THE SCHOOL DISTRICT OF PALM BEACH COUNTY. Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement

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1 THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement William F. Malone, Acting Superintendent Constance Tuman Rugg, Assistant Superintendent Margarita Pinkos, Executive Director, Multicultural Education Melinda Wong, Director, HR Customer Relations Updated February 25,

2 Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement TABLE OF CONTENTS I. Program Title.. 3 II. Program Rationale and Purpose III. Program Content and Curriculum IV. Instructional Design and Delivery.4 V. Completion Requirements 25 VI. Program Evaluation VII. Management..27 VIII. School Board Approval

3 The School Board of Palm Beach County Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement I. PROGRAM TITLE Add on Certification Program English Speakers of Other Languages (ESOL) Endorsement II. PROGRAM RATIONALE AND PURPOSE Florida school districts, including two of the largest in the nation educate over 240,000 English Language Learners (ELLs), with over 300 different languages spoken among them. These demographics reflect the growth of ELLs throughout Florida. The Florida Department of Education s Bureau of Student Achievement through Language Acquisition (SALA) assists schools and districts, while ensuring ELLs receive comprehensible instruction. In addition, the Bureau monitors schools and districts for compliance with state and federal rules, regulations, the 1990 League of United Latin American Citizens (LULAC) et al. v. the State Board of Education (SBE) Consent Decree, and the 2003 Modification of the Consent Decree. District Add on Certification Programs for English for Speakers of Other Languages (ESOL) Endorsement reflects the new State Board of Education approved FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT; Rule 6A III. PROGRAM CONTENT/CURRICULUM This in service program must focus on topics of study reflected in the DOE/META Agreement and State Board Rule 6A Specialization Requirements for Adding English for Speakers of Other Languages Endorsement to a Florida Educator s Certificate. The following Domains have been approved by the Department of Education for ESOL Endorsement Programs: Domain 1: Culture (Cross cultural Communications) Domain 2: Language and Literacy (Applied Linguistics) Domain 3: Methods of Teaching English to Speakers of Other Language (ESOL) Domain 4: ESOL Curriculum and Materials Development Domain 5: Assessment (ESOL Testing and Evaluation) 3

4 A. PROFESSIONAL EDUCATION STUDIES The Florida Professional Standards for Endorsement are organized around domains, standards within each domain, and performance indicators for each standard. A domain can be seen as an overarching category of study that identifies a broad conceptual area. For the purpose of this document, each domain is considered synonymous with the use of the term area as used in the Florida Consent Decree Section IV, A1(3). Each domain is defined by its standards which identify the core knowledge, skills, and dispositions that must be addressed within each domain. For each standard, the document lists a set of key performance indicators, which provide specific criteria for demonstrating mastery of the standards. B. NATIONALLY RECOGNIZED GUIDELINES The Florida Professional Development Standards for Endorsement of teachers providing basic ESOL instruction to English Language Learners (henceforth, the Florida ESOL Endorsement Standards) drew significantly from the recently revised draft Standards for the Recognition of Initial Teacher Preparation in P 12 ESL Teacher Education developed by Teachers of English to Speakers of Other Languages Inc (TESOL), (TESOL, 2008; henceforth TESOL Teacher Standards). These standards are available at IV. INSTRUCTIONAL DESIGN AND DELIVERY A. INSTRUCTIONAL STRANDS AND PERFORMANCE INDICATORS: Domain 1: Culture (Cross Cultural Communications) Standard 1: Culture as a Factor in ELLs Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs families (e.g., Parent Leadership Councils (PLC). 4

5 f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels. Domain 2: Language and Literacy (Applied Linguistics) Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs acquisition of English in order to learn and to read, write, and communicate orally in English. a. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs development of listening, speaking, reading, and writing (including spelling) skills in English. c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. e. Identify similarities and differences between English and other languages reflected in the ELL student population. Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs learning. a. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. b. Recognize the importance of ELLs home languages and language varieties, and build on these skills as a foundation for learning English. c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs learning of English. d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language. Standard 3: Second Language Literacy Development. Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs learning. a. Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. 5

