciona las oportunidades adicionales para ampliar las habilidades en la lectura, la escritura, el habla y la audición. Los materiales y el plan de estudio están diseñados para complementar la sección principal de ESL. La primera parte satisface el requisito de la escuela de inglés para la graduación. La segunda parte proporciona la oportunidad de ganar crédito optativo. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 2.0 (El curso se reúne 2 horas por día.) English as a Second Language (ESL) 4 The fourth level ESL language course will provide students with the skills to locate understand and interpret information in popular short stories. Students will also be expected to write a two-page composition in each of the following modes: narration, description, exposition, argument and persuasion. This class has two parts. The Language Enrichment part provides additional opportunities to expand on reading, writing, speaking, and listening skills. The materials and curriculum are designed to complement the main section of ESL. Part 1 meets the school’s English requirement for graduation. Part 2 provides an opportunity to earn elective credit. Prerequisite: Level: Credit: Consent of World Languages Division Head 9-12 2.0 (Course meets 2 hours each day.) Inglés Como Segundo Idioma (ESL) 4 La clase de inglés del cuarto nivel proveerá a los estudiantes con las habilidades de localizar, entender e interpretar información en unos cuentos cortos y populares. A los estudiantes también se les pediría que escriban una composición en la siguientes maneras: narración descripción, exposición, argumento y persuasión argumento y persuasión. Esta clase tiene dos partes. La parte del Enriquecimiento del idioma proporciona las oportunidades adicionales para ampliar las habilidades en la lectura, la escritura, el habla y la audición. Los materiales y el plan Community High School District 94 de estudio están diseñados para complementar la sección principal de ESL. La primera parte satisface el requisito de la escuela de inglés para la graduación. La segunda parte proporciona la oportunidad de ganar crédito optativo. Requisito Previo: Permiso del Director de la División de Idiomas Mundiales Nivel: 9-12 Crédito: 2.0 (El curso se reúne 2 horas por día.) English as a Second Language (ESL) 5 Transitional The fifth ESL language course continues to develop the skills necessary to locate, understand and interpret information from a text. In addition, this course provides students with study strategies needed to be successful in mainstream classes. Prerequisite: Level: Credit: Consent of World Languages Division Head 9-12 1.0 (Course meets 1 hour each day.) Inglés Como Segundo Idioma (ESL) 5 Transición El quinto nivel de inglés Como Segundo Idioma (ESL) continúa desarrollando las habilidades necesarias para localizar, entender, e interpretar información de un libro. Además este curso provee a los estudiantes con estrategias de estudio necesarias para tener éxito en las clases generales. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 1.0 (El curso se reúne 1 hora por día.) Spanish for Native Speakers 1 (See course description in Foreign Language section.) Español para los Hispanohablantes 1 Este curso ayuda a que los hispanohablantes desarrollen las habilidades literarias de su primer idioma. El énfasis se pone en la lectura y la escritura del idioma nativo del estudiante. Las habilidades literarias son desarrolladas por la familiaridad con la literatura en español, escribiendo diarios, y lectura independiente en español. También aprenden sobre todas culturas hispanohablantes en el mundo. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 1.0 (El curso se reúne 1 hora por día.) Spanish for Native Speakers 2 (See course description in Foreign Language section.) Español para los Hispanohablantes 2 Este curso es una continuación de la clase “Spanish for Native Speakers 1”. Los estudiantes van a seguir desarrollando las habilidades de su primer idioma por el estudio de la literatura contemporánea mientras desarrollan sus habilidades por los diarios. Más énfasis se pondrá en los estudiantes desarrollaran su propio estilo de escribir. Se mantendrá la lectura independiente de español. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 1.0 (El curso se reúne 1 hora por día.) Community High School District 94 Advanced Spanish Literature The course emphasizes the study of Spanish literature. The course provides appropriate preparation for those students who wish to complete the related Advanced Placement Examination in Spanish Literature. Level: 12 Credit: 1.0 Literatura Española Avanzada Esta clase sigue la secuencia de estudios de español para los estudiantes que han terminado Español para Hispanohablantes 1 y 2 o Español 4. Esta clase consta del estudio extensivo de la literatura española y las obras literarias hispanoamericanas. Proveerá al estudiante una base adecuada para todo aquel que quisiera tomar el Examen AP de Literatura Española. Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales 10-12 Crédito: 1.0 Principles of Algebra and Geometry (Bilingual/”Sheltered”) (See course description in Math section. See Bilingual/Sheltered description in the Bilingual section.) Principios de Algebra y Geometría Bilingüe o “Sheltered” Este curso preparará los estudiantes para continuar en los cursos de Algebra Uno y Geometría. Este curso está diseñado para los estudiantes que necesitan un refuerzo en estimación, computación, y habilidades básicas en medir. A través de la aplicación de habilidades en pre-algebra y pre-geometría, los estudiantes desarrollarán las habilidades y prontitud necesarias para el éxito futuro en Algebra Uno y Geometría. El énfasis se hará en la toma de decisiones de computaciones apropiadas, coleccionar, organizar, y describir la información; construir e interpretar gráficas y tablas, resolver ecuaciones, graficar líneas, reconocer figuras básicas geométricas; encontrar el perímetro, área, y volumen, encontrar