English Language Learner Guidance and Resource Document

Transcription

1 English Language Learner Guidance and Resource Document Revised August 2012 Stan Rounds, Superintendent Steven A. Sánchez Ph.D., Associate Superintendent Elizabeth Marrufo Ph.D., Director for Elementary Instruction Mr. Ricky Williams, Director for Secondary Instruction Mr. Roberto Lozano, Assistant Director of Instruction for Dual Language Enrichment & Migrant Education Programs

2 Table of Contents PURPOSE... 3 DEPARTMENT VISION... 3 DEPARTMENT MISSION... 3 COMMON CORE STATE STANDARDS AND ENGLISH LANGUAGE LEARNERS... 3 ENGLISH LANGUAGE ARTS... 4 MATHEMATICS... 5 STUDENT IDENTIFICATION AND PLACEMENT... 6 BILINGUAL PROGRAM MODELS... 7 DUAL LANGUAGE... 7 Gómez and Gómez Dual Language Enrichment Model /50 Model /10 Model... 7 MAINTENANCE... 8 ENDORSEMENT REQUIREMENTS & COURSE DESCRIPTIONS... 8 ELEMENTARY... 8 Spanish Language Arts... 8 English as a Second Language (ESL)... 8 Content Courses (Dual Language)... 8 SECONDARY... 9 Spanish Language Arts... 9 English as a Second Language (ESL)... 9 Content Courses (Dual Language)... 9 BILINGUAL ASSESSMENT GUIDE WIDA-ACCESS Placement Test (W-APT) Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) Evaluación del Desarrollo del la Lectura (EDL2) IDEA Proficiency Test (IPT) Discovery Education Assessment New Mexico Standards Based Assessment (NMSBA) STUDENT TRANSITIONS Parent Conferences Transition from Elementary to Middle School Transition from Middle School to High School Parent Decision on Program Services Considerations for Withdrawing Students from Program DOCUMENTATION REQUIREMENT FOR CUM FOLDER FREQUENTLY USED ACRONYMS & TERMS FOR BILINGUAL EDUCATION ONLINE RESOURCES REFERENCES APPENDIX A APPENDIX B Department of Dual Language Enrichment and Migrant Education Programs Page 2 of 17

3 Purpose The purpose of this Guidance and Resource Document is to serve as a resource to schools in the design and implementation of high quality and effective bilingual/esl programs for English Language Learners (ELLs). This document outlines district guidelines, addresses research-based practices, and encourages innovation that result in high levels of student achievement. Experience has shown that well-designed and well-implemented school programs can make a critical difference for students. The stakes are especially high for children who are ELLs, who must master academic content and a new language at the same time. 1 Research consistently shows the power of instruction in two languages; however, the success of instruction in two languages is contingent on effective, well-implemented instructional programs (August & Shanahan, 2006; Cummins, 2001; Lindholm-Leary & Borsato, 2006). Thus, two of the goals of dual language education focus on high levels of language proficiency in both languages and academic achievement at or above grade level in both languages (Izquierdo, 2009). Department Vision To work collaboratively with schools and the community to help students be college and career ready, achieve academic success and bi-literacy, and become competitive members of our global society. Department Mission To enhance and foster best instructional practices that will prepare and support all students to achieve academic success while acquiring a second language by: Supporting the implementation of proven research-based practices that result in increased language proficiency for culturally and linguistically diverse students; Supporting the implementation of proven research-based practices that result in increased academic proficiency as outlined in the Common Core State Standards; Providing and supporting purposeful and meaningful professional development; and Providing essential support to migrant students and families. Common Core State Standards and English Language Learners 2 Teachers should recognize that it is possible to achieve mastery of the New Mexico Common Core State Standards (NMCCSS) for reading, writing, language development and speaking & listening without manifesting native-like control of conventions and vocabulary for ELLs. School administrators and teachers must implement research based instructional strategies that address the complex needs 1 National Association of Education. (2009). Why research matters? Retrieved from: 2 Information from: Department of Dual Language Enrichment and Migrant Education Programs Page 3 of 17