6 b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs learning. d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs L2 literacy development in English. e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development. Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. a. Demonstrate knowledge of L2 teaching methods in their historical context. b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Standard 2: Standards Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs English listening, speaking, reading, and writing skills. The teacher will support ELLs access to the core curriculum by teaching language through academic content. a. Organize learning around standards based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. b. Develop ELLs L2 listening skills for a variety of academic and social purposes. c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes. d. Provide standards based instruction that builds upon ELLs oral English to support learning to read and write in English. e. Provide standards based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. f. Provide standards based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. g. Develop ELLs writing through a range of activities, from sentence formation to expository writing. h. Collaborate with stakeholders to advocate for ELLs equitable access to academic instruction (through traditional resources and instructional technology). i. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. 6

7 j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content area material. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels. Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards based materials, resources, and technologies. a. Use culturally responsive/sensitive, age appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content area skills. c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content area instruction for ELLs of diverse backgrounds and varying English proficiency levels. Domain 4: ESOL Curriculum and Materials Development Standard 1: Planning for Standards Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards based ESOL curriculum. a. Plan for integrated standards based ESOL and language sensitive content instruction. b. Create supportive, accepting, student centered classroom environments. c. Plan differentiated learning experiences based on assessment of students English and L1 proficiency and integrating ELLs cultural background knowledge, learning styles, and prior formal educational experiences. d. Plan learning tasks for particular needs of students with limited formal schooling (LFS). e. Plan for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards based materials, resources, and technologies. a. Select and adapt culturally responsive/sensitive, age appropriate, and linguistically accessible materials. b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs developing English language and literacy. 7

8 c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels. Domain 5: Assessment (ESOL Testing and Evaluation) Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance based assessments, and issues of accommodations in formal testing situations. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. e. Distinguish among ELLs language differences, giftedness, and special education needs. Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. c. Use multiple sources of information to assess ELLs language and literacy skills and communicative competence. 8

9 Standard 3: Classroom Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards and performance based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. a. Use performance based assessment tools and tasks that measure ELLs progress in English language and literacy development. b. Understand and use criterion referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. c. Use various tools and techniques to assess content area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. d. Prepare ELLs to use self and peer assessment techniques, when appropriate. e. Assist Ells in developing necessary test taking skills. f. Assess ELLs language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics. B. TRAINING COMPONENTS The in service components that make up the Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement include: Culture (Cross Cultural Communication and Understanding) Language and Literacy (Applied Linguistics) Methods of Teaching ESOL ESOL Curriculum and Material Development Assessment (ESOL Testing and Evaluation) Each of these components provides 60 in service points to the teacher toward the ESOL Endorsement. The ESOL Endorsement is 300 in service points (equivalent to 15 semester hours of college credit). The Professional Learning In Service Component information follows. 9

10 PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION COMPONENT TITLE: Culture (Cross Cultural Communication and Understanding) IDENTIFIER NUMBER: MAXIMUM POINTS: 60 RESTRICTED: This component is restricted and may only be opened by the Department of Multicultural Education. GENERAL OBJECTIVE: Culture is dynamic, learned, and often heterogeneous and is comprised of an integrated pattern of human knowledge, beliefs, and behaviors. It is critical for all educators to understand that language and culture are interrelated and that family and community involvement influence ELLs academic success. RESEARCH BASE: Training required by the META Consent Decree for teachers that work with the language development of ELLs. Standards were developed with specific performance indicators. The Culture section is Domain 1. SPECIFIC OBJECTIVES: Within the duration of the component, participants will: Standard 1: Culture as a Factor in ELLs Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. Performance Indicators for Standard 1 1. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. (10 points) 2. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. (10 points) 3. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. (10 points) 4. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. (10 points) 5. Understand and apply knowledge about home/school connections to build partnerships with ELLs families (e.g., Parent Leadership Councils (PLC). (10 points) 10

