DAMS I4 Inspire. Educate. Empower. InSpira. Educa. Fortalece. Department of Language, Culture and Equity Adams 14 Board of Education Mrs. Connie Quintana, President Mr. Harvest Thomas, Vice President/Secretary Mr. Dominic Moreno, Director Mr. David Rolla, Director Mrs. Laura Martinez, Director Department of Language, Bilingual and ELD Lead Teachers: Culture and Equity Kate Nazarenus, Alsup Elementary Dr. Tonia Lopez, Manager Joaquin Reyes, Central Elementary Eileen Harder, Coordinator Ivonne (Delia) Braun, Dupont Elementary Brady Fossenbell. Coordinator Lizeth Yosten Moreno, Kemp Elementary Aurora- Martinez. Support Specialist Madeline Gonzalez, Hanson Elementary 1 . gagement Specialist Joy Kemna, Monaco Elementary - Patrisia Navarro. Rose Hill Elementary Emily Eichler, Alsup Elementazy 336's: r. TABLE OF CONTENTS INTRODUCTION District Context Acknowledgements Assurance of Compliance ADAMS 14 ENGLISH LANGUAGE DEVELOPMENT EDUCATION APPROACH Educational Theory and Approach Educational Goals IDENTIFICATION PROCESS Procedures, Personnel and Timeframe Step 1: identi?cation and Home Language Survey (HLS) Step 2: Assessment of Students for Language Programming Step 3: Program and Language Assistance Placement Classi?cation Criteria Step 4: Parent Noti?cation of Language Services Assessment Procedures, personnel, and timeframes for assessment and placement ENGLISH LANGUAGE LEARNER (ELL) SERVICES Overview of K-12 ELL Programming Elementary ELL Programming Pathways Description of ELD Classes ELD Program Curriculum Overview of Effective ELD Instruction: Effective vs. Ineffective Secondary Students New to the US Bilingual Program Spanish K-5 Bilingual Pathway Elementary: Secondary: Students who-have opted-out of Services 7 CLDE Coaching Model Teacher recmitment Evaluation of Teachers TRANSITION FROM ELL SERVICES Redesignation for stud ents with individual Education Plans Monitoring personnel . procedures. and timeirames ELL Students and Other District Programs Program Evaluation Family and Community Engagement Vision Mission Additional Engagement Opportunities throughout the District ningfut Communication with Limited English ProfiCient Parents Sources APPOndlx INTRODUCTION District Context Ad?ms County School District 14 serves the community of Commerce City and parts of ?r."noomorated Adams County. The district is located just north of downtown Denver Within the community of Commerce City, which is most noted for its rich mix of cultures, hentage' history and traditions. Adams 14 School District serves the 33,000-resident community that caters to the historic neighborhoods in the community. CDE 2018/19 Pupil Membership Data: GT Sped Onllne EL Homeless 504 Immigrant Migrant 2 (including M1 7060 327 792 64 3199 345 83 164 36 2019 English Language Learner Student Numbers Monitor ?Hutitii 112} i I 10L ti?; of?) *Total ELLs includes NEP, LEP, M1, M2, E1, E2, District Enrollment 6,951 (District enrollment includes Preschool, ELL number does not include Preschool) The ?gures on the following pages show the demographics of the neighborhoods around ivymeeschoois in Adams 14 acoording to the Adams County Manager?s Of?ce. The .9, i ormatnon for the neighborhoods around Monaco and Dupont are in . to 5? i0_ ation for the neighborhoods around Alsop. Kemp and 88 0" The followianCommerce City elementary schools fall in this census tract Monaco and Dupont lamentery School. Key Demographics 1? 26 $44,120 5.8% Mean Age Population Household income Poverty Rate Education "r-r 3? 20 63'8% 6'4% I I I . 0 High School liege INnDoqm Inunsaw ISomoColeo-u Imam I Put! om Language 54% 46% 0% 59% 41% 1% EnSillsh Spanish Other English Spanish Other Children Adults Imam?comm Gender Ratio ?otsam) ltomomms) A IIUDMW) lanthanum Ina-mm Ira-mas) lac-0mm) Iceman?) Inn-amass) [doom Ito-mam) DOOM Figure 1. Monaco and Dupont neighborhood demographics. 87.06 The followlnigommerce City elementary schools fall In census tract: Alsup. Hanson and mp Elementary School. Kay Demographics 1 - 32 5,253 $50,593 19.5% Mean Age Population Household Income Poverty Rate Education 40 "l 3 II 10 615/6 7.9% I liege. .NoOoom Imam ISownCohao new. 'PocthO Language 31Spanish Other English Spanish Other Adults Hummus; [mm Imam lawn-noon Mop-muses Race/Ethnicity Gender Ratio louumu 'mnmm [manual Isobmms) Imam) Imam? Iron-sums) .wbum) lacuna) Imp-roam: Icahn?) lmonm) Figure 2. Alsup, Hanson, Kemp neighborhood demographics. V?vvwv?w-vr vm The followln Commerce Cl eiemente - 87.09 and Rose Hi?Eiomentary Sc ool. ry schools fell In this census tract. Central Key Demographics 23-4 7,997 $39,862 6.7% Meen Age Population Household Income Poverty Rate Education ?0 30 20 64.7% 9.2% I 0 schoo' "cge Emlmt ?v IMOoom luvsmool learn-ca.? Imam I om Language 38% 62% 0% 52% 47% 1% Spanish English Other Spanish Other Children Adults 9 IMSSOK English o8388885? Age Percentages Race/Ethnicity Gender Ratio A A A Iron renews) luou?a-m?) Imam) Imam) ITWIN) Imwx) Irman) Invariant) nonhuman.) Imp-norm; lubuom Immune?) Figure 3. Central and Rose Hill neighborhood demographics Acknowledgements We are grateful for the partnership that has developed between parents and educators to develop this plan. The district has received feedback on this plan from the following groups; teachers. parents. school principals. district administrators. Assurance of Compliance Adams 14 is committed to ensuring that all students have access to a world-class education. Following the expectations outlined in Castaneda v. Pickard (1978). Adams i4 regularly evaluates the implementation of its ELL program to determine the ?delity of 'mplementation, the needs of students, and program effectiveness. their Adams 14 is committed to ensuring that all students ?can meaningfully participate i on programs and services? (U.S. Department of Justice, Civil Rights Divisi Department of Education. Of?ce for Civil Rights. 2015, p. 1). We are also committed to ensuring that we meet the requirements of Title as quoted in the us. Department of Justice. Civil Rights Division US. Department of Education, Office for Civil Rights guidance referred to as the Dear Colleague Letter, "in order to improve the education of EL students so that they learn English and meet challenging state academic content and achievement standards" 2). In provide EL students and LEP parents access to [our] instructional programs? 2). this same manner, we "strive to ADAMS 14 ENGLISH LANGUAGE DEVELOPMENT EDUCATION APPROACH Educational Theory and Approach Adams 14 believes 0 Multilingual Learners learn at different rates. 0 Native language is a resource to support proficiency in native language and English. Multilingual Learners will be proficient in English and graduate as college and career ready. Educational Goals The district has set high goals for our multilingual learners: 1. Students will attain English language proficiency within six years following the language acquisition trajectory provided by the Colorado Department of Education: Pro?ciency Level Trajectory Timeline Relation to Redesignation Eligibility Criteria Level 1 increasing to Level 2+ 1 year 6-year timeline to achieve redesignation Level 2 Level 3+ 2 years eligibility criteria Level 3 increasing to Level 4+ 3 years Level 4 staying at Level 4+ 1 year If scoring at/above redesignation eligibility Level 5 staying at Level 5+ 1 year criteria, maintain performance level 2. Students will demonstrate mastery of subject matter that is equivalent to that of their never-EL peers. 3. Students will maintain their Heritage Language. IDENTIFICATION PROCESS Consistent with federal and state requirements. Adams 14 has adopted a four-step Process for student program placement. as noted in the following information. An overvrew of the process can be found in Appendix A. Procedures, Personnel and Timeframe Step 1: Identi?cation and Home Language Survey (HLS) Local educational agencies (LEAs) must identify students who may be in need of IanQUage assistance services in a timely manner. Therefore. a Home Language Survey (HLS) in their preferred language must be completed for all students at the time of registration, as required by state law. Upon completion of a Home Language Survey. a requirement of the Colorado Department of Education: ?The district must ensure that all students have a completed home language survey on file (including monolingual English Speakers)? (CDE p. 18). The purpose of the Home Language Survey is to identify possible language influences other than English. The district will keep a record of each HLS throughout the students? experience in Adams 14. If the answer to each question is ?English," the child is classified as English Only (E0). 0 If any question on this survey is answered with a language other than English, the child is identi?ed as Primary or Home Language Other than English (PHLOTE) and moves to the next phase of the process in order to be tested for English pro?ciency. The staff will create a welcoming environment in the school and explain in the parent's native language the purpose of the Home Language Survey and the services their child maybetentl?egto receive. Schools will review the HLS with families when their ,or: in thecase of kindergarten, when students attend - . theyear. 3'90 2: Assessment of Students for Language Programming State Policy requires students identified as PHLOTE to complete an English language Proficiency screener within 30 calendar days of their enrollment if at the beginning of the School year. and 14 calendar days throughout the remainder of the year. The English language pro?ciency assessments used for placement are the W-APT for students in kindergarten and ?rst semester grade one. and the WIDA Screener for students in 3900le semester grade one through grade twelve. WIDA screening assessments are administered, scored and processed by a certified employee that is endorsed in Culturally and Linguistically Diverse Education by the state of Colorado. This employee IS trained annually jointly by the CLDE department and the Assessment department. Step 3: Program and Language Assistance Placement Once the assessments have been given and scored. a certified CLDE staff member will determine pro?ciency level and recommend the most appropriate ELD class for the student using cut score guidelines from the CDE (see appendix E) along with a b0dy of evidence (BOE). An overview of what counts as a BOE is provided in the chart below. For students in kindergarten, CLD coaches and teacher leaders will also look at pre-literacy data garnered during kindergarten readiness as a part of the student?s BOE. Certified CLDE staff members have 14 school days to collect and review a Body of Evidence and make the identification decision. W-APT and WIDA Screener results are recorded on the Placement Profile form (see Appendices and D) by a certi?ed CLDE staff member. Examples of Body of Evidence Language Proficiency Grade Level Academic Content Proficiency lf th - - - ass eesstudent BOE IS not aligned the language screener results, BOE and the 'd sment are escalated to the CLDE office where the CLDE coordinators will make I entiftcation based on an evaluation of the BOE. Classification Criteria - . p? Identify the most appropriate ELD classroom setting, the placement results and eVIous academic status, if available. are reviewed. On the basis of the WIDA creeneer-APT, students are classified as: Non-English Pro?cient 1 (NEP1 WIDA 1.0-1.7 Non-English Pro?cient 2 (NEP2): WIDA 1.8-2.4 Limited English Proficient 3 (LEP3): WIDA-2.5-3.2 Limited English Proficient 4 (LEP4): Fluent English Pro?cient 5 (FEP5) WIDA-4.0-4.9 Fluent English Pro?cient 6 (FEP6) FELL (Former English Language Learner) PHLOTE (Primary Home Language other than English) English pro?ciency-upon-entry categories If the student?s screener score is 4.0 Overall or above with 4.0 Literacy or above for Screener, or 30 for Listening/Speaking and greater than 13 reading and 16 writing for W- APT, the student may be identified as: 0 Former English Language Learner (FELL) Indicates that the student is new to the district, has a language background other than English, the W- APT/Screener shows pro?ciency in English and the student has received ELL services in another district. 0 Primary Home Language other than English (PHLOTE) Indicates that the student is new to the district, has a language background other than English, the W-APT/Screener shows pro?ciency. Both?the Placement Pro?le and Home Language Survey (HLS) are submitted to the Education Program Support Specialist for entry of data into In?nite Campus (the district ??aig??t?i?fohnatim System). Each level of support is ?agged and indicate'd'in In?nite is ?Jif?fl?f?w5,3 rut-b3 "i .i feed Vstakeholders have ,a clear understanding support singWarner. 11' ?p82? jde?h?a?ogk mailed to families in their home language of preference. Parent notification is sent from the district of?ce upon the receipt of the HLS and Placement Profile. Notification Is mailed via USPS see Appendix 0. Written notification includes: 0 The reasons for the identification of the student as needing English Instruction. 0 Student?s level of English proficiency and status of academic achievement if applicable. 0 How-the English language instruction program will help the student acquire English, as well as the specific exit criteria for the program. If the parent noti?cation form is not currently available in the family?s home language, the CLCE department will translate the form and mail it via USPS in both English and the native language of the parent no later than 30 days from the date of enrollment. Documentation Adams 14 uses Infinite Campus, a student information system, to house all district student information, including data for multilingual learners, grades, test results, and program placement. Student data housed in Infinite Campus include: Home Language Survey results Language screener results (W-APT and WIDA Screener), State assessments Local assessments (STAR, DIBELS, IDEL) Language proficiency results (ACCESS) Student language level history Student enrollment history Student course schedule and teachers Student gradebook Assessment accommodations in addition?tothe In?nite Campusstudent information system, Adams 14 will transition to - .. We'll ?aw; ??gme?pnchiaggza . so P. . 2w. ?5t. ELL program placement documentation ELL W500 documentation ELL monitoring documentation Asseesment State fegda?ons require students identi?ed as PHLOTE to complete an English language Pro?ciency assessment within 30 calendar days of their enrollment at the beginning 0' the school year and within 14 calendar days throughout the remainder of the SleOl year. The English language pro?ciency assessments used to determine initial Etonnage services in Colorado are the WIDA Kindergarten for students in kmde'ga?en and ?rst semester grade one, and WIDA Screener for students who are second semester grade one or above. The results of the WIDA ScreenerNV-APT are used to identify the most appropriate ELD classroom setting using cut score guidance from the CDE in the placement ?owchart (see Appendix E) along with a Body of Evidence. Every year. Adams 14 provides training for site assessment to principals, ELD teachers, teacher leaders and coaches in order to ensure students are appropriately and accurately placed. Adams 14 also cross-references student historical language status using the CDE Data Pipeline to con?rm correct language identi?cation. In addition, Adams 14 ELD coaches are very active in checking placement forms and ensuring a common understanding of the placement process. WIDA Screener and scores are recorded on the Placement Pro?le form. Both the Placement Pro?le and Home Language Survey (HLS) are submitted to the CLDE department for entry of data into In?nite Campus, where students' level of service is identi?ed and described. Procedures, Personnel, and Timeframes for Assessment and Placement: at a gem. e- . IVE: all?. Vs} .slb?m?M?v . Determines students? English language pro?ciency in reading, writing, listening, and speaking jg am?iemis.? til ?i excitacmey?n Detailing) Emil asp?lki'l'g) 1;;1l' uwmme?? 