porcentajes; probabilidad; y trabajar con expresiones matemáticas, fórmulas y enunciados. Calculadora Requisito Previo: Nivel: Calculadora Científica Recomendación del maestro del 8 grado o crédito de Matemáticas General en la high school 9-11 Crédito: 1.0 Algebra One (Bilingual & Sheltered) (See course description in Math section. See Bilingual/Sheltered description in the Bilingual section.) Algebra Uno (Bilingüe y Sheltered) Este es el primer curso en la secuencia tradicional de matemáticas. Este curso está diseñado para enfatizar el desarrollo de habilidades y técnicas para las experiencias en álgebra, aplicaciones en álgebra, análisis de información, y probabilidad. Este curso se enfocará en cinco áreas principales y temas relacionados: ecuaciones lineares, graficar polinomios, ecuaciones cuadráticas, y análisis de información/probabilidad. Por medio de este curso el énfasis se hará en la aplicación de álgebra también como el buen desarrollo de habilidades para resolver problemas. Calculadora Requisito Previo: Calculadora gráfica (TI-83 Plus) Recomendación del maestro del 8 grado, o crédito de Principios en Algebra y Geometría. Nivel: 9-12 Crédito: 1.0 Geometry (Bilingual & Sheltered) (See course description in Math section. See Bilingual/Sheltered description in the Bilingual section.) Geometría (Bilingüe y Sheltered) Este es el segundo curso de la secuencia tradicional de matemáticas. Este curso se enfoca en la comparación de tamaños formas y posición de figuras geométricas. Los métodos y procedimiento que se usan para descubrir estas relaciones sirven como modelos para el pensamiento lógico. Los procesos de descubrimiento incluye el usar las Community High School District 94 manos, manipulativos y dinámica geométrica simulaciones/exploraciones en la computadora. Los estudiantes repasarán destrezas y conceptos de álgebra mientras aprenden nuevas ideas de geometría. El álgebra es utilizada extensamente en el segundo semestre. Los factores y procesos desarrollados y utilizados en geometría se llevan consigo para cursos futuros de matemáticas. El cumplimiento exitoso de este curso prepara a los estudiantes para trabajos mas avanzados en matemáticas, usualmente para Álgebra Avanzada. Calculadora Requisito Previo: Nivel: Crédito: Calculadora gráfica (TI-83 Plus) Algebra Uno 10-12 (estudiantes del 9 grado pueden inscribirse en Geometría después de haber cumplido con Álgebra en el 8 curso). 1.0 Sheltered Advanced Algebra (See course description in Math section. See Bilingual/Sheltered description in the Bilingual section.) Sheltered Algebra Avanzada Este es el tercer curso en la secuencia tradicional de matemáticas. Este curso repasa y expande muchos de los temas de Algebra Uno. Este curso examina ecuaciones y desigualdades sobre los números verdaderos y complejos. El primer semestre se enfoca en el estudio de ecuaciones lineares y cuadráticas así también como en sistemas de ecuaciones y secuencias y series. El segundo semestre incluye funciones exponenciales y logarítmicas, números complejos, raíces, potencias, exponentes racionales, y polinomios. El cumplimiento exitoso de este curso prepara a los estudiantes para la entrada a Precálculos con Trigonometría. Calculadora: Requisito Previo: Nivel: Calculadora Gráfica (TI-83 plus) Geometría, Geometría C, o Geometría Enriquecida 10-12 Crédito: 1.0 World Geography (Bilingual & Sheltered) (See course description in Social Studies section. See Bilingual/Sheltered description in the Bilingual section.) Geografía Universal (Bilingüe y Sheltered) El curso de Geografía Universal está diseñado para iniciar los estudiantes en el plan de estudios de estudios sociales. Aunque el enfoque central de este curso sea la aplicación básica de conceptos gráficos en regiones hemisféricas no occidentales, otros aspectos de estudios sociales son introducidos durante el primer semestre (Cultura, Gobierno, Economía, estrategias para estudiar y hacer investigación) y son aplicados durante el año conforme se estudien varias regiones. Requisito Previo: Nivel: Crédito: Ninguno 9 1.0 Topics in Modern History (Bilingual & Sheltered) (See course description in Social Studies section. See Bilingual/Sheltered description in the Bilingual section.) Temas en Historia Moderna ((Bilingüe y Sheltered) El curso de Temas en Historia Moderna está diseñado con el fin de promover la perspectiva histórica del mundo por lo cual los estudiantes podrán entender mejor el mundo en el que viven. El curso se enfoca en conceptos y temas de la historia moderna desde el siglo XVIII. Los estudiantes participarán en una variedad de proyectos y actividades para explorar los conceptos de la revolución, el nacionalismo, y el conflicto. Este curso es de un semestre y cumple con el requisito de Historia no Americana para la graduación. Community High School District 94 Requisito Previo Geografía Universal o aprobación del departamento Nivel: Crédito: 1 0.5 American History (Bilingual & Sheltered) (See course description in Social Studies section. See Bilingual/Sheltered description in the Bilingual section.) Historia Americana (Bilingüe y Sheltered) Desde el Descubrimiento hasta el Presente El curso de Historia Americana es de dos semestres que se enfoca en la herencia cultural Americana con un énfasis particular en el crecimiento y el desarrollo de instituciones sociales, políticas, y económicas en los Estados Unidos de la era Colonial al presente. Temas tales como el cambio, el conflicto, la diversidad, la interdependencia, y la democracia son desarrolladas como diferentes preguntas históricas y se estudian. Una variedad de trabajos y proyectos se utilizan para desarrollar investigación, análisis, evaluación, organización y habilidades de presentación mientras se les proporciona a los estudiantes el conocimiento de nuestro pasado y un mejor entendimiento de nuestro presente y futuro. Cada semestre se califica como un curso independiente y equivale 0.5 créditos. La terminación exitosa de los dos semestres es necesaria para reunir el crédito completo de Historia Americana que es requerido para la graduación. Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales 11 Crédito: 1.0 Sheltered American Government (See course description in Social Studies section. See Bilingual/Sheltered description in Bilingual section.) Sheltered Gobierno Americano El curso de Gobierno Americano dura un semestre y en él se explora la pregunta “¿en qué consiste un ciudadano efectivo?”. El curso ha sido estructurado con el objetivo de promover la interacción estudiantil con otros miembros de la clase, al mismo tiempo que se examinan las preguntas centrales del curso. Todas las secciones de la clase de Gobierno participan en un simulacro legislativo con duración de un semestre. El simulacro intenta aproximar con la mayor autenticidad posible la estructura y política del proceso legislativo. Los alumnos hacen el papel de líderes políticos y se encargan de responsabilidades legislativas durante el proceso de toma de decisiones que es común en una sociedad democrática. Las Audiencias de los Comités, seguidas por una representación simulada de una sesión plena de la Cámara de Diputados (“House of Representatives”), son las actividades que concluyen el curso al final del semestre. Para cumplir con los requisitos del Estado con respecto a la educación cívica se han incorporado en el plan de estudios la instrucción y evaluación del nivel de comprensión del alumno con respecto a la Constitución de los Estados Unidos, la Constitución del Estado de Illinois, la Declaración de Independencia, el Código de la Bandera, así como de las elecciones. Al completar satisfactoriamente este curso el alumno obtendrá los 0.5 créditos para cumplir con el requisito de la clase de Gobierno para la graduación. Requisito Previo Nivel: Historia de América 12 Crédito: 0.5 Physical Science (Bilingual & Sheltered) (See course description Science section. See Bilingual/Sheltered description in Bilingual section.) Ciencia Física (Bilingüe y Sheltered) El estudiante usará habilidades de pensamiento crítico y actividades usando sus manos para estudiar materia, energía y sus cambios. Este curso proveerá el contenido y habilidades necesarias para ser científicamente literal en las Ciencias Físicas. Community High School District 94 Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales O completar con éxito Biología Bilingüe 9-12 Crédito: 1.0 Biology (Bilingual and Sheltered) (See course description in Science section. See Bilingual/Sheltered description in Bilingual section.) Biología (Bilingüe y Sheltered) El estudiante usará habilidades de pensamiento crítico y actividades usando sus manos para estudiar el fenómeno de la vida y organismos vivientes. Este curso proveerá el contenido y habilidades necesarias para ser científicamente literal en las ciencias biológicas. Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales 9-12 Crédito: 1.0 Health (Bilingual and Sheltered) (See course description in PE section. See Bilingual/Sheltered description in Bilingual section.) Salud (Bilingüe y Sheltered) El estado de Illinois requiere que todos los estudiantes completen un curso del estudio de la educación de salud. Los temas estudiados en la educación de salud incluyen la ecología y salud humana, tensión, salud mental, crecimiento y desarrollo humano, alcohol, prevención de las drogas y tratamiento de las enfermedades, salud del consumidor y salud del medio ambiente. Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales 9-12 Crédito: 0.5 PE/SE 10 (Bilingual) (See course description in PE section. See Bilingual/Sheltered description in the Bilingual section.) Educación de Seguridad PE/SE 10 El programa de la educación de manejo consiste en un mínimo de treinta (30) horas de trabajo en la clase y seis (6) horas de instrucción detrás del volante. El propósito del curso es para desarrollar buenos hábitos, actitudes, cortesías y destrezas necesarias para el manejo seguro. Asignaciones para Detrás del Volante serán entregadas a los estudiantes quienes completan la educación de manejo con éxito. Estudiantes manejarán según su fecha de nacimiento y la hora de su clase. El Estado de Illinois requiere que todos los estudiantes completen un curso de estudio en Educación de Seguridad. Los tópicos que se estudiarán en Educación de Seguridad incluyen seguridad de automóvil y seguridad en conexión con actividades de recreo. Empezando con el año escolar 1994-1995, la ley estatal dicta que un estudiante deberá de haber pasado ocho (8) cursos durante los dos (2) semestres previos para ser elegible para ingresar en Educación de Manejo. Requisito Previo: Level: Permiso del Director de la División de Idiomas Mundiales 10-11 Crédito: 0.25 BTW Spanish Description (See course description in PE section. See Bilingual/Sheltered description in the Bilingual section.) Sheltered Consumer Education (See course description in Business Education section. See Bilingual/Sheltered description in the Bilingual Section.) Community High School District 94 Sheltered Educación Del Consumidor Este curso está diseñado para permitir que el estudiante se haga un consumidor inteligente en bienes y servicios. Los temas a cubrir incluyen presupuestos, compras en abonos, comparación de precios, fundamentos generales en compras al consumidor, crédito del consumidor, inversión y ahorros, seguros, impuestos del consumidor y la operación de la economía y los efectos acerca del consumidor. Este curso es requerido para poder graduarse. Requisito Previo Ninguno Nivel: 11- 12 Crédito: 0.5 Sheltered Keyboarding (See course description in Business Education section. See Bilingual/Sheltered description in the Bilingual section.) Mecanografía Bilingüe/Procesador de palabras El curso de un semestre está diseñado para enseñar mecanografía en una microcomputadora. La meta principal de éste curso es aprender mecanografía al tacto, con rapidez y precisión. Los estudiantes harán uso de las microcomputadoras para escribir cartas, hacer enlistados y reportes. (Al completar