11 6. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels. (10 points) LEARNING STRATEGY/METHODOLOGY RPOCEDURES: Participants will: 1. Engage in presentations, discussions, and other activities which help them master the identified competencies. 2. Work with the district professional library, public, college or university libraries to complete independent research to apply to classroom instruction. 3. View video tapes and/or educational television programming in order to master identified competencies. EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content measured by producing products from their training that provide documentation of an understanding of the training. Participants will provide feedback regarding the format and delivery of the training by submitting a Participant Feedback survey to the instructor. IMPLEMENTATION ACTIVITIES: Participants will: 1. Plan and implement lessons based on knowledge and skills acquired during the workshops 2. Demonstrate through classroom performance the practical application of teaching strategies to ELL students. COMPONENT EVALUATION: Professional developer(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. 11

12 PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION COMPONENT TITLE: Language and Literacy (Applied Linguistics) IDENTIFIER NUMBER: MAXIMUM POINTS: 60 RESTRICTED: This component is restricted and may only be opened by the Department of Multicultural Education. GENERAL OBJECTIVE: Language and Literacy (Applied Linguistics) is the science that explores how languages can best be learned and taught, as well as examines social factors that affect language learning. In order to be effective models of the English language, educators must understand and implement the principles of applied linguistics. RESEARCH BASE: Training required by the META Consent Decree for teachers that work with the language development of ELLs. Standards were developed with specific performance indicators. The Language and Literacy section is Domain 2. SPECIFIC OBJECTIVES: Within the duration of the component, participants will: Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs acquisition of English in order to learn and to read, write, and communicate orally in English. (20 points) Performance Indicators for Standard 1: 1. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. 2. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs development of listening, speaking, reading, and writing (including spelling) skills in English. 3. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. 4. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. 5. Identify similarities and differences between English and other languages reflected in the ELL student population. 12

13 Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs learning. (20 points) Performance Indicators for Standard 2 1. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. 2. Recognize the importance of ELLs home languages and language varieties, and build on these skills as a foundation for learning English. 3. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs learning of English. 4. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language. Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs learning. (20 points) Performance Indicators for Standard 3 1. Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. 2. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. 3. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs learning. 4. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs L2 literacy development in English. 5. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development. LEARNING STRATEGY/METHODOLOGY PROCEDURES: Participants will: 1. Engage in presentations, discussions, and other activities which help them master the identified competencies. 2. Work with the district professional library, public, college or university libraries to complete independent research to apply to classroom instruction. 3. View video tapes and/or educational television programming in order to master identified competencies. 13

14 EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content measured by producing products from their training that provide documentation of an understanding of the training. Participants will provide feedback regarding the format and delivery of the training by submitting a Participant Feedback survey to the instructor. IMPLEMENTATION ACTIVITIES: Participants will: 1. Plan and implement lessons based on knowledge and skills acquired during the component. 2. Demonstrate through classroom performance the practical application of teaching strategies to ELL students. COMPONENT EVALUATION: Professional developer(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. 14

15 PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION COMPONENT TITLE: Methods of Teaching ESOL IDENTIFIER NUMBER: MAXIMUM POINTS: 60 RESTRICTED: This component is restricted and may only be opened by the Department of Multicultural Education. GENERAL OBJECTIVE: Methods of Teaching ESOL includes theories, strategies, materials, and differentiated instruction to support language and academic needs of ELLs. It is essential for educators to plan and deliver instruction, which makes learning meaningful and comprehensible for ELLs. RESEARCH BASE: Training required by the META Consent Decree for teachers that work with the language development of ELLs. Standards were developed with specific performance indicators. The Methods of Teaching ESOL section is Domain 3. (http://www.fldoe.org/aala/rules.asp) SPECIFIC OBJECTIVES: Within the duration of the component, participants will: Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. (20 points) Performance Indicators for Standard 1 1. Demonstrate knowledge of L2 teaching methods in their historical context. 2. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Standard 2: Standards Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs English listening, speaking, reading, and writing skills. The teacher will support ELLs access to the core curriculum by teaching language through academic content. (20 points) 15