4 that ELLs bring to the classroom. It is imperative that NMCCSS be addressed through the delivery of each lesson and at the same time address the language needs of students. The University of Oklahoma Department of Educational Training, Evaluation, Assessment, and Measurement alignment study of the World/Class Instructional Design and Assessment (WIDA) English Language Development Standards (ELDS) to the Common Core State Standards (E-Team, 2010) reported that the WIDA standards strongly associate with the content expectations of the NMCCSS in English Language Arts and Mathematics in a majority of grade clusters. The study also reported that WIDA ELDS go beyond what is currently required in federal guidance by not only matching, but also broadly covering and meeting, the cognitive demands of the NMCCSS. WIDA further strengthened the links to CCSS in the ELDS, 2012 edition. English Language Arts The NMCCS for English language arts (ELA) articulate rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready, including ELLs. Second-language learners also will benefit from instruction about how to negotiate situations outside of those settings so they are able to participate on equal footing with native speakers in all aspects of social, economic, and civic endeavors. ELLs bring with them many resources that enhance their education and can serve as resources for schools and society. Many ELLs have first language and literacy knowledge and skills that boost their acquisition of language and literacy in a second language; additionally, they bring an array of talents and cultural practices and perspectives that enrich our schools and society. Teachers must build on this enormous reservoir of talent and provide those students who need it with additional time and appropriate instructional support. This includes language proficiency standards that teachers can use in conjunction with the ELA standards to assist ELLs in becoming proficient and literate in English. To help ELLs meet high academic standards in language arts, it is essential that they have access to: Literacy-rich school environments where students are immersed in a variety of language experiences; Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework; Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources); Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; Ongoing assessment and feedback to guide learning; and Speakers of English who know the language well enough to provide ELLs with models and support. Department of Dual Language Enrichment and Migrant Education Programs Page 4 of 17

5 Mathematics ELLs are capable of participating in mathematical discussions as they learn English. Mathematics instruction for ELL students should draw on multiple resources and modes available in classrooms such as objects, drawings, inscriptions, and gestures as well as home languages and mathematical experiences outside of school. Mathematics instruction for ELLs should address mathematical discourse and academic language. This instruction involves much more than vocabulary lessons. Language is a resource for learning mathematics; it is not only a tool for communicating, but also a tool for thinking and reasoning mathematically. All languages and language varieties (e.g., different dialects, home or everyday ways of talking, vernacular, slang) provide resources for mathematical thinking, reasoning, and communicating. Regular and active participation in the classroom not only reading and listening; but also discussing, explaining, writing, representing, and presenting is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and participate in classroom discussions as they are learning English. ELLs, like English-speaking students, require regular access to teaching practices that are most effective for improving student achievement. Mathematical tasks should be kept at high cognitive demand; teachers and students should attend explicitly to concepts; and students should wrestle with important mathematics. Overall, research suggests that: Language switching can be swift, highly automatic, and facilitate rather than inhibit solving word problems in the second language, as long as the student s language proficiency is sufficient for understanding the text of the word problem; Instruction should ensure that students understand the text of word problems before they attempt to solve them; Instruction should include a focus on mathematical discourse and academic language because these are important for ELLs. Although it is critical that students who are learning English have opportunities to communicate mathematically, this is not primarily a matter of learning vocabulary. Students learn to participate in mathematical reasoning, not by learning vocabulary, but by making conjectures, presenting explanations, and/or constructing arguments; and While vocabulary instruction is important, it is not sufficient for supporting mathematical communication. Furthermore, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language-rich, actively involve students in using language, require that students both understand spoken or written words and also express that understanding orally and in writing, and require students to use words in multiple ways over extended periods of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students. Department of Dual Language Enrichment and Migrant Education Programs Page 5 of 17

6 Student Identification and Placement The following chart guides the placement of ELL students. Please contact the Department of Dual Language Enrichment and Migrant Education Programs if you have questions or need additional technical assistance on student placement and assessment. The first time a student enters LCPS, the parent is asked fill out a Home Language Survey. This survey is only completed one time. If any language other than English is noted on the Home Language Survey Student is classified as an ELL if student scores non-proficient on the W-APT Parent Refuses Service Administer W-APT within 20 days Student is offered bilingual services and parent agrees to services and signs blue card Secure parent signature If student scores PROFICIENT, the student is not considered an ELL but rather Fluent English Proficient (FEP) Schedule student into program; administer IDEA Proficiency Test (IPT) if Spanish is the additional language spoken at home Test annually with ACCESS until student achieves a composite score of "5.0-Bridging" on Tier B or C, or graduates Student remains an ELL and tests annually with ACCESS until student achieves a composite score of "5.0-Bridging" on Tier B or C, or graduates Students must be assessed for language proficiency within 20 days if another language is notes in the home language survey after the language assessment is complete students will be either FEP or ELL as determined by the WIDA-ACCESS Placement Test (W-APT). Once determined, the student should be classified as either an ELL or a FEP student participating, or not participating, in a bilingual program. Once a student is classified as FEP, the student becomes a two-year follow-up student. Just as important, when an ELL student becomes FEP by achieving a composite score of 5-Bridging on either Tier B or Tier C on the Assessing Comprehension and Communication in English State-to-State (ACCESS), the student s academic performance must continue to be monitored for two additional years. Department of Dual Language Enrichment and Migrant Education Programs Page 6 of 17