este curso se puede recibir crédito dual del College of Dupage (COD) si también complete Procesador de Palabras Sheltered. Hace referencia a la sección que explica crédito dual. Importante: Los estudiantes tienen que matricularse en la College of Dupage y escoger crédito dual antes de tomar las clases.) Requisito Previo: Nivel: Permiso del Director de la División de Idiomas Mundiales 9-12 Crédito: 0.5 Bilingual Literacy Skills This course helps newcomers develop the academic study skills needed to be successful in a U.S. school system. Skills developed include English and native language literacy, time management, and basic computer proficiency. An effort is made to apply these skills to specific activities being undertaken in the content bilingual classes. Prerequisite: Level: Consent of World Languages Division Head 9-12 Credit: 0.5 per semester Destrezas de Alfabetismo Bilingües Este curso ayuda a los recién llegados a desarrollar las destrezas académicas de estudio necesarias para tener éxito en el sistema escolar de los E.E.U.U. Las destrezas desarrolladas incluyen inglés y capacidad de leer y escribir en la lengua nativa, administración del tiempo, y la habilidad básica de computadora. Se hace un esfuerzo para aplicar estas destrezas a actividades específicas encargadas en el contenido de las clases bilingües. Requisito Previo: Nivel: Crédito: Permiso del Director de la División de Idiomas Mundiales 9-12 0.5 por semestre Community High School District 94 Newcomer Ready This semester course helps newcomers adjust to the many cultural and social topics encountered in a U.S. school system. An ESL Bilingual staff member helps students understand what is necessary to be successful in this new environment through class discussions, field trips, and presentations by guest speakers. Prerequisite: Level: Consent of World Languages Division Head 9-12 Credit: 0.5 per semester Clase de Orientación READY Este curso de un semestre ayuda a los recién llegados a que se ajusten a muchos de los temas culturales y sociales que se encuentran en el sistema escolar en los E.E.U.U. Un maestro ayuda a los estudiantes a que entiendan lo que es necesario para tener éxito en este ambiente nuevo por medio de pláticas, excursiones, y presentaciones de conferenciantes. Requisito Previo: Permiso del Director de la División de Idiomas Mundiales Nivel: 9-12 Crédito: 0.5 Community High School District 94 ELL After School Academic Skills Center LRC After school supplementary resources available to ELL students and parents to be located in the LRC from 3- 4:30 PM Monday –Thursdays beginning September through May Certified supervisors and program assistants will be employed to supervise and monitor the facility. Services available include computers use and internet, one to one help for assignments and navigation help for internet research. An invitation will be extended to the National Honor Society students as well as to Spanish Honor Society members to serve as peer tutors. Community High School District 94 ESL Collaborative Team Meetings Team meetings have proven a valuable part of how we foster student accountability in our ESL program. Issues or problems with students may be discussed directly with the Counselor, Social Worker, or Dean as a first step. What teachers can do before a situation is brought before the team: Attendance: Behavior: Academic: Call home make initial contact as needed; Dean Talk to student, parents; Dean Talk to students, parents; work with counselor; ESL Director Log Interventions on PowerSchool as needed. Only after going through these services should a student be brought up officially at a team meeting. Team meetings are designed as the second step in an extensive process. Group email has been an effective way to communicate with many teachers at once regarding specific students or concerns. Our job in the team meetings will be to be to develop creative action plans for these at risk students. We will discuss academic and behavioral concerns to develop a remediation plan. We will also review the student’s attendance record. We hope to Maximize our time together during team meetings Address most urgent issues that require group decision making Conclude the meeting with an Action Plan for each student Guidelines 1. The ESL teachers may send names to counselors on Friday or Monday for consideration. 2. Counselors may also send out a list on Tuesday of the students they wish to bring up at the Wednesday team meeting. 3. All information should flow through counselors; Janelle can be sent a copy as well. 4. ESL teachers should plan on attending each meeting in September and by schedule after that. If you realize you have pertinent experience with a student on the emails, please respond or attend the meeting. 5. The counselor will bring names that fit a "need advisement category". This means that the situation will be discussed and possible solutions/course of action will be developed. 6. There will be an "open forum" at the end of the meeting for teachers to ask questions, and relay misc. information about other students. 7. Bilingual and Sheltered teachers should either forward info to the counselor regarding students on the list or ask Janelle for a sub that period. 8. Janelle will follow up with specific students as determined in the meetings. Community High School District 94 ESL CURRICULUM WIDA CAN DO BENCHMARKS PROGRESS MONITORING SEMESTER 1 & 2 Community High School District 94 Community High School District 94 Course and Student Analysis of Progress Course and Student Analysis of Progress Goals 1. 2. 3. 4. To reflect on student progress towards outcomes as outlined in curriculum maps within the most recent marking period through the use of all available student data. To make adjustments to activities, lessons, outcomes, and curriculum maps for the next marking period based upon student progress and needs. To establish consistency within courses through professional collaboration with other teachers. To provide an opportunity for networking with other colleagues in order to share ideas, strategies, lessons, and activities to increase student achievement. This networking involves other faculty and staff such as deans, counselors, social workers, and psychologists. Materials needed 1. 