51:31:39" {5y Determines students' pro?ciency in oral language and pre-readlng Kinder PHLOTE students with rand-pre-writmg . EE 30 calendar days (beginning of year) 14 calendar days (during the school year) megawatt? I . {m?m??gejiixagm} (Remaining? km: . gimlt?fa?a?i) Upon enrollment; during annual Kindergarten screening ?mow .r'EVif) ('iullm mite; . CLUE-endorsed Site Assessment Leaders CLUE-endorsed Instructional Coaches v'vmm? V: vi GGM (a?gf {Lib} Mn?) E7 CLUE-endorsed Site Assessment Leaders Year 1 and Monitor Year 2 Body of Evidence 'lgli ,lxullaL-Efx'f . faix'lli'ri?iflr?k'j vculi?l't?l "int! Determines student progress and success outside of ELL programming Body of evidence ltlt'J'y? ljqu?frli?: tr] 9) is collected throughout the school year. In March. school teams determine 3 students' success. CLDE-endorsed Instructional Coaches ELD teaches Classroom teachers School Administrators *Site Assessment Leaders (SAL) are trained yearly in the administration of assessments. ENGLISH LANGUAGE LEARNER (ELL) ms The district has deveioped a comprehenswe set of programs and supports '0 ??an goals of the district. me 0 Students will reach English pro?cienCy within Six years 0 Students will demonstrate content mastery at the same level as their never-EL peers. 0 Students will maintain native language. Eve district otters a variety of services to support English language learners. Alt Mum- "Quaoe learners receive a dedicated ELD block, as well as language support in i:Eleneralleducationcourses. providedguldanoeto SM Wm language learning and acquisition throughout the school day. They recommend a dedicated ELD block in addition to strategies to support language et?bedded in the core curriculum to encourage student language aoqms'rtion and their deVelOpment of content knowledge. The district expects the direct suppon of English bamm in English Language Development (ELD) courses. The ELD courses explicitly teach Ia"Ouage functions and forms. In ELD classes, students are grouped according to their language level. In addition to the designated ELD course. the district expects la"90398 instruction to be integrated throughout the school day in all of the core and elective Glasses. Lily Wong-Fillmore's (2015) research indicates that multi?language learners need access to rigorous, real-world texts and language throughout their day. This access to rigorous language supports acquisition and learning of English. Additionally. the district hopes to maintain native language and student culture by supporting Bilingualism. Translanguaging is a strategy used in all schools. Translanguaging is a philosophical belief with pedagogical practices that provide opportunities for students to use both of their languages to support learning. 'The most important language practice of bilinguals now and especially in the future is their ability to use language ?uidly, to translanguage in order to make meaning beyond one or two languages. Translanguaging builds the ?exibility in language practices that would make suldentswantto tryouto?ierlanguage practices, increasing the possibilities oi Decanting multilingual.? (Colic, C.. Seltzer. Kate, 2012). ?n Eastbg?giiv?; {.135215 azggsil?zul 9.3593353338183333!? .5 laggiliz Overview of K-12 ELL Programming Student Student Language Time Personnel Language Program Qrade- language Program Goals level level NEP 1- English 45 CLDE Endorsed Students will make NEP 4 Language minutes Teacher adequate yearly Development progress and attain (ELD) Teacher trained Language pro?ciency in Systematic as measured by ELD ACCESS and a body of evidence K-1 NEP 1- English 45 CLDE Endorsed Students will make LEP 4 Language minutes of teacher with adequate yearly Development ELD Bilingual progress and attain (ELD) Proficiency on K- Language proficiency 5 Teaching as measured by license ACCESS and a body of evidence Kindergarten 80% of the Bilingual CLDE Bilingual day in Endorsement on Students will attain Maintenance Spanish K-5 teaching grade-level literacy Model license benchmarks according 20% in to DIBELS and/ or English 6-12 NEP 1 English 90 CLDE Endorsed Students will make Language minutes teacher adequate yearly Development progress and attain (ELD) Language proficiency as measured by Extended time ACCESS and a body of with CLDE evidence instructor to support social and academic language 6-12 NEP 2- English 45 CLDE Endorsed Students will make LEP 4 Language minutes teacher adequate yearly Development progress and attain (ELD) Language pro?ciency as measured by ACCESS and a body of evidence October 15. 2019 Elementary ELL Programming Pathways Adams 14 Elementary schools provide a robust offering to support student acquisition of 'a"9uage. As noted in the table below. language support is oflered through the general education classroom and through the ELD block In all elementary schools. In addition. parents have the option to choose Bilingual programming in one oi the tour elementary Description: in Adams 14. all general education teachers have been trained In sheltering and scaffolding strategies (see below) to support all ELL students in grade4evel content classes. These sheltered approaches are good practice for all learners. These strategies ensure content is comprehensible to all language learners. schools o?enng the program Description: in Adams 14 all NEP and LEP students are scheduled in an ELL class to support their language teaming regardless of program placement. This program works in tandem with general education and/or bilingual programming. These classes speci?cally support speaking, reading. writing and listening to ensure students meet WIDA language standards. The goal of this program is that all students acquire English. i? maxim" .mw- ,m-vr g--I-r-r ., . Description: In Adams 14. Spanish speaking language learners have access to bilingual programming. Beginning in kindergarten. students spend 80% of the day learning content in Spanish and the other 20% in English instruction. In students will spend 70% of their academic day using the Spanish language and 30% using English. By third grade. students are spending 50% of their academic day In English and 50% in Spanish. By fourth and ?fth grade, students are spending 60% of their academic day in English and 40% in Spanish. The goal of the program is to ensure Colorado Academic Standards are comprehensible, and that students increase English ?uency and maintain their heritage language. During the 2021-2022 school year, the blliteracy approach will be replaced by the K-6 Bilingual program in all grades in participating schools. I Research: Wong-Fillmore. L. 8. Fillmore. C. (2015) Wong Fillmore. L. and Snow. C. E. (2000). Krashen, S. D. (1991). Garcia, 0. Wei, L. (2014) ?Sheltered Content courses can be implemented in any classroom that has a heterogeneous mix of native English speakers and (CDE Guidebook p. 37). Research: Saunders. W. and Goldenberg, C. (2010). Dutro, S. and Moran. C. (2003). Dutro, S. and Helman. L. (2009). Echevarria. J., Vogt, M., Short, D. (2008). "Develop students' English language in reading, writing, listening and speaking. Schools group students based on language proficiency and their academic needs" (CDE Guidebook, p. 38). Research: Beeman, K. 8. Urow. C., (2012). Slavin, R. E., Madden. N.. Calderon, M, Chamberlain, A.. Hennessy. M. (2011). Barrow, L. Markman-Pithers, L. (2016). "The goal is to develop bilingualism in ELs. The late exit model utilizes native language for instruction and gradually introduces English, transitioning the language of instruction to English as English language skills develop (CDE Guidebook, 35). Curriculum: General Education Curriculum, per Adams 14. Methodology: E.L. Achieve Constructing Meaning Curriculum: E. L. Achieve Systematic ELD Methodology: E.L. Achieve Constructing Meaning Curriculum and Resources: Maravillas Wonders Estrellita Eureka Math (Spanish) Esperanza E. L. Achieve Systematic ELD Professional DeveIOpment: The purpose of this training is to provide teachers with the skills necessary to ensure academic content is comprehensible to all language learners. Examples: 0 District Academic Language?- professional development with a focus on sentence frames and structured student talk. The district is providing school-based PD around academic language. The PD is followed up with coach Professional Development: The purpose of this training is to provide teachers with the skills necessary to effectively support English acquisition of all ELLs. The district will provide ongoing PD for direct instruction of language using scaffolding and sheltering techniques to support comprehensible input and expressive production. Examples: Systematic ELD District PD 0 Systematic ELD Embedded Coaching by district coaches to support implementation of framework (planning, modeling, feedback, Professional Development: The purpose of this training is to provide teachers with the skills necessary to ensure that Colorado Academic Standards are comprehensible, and that students increase English fluency and maintain their heritage (Spanish) language. Examples: 0 CAL Training?Bilingual principles, understanding standards, de?ning best practices in literacy instruction, culminating in unit planning. 0 Continued collaborative teacher planning days to October 15, 201 and principal feedback. WIDA Purposeful Planning session in collaboration with the CLDE department of CDE to upper elementary teachers. ELD Coaching to support scaffolding and sheltering of content in collaboration with school leadership. Coaches are in schools at least two days a week. Embedded professional development by coaches and coordinators based on school&teacher need. The district has a partnership with Regis University courses in CLDE. Along with the TEACH Grant, Adams 14 pays for 4 of the 7 courses offered for the Regis CLDE Endorsement. Adams 14 teachers reflection) will occur one- on-one or in small group professional development at the school level on a weekly basis. All teachers teaching in the ELD block must be endorsed in CLDE by the state of Colorado. Teachers have two years to attain the endorsement. The district has a partnership with Regis University courses in CLDE. Along with the TEACH Grant, Adams 14 pays for 4 of the 7 courses offered for the Regis CLDE Endorsement. All CLDE coaches must possess a CLDE endorsement from the state of Colorado. All elementary teachers will complete Systematic ELD framework training as interim emergency measures, induction professional development for new teachers and recursive professional development for experienced teachers. All teachers teaching in the Bilingual program must: check in with instructional success and needs. Bilingual coaching provided by district Bilingual coach focused on implementation of language allocation guidelines, planning, modeling, feedback, and re?ection. Professional Learning Communities of Bilingual educators to examine student data and plan for instruction Regis University courses in CLDE Hold a CLDE, L0 or Bilingual endorsement from the state of Colorado. Teachers have two years to attain the endorsement. The district has a partnership with Regis University courses in CLDE. Along with the TEACH Grant Adams 14 pays for 4 of the 7 courses offered for the Regis CLDE Endorsement. Demonstrate proficiency have the Opportunity in academic Spanish. to attend district This can be provided Constructing demonstrated through 3 Meaning (EL Achieve) Bilingual CLDE professional endorsement or a CLDE development (5 endorsement and session course). another assessment demonstrating Spmish -4 pro?ciency .. g; jet *rte?ggr?lk? - s? ?13" ?rf 4? r: it?: . PrOl?essio nal Development 0" SChool Principals: All Adams 14 Principals have the Opportunity to take Regis University courses in CLDE. Embedded professional development by coaches and coordinators based on school and principal need. Professional Development for School Principals: District Academic Language? professional development with a focus on sentence frames and structured student talk. The district is providing school-based PD around academic language. ELD Coaching to support scaffolding and sheltering of content in collaboration with school leadership. Coaches are in schools at least two days a week and Coordinators are in schools frequently to support data analysis and data teams as schools implement and adjust ELD instruction. Professional Development for School Principals: 0 ?Introduction to Bilingual Programming? is offered to all building principals with pilot programming. a Principals are invited to all curriculum and intervention training 0 Principals are invited to attend bilingual coach and teacher professional learning. identification 8. Placement Register at school Complete Home Language Survey (HLS) Assess pro?ciency using W-APT or Screener All students are placed in ELD and either Spanish or English instruction with support Parent Noti?cation Parents are given placement information and an overview of services in their language of preference. Focused Actions SY - 19/20 - Using Observation data to monitor comprehensible input using strategies of sentence :I'IIaL'nes and structured student a . SY - 20121 - Teachers provide comprehensible input and de?ne strategies to support native language in all content areas, employing the theories of Translanguaging.? For more details about Translanguaging research and practice please see: conten?uploadsl201 ran slanguaging-Guide?March- 201 amt Focused Actions SY - 19/20 - Support all teachers in continued implementation of Systematic ELD Focused Actions SY - 19120 - implement Pilot K- 1 bilingual programming at four sites: Central. Dupont. Hanson. Kemp Potential SY - 20I21 - Add and develop gr. 2. 3 bilingual programming at initial four sites Potential SY - 21I22 - Add and develop gr. 4, 5 bilingual programming at initial four sites; Explore creation of an Adams 14 dual language model and magnet school site. Description of ELD Classes ELD class in Adams 14 is a dedicated time in which MLLs are strategically grouped togather to focus on the critical language they need to work on grade level learning in English. This language is critical to their academic success and is typically language that their native English-speaking peers already know and use. Adams 14 has created English Language Development (ELD) classes and services based on recognized best practices: ?Current research strongly suggests that a more comprehensive model is needed. The literature makes clear that explicit instruction in English and how it works Vocabulary, word usage, grammatical features, and syntactical structures must be included (Saunders, Foorman, Carlson, 2006; Olsen. 2010; Coleman 8. Goldenberg. 2012; Dutro Moran, 2003). The Adams 14 program model (grades K-12) for ELD requires that all students who are NliP or LEP receive daily explicit and focused language instruction in English for a minimum of 45 minutes per day. Dedicated ELD provides explicit instruction in how the English language works, the forms and structures of English (morphology, vocabulary. syntax, conventions, functions, registers), as well as the language students need to participate in academic discourse and conversational language. Students are placed into classes based on their language proficiency level with the option of regrouping across grade level bands 4/5. 