16 Performance Indicators for Standard 2: 1. Organize learning around standards based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. 2. Develop ELLs L2 listening skills for a variety of academic and social purposes. 3. Develop ELLs' L2 speaking skills for a variety of academic and social purposes. 4. Provide standards based instruction that builds upon ELLs oral English to support learning to read and write in English. 5. Provide standards based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 6. Provide standards based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 7. Develop ELLs writing through a range of activities, from sentence formation to expository writing. 8. Collaborate with stakeholders to advocate for ELLs equitable access to academic instruction (through traditional resources and instructional technology). 9. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. 10. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content area material. 11. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels. Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standardsbased materials, resources, and technologies. (20 points) Performance Indicators Standard 3: 1. Use culturally responsive/sensitive, age appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 2. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content area skills. 3. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content area instruction for ELLs of diverse backgrounds and varying English proficiency levels. LEARNING STRATEGY/METHODOLOGY PROCEDURES: Participants will: 1. Engage in presentations, discussions and other activities which help them master the identified competencies. 2. Work with the district professional library, public, college or university libraries to complete independent research to apply to classroom instruction. 3. View video tapes and/or educational television programming in order to master identified competencies. 16

17 EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content measured by producing products from their training that provide documentation of an understanding of the training. Participants will provide feedback regarding the format and delivery of the training by submitting a Participant Feedback survey to the instructor. IMPLEMENTATION ACTIVITIES: Participants will: 1. Plan and implement lessons based on knowledge and skills acquired during the workshops 2. Demonstrate through classroom performance the practical application of teaching strategies to ELL students. COMPONENT EVALUATION: Professional developer(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. 17

18 PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION COMPONENT TITLE: ESOL Curriculum and Material Development IDENTIFIER NUMBER: MAXIMUM POINTS: 60 RESTRICTED: This component is restricted and may only be opened by the Department of Multicultural Education. GENERAL OBJECTIVE: Curriculum and Material Development includes theories, strategies, materials, and differentiated instruction to support language and academic needs of ELLs. It is essential for educators to plan and deliver instruction, which makes learning meaningful and comprehensible for ELLs. RESEARCH BASE: Training required by the META Consent Decree for teachers that work with the language development of ELLs. Standards were developed with specific performance indicators. The Curriculum and Material Development section is Domain 4. (http://www.fldoe.org/aala/rules.asp) SPECIFIC OBJECTIVES: Within the duration of the component, participants will: Standard 1: Planning for Standards Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidencedbased strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards based ESOL curriculum. (30 points) Performance Indicators for Standard 1: 1. Plan for integrated standards based ESOL and language sensitive content instruction. 2. Create supportive, accepting, student centered classroom environments. 3. Plan differentiated learning experiences based on assessment of students English and L1 proficiency and integrating ELLs cultural background knowledge, learning styles, and prior formal educational experiences. 4. Plan learning tasks for particular needs of students with limited formal schooling (LFS). 5. Plan for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards based materials, resources, and technologies. (30 points) 18

19 Performance Indicators for Standard 2 1. Select and adapt culturally responsive/sensitive, age appropriate, and linguistically accessible materials. 2. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs developing English language and literacy. 3. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels. LEARNING STRATEGY/METHODOLOGY PROCEDURES: Participants will: 1. Engage in presentations, discussions, and other activities to help them master the identified competencies. 2. Work with the district professional library, public, college or university libraries to complete independent research to apply to classroom instruction. 3. View video tapes and/or educational programming in order to master identified competencies. EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content measured by producing products from their training that provide documentation of an understanding of the training. Participants will provide feedback regarding the format and delivery of the training by submitting a Participant Feedback survey to the instructor. IMPLEMENTATION ACTIVITIES: Participants will: 1. Plan and implement lessons based on knowledge and skills acquired during the workshops 2. Demonstrate through classroom performance the practical application of teaching strategies to ELL students. COMPONENT EVALUATION: Professional developer(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. 19

20 PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION COMPONENT TITLE: Assessment (ESOL Testing and Evaluation) IDENTIFIER NUMBER: MAXIMUM POINTS: 60 RESTRICTED: This component is restricted and may only be opened by the Department of Multicultural Education. GENERAL OBJECTIVE: Assessment is an extensive range of actions used to obtain information about students knowledge and skills. Considering the cultural and linguistic diversity of ELLs, appropriate assessment provides ways to demonstrate what they know and can do both in the English language and content areas. RESEARCH BASE: Training required by the META Consent Decree for teachers that work with the language development of ELLs. Standards were developed with specific performance indicators. The Assessment section is Domain 5. (http://www.fldoe.org/aala/rules.asp) SPECIFIC OBJECTIVES: Within the duration of the component, participants will: Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance based assessments, and issues of accommodations in formal testing situations. (20 points) 20