2. Curriculum Maps All available student data a. Pre data i. Previous standardized data ii. Previous marking period grades iii. Previous marking period assignments and projects b. Other data i. IEPs ii. 504 plans iii. ELL Protocol 1. 2. 3. 4. 5. 6. Share overall student progress by class – grades disaggregated. Identify as course team instruction strategies that have allowed students to be successful (A’s, B’s, and C’s). Identify topics students succeeded in identifying why they were successful. Identify any areas all students struggled with including those identified from first semester a. Discuss how, in the next three weeks, you will address this area. b. Review the lessons/activities that addressed those Standards and make changes for next year. For students at risk (D’s or F’s), identify those who are close to being successful versus students who have significant issues impacting success. Identify students who are close to being successful. a. Are there patterns in the students who are not successful? b. In the next three weeks, what as a course team/teacher will be done to promote success for those students? c. Fill in the interventions on the intervention screen on PowerSchool, inform the student and attempt to contact parents to inform them of the plan to promote success. For students who have significant issues impacting success: a. Check PowerSchool and look for SIT notes on the intervention screen of PowerSchool. b. If no notes appear, fill in the student intervention form and forward to Leny Escobedo. Community High School District 94 Community High School District 94 ESL Program Monitor Form for exited D94 High School ELL Transitioned Students Student name: Grade: 9 10 11 12 ELL Exit Date: Date To: From: Re: School districts in Illinois are required to monitor students for 2 years after they exit an ELL program. As part of this monitoring process, I check each exited student’s grade on Power School every month. Based on the most recent grade report, the above student is failing/near failing your class. Please print the individual grade report for this student and return the entire sheet to me as soon as possible. I will discuss their progress with the counselor as well as the student. Thank you. Student’s current grade in class: Areas of concern (please check all that apply): Frequent absences/tardies Homework not turned in Class work not completed Lack of effort/motivation Student’s English Language Proficiency is not sufficient to enable the student to meet grade level expectations as evidenced by: _________________________________________ Other (please explain) Community High School District 94 Bilingual Credit Recovery Independent Study Protocol Students identified by the bilingual counselors may be offered one option a semester to recover .5 credits in the following areas. Course Title: Sem 1 / Sem 2 Bil World Geo IS BilTopics IS Bil Phys Sci IS Bil Biology IS 15811-03 / 15812-03 1584-03 / 1584-04 15701-01 / 15702-01 15771-03 / 15772-03 Students may be approved to take one of these courses out of sequence, i.e. a 2nd semester course in the first semester and a first semester course during 2nd semester. Counselor and student will meet and review the independent study curriculum and then be approved by the ESL Director and the supervising teacher of record. (We may have to limit the number of students in the program due to budgetary parameters.) Students will be scheduled into the 12th hour class and if possible into an ESL Resource or Study Period to maximize academic success. Students may have to complete the curriculum independently. The LRC is open until 4 pm, Monday – Thursday. After a student is approved for a specific credit recovery independent study curriculum, they will meet with the supervising teacher (Montoya/Salgado) to discuss the curriculum procedures, and receive the binder of materials, and ask questions. We will try to arrange this during the school day where possible. If a student is in an ESL Resource the following procedures will be followed. Students will turn in completed chapter/unit packets to the ESL resource teacher. ESL resource teacher will forward on to the supervising teacher of record (Montoya/Salgado). When appropriate, the chapter/unit test will be sent to ESL resource class to be completed and returned for grading. Student will continue working on the chapter/unit packets. Students do have to take a semester exam and can do so during the ESL Resource or alternate arrangements may be made. Students scheduled into a Study Period or working independently, may drop off packets the teacher or to Mrs. Escobedo when completed. She will deliver them to the teachers’ mailbox for review/grading. When a unit is completed and a Unit test needs to be scheduled the student is responsible for arranging time during Advisory periods, before or after school with Mr. Salgado, Mr. Montoya or Mrs. Stefancic. If a student doesn’t complete the curriculum by semester end or fails to achieve a passing cumulative score, they will FAIL and have to begin again. They may not extend the time into the next semester. If a student seems to be having difficulty meeting the unit or time benchmarks, the counselor and ESL Director will be notified in order to meet with the student to refocus their efforts. Students may complete the entire credit recovery curriculum earlier than the semester parameters. Supervising teachers of record (Salgado/Montoya) will keep a timesheet of student tutoring, testing and grading to be compensated at the end of the semester. Community High School District 94 Bilingual Credit Recovery Independent Study Contract Name ______________________________ ID ___________ ____________Date____________ Counselor