6/8, or 9/12). Language instruction does not mix groups of English learners with native English speakers. ELD is a distinct content area that emphasizes language to drive instruction and relevant content as the vehicle; language instruction is in the foreground with content being in the background. The district provides thematic units from EL Achieve to use within our Systematic ELD Framework of Instruction for grades K-5 and National Geographic resources for 6-12. Both elementary and secondary levels utilize the Systematic ELD framework or the \?sion of Explicit Instruction. The purpose of explicit language instruction is to backward map from a meaningful cognitive task to identify the language students need to complete it. This includes attention to automaticity and accuracy of comprehension (listening and reading) and production (speaking and writing) tasks, the demands of audience, task. purpose. and discipline (discourse style and register), and exploring language choices and the development of metacognitive awareness. ED Program Curriculum Grade-Level Language Level Curriculum/Instructional Materials Supports ?gmSystematic ELD Framework and Instructional Units 6-8 NEP 2 - LEP 4 National Geographic/Cengage Inside 6?8 NEP 1 Inside the US National Geographic/Cengage Inside 9'12 NEP 1 Inside the US National Geographic/Cengage Edge 9?12 LEP 2 - LEP 4 National Geographic/Cengage EdQe Overview of Effective ELD Instruction (Effective vs. Ineffective) ?9?75: hn.? w; 45-. 312:? Effective ELD Instruction Is What Effective ELD Instruct or; Ian A content area supplemental to content area A remediation class focused on content not instruction. Supportive of achievement in other mastered. content areas by teaching students the language skills they will need to utilize in order to engage meaningfully across all disciplines. A scheduled, dedicated 45-minute period for ELLs in An unstructured period of time for ELLS in which students are grouped by pro?ciency level. which pro?ciency levels are mixed within an inconsistent schedule. ELD is to be taught by a CLD endorsed teacher or ELD is taught by a teacher who is not fully one who has completed all Systematic ELD training quali?ed or on track with the stop?gap (stop-gap measure). measure. Explicit teaching of ?bricks? (vocabulary) and ?mortar" Companion to other content areas with (language patterns) that can be used In content area content in the foreground i 9 content takes classes. The language that' Is taught Is transferable the primary role focus rather across content?reas. Language is In the foreground. than the development of English in . and/or language Is taught A language that' Is high leverage, portable and ?exible. Students' language Is expanded beyond current capacity which Is evidence of rigor of IanQuage. Teachers plan for the progression of Ian??Jl-lage acquisition using the ELD Matrix of Grammatical Forms by EL Achieve. Teaching grammar in isolation Instruction is derived from Tier 3 vocabulary from other content areas taught in isolation. A time to practice language that students have already mastered. Targeted instruction that develops the speaking, listening. reading, and writing skills of ELLs. Explicit teaching of the forms of English (ie. vocabulary, syntax, morphology, functions, and conventions). A reading intervention block that is focused on decoding, ?uency, and comprehension. Reading intervention is not an adequate replacement for explicit teaching of the English language (August and Shanahan, 2010) Providing ample opportunities for structured and purposeful interaction in order to manipulate functional language and topic vocabulary. Using worksheets to practice and turn in a product. Secondary Students New to the US Adams 14 provides specialized language services to newly arrived ELL students (identi?ed as ?newcomers?) to the United States, who have the need to develop English language skills. These services are designed for ELL students who are new to the United States (within 12 and 18 months) and are in their ?rst or second academic year of teaming English. The Newcomer services are an extension of the ELD course and have the goal to help ELL students master the language necessary for interpersonal (social and instructional) interactions in the school and community settings. The goals for Secondary Newcomer students include: of-e deuce ents ll attain grade-level competency In; Oftheifi? $309? . Students will move along the CDE English language acquisition a?aln English language proficiency as measured by ACCESS Access to grade-level core academic content in all areas (English Language Arts. Math. Science. and Social Studies). A minimum of 90 minutes in an ELD block focused on academic and social features of language. In addition. schools will work toward providing: 0 English Language Arts classes co-taught by a CLDE or Bilingual endorsed teacher. 0 Heritage Spanish courses as Electives. Sheltered Social Studies. Math or Science courses taught by a teacher with CLDE certi?cate or endorsement Placement in core content classes with teachers who have a CLDE endorsement or certi?cate. Placement in core content classes with teachers with a similar language background. Multilingual learners have access to the same content curriculum, materials. assessments, and access to the same content interventions as their never-EL peers. Secondary students must have access to earn a regular high school diploma in four years and have the skills necessary to enter college or the work-force. (US Department of Justice, Civil Rights Division US. Department of Education, Of?ce for Civil Rights. 2015. p. Bilingual Program The bilingual program that the district is piloting for 2019-2020 supports students in becoming literate in both Spanish and English throughout their education because this model leads into additional programming in middle and high school and toward the opportunity to graduate with a Seal of Biliteracy. The model also includes a daily structured 45?minute English language development block that uses the EL Achieve Systematic ELD curriculum to continue the development towards English language pro?ciency. The goals of Adams 14 CLDE Bilingual Program: 0 Students will attain English Language pro?ciency within six years following the trajectory provided by the Colorado Department of Education: pro?ciency Level?Trajectory Timeline Relation 6-year timeline to achieve . c, .i 2. criteria "Fun-z 34-? Beginning in Kindergarten the model supports Spanish literacy and academic ianguage by conducting 80% of the instructional day in Spanish. The Adams 14 Language A?omtion Guidelines specify the percentage of time spent in each language by content area. The Guidelines also identify the language of instruction per content and Opponunities to 'bridge language.? Bridging is the meta-linguistic analysis of language ?Si"9 the content. 'The purpose of the Bridge is two-fold: to help students transfer academic language learned in one language to the other language and to engage in contrastive analysis by focusing on how Spanish and English are similar and different.? (Beeman. K. and Urow. C. 2013) Adams 14 teachers plan for and explicitly provide instruction post units to bridge language. Students are expected to think about how concepts and language transfers between the two languages (Spanish and English). (see appendix M) for more information on the Bridge. Spanish K-5 Bilingual Pathway Grad. have! Spanish Bridge Kind . Literacy (Reac?ng and Writing) . 0 language Arts ELD ?I'm 0 Math End of_ev_ery umt: 599??le . Social Studies mm (Min) 0 Science Spanish to English 905/1096 (Macy) - literacy [Reading and Writing) 0 Math 0 Social Studies 0 language MS ELD Grada 0 literacy (Reading and Writing) sm?h/wl?h Math K-Z End of every unit: 7096M (ml 9 Social Studies English to Spanish (WW) Science 0 La nguage Arts MM Metalinguistic analysis Soc 1. Lin uistic ace where Ian ua es are ia ies Second 0 Uteracy (Reading and Writing) coripared :nd contrasted 8 8 Science Spani?h/Enelish - Math EU) 6596/3596 (mm-u) 8096/2096 (Iitaracy) 11min! Grade 0 Literacy (Reading and Writing) Literacy (Reading and Writing) Grades 36 Spanish to English end of every unit: 0 Math 5096/5096 (overall) 0 Science 5013*? Studies 6596/3596 (literacy) 0 La nguage Arts ELD - Science 0 Literacy (Reading and Writing) Mb Grade Grades 35 English to Spanish end of every unit: Math Spanish/English Uteracy (Reading and Writing) 0 EU) 4096/6096 (overall) Science 0 Language Arts 0 Social Studies 3596/6596 (literacy) - Social Studies a Math Nita; Metalinguistic analysis 1. Linguistic space where languages are Uteracv Fifth Grade 0 Literacy (Reading and Writing) compared and contrasted - Math Spanish/English - Science 0 EU) 4096/6096 (overall) 0 Social Studies 3596/6596 (literacy) Instructional units are comprised of English instruction, Spanish instruction, Bridging and an Extension which provides practice time for students in the opposite language of instruction in order to practice literacy standards and skills. biliteracy unit framework that reflects a planned and strategic use of two languages follows the school?s language and content allocation plans. It specifies which language will be used before the Bridge (Spanish) and which language will be used after the Bridge (English)." (Beeman, K., Urow, C., 2013). The units are developed from a scope and sequence of Benchmark Adelante. BUFs (Bilingual Unit Framework) are documents that lay out the units of study with specific components that will support student learning. October 15, 2019 These units of study can last anywhere between 3-5 weeks. Unit components include: Building Background and Oracy Reading Comprehension Writing Process Word Study (El Dictado. vocabulary. phonemes. spelling. etc.) The Bridge Extension The focus of the Bridge is language. specifically. the metalinguislic analysis of language. Research in the ?eld of bilingual education finds that bilinguals who recognize. understand, and can articulate the similarities and differences between their languages reach higher levels of academic achievement and higher levels of language development in both languages. (Cummins et al. 2005; DeJong, 2011; Dressler, Carlo. Snow, August. White, 2011; Jimenez. Garcia. Pearson. 1996). McGraw Hill?s Benchmark and Adelante programs will be used as resources to build the bilingual unit scope and sequence of standards to cover as well as the bilingual units. During the 2019~2020 school year. the district is adopting the McGraw Hill core literacy curriculum. Estrellita curriculum will be used to build a strong phonological foundation in Spanish to promote further growth and achievement in Spanish literacy. Esperanza program will be the intervention used in the primary grades for Spanish instructional support. Other andlor Supplemental Program The district offers supplemental language programs to enhance the Spanish literacy of students. These supplemental programs are available to all Spanish speaking English Language Learners. The Colorado Department of Education Guidebook refers to these programs as First Language Literacy Classes: Strong oral and literacy developed in the first language provide a solid basis for the acquisition of literacy and other academic language skills in English. Developing L1 literacy courses instead of placing bilingual students into World Language courses values their prior knowledge, heritage and culture 40). These classes provide Spanish speaking bilingual students the opportunity to maintain and develop their heritage language. Although they are not an alternative language program. these programs support pro?ciency in Spanish. October 15, 2019? Elementary; Biliteracy classes will be offered in schools that have the quali?ed staff in second and grades. This supplemental approach offers students an opportunity to develop literacy in Spanish. The biliteracy class spends ninety minutes attending to Spanish llteracy using the Literacy Squared approach. During the 2021-2022 school year. the bIliteracy approach will be replaced by the K-5 Bilingual program in all grades in Pa?idpating schools. Secondary: Heritage Spanish Is an elective course offered at the middle school and high school level. Each school offers Heritage Spanish as an elective to all grade?levels This literacy-based course offers students an opportunity to develop literacy in their heritage language. AP Spanish is an elective course offered at the high school level. Upon successful completion of the AP Spanish exam. students are eligible to receive the Seal of Biliteracy. Students Who Have Opted-out of Services The following is the process for students to opt-out of services: 1. Parent or guardian requests waiver from the school (Appendix B). 2. The school principal or their designee will fully inform parentsin their native language on the need and value of ELD services for their child. Staff will cite the goals of ELD programming and bene?ts to academic achievement and success in all areas. (See processes on content area support). 3. If a parent still wishes to waive services, they will visit the District CLDE of?ce. The CLDE endorsed personnel will explain what it means to waive services and that the district will still ensure that the child has meaningful access to content. They will also explain that the child's language progress will still be monitored through the yearly WIDA assessment. Schools must ensure that content Is comprehensible for all students who waived semces and prowde support In content classrooms. Additionally. schools must monitor; q} uageprocessiof the student via the WIDA ACCESS until st 5 ?ill": - .3 are.? STAFFING AND RESOURCES Description of instructional staff English Language Development Educators Teachers teaching ELD will have a Culturally and Linguistically Diverse Education (CLDE) endorsement. If none are available within the district or cannot be hired consistent with Senate Bill 191, teachers who have completed professional development provided by EL Achieve may be considered. The goal of the Regis program offered through the district is for teachers to get the CLDE endorsement. Teachers have two years to complete an approved program by the State of Colorado and apply for the added endorsement. Bilingual Educators Hiring of bilingual teachers will require endorsement in Culturally and Linguistically Diverse Education (CLDE), Linguistically Diverse, Bilingual, or Spanish Teachers in a bilingual (Spanish/English) classroom need to pass a Spanish language assessment to ensure they can support literacy and academic language of the children in the program. Teacher Training Title Part A, Section 3102(4) and 31 of the No Child Left Behind Act of 2001 requires that districts plan for high-quality professional learning to support the academic achievement and English pro?ciency of language Ieamers. Overview of Professional Learning offered in Adams 14 4 *?toi?iai Staff . 