21 Performance Indicators for Standard 1: 1. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 2. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 3. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 4. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5. Distinguish among ELLs language differences, giftedness, and special education needs. Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. (20 points) Performance Indicators for Standard 2: 1. Demonstrate an understand of district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. 2. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. 3. Use multiple sources of information to assess ELLs language and literacy skills and communicative competence. Standard 3: Classroom Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards and performance based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. (20 points) 21

22 Performance Indicators for Standard 3: 1. Use performance based assessment tools and tasks that measure ELLs progress in English language and literacy development. 2. Understand and use criterion referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 3. Use various tools and techniques to assess content area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. 4. Prepare ELLs to use self and peer assessment techniques, when appropriate. 5. Assist ELLs in developing necessary test taking skills. 4. Assess ELLs language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics. LEARNING STRATEGY/METHODOLOGY PROCEDURES: Participants will: 1. Engage in presentations, discussions and other activities which help them master the identified competencies. 2. View videos and/or educational televisions programming in order to master identified competencies. 3. Work with the district professional library, public, college or university libraries to complete independent research to apply to classroom instruction. EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content measured by producing products from their training that provide documentation of an understanding of the training. Participants will provide feedback regarding the format and delivery of the training by submitting a Participant Feedback survey to the instructor. IMPLEMENTATION ACTIVITIES: Participants will: 1. Demonstrate ability to use instructional materials appropriate for ELL students using ESOL strategies which enhance language learning and acquisition. 2. Analyze appropriate assessment data to determine individual progress of ELL students in the classroom and on district/state assessment instruments. 3. Demonstrate the ability to assess initial English language proficiency for placement and instruction 4. Identify and/or develop assessment instruments, rubrics and evaluation tools to determine the ability of students to function independently in regular classes for English speakers. 5. Demonstrate the ability to assess limited English proficient (ELL) student's progress in the classroom using a variety of assessment instruments. COMPONENT EVALUATION: Professional developer(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. 22

23 C. MATRIX The matrix is a visual presentation of the components, in terms of how the competencies are addressed and what methods were used to demonstrate the competencies. All competencies identified in Section III must be included in the components and must be demonstrated by the participants prior to the district certifying program completion. The matrix shall indicate the component(s)/courses(s) and the component specific objective(s) or expected learner outcomes that address each competency identified in Section III and the method used to verify the competency demonstration. MATRIX: Component Title and Number Cross Cultural Communications Applied Linguistics Methods of Teaching ESOL ESOL Domains 1 Culture 2 Language and Literacy 3 Methods and Teaching English to Speakers of Other Language ESOL Teacher Standard 1. Culture as a Factor in ELLs Learning 1. Language as a System 2. Language Acquisition and Development 3. Second Language Literacy Development 1.ESL/ESOL Research and History 2. Standards Based ESL and Content Instruction Performance Indicators 1.1. a 1.1. b 1.1. c 1.1. d 1.1. e 1.1.f a b c d. 2.1.e a b c. 2.2.d a b c d. 2.3.e a b. 3.1.c. 3.2.a. 3.2.b. 3.2.c. 3.2.d. 3.2.e. 3.2.f. 3.2.g. 3.2.h. Evaluation Method Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study 23

24 Component Title and Number ESOL Curriculum and Materials Development Assessment (ESOL Testing and Evaluation) ESOL Domains 4 ESOL Curriculu m and Materials Develop ment 5 Assessment ESOL Teacher Standard 3. Effective Use of Resources and Technologies 1. Planning for Standards Based Instruction of ELLs 2. Instructional Resources and Technology 1. Assessment Issues for ELLs 2. Language Proficiency Assessment 3. Classroom Based Assessment for ELLs Performance Indicators 3.2.i. 3.2.j. 3.2.k 3.3.a 3.3.b 3.3c 4.1.a 4.1.b 4.1.c 4.1.d 4.1.e 4.2.a 4.2.b 4.2.c 5.1.a 5.1.b 5.1.c 5.1.d 5.1.e 5.2.a 5.3.a 5.3.b 5.3.c 5.3.d 5.3.e 5.3.f Evaluation Method Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study Successful completion of projects or products, teacher observation, portfolio, or case study D. INSTRUCTORS Instructors will be teachers in the appropriate content area employed by the School Board of Palm Beach County or contracted by an institution of higher education and/or a highly qualified staff member or other instructor approved by the district. Instructors will have a master s degree or a minimum of three years experience in teaching ELL students and hold the ESOL Endorsement or certification. 24