7 Program Models Two bilingual education models are approved for implementation in the Las Cruces Public Schools. Program Model Participants Expected Outcome Dual Language Gómez & Gómez Dual Language Enrichment Model 50 / 50 Model 90 / 10 Model ELLs FEPs SLLs All participating students will master all grade level content standards and be bilingual and bi-literate in English and Spanish. Maintenance ELLs ELL students will master all grade-level content standards and maintain home language while acquiring English. Dual Language This model consists of two language groups 3 combined in the same educational environment to provide communicative and academic language development through an interactive and cross-cultural setting. Gómez and Gómez Dual Language Enrichment Model In the Elementary Model, instruction in English and the home language (Spanish) is divided by content area. Students learn in both languages every day. For elementary instructional framework, please refer to Appendix A. In the Secondary Model, two of the four core subjects are offered in Spanish with the remaining instructional day provided in English. One of the two subjects must be Spanish language arts. For secondary instructional framework, please refer to Appendix B. 50/50 Model In the 50/50 model, instruction in English and the home language (Spanish) is divided evenly at all grades. All subjects are taught in two languages on alternate days or weeks. 90/10 Model In the 90/10 model, 90 percent of instruction during the first and second year is in the home language (Spanish) and 10 percent in English. Over the course of the primary grades, the percentage of 3 In LCPS, the two language groups are currently Spanish-speaking and English-speaking students. Department of Dual Language Enrichment and Migrant Education Programs Page 7 of 17

8 instruction in the home language decreases, while the percentage of instruction in English gradually increases. By fourth grade, instructional time in each language reaches a 50/50 ratio. Maintenance This model consists of ELL students only. The student s home language is viewed as a resource from which proficiency in English can be attained while maintaining their native language. The instructional time for ELLs in this program at least one hour (or equivalent to English language arts instruction) of Spanish language instruction with the remaining courses taught in English including a structured ESL time of at least one hour (or equivalent to English language arts instruction). Endorsement Requirements & Course Descriptions Elementary Spanish Language Arts Course Description Licensure Elementary K-8 Licensed Teachers (Level 200) Course Code Spanish Language Arts (SLA) is structured to meet the rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready as articulated in the NMCCSS as well as the NM State Standards for Language Arts [as determined by the New Mexico Public Education Department (NMPED) timeline]. This course also incorporates the study of the culture, history, and traditions of the community. Special attention must be placed on Spanish language writing conventions and mechanics, and providing ample opportunities for discourse and interaction with authentic literature. English as a Second Language (ESL) English as a Second Language (ESL) is structured on the grade-appropriate English language arts standards and the English Language Development Standards. Student achievement expectations are as rigorous as any language arts class. Great care is taken to implement sheltered instruction, multiple modalities, and alignment to New Mexico English Language Development Standards (NMELDS). Content Courses (Dual Language) Content courses (i.e., social studies and/or science) follow state-adopted content standards and NMELDS. For 50/50 dual language programs, the language of instruction must be 50 percent English and 50 percent Spanish/other language. For Gómez and Gómez dual language programs, the language of instruction for science and social studies are 100 percent Spanish. K-8 Teaching License Endorsement K-8 Teaching License TESOL or Endorsement K-8 Teaching License Endorsement 8 in the 5 th digit Department of Dual Language Enrichment and Migrant Education Programs Page 8 of 17