1? ELD Teachers Bilingual Teachers Administrators Other Employoos All instructional Staff receive training at induction that outlines our commitment to multilingual leamers and our expectations for all teachers. All instructional staff are trained in either Systematic ELD (elementary) or Constructing Meaning (secondary). Each year the district identi?es district-wide professional learning that supports content and language learning for Multilingual Learners. All ELD teachers receive ongoing and embedded coaching by CLDE endorsed Coaches. ELD Teacher Leaders from each elementary school participate in a PD. Topics include planning using WIDA Standards, the Grammatical Matrix, and student performance descriptors. They also review the processes for student assessment, placement, monitoring and redesignation. Bilingual teachers received training during the 2018 and 2019 school year by the Center for Applied Linguistics. This training focused on Spanish Literacy instruction. Bilingual teachers are trained in curriculum and programming yearly. This includes Esperanza, Estrellita, ELA and Math curriculum. Bilingual teachers plan together quarterly with the Bilingual coach and a CLDE endorsed coordinator. Teachers review student data and plan for the next quarter?s instruction. School Administrators are trained on the district's language plan yearly. School Administrators are trained yearly on the evaluation of Bilingual and ELD classrooms. District Administrators are trained on our commitment to equity, our legal responsibilities and our district policies in providing services to Multilanguage learners and their families. Bilingual school principals participate tin their own PLC with the CLDE department to review their progress and plan to support their schools All Adams 14 employees; are trained yearly on our commitment to our Multilingual Learners and our expectation of Equity across the district. School secretaries and registrars are trained in the HLS and identification process on a yearly basis. Train all staff engaged in translation and interpretation in the guidelines and ethics of translation and interpretation yearly. All staff administering assessments will be trained yearly All instructional Staff It is the expectation that all Adams 14 teachers support the language development of our students. Academic language is the language of the classroom that is based upon cognitive functions and the forms of language. All Adams 14 teachers receive training and are expected to use Content Language Objectives as part of instructional planning and delivery. Content Language Objectives contain the following: 0 Specific, chunked content goals that include success criteria. 0 The speci?c language that students will need to encounter the cognitive task, bricks, and mortar of language. 0 Ways for students to assess their own learning and approximation. 0 Focus on oral language support for language learners CLDE Certificate All Adams 14 Educators will complete training to understand our community of learners. our context, the basic foundations of language learning and our expectations of educators. They will complete the following as part of our CLDE Certi?cate Program completed during induction: 0 ELD 101 2-hour course required by all new to district teachers designed to provide a basic understanding of language acquisition theory. By the end of the course participants will understand the basic components of a Content Language Objective and plan a lesson using one. Mandates and Compliance 0 2-hour course required by all new to district teachers. This course is designed to provide an understanding of the basic laws governing language development programming in the United States. Teachers will understand our OCR resolution and the steps we take to ensure equal access to education for all students. 0 EL Achieve: Systematic ELD or Constructing Meaning 0 Systematic ELD is the framework used for ELD in Elementary Schools. 0 Constructing Meaning is a set of strategies for secondary teachers to backwards plan with student language in mind. - {'13 "t 4.4-. a . andthe EL free-of cost for teachers. All Adams 14 teachers qualify for the TEACH grant. According to the guidelines of the TEACH grant, teachers, ?pay back" the loan for the courses through service to districts with high levels of need. Adams 14 is a district where they can "pay back" their loan through service. Regis University is accredited by the state of Colorado to provide CLDE Iicensure. In addition. Regis? focus on social justice aligns with goals and vision of the district. The courses are taught in district. The four courses offered by Regis University are: Foundations of Education for CLDE Linguistics Assessment Strategies for linguistically diverse learners CLDE Coaching Model CLDE coaches are teachers who are CLDE licensed teachers in the state of Colorado with a background in teaching ELD in specific blocks and within content. Adams 14 believes that instructional coaches are an integral part of improving instruction for all learners and closing the achievement gap. Feedback on instruction and planning is one of the most important aspects of professional learning that the district offers. Adams 14 coaches ensure that all instruction is culturally responsive. At the heart of their work, instructional coaches support schools and teachers so that teaching is meaningful, engaging and promotes student success. CLDE coaches are school partners and teacher partners in (1) evaluating data, (2) providing feedback, (3) setting goals with the aim of continuous improvement, (4) supporting schools in implementing programming, (5) ensuring that instruction is Culturally and Linguistically responsive. CLDE coaches have three priorities: 1. Ensure that program models are implemented with ?delity by providing feedback and coaching to teachers and school leadership. 2. Support the planning and implementation of the ELD block through modeling and demonstration to ensure that Systematic ELD curriculum is implemented after teachers attend PD. 3. Provide feedback and support in planning around Academic Language across content areas to support the district focus on Academic Language after teachers attend district-wide and/or school-based PD. CLDE coaches will, in collaboration with school leadership. identify the needs of the school and prioritize the support that they provide within the school. Coaches will follow up with teachers through observation, coaching and planning to ensure that the topics - covered during PD are implemented in classrooms. Support will include: 5-[i our curriculum .. Modeling Instruction. 0 Providing feedback based on observation of instruction. 0 Co-Planning. 0 Adams 14 CLDE coaches ensure that classroom instruction is based on student needs. speci?cally the language demands of the classroom and the language levels of the student: 0 Evaluating student data with teachers and planning for instruction. 0 Evaluating school data with school leaders to plan for next steps. 0 Providing support to Professional Learning Communities (PLCs). 0 Adams 14 CLDE coaches ensure that Multi-Language Learners are moving along the language continuum and are able to access a rigorous curriculum by 0 Ensuring that staff know the language level and program status 0f children (NEP M1, M2). 0 Providing resources and strategies for teachers during Professional Learning Communities (PLCs) or data teams for varying levels of language. CLDE coaches receive district training on the Adams 14 coaching model and expectations. They receive meta-coaching, feedback. and support in planning from the CLDE coordinators. ELD Specialist Training English Language Development instructional Framework Planning Intended Audience: ELD Teachers Description: Secondary ELD Teachers will develop an understanding of what ELD instruction looks like in Adams 14. They will develop and utilize a common planning template. They will help to develop classroom look-fors and use both formal and informal data to plan for instruction. ELD Teacher Leadershi Intended Audience: ELD Teacher Leaders and ELD coaches from each secondary school Description: meetings for ELD teacher leaders and ELD coaches to re?ne?best practicesin ELD and language acqu for facilitating communication between school and the district of?ce. isition classes. Teacher Leaders will be responsible . it? . ?z't Administrator Training Intended Audience: An District Level Administrators (Coordinators Managers Directors. 9M Executive Directors) Demption: Overview of laws and district policies that ensure equitable access to programming for Multilingual Learners and their families. District Leaders will understand our commitment to OCR and our commitment to programming that ensures the achievement for multilingual learners. ?9an Audience: Elementary building principals, assistant principals. and coaches Overview of Spanish Literacy expectations. look-tors. and progress monitonng. School leaders will understand the criteria for students in Spanish Literacy classes and how students are monitored. School leaders will receive an overview of the expectations around instruction, what the language allocations are and how time should be allocated. This learning is offered through a Professional Learning Communities format and occurs throughout the year so that principals can review their own data and practices within their buildings. WW Intended Audience: All principals and assistant principals Description: yearly training that describes the programming used in Adams 14 schools. School leaders will understand the systems for identifying and placing students as well as the different program models that are used. They will understand the structure of the OLD department. Principals will also understand the vision and goals for the department. ACCESS 2.0 Intended Audience: School Assessment Leaders Instructional Coaches Description: yearly training provides and overview of administering the ACCESS 2.0 Assessment. Participants will understand how to administer the assessment. Enrich Student Data Intended Audience: ELD Teachers; Assistant Principals; Instructional Coaches Description: How to create student goals in in Enrich and use the program for monitoring and reporting. Other Employees .C.0mmitment to Eguig. Intended Audience: Support and Tech Personnel and Classified Employees. De_Scription: Yearly training on our commitment to Multilingual Learners and our families. This training includes our policies and procedures for educating Multilingual Learners, providing interpretation and translation services and what their role is in suppo?i?g 01" students and families. Home Language Surveys and Placement of Language Learners Intended Audience: Building secretaries (K-5) or Registrars 12); Assistant Principals; Counselors (6-12) Description: Overview of the HLS process and how to submit the HLS. thics of Translation and Interpretation intended Audience: Family Liaisons, Registrars, and Building Secretaries Description: Employees will receive yearly training on expectations when interpreting for families. They will understand the practices, procedures, and protocols for interpretation. They will understand their ethical responsibilities including con?dentiality. Teacher Recruitment Adams 14 seeks and aggressively recruits teachers with CLDE endorsements. The district prioritizes candidates who have experience teaching multilingual learners. We address our recruitment and retention in the following ways: 0 Fund and operate a robust teacher induction program that includes CLDE training. The District is currently working with Susan Gill from CDE to evaluate our current program and ?nd ways to increase the District's capacity in this area. The second area the District would focus on would be in partnering with higher education units to recruit CLDE licensed teachers. The District would bene?t from creating and recruiting more CLDE teachers. a Outlining the role of mentors in evaluating and providing feedback to new teachers regarding best practices in CLDE. Develop District policies including standards for the selection, training and release of mentors who work with new educators. Develop a process for determining when inductees have successfully completed the program and are ready to become CLDE mentors themselves. Provide training on teaching to the Colorado Academic Standards. Provide information related to the Quality Educator Standards. Differentiate for educators based on where they are in their careers. Ensure high quality mentors are working with new teachers in each building. . would seek to combine leadership, systems. wdresearch in order to give in-service teachegme 1: .. .A based internship with coaches. Teachers learn to identify problems. develop solutions and maintain long-term change while expanding their professional network. The program would be targeted for four quarters. typically beginning and ending in June. After ?nishing. teachers will be licensed to act as a school principal in the state of Colorado. This program will both enhance teacher skill sets and serve to develop a leadership pipeline within the District. 0 We are currently building relationships with University partners to access graduates and student teachers. In building these relationships we are prioritizing recruits that can serve in high needs areas and who have a CLDE background and/or license. Evaluation of Teachers Building principals who evaluate in ELD classrooms or Bilingual classrooms must be trained in the district?s expectations for the two programs. There is a yearly training focused on the look?fors and expectations of the classrooms. if a principal is not bilingual, they will be accompanied by Bilingual CLDE endorsed district personnel when conducting classroom evaluations (U.S. Department of Justice, Civil Rights Division U.S. Department of Education, Of?ce for Civil Rights, 2015, p. 16). Re u' q. IreAd documentation for redesrgnation from LEP to FEP Monitor Year 1 (M1) CCESC With an Overall score of 4.0 or above and an overall Literacy Composrte score of 4.0 or above 0 A body of evidence that must include two pieces of local data that 0 Consultation with parents and student (via conference, phone call, and/or written acknowledgement) When evaluating a student?s possible exit, schools will include the following personnel: General education (required) Administration - Principal and/or Assistant Principal (required) ELD Teacher Lead (required) Counselor (secondary; if applicable) Special education provider must be included if student has an IEP if a child is part of Bilingual Program, a Spanish-speaking teacher must also be a part of the process. Steps for the Redesignation Process The SAL, ELD Coach and ELD teacher leaders work with ELD and classroom teachers to collect a body of evidence for all multilingual learners starting in October of each school year: - BOE must include two pieces of local data that demonstrate success in reading and writing through English language arts (ELA), science, social studies, and/or math as comparable to non-ELL/native English speaking - rs EggrsEo-u?ljdeeiznclude a minimum of one writing sample that reflects student work (un-workshopped: quick writes, journals, eXit tickets, etc.) 0 Collection of student work should be an ongomg process starting In October October 15, 201m 0 Student work should be uploaded into Enrich so th at all st have a centralized access point akehO?derS our scoring of student work us Collaborative Scoring Protocol (Appendix F) Norming of student writing should begin in January as a part of the ELD 0 Specific features of language development are identified from student work using Interpretive Writing Rubrics (Appendix G) and Performance Definitions (Appendix H). 0 Grade level academic content proficiency is addressed by looking at district reading data and benchmark assessments. 0 General education teacher, counselors and special education teacher help to contextualize student work and provide insight on the student readiness (work habits, home support, learning assets). 