Please highlight/circle: Course Title: Bil World Geo IS Sem 1 / Sem 2 15811-03 / 15812-03 BilTopics IS 1584-03 / 1584-04 Bil Phys Sci IS 15701-01 / 15702-01 Bil Biology IS 15771-03 / 15772-03 If a student is in an ESL Resource the following procedures will be followed. Students will turn in completed chapter/unit packets to the ESL resource teacher. ESL resource teacher will forward on to the supervising teacher of record (Montoya/Salgado). When appropriate the chapter/unit test will be sent to ESL resource class to be completed and returned for grading. Student will continue working on the chapter/unit packets. Students do have to take a semester exam and can do so during the ESL Resource or alternate arrangements may be made. Students scheduled into a Study Period or working independently, may drop off packets to the teacher or to Mrs. Escobedo when completed. She will deliver them to the teachers’ mailbox for review/grading. When a unit is completed and a Unit test needs to be scheduled the student is responsible for arranging time during Advisory periods, before or after school with Mr. Salgado, Mr. Montoya or Mrs. Stefancic. If a student doesn’t complete the curriculum by semester end or fails to achieve a passing cumulative score, they will FAIL and have to begin again. They may not extend the time into the next semester. If a student seems to be having difficulty meeting the unit or time benchmarks, the counselor and ESL Director will be notified in order to meet with the student to refocus their efforts. Students may complete the entire credit recovery curriculum earlier than the semester parameters. Coursework must be completed by January ___, 20__ June ___, 20___ to earn .5 credits. Signed _________________________________________ Date ________________________________ Student Signed _________________________________________ Date ________________________________ Counselor Signed _________________________________________ Date ________________________________ ESL Director Community High School District 94 ADELANTE -- INDEPENDENT STUDY SUMMER SCHOOL Monday, June 10 – Tuesday, June 25, 2013 8:30 AM - 12:30 PM Monday – Thursday Jun 10-13th Monday-Thursday June 17-20th Monday – Tuesday June 24 – 25th sessions 10 in class Registration will be conducted through Monday June 3, 2013. Name: ___________________________________________________ ID#:______________________ Parent/Guardian: _____________________________________________________________________ Phone: (H) _____________________________________ (Parent Cell)________________________________ Students eligible for ESL credit in the following courses will be identified by the counselors and ESL Teachers. Counselor and student will meet to review curriculum expectations and the attendance requirements for ESL credit. This class is free. ESL Enrichment 0099SS-01 ESL R180 .5 Credit ATTENDANCE POLICY Students must attend 9 of 10 sessions and complete a culminating assessment. State law requires that students, who are enrolled in a summer school program, attend sessions for a minimum number of hours. 1 absence: Student will be dropped from class on second absence 3 tardies: Recorded as 1 absence 1 tardy: 10 minutes late to class (includes return from break) Disciplinary referrals requiring administrative intervention will result in dismissal from the program. COURSE CREDIT All assignments and coursework must be completed and turned in by Friday, July 12, 2013 to earn .5 credits. It is the responsibility of the student to make sure all materials have been received by July 12th. If a student does not complete and turn in completed assignments or fails to achieve a passing cumulative score in the course curriculum by July 12, 2013, a failing grade will registered by the Community High School Registrar. Students may complete the entire credit recovery curriculum earlier during the summer school resource sessions. Student Signature: __________________________________________________________________ Counselor Signature: ________________________________________________________________ Community High School District 94 Name: ___________________________________________________ ID#:______________________ Parent/Guardian: _____________________________________________________________________ Phone: (H) _____________________________________ (Parent Cell)________________________________ PARENT ACKNOWLEDGEMENT - ATTENDANCE AND DISCIPLINE I have read the attendance and discipline policy and acknowledge that my son/daughter will be dropped from class if he/she exceeds the number of absences as described above. I also understand that disciplinary referrals requiring administrative intervention will result in dismissal from the program. Parent Signature: ___________________________________________________________________ ESL Director Signature: ______________________________________________________________ Inglés Como Segundo Idioma 0099SS-01 ESL R180 .5 Credit La clase de inglés proveerá a los estudiantes con las habilidades de localizar, entender e interpretar información en varios textos. A los estudiantes también se les pediría que escriban una composición en la siguientes maneras: narración, descripción, exposición, argumento y persuasión argumento y persuasión. Ésta clase usará READ 180, un programa en las computadoras, que proporciona oportunidades adicionales para ampliar las habilidades en la lectura, la escritura, el habla y la audición. English as a Second Language 0099SS-01 ESL R180 .5 Credit This ESL language course will provide students with the skills to locate, understand, and interpret information in various texts. Students will also be expected to write a two-page composition in each of the following modes: narration, description, exposition, argument and persuasion. This program will use the READ 180 framework to expand on reading, writing, speaking, and listening skills. Community High School District 94 Aviso de muestra de Inscripción/Colocación en el Programa