9 Secondary Spanish Language Arts Course Description Spanish Language Arts (SLA) is structured to meet the rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready as articulated in the NMCCSS as well as the NM State Standards for Language Arts (as determined by the NMPED timeline). This course also incorporates the study of the culture, history, and traditions of the community. Special attention must be placed on Spanish language writing conventions and mechanics, and providing ample opportunities for discourse and interaction with authentic literature. English as a Second Language (ESL) English as a Second Language (ESL) is structured to meet the rigorous grade-level expectations in the areas of speaking, listening, reading, and writing to prepare all students to be college and career ready as articulated in the English Language Arts Common Core State Standards as well as the NM State Standards for Language Arts (as determined by the NMPED timeline). This course must also be aligned to meet the New Mexico English Development Standards developed by WIDA. NOTE: ELL students whose primary home language is not Spanish or English (i.e. Chinese) are offered the ESL component of the school s bilingual program. Content Courses (Dual Language) Content courses (math, social studies, and science) follow the state-adopted content standards and the NMELDS Performance Standards. The language of instruction must be 100 percent Spanish. Licensure For Elementary K-8 licensed teachers (level 200) teaching at the middle school level K-8 Teaching License Endorsement For Secondary 7-12 licensed teachers (level 300) 7-12 Teaching License Endorsement Modern, Classical and Native Languages Endorsement For Elementary K-8 licensed teachers teaching at the middle school level (level 200) K-8 Teaching License TESOL or Endorsement For Secondary 7-12 licensed teachers (level 300) 7-12 Teaching License TESOL Endorsement For Elementary K-8 licensed teachers teaching at the middle school level (Level 200) K-8 Teaching License Endorsement Highly qualified in content area For Secondary 7-12 licensed teachers (Level 300) 7-12 Teaching License Endorsement Highly qualified in content area Course Code Begins with 1271, 1272, and/or 1273 Begins with in the 5 th digit Department of Dual Language Enrichment and Migrant Education Programs Page 9 of 17

10 Assessment Guide WIDA-ACCESS Placement Test (W-APT) The W-APT is an English language placement test. If any language other than English is indicated on the Home Language Survey, the W-APT is given to determine if the student is an English Language Learner (ELL) or Fluent English Proficient (FEP). Students in kindergarten (first semester) are administered the W-APT sections of listening and speaking only. Students in kindergarten (second semester) -12 th grade are administered the W-APT sections of listening, speaking, reading, and writing. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) ACCESS assesses English proficiency. Every ELL student, enrolled in a program or not enrolled, is tested with the ACCESS annually in January/February. Once a student scores an overall composite score of 5.0 in either Tier B or Tier C, the student is considered Fluent English Proficient (FEP) and is not administered the test again. Non-ELL students who enroll in a bilingual program are not administered this assessment. Certified school personnel who are fluent in English and certified by the World-Class Instructional Design and Assessment (WIDA) administer this assessment. Once certified, the teacher must file his/her certification credentials with the LCPS Office of Assessment, Accountability, and Research. NOTE: Annual recertification is required. Evaluación del Desarrollo del la Lectura (EDL2) The purpose of EDL2 is to assist educators in dual language and maintenance classrooms to identify each student s reading ability and document progress, and to implement effective reading instruction. The district purchases licenses for this assessment for students who score between a 1.0 and 3.9 on ACCESS and/or who will take the NMSBA in Spanish. Students who are ELLs and score between a 1.0 and 3.9 on ACCESS, but are not in a program, or essentially are not being taught in Spanish, do not need to be assessed with the EDL2. ELLs are assessed with the EDL2 according to the following criteria: All first semester Kindergarten ELL students who score less than 27 on the W-APT are assessed with EDL2. All second semester Kindergarten ELL students and first semester first grade ELL students who score less than 27 on listening and speaking, or less than 14 on reading, or less than 17 on writing on the WAPT, are assessed with the EDL2. All students in grade one, second semester, through grade five who score between a 1.0 and a 3.9 on the WAPT are assessed with the EDL2. The district collects the student s INSTRUCTIONAL Level data from EDL2 and these data are used to inform the design of instruction. A student s instructional level is generally one or two levels higher than the student s independent level. The independent level is the level at which the student reads with percent accuracy. Department of Dual Language Enrichment and Migrant Education Programs Page 10 of 17