3. Once evidence of bridging and/or expanding is identified in student work and grade level academic content proficiency is determined, redesignation candidate can be redesignated to Fluent English Proficient (FEP) Monitor Year 1 (M1). Students whose BOE does not demonstrate academic and linguistic proficiency will remain in ELD services. All redesignation candidates must have a redesignation form entered in Enrich along with writing samples and literacy data, whether they will be redesignated or not, to ensure access to student progress. The CLDE Department will schedule a second round of meetings with individual school sites to approve redesignations in cases where findings in body of evidence are unclear. If this occurs after the school year has ended, the CLDE department will meet with members of the administration. . Dated copies of redesignation form need tolbe sent to the Educational Programs Support Specialist at E88 and status in Enrich and lC updated accordingly. All students who redesignate must have parental contact, whether in person or by Octt?mer '15, 2019 phone. 7- Upon completion of designation paperwork, parents are notified of student redesignation and rationale in a letter (Appendix Notification is mailed via USPS. Body of Evidence Although the CDE provides broad guidelines regarding what can be counted with a student?s BOE (below), where possible, Adams 14 asks that teachers start with . unworkshopped (authentic) student writing as the primary lens with which to determine language proficiency along with normed literacy data and/or benchmark assessments to determine grade level academic content proficiency. Language Proficiency ?I?Ftll 9! REdesignation for students with Individual Education Plans The decision to redesignate a student who receives special education and English ianQUage development services is made by members of the Individual Education Plan team using a similar process as detailed above. Members of the school-based team includes the Special Education case manager, a general education teacher, staff With a CLDE endorsement. any Special service provider the student sees (ex: speech language pathologist), school administrator. After evaluating a student?s BOE, if it is determined that the student's support needs are not related to language proficiency and that the disability is interfering with his/her ability to meet redesignation criteria, the team Will redesignate the student to FEP M1 and develop appropriate programming supports based on needs. This body of evidence may also include the student's and/or Multi- tiered Systems of Support (MTSS) documentation. See Appendix for redesignation guidelines for students with lEPs. October 15. 2019?? Monitoring Personnel, Procedures, and Timeframes Title requires that school districts monitor student progress on content and achievement standards for two years. Furthermore, a student is individually monitored in order to: 0 Determine if any barriers to academic success are related to English Language proficiency 0 Ensure that students have not been prematurely exited before they are proficient in English, especially in the specific language domains of reading and writing 0 Ascertain that the student is meaningfully participating in a standard instructional program comparable to their never-EL peers When evaluating a student's possible exit, schools will include the following personnel: 0 General education and/or ELD teacher (required) 0 Administration - Principal and/or Assistant Principal ELD Teacher Lead (required) 0 Special education provider (if student has an The following are the steps for the monitoring process: 1. SAL, ELD Coach and ELD teacher leaders work with ELD and classroom teachers to collect a body of evidence for all multilingual learners starting in October of each school year 0 BOE must include two pieces of local data that demonstrate success in reading and writing through English language arts (ELA), science, social studies, and/or math as comparable to non-ELL/native English speaking peers BOE should include a minimum of one writing sample that reflects student work (un-workshopped: quick writes, journals, exit tickets, etc.) 0 Collection of student work should be an ongoing process starting in October 0 Student work should be uploaded into Enrich so that all stakeholders have a centralized access point 2. Evaluation team will review list of monitor candidates and the body of evidence that was gathered to make final determination using the following guidelines: 0 Specific features of language development are identified from student work using Interpretive Writing Rubrics (Appendix G) and Performance Definitions (Appendix H) 0 Grade level academic content proficiency is addressed by looking at district reading data and benchmark assessments and/or report card 0 General education teacher, counselors and special education teacher help to contextualize student work and provide insight on the student readiness (work habits, home support, learning assets). 3. Students in Monitor Year 1 will move to Monitor Year 2 and their status is updated accordingly in Enrich and lC; however, specific goals need to be October 15. 201 Sn developed fr0m the evaluation of student BOE and documented in Enrich in order to support student success. Monitor 1 students who are not academically progressing as expected should be referred to the MTSS process for access to more support through targeted interventions. lf monitoring data suggests persistent or developing language need, students may be eligible to be put back into ELD services. If the student is re-entered into the ELD program, SAL, ELD Coach or ELD teacher leader must document the reasons why and provide notification to and receive consent from the guardian(s) of the student. 0 Dated copies of Redesignation Form (Appendix K) need to be sent to the Educational Programs Support Specialist at ESS. lf student is reentering ELD services, a face-to-face consultation with parents must occur and copies of placement form must have a parent signature. 0 The CLDE Department will schedule individual meetings with each school site to review monitoring documentation where language proficiency in BOE is unclear. Exiting For students in Monitor Year 2, SAL, ELD Coach and ELD representatives will complete the same process for the monitoring of redesignated students in the analysis of student BOE for academic and language proficiency. Monitor 2 students will move to exit status in Enrich and IC unless the student is not academically progressing as expected and/or BOE demonstrates a persistent or developing language need. As all teachers at Adams 14 receive training on ELD best practices that are also a part of teacher evaluation, students who are exited still receive targeted, language?focused instruction and support throughout their tenure with Adams 14. Upon completion of exiting paperwork, parents are notified of student redesignation and rationale in a letter (Appendix I). Notification is mailed via USPS. Monitor 2 students who are not progressing academically as expected should be referred to the MTSS process for access to more support through targeted interventions, If monitoring data suggests persistent or developing language need, the student may be eligible to be put back into ELD services, but the impact of such a decision should be weighed very carefully. In order for a student to be placed back into ELD services, documented progression through the MTSS process needs to be entered in Enrich. Further, SAL, ELD Coach or ELD teacher leader must document the reasons why the student is being placed in ELD services and provide notification to and receive consent from the guardian(s) of the student in addition to getting sign off from the CLDE department. ELL Students and Other District Programs Multilingual learners across Adams 14 have access to the full range of district programs, including special education, Title I, gifted and talented. and nonacademic and October 15, 2019 eXtracurricular activities. Multilingual Learners with disabilities will receive both the language assistance and disability-related services to which they are entitled. Considering a students' language is an important part of the process. The team takes into account students? backgrOUnd, educational background, and language when making decisions about disabilities. When appropriate, assessments are provided in a student?s native language. Parents can request to receive interpreters at meetings. Adams 14 expects the number of students who are receiving special education services, services for the READ Act, and programming for Gifted and Talented are representative of the district enrollments. As part of this commitment, assessments for special education, READ Act, and Gifted and Talented are all available in English and Spanish- All communication from school and the district is conducted in multiple ways and is expected to be presented in both English and Spanish. Staff at have access to translation into other languages beyond English and Spanish as well. They can the district communications office for support. The CLDE department provides families of Multilingual Learners information about activities at schools and provides tools and resources for partners in the education Of their child. October 15, 2013] Pr?9fam Monitoring The district as developed a com rehensive set goals of the district: of programs and supports to meet the 0 Students will reach English proficiency within six years. 0 Students demonstrate content mastery at the same level as their never-EL peers. 0 Students will maintain native language all schools and district personnel to follow the guidelines of this plan. Additional: ptiorted in this implementation by CLDE trained coaches and coordinators. each SChoZl roughOUt the year, CLDE trained department coordinators will visit in . . to support the implementation of programming and observe ruction in ELD blocks, Bilingual classrooms, and the integration of Academic Language throughout the day. They will conduct a variety of training and progress monitoring: 0 Review ELD classes to examine the level of fidelity to standards and the EL Achieve frameworks. 0 Examine regular content classes to evaluate the use of CLOs and the use of Constructing Meaning protocols. 0 Review biliteracy blocks in elementary to determine the level of implementation of the biliteracy framework. 0 Monitor the quality of programming The purpose of CLDE Program Reviews (Appendix L) is to ensure that the district and schools are implementing the ELL plan effectively. Ultimately, the tool helps school and district leaders align resources and support. The CLDE department is committed to ensuring that the programming and guidelines set forth in the ELL plan creates conditions for English Language Learners to thrive. This progress monitoring will also ensure that The Department will regularly monitor the number of Els who qualify for such additional services, in comparison with the number of their peers who qualify, to ensure that GT, intervention, retention, or Special Education services are being offered to students equally based on need an not language. LDE department will progress monitor the school's programming as a team consisting of: CLDE trained Coordinators, the Manager of CLDE, the School Principal, MGT personnel, a team member from Federal Programs, and the Director of Schools. The team will review ELL student data, ELD block observational data, and academic language observational data to assist in the reView of overall programming for ELLs. Quarterly. the The tool used to review programming is the CLDE School Review Tool. The monitoring tool was created by Adams 14 CLDE-endorsed personnel and is adopted from the 15, 201:? Colorado Department of Education CLDE district monitoring tool. The monitoring tool is Comprised of six areas: Systematic Process and Procedures Human Resources Research Based Program Models Collaborative Leadership Family Community Partnerships Organizational Culture The data reviewed will include: . EL student interim data - Proportion of identified students receiving GT, AP, Honors, at school 0 The number of students who have opted out of services and the students? academic progress The results of the progress monitoring will be shared in the following ways: Adams 14 Board of Education Parent Groups The Office for Civil Rights School Leadership Teams Yearly, the data of CLDE students will be evaluated. The district will review data of Multilingual Learners, never?EL students, and native English speaking students. The district will conduct a longitudinal cohort analysis. The performance of students will be evaluated by program model, school, content areas, years in program, and grade-level. The district will also review the opportunities and extra programming in which EL students are participating. This data will include the on-trackness of students to graduate, participation in honors or AP classes, and the population of students in gifted and talented programming. The district will use the data to evaluate the programs. adjust the program, and communicate the progress of the program. Communication of this data analysis will be provided to 0 Adams 14 Board of Education 0 Multilingual Learner Parent Groups *Data may also be provided to other government authorities as required by law October 15, 2019?? . amily and Community Engagement To build the capacity of parents and families oflanguage learners to become effectively engaged in the education of CLDE Family Engagement Goal Build the capacity of families to be effectively engaged with their child/student at home, at school at the district level Quarterly parent meetings for all parents of EL students Identify three pilot schools to implement effective family engagement for language learners. Collaborate with parent leaders to identify capacity building training and topics at our quarterly meetings for parents and families of language learners Implement parent leadership training at each of the three pilot sites. Provide experiential opportunities for parents and families to build their leadership capacity. Enhance parent and family knowledge and skills to support and increase student learning at homej Identify two parent leaders at each school to serve as parent ambassadors for parents and families at their school. Work with school based parent leaders to increase participation at quarterly meetings 0 Work with school leadership at Alsup, Dupont and Adams City MS to participate in the Pilot. Provide professional development to staff at the three pilot schools. Build the capacity of parents to co- facilitate family engagement professional development. :Qctober 15. 2019 50 Vision Adam suppo: 1: has involved and informed parents that can navigate the educational stem eir child 3 education, and contribute toward the overall success of our leyarning Mission - - . . co?aigill build a solid Multilingual Learner Parent Committee at every school by Oratlng With staff, liaisons. PTOs, and administration. Our parents will be empowered to learn ask . questions, and prowde feedback to th d' t' language instruction. is no regarding at: gepartment will host two sets of MLL Parent/Community meetings. We will hOId ings With elementary and middle school families together and conduct separate meetings for high school families. Elementary and middle school quarterly meetings will be scheduled for the third week of October, January and April. Topics will be based on parent/community interest and examples include: What is ELD What is Bilingual Education? What is English Fluency vs Academic English? Why Benefits of ELD Secondary quarterly meetings will be scheduled for the third week of October, January and April. Some topics may include: Why is my student still in Redesignation/Exit of ELD District Graduation Guidelines Is my student on track to graduate? Life after high school Topics will also be parent/community?Iead and based on feedback from surveys received after all meetings. Topics will be relevant for parents in order to continually engage their support. October 15. 