Bilingüe de Uno (1) a Tres (3) Años (105 ILCS 5/Art. 14C) 29 de agosto 2013 Estimados padres, Su niño(a) está inscrito en el Programa ESL Bilingüe basado en sus puntuaciones en los exámenes de fluidez en el idioma inglés (ACCESS/W-APT Screener). El Reporte de los Padres indica el promedio individual de su hijo/a. Este programa ayudará a su niño(a) a aprender el inglés y las materias requeridas para la promoción de grado. Nosotros creemos que este programa es la mejor opción para cumplir con las necesidades de instrucción de su niño y promover el éxito académico en la escuela. Usted puede aceptar o rechazar esta colocación. Para aceptar esta colocación, usted no tiene que tomar ninguna acción. Como padre o madre, usted tiene el derecho a: visitar las clases en las que su niño está inscrito y reunirse con el personal para conocer más acerca del programa. declinar la inscripción en un programa, retirar a su niño del programa, o escoger otro programa, si hay uno disponible. Usted puede tomar esta acción al enviarle una carta a la escuela de su niño. Declinar el programa recomendado significará que su niño puede ser colocado en un programa en el que el inglés es el idioma dominante de instrucción. Janelle Stefancic Directora del Programa ESL Bilingüe 630-876-6380 Community High School District 94 August 29, 2013 Dear parents, Your child is enrolled the Transitional Bilingual Education program based on his/her English language proficiency (ACCESS/W-APT Screener) test scores as indicated in the enclosed ACCESS for ELL’s Parent Report. This program will help your child learn English and the subjects required for grade promotion. We believe that this program is the best option to meet your child’s instructional needs and promote academic success in school. You may accept or reject this placement. To accept this placement you do not need to take any action. As a parent, you have the right to: visit the classes in which your child is enrolled and to meet with staff to learn more about the program. decline enrollment in a program, withdraw your child immediately from the program, or choose another program if available. You may take this action by sending a letter to your child’s school. Declining the recommended program will mean that your child may be placed in a program where English is the dominant language of instruction. Janelle Stefancic ESL Bilingual Director Division Head World Languages 630-876-6380 Community High School District 94 Aviso de muestra de Inscripción/Colocación en el Programa por Tres (3) Años o más (105 ILCS 5/Art. 14C) 29 de agosto 2013 Estimado Padre o Guardián, Su niño(a) está inscrito en el Programa ESL Bilingüe basado en sus puntuaciones en los exámenes de fluidez en el idioma inglés (ACCESS/W-APT). Las puntuaciones de los exámenes de fluidez de su niño en el idioma inglés se indican en el Reporte para los Padres. Este programa ayudará a su niño(a) a aprender el inglés y las materias requeridas para la promoción de grado. Nosotros creemos que este programa es la mejor opción para cumplir con las necesidades de instrucción de su niño y promover el éxito académico en la escuela. Nosotros necesitamos su aprobación por escrito para inscribir a su niño(a) en este programa después de los tres años. Para indicar su aprobación, por favor, firme el formulario adjunto y devuélvalo a la escuela. Si usted no firma este formulario, nosotros no podemos inscribir a su niño en el programa. Como padre o madre, usted tiene el derecho a: visitar las clases en las que su niño está inscrito y reunirse con el personal para conocer más acerca del programa. declinar la inscripción en un programa, retirar a su niño del programa, o escoger otro programa, si hay uno disponible. Usted puede tomar esta acción al enviarle una carta a la escuela de su niño. Declinar el programa recomendado significará que su niño puede ser colocado en un programa en el que el inglés es el idioma dominante de instrucción. Janelle Stefancic Directora del Programa ESL Bilingüe 630-876-6380 Community High School District 94 Enrollment/Program Placement for 3+ years (105 ILCS 5/Art. 14C) August 29, 2013 Dear Parent or Guardian, Your child is enrolled in the Transitional Bilingual Program based on his/her English language proficiency (ACCESS/W-APT) test scores which you will find enclosed on the ACCESS for ELL’s Data parent report. This program will help your child learn English and the subjects required for grade promotion. We believe that this program is the best option to meet your child’s instructional needs and promote academic success in school. We need your written approval to enroll your child in this program beyond three years. To indicate your approval, please sign the attached form and return it to the school. If you do not sign this form, we cannot enroll your child in the program. As a parent, you have the right to: • visit the classes in which your child is enrolled and to meet with staff to learn more about the program. • decline enrollment in a program, withdraw your child immediately from the program, or choose another program if available. You may take this action by sending a letter to your child’s school. Declining the recommended program will mean that your child may be placed in a program where English is the dominant language of instruction. Janelle Stefancic ESL/Bilingual Director 630-876-6380 Community High School District 94 Consentimiento del Padre/Madre/Tutor para la Colocación Continuada para el Año Escolar 2013-14 Nosotros necesitamos su aprobación por escrito para inscribir a su niño(a) en este programa después de los tres años. Para indicar su aprobación, por favor, firme el formulario adjunto y devuélvalo a la escuela. Si usted no firma este formulario, nosotros no podemos inscribir a su niño en el programa. Marque uno: _____ Sí, yo le doy permiso a la escuela para colocar a mi niño(a), _____________________________________________, ID# de CHS _________________________ en el Programa ESL Bilingüe después del período de