25 V. COMPLETION REQUIREMENTS A. PROGRAM COMPLETION Candidates wishing to add the ESOL Endorsement to their Florida Educator s Certificate must earn three hundred (300) in service points by successfully completing the prescribed set of ESOL in service components included in this program or the equivalent and demonstrate the competencies required for the certification coverage/endorsement. In service training credits for candidates completing the add on program will consist of the candidate s successful completion of the components provided by the district which include direct instruction, research, and follow up activities. Competency demonstration will be done through projects, products, and tests. The District s Certification Office verifies the participant s in service credit (or equivalent) applicable for the addition of the ESOL Coverage/Endorsement to his/her Florida Educator s Certificate. The individual seeking the addition of the ESOL Coverage/Endorsement to a Florida Educator s Certificate shall confer with the District s Certification Office regarding the formal application process to the Florida Department of Education. B. COMPETENCY DEMONSTRATION Candidates must satisfy all of the add on program requirements when they have demonstrated completion of each of the required in service components or equivalent. The in service components contain activities that demonstrate knowledge in each of the competencies, which are required for the certification coverage/endorsement. VI. PROGRAM EVALUATION This program is designed to provide those employees not certified in ESOL the opportunity to increase their knowledge of other cultures, curriculum and material development, assessment, literacy, and instructional methods for teaching ESOL students. The evaluation process will include participant performance, component effectiveness, and program effectiveness in order to inform program decisions. Evaluation measures include participant mastery of content, participant feedback, participant implementation assignments, and a summative component evaluation containing data compiled by the professional developer. A. Evaluation Plan 1. Participant Mastery of Content and Feedback Participants will successfully demonstrate increased competence as indicated by a valid measure of performance such as a post test and will provide feedback about the training via an evaluation form. These measures will evidence if the program was successful in allowing participants to acquire competencies and whether the 25

26 management, operation, and delivery of the program met the needs of the participants. 2. Participant Implementation Assignments Participants will apply information and knowledge gained to improve their skills back at the work site. Participants will be expected to submit product(s) evidencing complete and proper implementation of the skills applied. This measure will evidence that training acquired is positively affecting the educational setting. 3. Component Evaluation Professional developers will assess the degree to which the activities addressed the specific objectives and will make recommendations for revision through the Component Evaluation. This measure will evidence the impact to the needs of the District and whether the program is cost effective for the District. The District will use this information to make adjustments to the program design and delivery as needed annually. B. Annual Review 1. Participant Mastery of Content and Feedback All participants that successfully demonstrated increased competence as indicated by a post test were awarded credit for each ESOL course. This statistic represents roughly 80% of first attempts. Feedback collected about the training, via an evaluation form, revealed that participants favor the online self paced courses over the traditional face to face courses. Reasons included child care issues, second jobs, ability to work at own pace, and other personal choices. These measures evidenced the program was successful in allowing participants to acquire competencies and that the structure and delivery of the program met the needs of the participants. 2. Participant Implementation Assignments Participants were required to apply information and knowledge gained to improve their skills back at the work site. Participants submitted several electronic products that were reviewed by the course facilitator for complete and proper implementation of the skills applied. These measures revealed that the online training acquired, coupled with the resources provided, positively affected the educational setting and resulted in a change in teacher practice. Documentation included teacher products and student work samples. 3. Component Evaluation Professional developers assessed the degree to which the activities addressed the specific objectives and made recommendations for revision through the Component Evaluation. This measure evidenced that the program was impacting the needs of the District and impacting the success of ESOL students in the classroom. Because the program is delivered online, costs for after hours security 26

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