20:9 Additional Engagement Opportunities throughout the District Both the district and schools will be hosting various parent meetings and events to keep Parents informed and involved at their schools. Such as Back to School Nights Parent Academy Parent Workshops Coffee with Principal Senior Parent Nights Parent Group Meetings/Trainings District Accountability Committees Building Accountability Committees Meaningful Communication with Limited English Proficient Parents It is the expectation that parents are communicated with in a language that they are fluent in. We hope that we create a partnership so that parents are able to speak to staff members and receive communications in their native language or language of preference. All communication from the schools to homes is presented in multiple forms and mediums (social media, fliers, phone calls, emails, and text). All communication from schools to homes is conducted in both English and Spanish. There is a staff member in the front office at every school that speaks Spanish and has been trained in the ethics of interpretation. School personnel will ensure that interpretation is provided for all school meetings, both one-on-one and larger events. If schools need support in providing interpretation or translation they will contact our translation and interpretation department. This support includes providing interpretation and translation for parents who speak a language other than English or Spanish, October 15, 2019 Sources Barrow, L. Markman-Pithers, L. (2016). Supporting young English learners in the United States. The Future of Children, 26(2), 159-183 Beeman, K. Urow, C., (2012). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia, PA: Caslon. CDE, 2016. Guidebook on Designing, Delivering and Evaluating Services for English Learners (ELs). Colorado Department of Education. Retrieved from Celic, C., Seltzer. Kate (2012). Translanguaging: A guide for educators. Developing Programs for English Language Learners. 2018 September. Retrieved from: Saunders, W. and Goldenberg, C. (2010). Research to Guide English Language Development Instruction. Chapter 1 in improving Education for English Language Learners: Research-Based Approaches. Sacramento, CA: California Department of Education. Dutro, S. (2016). Busting about Integrated and Dedicated English Language Development. E. L. Achieve. Dutro, S. and Moran, C. (2003). Rethinking English Language instruction: An Architectural Approach. Chapter 10 in Garcia, G. English Learners: Reaching the Highest Level of English Literacy. Newark, DE: International Reading Association. Dutro, S. and Helman, L. (2009). Explicit Language Instruction: A Key to Constructing Meaning. Chapter 3 in Helman, L. Literacy Development with English Learners: Research-Based Instruction in Grades K-6. New York, NY: Guilford Publications, Inc. Echevarria, J., Vogt, M., Short, D. (2008). Making Contnet Comprehensible for English Learners: The SIOP Model. Garcia, 0. Wei, L. (2014) Translanguaging: Language, bilingualism, and education. Krashen, S. D. (1991). Sheltered subject matter teaching. Cross Currents. 19, 183-188. Slavin, R. E., Madden, N., Calderon, M., Chamberlain, A., Hennessy, M. (2011). Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis. 33, 47-58. October 15, 2019 53 0.8. of Justice. Civil Rights Division 8. US. Department of Education. Of?ce for Gvi Rights (2015). Dear colleague letter. English learner students and limited pro?cient parents. W. Fimore. C. (2015). What does text complexity mean for English learners and language minority students? Understanding Language: Language. Lleracy. and Learning in the Content Areas. Wong Fimone. L. and Snow. C. E. (2000). What teachers need to know about language. October 15, 2019 Appendix A Adamsl4 Multilingual Learner Identi?cation Process Parents/Guardians register at school Parents/Guardians complete Home Language Survey online Home Language is English: Home Language Survey indicates language other than English or an additional Language Student is not eligible for ELD support and ls placed in Mainstream English Academic English Language assessed using WIDA Screener within 30 davs of enrollment Parents are informed regarding: 1. Assessment used 2. Test results/potential placement 3. Language program details 4. int criteria Students placed in English Language Development (ELD) support Students receive ELD support Parents can opt into our during school day in El 0 class bilingual along with support from program promotes both classroom teacher English and Spanlsh if they specialized training qualify October 15. 2019 APPENDIX Waiver of Services DAMS l4 Inspire. tduaio. (mpmr impiu. tdou iomlm. Date: I understand that my child (name) (Date of Student a School Grade Current Placement: and score Has been assessed as being in need of ELD (English Language Development) support provided through the ELD program In the Adams 14 School District in accordance with federal and state laws. I acknowledge that the ELD program and its components (ELD instruction) have been fully explained to me by either the ELD Teacher or the Principal in my child?s school. I acknowledge that my child is eligible for services provided by that program, but nevertheless, i have decided not to take advantage of this program. I not hold Adams 14 district, schools or its teachers responsible for any failures in school subjects and possible failure of my child to be promoted or graduate or obtain federal/state assistance because of not being in the ELD Program. The purpose of an ELD class is to enable English tearners to gain command of the English language in listening, speaking, reading and writing. I waive the right for my child to receive ELD instruction. Finally, I acknowledge that Adams 14 is required to continue to assess the progress of child's English language development and that the State assessment will be used to determine that progress. Parent/Guardian Signature: Date: ELD School Staff Signature: Date: ESS Administrative Signature: Date: Ess Staff Use Signature: Entered iC Date: October 15, 2019 APPENDIX Elementary Placement Profile I4 hm. Macao. Empower. I Elementary Hammett Prone 1019-2030 sud-um Ila-1M1?: DI: Schnot: Gndl: h- .?um 14: Round: Vl?'vl?lml' Inlnm (Minn: Mum ?niqatim- Enth Luann 5min: lob) Lama.? Vut nag-up with. on ?an. ungua- Sunny mu; r- i fad-ah?- Jr L3 - . 5 3.99?11,40? In. I PEP 1.x: 5: 223051 04352 195952 Owul: i KWJIT 2 . -mm?-mrmm Sc 5, anm 40- tom-1:; .ui-p?bl may. 1 uni-mum ?lm-222222222222222322I Ens-Mm 11-!2mm Blm??qum?? l, i .r 4 I EDD-II I mewm? 1 1-: Amm'n arm Mum'- d'ulun. Hun Ian ?Minimum Pray-1m 5:43pm Spain. mum. 1} Whoa-[mu Eur-?u Manila-nu. 2} H5 hill 3} Lulu October 15, 2019 57 APPENDIX Secondary Placement Profile DAMS 14 Educate. Elnpowcr. Secondary Placement Pro?le 2019-2020 Student Name: l0 8: School: Grade: New to Adams Returned: Verlfy language ln?nlte Camp? (Program Participatiom English Learners Static tab) Language Year language written on Home Language Survey (HLS) Cat?sh language Pro?ciency Dexlgnatlon Circle moo? Other Language: (Parent has Indicated language other than English or addtional English) Screener SCORE DATE: Circle Placement FELL - Former ELL Tip: ?2,332 ?ecelved Language Screener Overall. Instruction PHLOIE - Pro?cient NEPZ LEN Never Recelved 1.8-2.4 3.3-3.9 Language Screener Uteracy: 4.0 to Uteracy nouMoesl-lxtguagel?rogram (-5 Eng?sh languue Development 01 Early-End! Bilnngual Educatlon Program -03 6?12 English Language Develooment Blockm 035: Waived Englishf Form Attached 3 138 Newcomer Program ~05 Assessor?s name: Assessors signature: Date: Hen scan and email to Madammrg: Aurora Martinez, Educational Program Support build" 1) Placement Proer form (ntered In In?nite Campus 2) Date 3: NBA Screener/ w-m scores Letter October 15, 2019 APPENDIX Adams 14 initial identification and Placement Process for Multilingual Learners 1a. His filled out by parents via onilne registration 1b. Oralia Olives (WW sends built HLS forms to registrar 1c. Registrar sends report to (Teacher Leader, Coach or SAL) who takes next steps: 2. English Only 2. HLS indicates language other than English: ?lls out first section of Placement Pro?le using in?nite Campus as reference. 0 Student is placed in appropriate ALD class 0 completes Summary page (or name, birthdate, iD number, school. and grade Placement Profile and sends along with scanned with ills to I hlsQadamsldorg (can send ?mm, students at a ?me, do?? 3. Student is new to the district or is returning? have to dooneato time) 0 CLD Department enters HLS form to in?nite Campus Returning student will have old student it but no current placement W-APT/Screener must be administered within 10 school days of student?s arrival (even if their previous district sent ACCESS scores). 0 Kindergartenofirst semester 1? grade: or kindergarten team will assess 0 Second semester 1&5? grade: Screener will assess Complete the rest of the Placement Pro?le using W- APT/Screener scores. 5. Student scores 4.0 or higher Overall and Literacy 0 Student determined to be PLHOTE based on WAN and 806' PHLOTE (Primary Home Language Other Than English) for grades K-1 FELL (Former ELL) for grades 2-12 Place in MD class 6. Process Paperwork ?Body o! Evidence: Determining if Student is an Learner Scremer Family Interview Student Academic Record local school or district assessment Normal assessment Student Pro?le 5. Student scores less than a 4.0 Screener (K W-APT see pg. 2) 0 Student determined to be LEP based on W-APT and 30? completes Placement Pro?le and sends along with scanned with Score Report/Sheet (Screeneror warn and HIS to (can send sevemlstudents at a time, don?thovetodooneototime) Put all three documents in blue iolder . CLD Department enters HLS information to In?nite Campus and sends Parent Notification (ii needed) (lumbar 15? 2019 APPENDIX Collaborative Scoring Tool Collaborative Scoring Protocol In own to mum "at nl member; at your manual? team are ?mm mom: and: your mm um analog, This "moral midi-,4. a prom? mm! you through Mat activlty. Wu Copies ol the nine. sticky notes, one or more pieces of armored student wort Irm- each rancher?! classroom the Tho an'mm can: my worm Ihlt to lte lulu 2 Each tum rumba-m an. pm at 52mm won mm: as- I?m nlrmu. $00?er 01m r: ruin nu! pills uni "1m lru hit-A human Ii l-rgl'l Dn' l-I'Jt 3 Uplomffl?'l?l?" lean ImI-vllv Hm usurnne. Ill: ?uh ml [uh will" manhunt Th3 the learn lm mull! 11:30! sludml ml: 4 1710mm 1mm. V'mesbyme Ira-not r9: 3"an 1hr: hm: Inn-1hr. than. h- mun-:31: mom and exam My tweed-I soared tutu wt; Rudd. the will 2mm tit. (Pun-rt! .i gum. r! shah", ?wk 0' oral the tum hols con?de-It meters nu tooling mo ruboc II II I: sI-rr any luv" mat-1?. my nuts! dut?gru In In: '0 mi?ntl rm inn: r'rimk'r. uneasy-arc 6 The team charm hpI-uhuns for time mmstian and wow to Ten "holes Warren mama: rnorellneanc 50:901. Adapted from Solution Tree Press (2014). October 15, 2019 APPENDIX WIDA Speaking and Writing Interpretive Rubrics WIDA Speaking and Writing Interpretive Rubrics Features of the Rubrics The WIDA speaking and Writing lnterpretise Rubrics are analytic scales that help C(luumn understand waiting writing sounds and looks like at various levels of English language proficiency. DMIblng spoken and Written language in Complex task. WIDA usu the terms dimension and pro?ciency level to describe various aspects ofspoken and written language. WIDA has identified three dimensions and six pro?ciency levels. ?lhe dimensions are discourse dimension. which describes linguistic complexity (tag. how connected are the ideas. how detailed are the facts. htM? appropriate is the register?) sentence dimension. which describes language forms how varied are the sentence patterns. how ?uid is the phrasing. how complex are the structures?) word/phrase dimension. sshich describes vocabulary usage how speci?c are the word choices. llt'W ?l?i?mp'i'm' the words to the context?) The six levels of English language pro?ciency are loEntering, Z-Emerging. 3-Devcioping, 4? Expanding. 5-Bridging. aml G-Raching. They describe the oflanguage development that students typically follmv over time. in the Interpretive Rubrics. the dimensions of academic language development work together to describe speech or written text at each pro?ciency level. Look at the rubric shown below. Notice the comprehensibility bar at the top of each language pro?ciency description. The two bullets under each dimension name speci?c criteria or associated with Student responses at each language pro?ciency level. for that dimension. Dimensions of academic I I m? languagedeveIOpment *a-n-a?eh? gin-?- . .-. Comprehensibility bar Levels of English language pro?ciency i u. m?q?nu?v' w?u-n?o- coo?no.- m?n?I- uw?H?I-Q?n?u??d upgq?u?u gun?hp..- .nou?q-o-d ?cw?p ?at ?nu?o 1 #?im ?dq? .q?r 8/11/2017 October 15. 2019 Lud3 - a ~?Dlm tiff .r I WWI thuktic Cmbx?ny Wt: Pom]! Vocabulry Usage qumnw Lu fully llurnl. and appn?wlalr tn purpnu, tltualmn and ?JR-me, (nmpluhle :4 m; of ppm?. n1 nit-dung and t?arrn \lamlank hV" manna]. oral languagt dtarA?lnunl by r. and [Wt-mam In urn-?inn nl idcm tn put-paw. dtuatmn? and audmxr . clrar n'ldnu'c nl in nmreytng an paltx?ttn and - a lull tang:- nlnul phruc and untena- pamuu and ynlIn?th?l strumnn In (mtml arr: - use oral languag- tncmuw ntranmg. {m b5: - untamed. languagr \hmw and ut ltluu rrlatcd tn purpmr. sttuattun antl - clrat' (\Ilrnt ul in}; an and rqzutrl 1109th 1? r. llurnt. and gum all} related l'v?gl ~h - broad unpr at oral phrur aml ~rntmu- pattnm and gratmmtual In tho wn'mt xn- I torn . l'lln\t\ mcamng. luv R?pnnu? 1-. generally ml. and n?hlul tn purpuxe; hr - (?muted nul langu age that Mlppurls the tut npandrd nlatrd Ideas lhmugh (lulu-rune. dual] and clann ?Im- ul mm c) mg an ltl\' and rcgult't - .I unpr nt?ural plums: and an ll grammatical strut-turn (h ut .uca . generally t?mttrullcd and fluid lb? at oral la to cum'n' mm mm; . (alumni! mag: the right huh! nprcan tn rI-t ?Flt. u-ntr-t ularnl u. arra Input . fault? ?In, nx nhnlu?. ungr In gem-?t ur Inhnu al Imp) z? ,q hara h?rmxl o. . Hug: vl tn hnit ll and :nntenv ,m-a 1nd rumm a\ - u-agc n! \u?ltls ath mtl. plum: mmnmu h'lutnl lu tunu'nt aha tq?l. - vu? .shulan nut-x [h ll \ptalxm; mp 01' ldh?lfl~ are.? .u spcakmg purpusc .n pmpou? .4 I i - umtgc ut'xpctilt and ?mu- cautrnt arr-a hunk and uprcmune as appropriate 3 I nupc and mull-pl: \ucahular) nugc that gnu-z tull'tlh I Responu? (though cumpn-hcn?hhty and ?uency ntav 1mm tn 1"?ch n?ul tn mart \pn'tht, (lunch-r unl l't. . ural languagr that show? the development of (unmet tul lutgtugt' in the ut'an idea or multiple n-Lttul nlu? - Id?k?r of a dn'rlupmg ?111- prnpomw and - dn?rluping rang: afoul phrase and patterns and gramnuttcal \ttucturn Lu are.? . ?.ln clupmg cunlml tn up: of oral language In cunwy mmning - usage of mm: sprut'tc north and uprcsa'mm a; . uugn: ofuurd: or exprn?uma Lust-d in cuntmt areas. as - wcahuluy unge that J?ll?npl) In ful?ll the spcaking purpose Rnpunw gentrall) {though and ?ucnt?) may ol'trn in mm: complex character-uni by: oral language that \lnms nt'tdca); some :ttumpl at id'CJ.? may at [man be evident sumc amount uf language that may ho.