tres años. _____ No, yo no doy permiso a la escuela para colocar a mi niño(a). __________________________________________, ID# de CHS _____________________________ en el programa ESL Bilingüe después del periodo de tres años. Estoy anexando una carta de denegación de los servicios de ESL escrita a mano, fechada con mi firma. ______________________________________________ Firma del Padre/Madre/Guardián ____________________ La Fecha Parent Guardian Consent for Continued ESL Bilingual Placement School Year 2013-14 Check one: _____ Yes, I give the school permission to place my child, _____________________________________________________, CHS ID# ______________________ in the program checked above beyond the three year period. _____ No, I do not give permission for my child, ____________________________________________________, CHS ID# _________________________ to be in the ESL program. I have attached a handwritten, dated letter of refusal of ESL services with my signature. _________________________________________________ Signature of parent or guardian ____________________ date Community High School District 94 May 20____ Dear parents, Congratulations -----name of student ! Based upon his/her academic performance and English Proficiency on the State of Illinois ACCESS test it is our recommendation to exit your student from the ESL/Bilingual program. We are confident of your son/daughter’s ability to be successful in our mainstream classes. We will continue to offer support as needed. Your child will receive tutorial assistance and academic support during their transition to the mainstream classes. Our ESL team will monitor their grades throughout the upcoming year. We appreciate and thank you for your continued support of their academic studies. If you have any questions concerning your student’s progress, please don’t hesitate to call the ESL Bilingual counselor or the ESL coordinator. Please join us on May _________ at 7 pm in the CHS auditorium to celebrate their success! Sincerely, Mrs. Janelle Stefancic Division Head of World Languages ESL Program Director 630-876-6380 El ___ de mayo 20___ Estimados padres, ¡Felicitaciones a _________ ! Basado en el progreso académico e habilidad en ingles de su hijo/a, hemos recomendado la salida del programa bilingüe/ESL. Su hijo/a tiene la capacidad de triunfar académicamente en el programa regular en inglés. Por lo tanto será necesario su esfuerza. Su hijo/a recibirá servicios de tutoría y apoyo durante el año que entra. También nos avisarán cada mes sus calificaciones durante el próximo año escolar. Apreciamos y damos las gracias por su apoyo en los estudios académicos de su hijo/a. Si tiene alguna pregunta puede llamar al consejero bilingüe o al director del programa bilingüe. Por favor, celebra con nosotros su triunfo ___ de mayo 20___ a las 7 de la noche en el auditorio. Atentamente, Mrs. Janelle Stefancic Division Head of World Languages ESL Program Director 630-876-6380 Community High School District 94 Name _______________________________________________________________ We are pleased to inform you of your 2013 ACCCES scores used for placement at Community High School. Your Community High School schedule is based on your ACCESS literacy scores. Your Community High School counselor has updated your schedule to reflect this score according to our ESL placement sequences and your English proficiency success. Es un placer informarle de su rendimiento en el examen estatal ACCESS 2013 utilizados para la colocación en la Community High School. Su horario de clases del noveno grado de la Community High School está basado en el promedio de la sección de Alfabetización. Su consejero/a de la Community High School ya ha adaptado su horario reflejando esta puntuación de acuerdo a nuestra secuencia de colocación de ESL y el éxito de su dominio del inglés. 2013 ACCESS Literacy Score _________ Composite Score _____ ESL Placement : ESL 2 ESL 3 ESL 4 English proficiency criteria met ( 4.2 & 4.8) EXIT to mainstream classes! Sincerely, Mrs. Janelle Stefancic Division Head of World Languages/ESL Program Director 630-876-6380 ESL5- Bridge Community High School District 94 Bilingual Parent Advisory Council Concilio de Padres Bilingües BPAC Bilingual Parent Advisory Council Mesa Directiva Presidente Mayra Barajas Vice Presidente Valentín Delgado Co-Secretarias Maria Calvo & Maria Chavez Comité Social Elvia Coss, Ema Morales Juan Arias, Ariadnna Ballines, María Valenzuela, Leslie Botello Kristina Davis, Lupe Navarro – D33 Janelle Stefancic - D94 May 2013 September October November January February March Business Business Business Business Business Business Business Planning meeting Planning meeting Meeting & Speaker Meeting Meeting & Speaker Meeting & Speaker Meeting & Speaker ISBE 23 ILLINOIS ADMINISTRATIVE CODE 228.30 SUBTITLE A SUBCHAPTER f Parent and Community Participation – Each district or cooperative shall establish a parent advisory committee consisting of parents, legal guardians, transitional bilingual education operation, and evaluation of programs. The majority of committee members shall be parents or legal guardians of students enrolled in these programs. Membership on this committee shall be representative of the languages served in programs to the extent possible. (Section 14C-10 of the School Code [105 ILCS 5/14C-10]) A) The committee shall: i) meet at least four times per year; ii) maintain on file with the school district minutes of these meetings; and iii) review the district’s annual program application to the State Superintendent of Education. Temas 2013-14 “Empoderamiento: El arte de influir en los Hijos” jueves 3 de octubre 2013 Taller 1 “LAS 6 INTELIGENCIAS DEL SER HUMANO: CÓMO ESTIMULARLAS EN SUS HIJOS jueves 24 de octubre 2013 Taller 2 HIJOS” “CÓMO MULTIPLICAR LA INTELIGENCIA EMOCIONAL DE SUS jueves 23 de enero 2014 HIJOS” Taller 3 “DESCUBRA Y POTENCIA EL LIDERAZGO QUE HAY EN TUS jueves 20 de marzo 2014 HIJOS” Taller 4 “DESCUBRA Y POTENCIA EL LIDERAZGO QUE HAY EN TUS