11 *NOTE: Schools implementing the Gómez and Gómez Dual Language Enrichment model must assess students using EDL2 in grades K-1 if instruction in language arts is being conducted in Spanish, regardless of ACCESS score. IDEA Proficiency Test (IPT) The IPT measures the language proficiency of pre-kindergarten through twelfth-grade students in Spanish. The tests are designed for initial identification, program placement, and progress monitoring. The test is administered to students who speak Spanish as a first language and students whose second language is Spanish. Students entering kindergarten (first semester) and who have Spanish in their home language survey will be assessed with the IPT oral section only. Students who do not have Spanish on their home language survey and choose to be enrolled in a dual language class do not need to be administered the IPT placement test until the January/February window. Upon entry into a bilingual program, the IPT is administered to the students if Spanish is the language spoken in the home as indicated on the home language survey. However, all students participating in a dual language program are tested annually with the IPT in January/February whether they are an ELL, or not, to monitor progress in Spanish proficiency. There are three subtests at each grade band: listening and speaking (oral), reading, and writing. Students take each subtest until proficiency for a particular subtest is reached. For example, a student who scores Fluent Spanish Speaking on the oral subtest, but does not score competent on the writing and/or reading, no longer has to take the oral subtest, but continues to take the writing and/or reading annually until scoring competent in those areas. Endorsed bilingual teachers and/or educational assistants who are fluent in Spanish can score the reading test; however, only endorsed bilingual teachers can score the writing component. Discovery Education Assessment (fourth grade-tenth grade) The discovery assessment is given to all students in grades four through ten. The purpose of this assessment is to monitor progress on state standards and Common Core standards. Regardless of the bilingual model being implemented at your school, please use the following criteria to determine whether to assess students in English math or Spanish math. All three criteria MUST apply to assess a student with the Spanish math. Student must be an ELL according to W-APT or ACCESS (less than 5.0) Student must be participating in a bilingual program Student must be taking the SBA in Spanish New Mexico Standards Based Assessment (NMSBA) The NMSBA is given to all students in grades three through eight and all second-year and third-year high school students in either English or Spanish. However, if the assessment is given in Spanish the student must: Be an ELL with Spanish as the native language spoken in the home; Have never before tested on the NMSBA in English; Been in U.S. schools three years or less; or Have applied for a waiver in year four and five. Department of Dual Language Enrichment and Migrant Education Programs Page 11 of 17

12 Student Transitions Parent Conferences Continuity of program from one year to the next is critical for all students. The establishment of high academic standards and developing proficiency in two languages is critical for English Language Learners. Thus, schools must ensure that a process is in place to guide students in an understanding of what their academic program will entail in the next grade level. Parent conferences are the critical link to ensure that parents understand the curriculum under study. Conferences should focus on how the student is meeting critical academic and language proficiency standards and what interventions are in place to assist students in meeting all standards. The parent conference is a valuable time to share strategies that can be implemented in the home, the importance of being in school, and other social and/or behavioral services the school can provide. During the spring of each year, the winter ACCESS results should be shared with the parent during the scheduled parent-teacher conference to exit or schedule students for the following year. Dual language programs o Parents of all ELLs and FEPs, including non-program students, are briefed on the ACCESS and IPT results and advised of program options and services. If the parent agrees to continue bilingual program participation, he/she signs the blue card. o If a parent refuses to continue services, the parent notes refusal by signing the blue card. A copy of the card is sent to the LCPS Department of Accountability, Assessment and Research (AAR). Maintenance programs o Students scoring 5.0 on Tier B or C are now proficient and classified as Fluent English Proficient (FEP) and the student is exited from the program. The parent is notified and signs the blue card. o Students who do not score proficient on the ACCESS are offered bilingual program services for the upcoming year and, if services are accepted, the parent signs the blue card. o If a parent refuses service, the parent notes refusal by signing the blue card. A copy of the card is sent to the LCPS Department of Accountability, Assessment and Research. Transition from Elementary to Middle School Fifth-grade bilingual teachers are responsible for recommending proper placement at the receiving middle school. Recommendations should be based on student s most current English language assessment results (ACCESS). LCPS Department of Accountability, Assessment and Research usually provides these results in late April-mid May. Teachers will communicate with parents, informing them of language assessment results, bilingual program eligibility, and secure signatures on the Parent Notification cards (blue cards). A list of students in program and students not in program will be shared with middle school bilingual lead teachers. Department of Dual Language Enrichment and Migrant Education Programs Page 12 of 17