- reputed from the prompt - chunk? ht languagc. lepetitivc 01.11 phras: and l?onnulaic grammalnal structun-a used In soda! and or 3cm.? comm! areas . var-table cont ml in UN nforal languagc county meaning - usagv: organ-u! worth and - uugc uf metal and mstructinml wards and expms sinus acnm cmtent arm . pmsiblc usage ul? gentul vocabulary when murc spa-(ilk mguage ls nude-1 Rnpumr t: gemra?y (though cm: phrases. or thunks]; ch.) ractcr izcd by. word). on] phrases. or Incmuurd chunks ufural language used In nltas vary-tug amnunb oflanguagc that may b? rcpcalrd from the prompt . worth. chunk. of languagt. or simple phrasal patterns asmdatai with commun social and instructional sttuations occasional contml in ?at of nu] languagc tn meaning and ?uency may he dgtutkantly in languagc hq?nnd ?unis. on! . usage of htghat {mlucncy general untmt? related word: . uuge? of soda] and mm]: and expressions Octob?r? '15. 2019 Level 3 05?0pr: Smuice Lew! Ungiinic Cawlaiy hump Form and ('omrniiom 1 Text is tull', and In purpmr, \lltullt'h. anal zutlmx. (. it'ttip'raltlt' in mil carcn standardt: and rumdnl text lu?nglr ur paragraphs) that It organitnl and uhm? (?Minn in the prod-c ol idras clrar wilt-Mr nl in winning an apprquutc pcnputnr. and gum- . a lull Ian ?11!:th grammatical strudurrx In are: input - mt (If .irpruprulc tn (umq running. Including fur 9(nt bevel Vocabulary Ungr- riluli tun-?Hun? ulrr". . ?music"? In 13 t4 Ill" (\rtrm-? ilnt il?w llFl?ll -.. u-mrm arra Irvin . it. iltIg' with prune \m shtil 1r) un?t-I: ral winner. a: Imp: ip- Tt'll and rclatnl to put pow, ImpataNr in the writing nt' Ir pruliurnl pcrr?. and ludn extended [single or multiple pang raplnl that nrgamrnl and rhuwx a cuhnii and urn-?inn niidrn clcar rt idcnu: n! cumming an apruipr Lite per rpn'tivcrangv nl anrl gramnutkal \trutturh ittln'tl In lht' . nI-arl) inc 0? mm tritium In wrun- meaning. imluding for - than: nl Inhnt. al antl ahxtr k?l an I ninth and urn?uium .h appmp'ntr . Huge ut \\nrd\ and rlpn'sunn? ?llh pw. mcaning unatul In arm li?rl(\ q?t'm?uk' . ukabular) mast lhit lult'ilh purpmc Tr xt is gene rally at all tuna; approaches comparability tn the writing at l'ngh?h prn?cicnt path: and 1m lmlt? - tut (mu-nun paragraphs) that \hDh" an Ilgulilznl upressiun of ideas with (merging trunnion - some nidcnu: ofcum <11 in: an rI-gutcr, and genre . a range nl patterns and grammatical structurn cuntml art-a - uw mm entiniu In convey meaning - 11mg: of and Iu'hmtal .irca ?nut and at awn-mute - uugc and h?tth multiplc meaning) nr munun cnllucatiuru and arm? content arr.? at - \?uuhulary uxagr that ful?lls the writing purput Original tat i) gm crally (though mnqirchmuhihty may from time to time be mmprumued in nor: curnpla tut] and includn: text that shims drwluping mganuatiun in uprmion ofan rxpandcd idea or mulliplc rrlalcd ideas evidence of a developing mm: of persiwrtn'c. and genre Snnit- original tut and text adapted t'mni modrl nr wurcc Int i: gem-rally (though may ot?tcn be Lumprumned - a range patterns and grammatical structurts trunnion in content - dn doping use in convey running in at mun: mmplu original text) and includn: - [cat that shuns of an idea or ideas and may demonstrate some attempt at organization . some amount at text that may be copied or adapkd . rupclitivr: written: and rhraxal pattcnis and lurmulaic gramniatital structures used in social and imirucumal silualium or across content areas. . variable Use of cunwntions -- . - usage spun?c cuntmt words and uprrmuns as appruprtatc - Usage ul'cummun cognates. htl?dt. or (Irritating [dated to content arm: as appropriate . vocabulary usage that attempt.? to [ultill the writing purpo-r - usage of word: and uprmum - usage ut'social and instructional mania and aams content and: - pomhlc usagc of general vocabulary ?lure more speci?c language is medal Text that is copied or adapted from model or source text is (though may b< signi?cantly comprombcd in original text) and indudca: 0 language that an idea or ideas . varying amounb oft-rat that maybe copied . adapttd text that may mntain sum: original language . ?unis. chunks oflanguagc. or simple phrasal patterns associated with common social and instructional xituatiuns - possiblc use of mm: - usage ofhilghot frniumq' metal content- n-latcd Minis . usagc social and instructional monk and expressions Octane." 15. 2019 WIDA Performance Definitions Speaking and Writing WIDA Performance De?nitions - Speaking and Writing Grades 1 2 Whit law lumen u: a range tripod-:4 humusdinning to di?ctcm and chilifulncu in instructional intrude-t. End?! mm!? mm In mark lingo-5e use Putin-m tin-Ir ability tn aha: Information and Idea with pnddon and refitting-non Karat]! comm ?fa. . .- Within sociocultural contexts for language mum-MW Voabuluquo wits-W? bunting At each grade. tmunl end ufa givrn of Englitlt language pro?ciency. Ami with support. anjish language learnt-rs m?ll product. 4 unis We Multiple. complex ()rpnimlxulmiw. and mitt-rent apmsion elicit-at characteristic of particular arm A variety of grammatical nmctutct matched In purpmc A broad rang:- nl' patterns of particular content art-at Technical and alutratr am langutgr. intludtng mm Wotdt and with ptcciu? running at. Lu?lml art?as unto mm Short. and tom: oomph-x ?arenas Orpnircd cxpmion 0? ideas with cohesion characteristic of particular atrac Compound and complex grammatical structures patterns characterittic ofparticular content area: Speci?c and (Ulitr?l-Jrra buggy . . Words and aptmiom with meaning through me ofcollncariont 1nd idioms actors comrnt arm i - Short and tom: with complaint Simple and compound grammatial structutcs with occasional variation Spain: language. including cognatrs and min! arm: Expanded tti'onc idea or acre? contmt arm . Word: or Willi multiple meaning; 9 cxprucion ofmultiplc rclarcd acm art-as ideas acnm content arr.? Phrases or short comma: . Formulaic structures (Icncral words and "premium 2 of ideas Repetitive phrasal and patterns across . Social and instructional Mild! and expressions Elli.? If!? - Words. phmc. or drunks oflanguagc . Single worth used to represent idas Phrase-Incl gmtmatical structuru Phrasal patterns associated with familiar social and instructional situations words social and words anti aptcnicm i i wiDA October 15, 2019 64 APPENDIX I Monitoring Letter AMSI .~llnnin)~m Date: To the Parents of Your child was previously receiving English Language Development (ELD) services but has been re-designated. The purpose of ELD services is for a child to develop and acquire EnsliSh pro?ciency. 8331mm according to the Colorado Department of Education, is a legal term used when a student's English language pro?ciency label changes from Limited English Proficient to Fluent English Proficient (PEP). lie-designation is determined through valid and reliable language and academic assessments and documented through a body of evidence and observation. The state mandated English language proficiency assessment, ACCESS, is used to initiate a student?s re-designation from LEP to FEP. For two years a student?s academics are monitored to ensure he/she is maintaining grade-level performance expectations in academic content areas. A body of evidence is gathered for each of the two years to define academic growth and grade level proficiency as well as the student's linguistic growth and English language proficiency. After two consecutive years of monitoring, a student is eligible to formally exit the program. if the student is not meeting grade level performance expectations, he/she may reenter LEP status and receive services for ELD again. i . Your child will be in Monitor Year 2 this coming school year and is currently meeting grade-level expectations. Your daild will be formally exited this coming school year and does not need English language development sen/ices. Your child is in Monitor Year (Year 1 or 2) and is not currently meeting grade?level expectations. Please contact immediately at to set an appointment to discuss your child's progress. Thank you, Principal October 15,2019 APPENDIX REDESIGNATION PROCESS FOR STUDENTS WITH Redesignation Guidelines for Students with individual Education Plans Answer the following questions: Do not use this form 1. Does the EL student have an 1m mg 1/ 2. Has the student completed ACCESS or Alternatle ACCESS for at 00 NOT continuous years? REDESIGNATE l/ Student will continue 3. Is there evidence to document the student?s needs are no longer to be identified as an due to English Language Proficiency? Are the student?s needs ELL and will continue to receive ELD I Impactedm by the needs stated in the services. 4. Has this student demonstrated stagnationor regression on ACCESS or Alternate ACCESS scores over the last three years In the areais) of disability? 'Note: increasing by one level per year is expected growthfor ELs. Growth data is also calaculated by CDE annually.? [m Data is collected including coursework showing English pro?ciency. ELP assessment socres for the last 3 years (minimum), parent recommendations, and teacher recommendations. Note? examples of potential evidence, see CDE's RedesignationGuidance.? :as the student ever scored proficient higher; Alternate ACCESS P2) in domains NOT related to the disability? 6. is the disability impacting overall English 5. Student maybe redesigth to Monitor Year 1 Status as :11? language growth? determined by a collaborative analysis ofthe body of evidence by the members of the team and the ESL teacher. Note: if 'yes' please Include evidence. Include all documentation in the end of year paperwork turned into the CLD Coordinator. 0 Documentation can include: ACCESS growth charts Ams?w? 00 nor 0 Wow scores Writing Samples Student will continue to . Model scores be identified as an EU. . Teacher input student and will be served 0 Parent input by ELL and Special 0 Special Education input Educadon teachers. 0 State] District School assessments October 15, 2019 APPENDIX REDESIGNATION FORM ON ENRICH Adams 14 D.A 5 14 Language Pto?clency Designation/Rodoslgnatlon mm 51m bum" 608.021 {10.1, 953 1248 STUDENT INFORMATION School; Kearney quddk} Grade: 07 Gender: Ma": ASSESSMENT INFORMATION Asmsmom Name: Other GPA Resuns: GPA. 3.5 Assessment Name: Other. urn nq Proms: Date: 414.2019 Rosuhs: Scored a 5 based the Wiih?x w'n'tq mlm' 1 2? FAMILY Communication Log home Type Details 07/01f2019 Sent by US Mar! by me? OUTCOME PROFICILVCY LEVEL "g - - 7.. FELL (Former Engt-sh Learner) Date: 06'30/2020 APPENDIX PROGRAM MONITORING ADAMS l4 Inspire. Educate. Empower. Educalortalece. Culturally and Diverse Education Program School Review The purpose of CLDE Program Reviews is to ensure that the district and schools are implementing the ELL plan effectively. Ultimately, the tool helps school and district leaders align resources and support. The CLDE department IS committed to ensuring that the programming and guidelines set forth in the ELL plan creates conditions for English Language Learners to thrive. Quarterly, the CLDE department will progress monitor the school ?3 programming as a team consisting of: CLDE trained Coordinators, the Manager of CLDE, the School Principal, MGT personnel, a team member from Federal Programs, and the Director of Schools. The team will review ELL student data, ELD block observational data, and academic language observational data to assist in the review of overall programming for ELLs. The tool used to review programming is the CLDE School Review Tool. The monitoring tool was created by Adams 14 CLDE-endorsed personnel and is adopted from the Colorado Department of Education CLDE district monitoring tool. The monitoring tool is comprised of six areas: . Systematic Process and Procedures Human Resources Research Based Program Models Collaborative Leadership Family Community Partnerships Organizational Culture The data reviewed will include: 0 EL interim data . Proportion of identi?ed students receiving GT, AP, Honors, at school 0 The number of students who have opted out of services and the students? academic progress The results of the progrms monitoring will be shared in the following ways: . Adams 14 Board of Education . Parent Groups 0 School Leadership Teams Adams 14 Culturally and DIVUFSC EdUCJllOfl 1 School Review Tool Updatele/ZOJ?J October 15, 20mm Places: y. The process should be undertaken with a sense of inquiry with the best interest of students at the core of the time together! 1. Review student achievement and growth data. 0 Identify any trends in each level of ELL (NEP-LEP) - Compare ELL achievement and growth with never-ELL students 0 Review the progress of students identi?ed as ?Monitor" 0 Review the progress of students who have waived services 2. Review classroom observational data 0 131.0 Block 0 Sheltering and Academic Language in Content Areas 3. Review the program as a whole by engaging in conversation around each of the 6 areas: Systematic Process and Procedures Human Resources Research Based Program Model Collaborative Leadership Family and Community Partnerships Organizational culture 4. Identify next steps: 0 What are the areas of growth for the school 0 What support is needed 0 What is the action plan and who is responsible? Adams 14 Culturally and nguistically Diverse Education School Review Tool Updatcd10/2019 October 15, ZOTOE Process and Procedures Policies ma mm for identifying, classifying. and monitoring students are clear and clearly implemented in the building, HIS 1-1 We] System and Structures Walk us through the process your school uses when a new student enrolls in your The wheel practices a set and school. How are they assessed and what is the timeframc?.? mixtures to ensure that all English Language hornets are identi?ed. classi?ed. and Walk us through the process your school uses to redesignate English Language appropriately learners. 1.2 Monitor? What steps. systems, or processes does your school use to monitor students who are The school follows a system that ensures that designated as Monitor Year I (M ?wand Monitor Your 2 all students who are on ?Monitor Year or ?Monitor You 2" are progress monitored as a team tint uses a body of evidence to validate student placement or movement throughout the m. 1.3 Use of Data What steps, systems or processes does your school "30 ?0 "100?? m? ?'50 Student data is frequently examined. 6-9 times uniting progress towards their language goals? a year, to ensure that all students are making mm towards their Immge goals. 1.4 Master Schedule What systems. steps. or processes does your leadership team use to develop your mm? ELD programming is a priority when building schedule and schedule your the master schedule. The needs of all students are included in mm development. Optimum; Opentionalizing Developing merging Adams Celtem ty 3 School Rev cw Too.? Updated 9/2019 October 15, 2019 Human Resources Staff serving bilingual students are quali?ed to do so. When hiring staff. principals consider the impact of the teacher on language leamm. Schools me that student to teacher ratios are adequate. Schools provide professional development for teachers around the needs of language learners their buildings. 113 2.1 ELI) Teachers of teachers teaching ELD who have a CLDE endorsement. All teachers who teach an 51.0 course or block it of teachers teaching ELD who are on track towards a CLDE endorsement. have I) ELD certi?cation ?'om CDE. 2.2 Highly Quali?ed Teachers What are your expectations for language to he supported and taught Content Teachers who do not directly teach ELD arc courses? provided professional development on incorporating systematic language into the content What support, PD, Coaching is provided to teachers? areas or are supported/encouraged to pursue an [-10 endorsement . 