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The International Newcomers Academy. PLANNING AND IMPLEMENTING AN INTERNATIONAL NEWCOMERS ACADEMY. CMSD LEP ENROLLMENT. Research Findings. Current research identified six major challenges for improving the literacy of ELLs:

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The international newcomers academy
The International Newcomers Academy

PLANNING AND IMPLEMENTING AN

INTERNATIONAL NEWCOMERS ACADEMY



Research findings
Research Findings

  • Current research identified six major challenges for improving the literacy of ELLs:

  • Lack of common criteria for identifying ELLs and tracking their academic performance

  • Lack of appropriate assessments

  • Inadequate educator capacity for improving literacy in ELLs

  • Lack of appropriate and flexible program options

  • Inadequate use of research-based instructional practices

  • Lack of a strong and coherent research agenda about adolescent ELL literacy

  • Report to the Carnegie Corporation of New York: Double the Work- Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners, published by the Alliance for Excellent Education in 2007, authored by Deborah J. Short and Shannon Fitzsimmons.


Possible solutions
Possible Solutions

  • Newcomers students need specialized programs to accelerate their learning of English, their acculturation to U.S. schooling practices, and access basic content knowledge.

  • Research based recommended program features include:

  • Intensive courses to integrate students and fill gaps in educational background.

  • Sheltered instruction or bilingual education coupled with content-based ESL classes

  • Length of enrollment based on individual needs

  • Staff selection process to ensure highly-qualified staff

  • Flexible pathways for graduation and careers


Cmsd international newcomers academy goals
CMSD International Newcomers Academy Goals:

  • Accelerate English language acquisition in the four domains of listening, reading, speaking and writing

  • Develop academic content vocabulary and higher level thinking skills

  • Deliver high-quality academic core content instruction

  • Promote the development of cross-cultural social and academic skills students will need when entering district mainstream schools

  • Develop a strong interdisciplinary foundation for long-term academic and socio-cultural success

  • Develops strong family and community links that will foster cultural acclimation and positive family school and community engagement


Program objectives
Program Objectives:

  • Students’ attainment of English as Second Language skills based on State Standards within one to two school years

  • Achieve academic gains of a minimum of one grade level in core academic content areas

  • Provide a flexible instructional curriculum that responds to students’ bilingual language and cultural needs

  • Increase cultural exposure through varied activities

  • Students will develop learning strategies and self-awareness for achieving success

  • Provide students a comprehensive support system in collaborations with internal and external providers via Humanware initiatives

  • Provide opportunities to effectively acclimate parents and families to the community and to it’s available resources


Cmsd newcomer definition and entrance criteria
CMSD- Newcomer Definition and Entrance Criteria

  • A newcomer is a non English-speaking student who scores at the beginning level on the English language placement test and has been in the U.S. for no more than one school year.







Instructional design
Instructional Design

  • Use of ESL research based practices and principles primarily utilizing sheltered English instructional methods and materials.

  • Use of Sheltered English instructional strategies and SIOP in the teaching of core content along with native language support.


In the classroom
In the Classroom

  • 5, 40 min. periods of ESL daily

  • RIGOR English Reading Program

  • SIOP Method used in all content areas

  • Marzano’s Teaching Basic and Advanced Vocabulary


Resources
Resources

  • Imagine Learning

  • RIGOR

  • RIGOR

  • Spotlight On English

  • Imagine Learning

  • English in a Flash

  • Accelerated Reader

  • First in Math


Instructional design1
Instructional Design

  • All students (Pre-K -12) follow an elementary program master schedule based on forty minutes instructional periods.

  • Students are also grouped into one of two ESL levels (A and B) based on their English proficiency levels and assigned to self-contained classes by grade bands

  • ESL Level A:

  • Students at pre-functional level in English language acquisition and/or read in English at the pre-literate level

  • Students receive 5 periods of ESL/ELA, 1 period of math, and 1 period of an elective

  • ESL Level B:

  • Students with native language literacy skills and/or read in English at the early literacy or above 3rd grade level

  • Students receive 4 periods of ESL/ELA, 1 period of math, 1 period of an elective, 1 period of Sheltered English instruction integrating science and social studies.