13 Transition from Middle School to High School Secondary bilingual teachers will communicate with parents, informing them of language assessment results, bilingual program eligibility, and secure signatures on the Parent Notification cards (blue cards). An annual transition meeting will be held for middle school bilingual leads and high school bilingual leads to ensure proper placement for students based on the student s most current language assessment results (ACCESS). Contingent on availability, substitutes will be provided. Eighth-grade teachers will be responsible for preparing the necessary documents to be shared with high school bilingual lead teachers. High school bilingual lead teachers will be responsible for providing registration documents and high school course catalogs to be shared with middle school bilingual lead teachers. Parent Decision on Program Services Parents may choose to terminate bilingual services at any time during the year. If a parent requests to remove his/her child from bilingual program participation, he/she must make the request to the school principal or request to meet with a representative from the LCPS Dual Language Enrichment and Migrant Education Department and sign a withdrawal form (Form 147). Considerations for Withdrawing Students from Program When a parent request to withdraw his/her student from a bilingual program, the following issues should be explored with parent(s): Is your child performing at or above grade level and does language impact his/her performance? If your child is in special education, has an IEP team discussed the impact on the individualized education plan? If you choose to withdraw you child from the bilingual program, staff will continue to monitor your child s progress and provide you with information on how reenrollment might be a benefit if we start to see a degradation of academic performance due to language. Regardless of program participation, students will be assessed on ACCESS on a yearly basis and monitered until proficiency is attained. Documentation Requirement for Cumulative File Inside the ORANGE folder For ELL students whether in or not in program and ALL dual language program Spanish-speaking students: 1. ALL ACCESS assessment results 2. Placement test (W-APT or NMELPT ) 3. IPT results if the student is in a bilingual program (current or that shows Spanish proficiency) 4. Blue cards (all stapled together if more than one) with applicable assessment data on card 5. Exit (for students meeting exit criteria) or Withdrawal (for parent refusal) forms 6. Follow-up forms for Exited students for two years Department of Dual Language Enrichment and Migrant Education Programs Page 13 of 17

14 Outside the ORANGE folder 1. ALL ACCESS assessment results (self-adhesive label) 2. BLUE Dot, with an exit date -or- RED Dot, with a withdrawal date (if pertinent) For Dual Language English Proficient Students 1. Orange FILE TAB should indicate, English Proficient Dual Language, Never an ELL student 2. Blue card with parent(s) signatures and applicable assessment data on card 3. IPT results (most current or that show Spanish proficiency) Frequently Used Acronyms and Terms for Education Term Definition Related to: ELL English Language Learner Student Designation SLL Spanish Language Learner Student Designation PHLOTE Primary or Home Language Other Than English: A temporary term that indicates the student has another language, aside from English, in his or her background Temporary Student Designation ELD English Language Development Standards All Teachers teaching in NM schools W-APT WIDA-ACCESS Placement Test: Placement test to assess whether student is designated as an ELL or FEP Student Identification ACCESS IPT EDL ESL SLA FEP In-Program Assessing Comprehension and Communication in English State-to-State: Annual language assessment to measure English proficiency IDEA Proficiency Test: Language assessment to measure Spanish proficiency Assessment that measures and provides progress monitoring data in reading for students in-program, receiving Spanish language instruction and scoring between 1.0 and 3.9 on ACCESS English as a second language: a class provided to ELLs that focuses on English language acquisition Spanish language arts: a class provided as part of any bilingual program which focuses on the linguistic components of Spanish as well as literature and composition Fluent English Proficient: a term designating that an ELL has achieved a 5.0 or greater on either Tier B or Tier C of the ACCESS Designation provided to students who are participating in any bilingual program Student Assessment Student Assessment Student Assessment Courses for Students Courses for Students Student Designation Program Participation Department of Dual Language Enrichment and Migrant Education Programs Page 14 of 17

15 Not in Program Exited Withdrawn AAR Blue Card Designation provided to ELL students whose parents have refused participation in any bilingual program Designation provided to an ELL student who has achieved a 5.0 on the ACCESS and is now FEP Designation provided to ELL students whose parents have refused participation in any bilingual program LCPS Department of Assessment, Accountability and Research Annual Parent Notification of Programs documents provided to parents with language assessment results as well as bilingual program eligibility Program Participation Program Participation Program Participation LCPS Program Participation Online Resources Common Core State Standards Initiative LCPS Department of Dual Language Enrichment and Migrant Education Programs LCPS Department of Accountability, Assessment and Research New Mexico Public Education Department: and Multicultural Education Bureau US Department of Education: Office of English Language Acquisition References Cummins, J. (2001). Language, power and pedagogy: children in the crossfire. Clevedon, UK: Multilingual Matters. Izquierdo, E. (2009, Winter). A journey or a destination? Soleado: Promising practices from the field. A publication of dual language education of New Mexico. Lindholm-Leary, K.J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm- Leary, W. Saunders, & D. Christian (Eds). Educating English language learners. (pp ). New York: Cambridge University Press. Department of Dual Language Enrichment and Migrant Education Programs Page 15 of 17