23 038??! Feedback What kinds of tools does your leadership use to prowdc feedback on the use of All teachers routinely receive feedback on their use structures to support language across content areas? How are they monitor-ed? ofstructurea to support language in all content areas . 2.4 ?1950? What steps do you take to consider background and languages of candidates? School leadership honors and Wtcachem and staff who are bilingual and/or have a background in teaching language learners when hiring for all mm: Optimum; Operationalizing Developing Rimming Adams 14 Cult. ?6 1. ?Ln? f) .0 [auction 4 School Re? cw lee? Updated 9/2319 October 15, 2019 Research Based Program Models ELD program plan is clearly articulated and well known by all staff. All stakeholders understand how language learners are served within the school. Ewan Hi 3.1 ELD Programming What does the leadership team do to monitor our program? The school leader ensures that ELD programming is implemented - Bilingual o??octively in the building. The school leader seeks feedback on the - pmgram model and is actively engaged in leading the program models . Academic Language 3.3 Curricular Materials What materials are teachers using? Teachers have access to the materials they need to support the ELD How is the use of the materials monitored? curriculum What training and feedback do they get regularly.? 3.4 ?er I Instruction What are some expectations your schOOl for Ti" 3 There is a common expectation for the materials and methods used in for all leamen? instruction in all classrooms 3.5 Tier 1 Instruction for ELL: What are the expectations for strategies and m?hOdS to support There are common instructional practices used across the building to ELLS in all classroom? 5 rt lan learners in all content areas 3.6 MTSS What is the MTSS process in your school and how rs language There are common practices for how language learners are treated in considered as part of the process? the MTSS process and in problem solving teams. Language Learners What interventions are in use? have access to the interventions that they need. 3.7 Gifted and Talented Describe your GTE prosnm in your school How do you language Learners are represented in the GT population in the school. that ELL: have access to these experiences? language Learners have access to Gifted and Talented programming including advanced courses. mm . heal a . Developing Email: 5 Adams 1-3 (ultuaq are ?gzc it.:c .y verge [Cuzat :r School Rev cw Tco? Updated 9/2019 October 15, 2019 Collabontive Leadership School leadership frequently works with district leadership to ensure that students needs are being met. Within the school, systems are in place to ensure that teams are making decisions about language learners when planning and when making placement chaice for students. HS 4.1 Data Teams School data mbase instructional decisions on the data of language learners. This includes the four domains assessed on ACCESS. How have your PLCs used the data ofyour [-11.3 to make decision about instruction? 4.2 Date Teens 8; Student Placement When making decisions about student placement, classroom teachers and teams with varying backgrounds (different contents, social-emotional professionals) and training in working with 81.:ch on the team. When making decisions about Wplacernent into programming. who are the members of your team who make those decisions? 4.3 Exceptional Students School teams know the characteristics of lEPorare GTwhen making programming choices. and providing about la_rtgu;age Learners. How are your ELLs included in special programming like Special Education. Gifted and Talented, and advanced courses (Honors. 4.4 Welcoming Environment The school creates a welcoming environment and has a plan to effectively engage parents of ELS. How do you build relationships with all families from all cultures that your school serves? mamas mull-Est: Developing Emergmg Adams 14 Cultura'.y and Lu: at; Cweruc Education 6 School Rev cw Ioof Updated 9/2019 October 15, 2019 Family and Community Partnenhlpa Family and community partnering policiea are clear to schools and ere followed the school level. The school actively engages in community and Emily outreach end pmnerahips. Clear expectations ere in place to ensure that parents are included in the educational decisions of their language learners. Exists-m: PIS SJ Family Begum! ?to school has speci?c strategies and goals to create mooningful partnenhips with families of lamest?lama: What goals does your school have in regards to creating meaningful relationships with parents? What strategies do you have? 5.2 Porpoeeful Relationships with families The school include: parents/guardians in support of student 1% How do you include ELL parents? 5.3 Pore-t Communication Parents of language leamera receive essential documents in their language and are provided with support as needed to understand the . I I'l'll' 7 How do you purposefully engage parents of Waltz $515191 Age; of growth 096mm Opaltlonal' izing Developmg Emasins Adam: 14 (Lauri are Dm?rie Education School Rev.? 100! Updated 9/20l9 October 15, 2019 ?Jill Organizational Culture _Systems and approaches to promote a positive culture, resulting in high expectations for all students and ensuring shared accountability for Improved performance. HS 6.1 School leaders' accountability How have you aligned your school goals with the district language School leaders demonstrate support for district ELL goals and are goals? held accountable for the achievement of EL students. 6.2 Shared Accountability How do you monitor the achievement and progress of English Educators convey a commitment to. and hold each other accountable Language Learners? for the performance of English Language Learners. 6.3 Diversity of the student body What activities do you have in place that honors the cultures and The school actively organizes and engages in activities that honor backgrounds of your community? and support the diverse array of cultures and backgrounds It: Started in the community. . 6.4 Inclusive of all parents What is the demographic make-up of your parent organizations? School committee: and parent organizations are representative of the Would you say they are representative of your school community? Wei the school community. h! Areas of - ll or Optimizing Operationalizing Developing Emerging This document was erected using the CDE EU) Programmatic Rubric for the District Level. The Cherry Creel: English language Ambition Plan. and Diagnostic Review rubriafrom Onward Consultin? Adam: 14 Culturally and Lirgunticali?y {dilution 3 School Renew Tool Updated 9/2019 October 15, 2019 Adh- Ph- Wmo?fwmfaq?ma. E?lpoded Result: tn Action Steps WNoedcd 5 1? . .z,r.7 EC- 9 30500- 11": 5/23}; October 15, 2019 APPENDIX BRIDGING "The specifics of the bridge, including who does the bridging, when and how often bridging is done, and what is bridged, depend on student needs, program goals, and program language and allocation plans." (Beeman, K., Urow, C., 2012) ?The How? Students who have learned concepts in a unit of study in one language are ready to bridge those concepts and big ideas into another language. In Adams 14, units of study will be taught in Spanish in grades kindergarten, first, second, so students will experience specific instruction in Spanish that is bridged into English. When these students begin to experience more unit instruction in English in grades 3, 4 and 5, there will be more two-way bridging than one-way bridging. (English-to-Spanish as well as Refer to Figure 1 for an example of Bridging Units. le Bridge 30 minutes at ?The Bridge" 3 roto'wrded mm (mm cam w?r?l dn mt Smnutcs Unit Ravi-w L1 leader reviews (SOL's) 90m the um that all end soon 5 Vocabulary teacher un?a's vocam'ary. so L2 leader can prepare for the steam-side chart 0 L2teao?erme TPR Wehartlobetsedduring the Bridge lesson. i 0 Minguh?c Focus LI and L2 tam? deem the m?hguls?c toms. pragmatics 10 Was mm LI thelead. Nam . L1 a Li and Diced-renew? minimum Figure 1. Bridging Units in addition, the Bridge is used outside of the units of study. For example, students who are learning science in English may have a teacher that specifically teaches students October 15, 2019 about the notion of cognates in languages. The teacher then helps students gain the metalinguistic awareness that these cognates may be helpful in other content areas and studies. The students identify and comprehend the English academic science terms through use of their knowledge of cognates in Spanish. Refer to Figure 2 for an Example of Bridging Outside of Units. Side by Side Metalinguistic . Midge Focus Chart Figure 2. Bridging Outside of Units ?The When" When to bridge is contingent upon a teacher?s planning as well as the levels and needs of his/her group of learners. Factors such as content language allocation, scheduling, teacher planning and student needs are all drivers of when a teacher will choose to bridge learning concepts or language skills. Adams 14 chooses to allocate time outside of a dedicated ELD block so that students and teachers can maximize opportunities for language-focused instruction. Supports Resources: - Collaborative teacher planning - Peer observation - Anchor charting - Teacher planning support by instructional coach - Modeling - Observation and feedback October 15. 2019? Appendix EL Achieve Blueprint for Serving English Learners Throughout the School E. Achieve Blueprint for Serving English Learners Throughout the School Day The Common Core State Standards (CCSS) place an unprecedented emphasis on language. in order to meet academic demands. students need a multi-faceted knowledge of written and spoken English and the ability to make informed, skillful language choices to express their thinking. A well-designed instructional program for English learners is based on a shared vision of effective that includes: I An inclusive. student-centered learning environment that recognizes. values. and builds upon the language and experiences of each student. This includes instruction in the primary language where possible. I A clear learning goal that is backward mapped from content standards and employs a sequence of I Do (explain, model), We Do (guide. collaborate). You Do (peer and independent practice). A range of methods and strategies to scaffold learning and make content comprehensible, graphic organizers, Think-Alouds. Thinking Maps. SlOl?. GLAD. I Ample opportunities for speaking and writing about learning. Oral rehearsal precedes writing I Checks for understanding during lesson and appropriate modi?cations in pacing and/or delivery. However. this is not enough. Schools must also prioritize both: I) a dedicated, targeted ELI) block and 2) the integration. of English language learning into other content delivery. E.L. Aehieve's Systematic ELD and Constructing Meaning institutes equip teachers to equip students with the language they need to engage with content and communicate their understanding This blueprint serves as a guide for infusing explicit language instruction throughout the school day. It should be adapted to a district?s context to successfully meet the speci?c needs of diverse English learners. Dedicated English Mathematics. Social Studies. Language Development English Language Arts Instruction Science. Physical Education. Goal Reading Intervention Grade Level Arts . . Develop solid English language foundation needed to fully engage 3 Goal Goal in academic and situations Accelerate literacy skills for 3 Achieve grade-level 3 Achieve grade-level Thacher: Need 5mm? Pcrfonning below content standards content standards I Knowledge of students? linguistici grade level 7'05?" Need N004 needs and EL pedagogy 5 Teachers N990 I Tools and knowledge to I Knowledge of content I Tools and knowledge 3 assess and teach skills of 5 being taught I Tools to assess. plan. and refine . . to dia ose and teach i rmdin and writin 5 . - instruction . readitfgn. oral language, . Peda 'cal knowid Pedagogical knowledge I Time for collaboration and writing 3 8 gr 8' I Knowledge of students .. .- h? Pcda ical knowledge . I Know/ledge ofstudenls lmguI'suc needs and . gog . . linguistic neetk and effective EL mstructtonal for accelerating learning effective EL instructional planning and delivery I Knowledge of students? 3 planning and delivery - . linguistic needs and 2 effective EL instructional planning and delivery Language instruction for Content Learning .ur. om EL Achieve melachieveorg October 15, 2019 Appendix 0: PARENT NOTIFICATION LETTER To the parents of Welcome to the 2019-20 school year. We are extremely pleased that your student is attending (school name) and that you are a member of our school community. Congratulations! Based on the Home Language Survey that you completed during registration. your child has been identi?ed as an English language learner and placed in a language program in their school. This is because you indicated that English was not your child's ?rst language, or that another language other than English is spoken at home. In addition. your child's results on the state language test show that your child would bene?t from English language development services. According to the state language test (W-APT or Screener) your child received an English Language pro?ciency level of . Students are provided language services until they receive a score of 4.0 overall. 4.0 in literacy and demonstrate English language pro?ciency with a body of evidence. We have designed speci?c programming to support English language learning so that students excel in English language, reading, writing. math, science. and social studies. The program that your child is currently enrolled in is (Bilingual or ELD). The goal of all language programming is for your child to progress with language acquisition while achieving academic success. Programming is designed to meet the educational and needs of your student. All programs are comprised of certi?ed/endorsed teachers who are trained to provide English language services. Our goal is for 100% of all English language learners to become fully pro?cient in English and to graduate from high school with access to multiple career and college opportunities. The programming options available in Adams 14 are explained in the enclosed brochure. Your student will have the same access to all programming as other students. For example. ELD will not interfere with your student?s ability to access Gifted and Talented Programming. If your student has a disability, the ELD or Bilingual program will collaborate with the Special Education department to ensure that your student receives all of the services and support they are entitled. Your child will continue to receive services until we determine that they wili be successful without the additional support. We will use a state language assessment, your student's grades, and other assessments to make this decision each school year. The CLDE department and (school name) will provide you with the information you need to make informed be involved in your child's education. We look fon/vard to working with you to provide a rigorous and supportive language and academic learning experience for your child. If you have questions about these results or the speci?c kind of instruction provided to your child, please contact your student's principal at (school name). If you have questions about how your child was identi?ed as an English learner or the CLDE program services your child is receiving, please contact the CLDE of?ce at 720-322-8113. Best, School Principal October 15. 2019??