16 3 rd 5 th 2 nd K 1 st Appendix A Gómez & Gómez Dual Language Enrichment Model Framework (Elementary) Language Arts (CCSS) Math (CCSS) Science/SS (NM S&B) *Specials Learning Centers Content Biliteracy Strategies Native Language Pairs/ Groups English Pairs/Groups Conceptual Refinement (CR) at End of Each Lesson Cycle Spanish Pairs/Groups Conceptual Refinement (CR) at End of Each Lesson Cycle Instructional Software Delivered in LOI Language of the Day (LOD): M-W-F: Spanish T-Th: English Instructional Software Delivered in LOI In English & Spanish (math, science/social studies) Pairs 1. Content Integration 2. Thematic Planning 3. Pairs 4. LOD 5. BLCs 6. Cognates English & Spanish (Two Blocks) Pairs/ Groups English Pairs/Groups Conceptual Refinement (CR) at End of Each Lesson Cycle Spanish Pairs/Groups Conceptual Refinement (CR) at End of Each Lesson Cycle Instructional Software Delivered in LOI Language of the Day (LOD): M-W-F: Spanish T-Th: English Instructional Software Delivered in LOI In English & Spanish (math, science/social studies) Pairs 1. Content Integration 2. Thematic Planning 3. Pairs 4. LOD 5. BLCs 6. Cognates English & Spanish (Two Blocks) Pairs/ Groups Vocabulary Enrichment Activities English Pairs/Groups Vocabulary Enrichment Activities Conceptual Refinement (CR) at End of Each Lesson Cycle Spanish Pairs/Groups Vocabulary Enrichment Activities Conceptual Refinement (CR) at End of Each Lesson Cycle Instructional Software Delivered in Opposite LOI : Language of the Day (LOD): M-W-F: Spanish T-Th: English Instructional Software Delivered in Opposite LOI: Math: Spanish Science/SS: English In English & Spanish (math, science/social studies) Pairs Specialized Vocabulary Enrichment Activities: Math: Spanish Science/Social Studies: English 1. Content Integration 2. Thematic Planning 3. Pairs 4. LOD 5. BRCs 6. SVE 7. Computer/ Science Lab 8. Cognates Math: Spanish Science/SS: English LOI: Language of Instruction LOD: Language of the Day BLCs: Learning Centers BRCs: Research Centers SVE: Specialized Vocabulary Enrichment *To the best extent possible on Spanish day. Department of Dual Language Enrichment and Migrant Education Programs Page 16 of 17

17 High Schools Mayfield Centennial Sierra Middle Schools - 6 th grade Mesa** Lynn Appendix B Gómez & Gómez Dual Language Enrichment Model Framework (Secondary) School Year Language of Instruction for Courses in Participating Schools English Spanish* English Language Arts (for SLLs) English as a Second Language (for ELLs) Spanish Language Arts Math Science Social Studies Instructional Software delivered in English Electives English Language Arts (for SLLs) English as a Second Language (for ELLs) All other courses not offered in Spanish Spanish Language Arts Centennial High will be offering: o Science Mayfield High will be offering: o Math Instructional Software delivered in English SLLs: Spanish Language Learners ELLs: English Language Learners *Availability of courses offered in Spanish depends on factors such as staff capacity, resources, and state requirements. Instructional Classrooms participating in the Gómez and Gómez model will include, but not be limited to, the following: Sheltered English and Spanish Content-Area Instruction All lessons conducted in Pairs/Groups Project-Based Learning Vocabulary Refinement / Enrichment Preview/Review Spanish Instruction: Preview key vocabulary of content taught prior to beginning a unit or major objective Review learned vocabulary immediately after completing a unit or major objective Specialized Vocabulary Enrichment Activities: Weekly review of Spanish content vocabulary in English Weekly review of English content vocabulary in Spanish **Mesa Middle School will be offering dual language for 7 th and 8 th grades as well during the school year. Department of Dual Language Enrichment and Migrant Education Programs Page 17 of 17