Instructional design2
Instructional Design

  • Project based learning and Global studies are integrated school wide in the academic subjects to build on students’ prior knowledge and experiences

  • Students move through the proficiency levels at varying rates based on classroom performance, motivation, ongoing assessments and teacher observations.

  • A balanced literacy program is provided during the ESL/ELA instructional block. Use of direct and indirect instruction, cooperative flexible grouping, learning centers, rich language and student interaction activities to supports vocabulary development

  • Use of technology lab and resources to support and practice reading, speaking and listening skills.



Challenges1
CHALLENGES

  • NEW INCOMING STUDENTS DAILY

  • TESTING ACCOMMODATIONS

  • SPECIAL EDUCATION

  • GROWING PAINS

  • STAFFING:

    • CONTRACT ISSUES

    • INTERVIEWS

    • DISTRICT ECONOMIC SATUS=LAYOFFS

    • PROFESSIONALLY DEVELOPED STAFF

    • EXIT CRITERIA:

    • PARENT PUSH BACK


Assessments
Assessments

  • District and State standardized tests: OTELA, OAA, OGT and CMSD Benchmark Tests

  • Resource Specific Assessments: English in a Flash, STAR Reading, Accelerated Reader, First in Math skills logs.

  • Authentic Assessments: Portfolios, Video for reading fluency.


Video recording
Video Recording

  • Provides a way for evaluating reading fluency, pronunciation and intonation

  • Reading Fluency Rubric used for evaluation.


Exit criteria
Exit Criteria

  • The decision to exit a student from the Newcomer program follows a standardized procedure

    • Teacher recommendations

    • Formal and informal observations

    • English-Language Development Observation Checklist,

    • Standardized test scores –OTELA & Benchmark tests

    • Student’s portfolio of class work

    • Parent Conference/Contract


Paths to graduation for secondary newcomer academy students
Paths to Graduation for Secondary Newcomer Academy Students


Support intervention components
Support Intervention Components

  • Student Transition Activities

    • Support to schools, collaboration with staff, students, parents and administrators.

    • Discussion and end of year pre-preparation activities or conferences by all staff with parents and students.

    • Students make visits to the receiving school and classrooms. Students are transitioned into ESL/Bilingual classrooms at the designated home school.

    • Orientation activities provided by the receiving school to ensure that the newcomer students are provided appropriate information to allow them to access appropriate courses and make decisions about postsecondary options.


Support intervention resources
Support Intervention Resources

  • Parent Engagement

  • Outreach and parent engagement activities will be implemented to improve the whole family’s successful integration to the new community and culture. (Workshops, socials, community trips etc.)

  • Collaborations with community partners will be established to support and address the financial, educational and health needs of families.

  • Health screening and referrals to therapeutic services for all students who need additional care.

  • Support to break cultural barriers to help parents understand how schools function and provide them with the information and assistance they need to support their children’s education.


Support intervention resources1
Support Intervention Resources

  • Multilingual Welcome Center services- (in the same school location)

  • Community Collaborations for student and family services

  • After school tutoring programs to support students' academic achievement and increase interactions with native English speakers

  • Summer enrichment school offerings in partnerships with community partners


Professional committed staff
Professional & Committed Staff

  • Commitment to a school wide philosophy of research best practices for English as a second language instruction and academic outcomes for ELLs...

  • Implement collaborative professional learning community standards focused on improved student learning .

  • Engage in common planning time (3 to 5 hours/week) to support team collaborations, curriculum development and alignment of curriculum based on student needs, and to monitor student progress using data.

  • Participate on ongoing job-embedded professional development on a monthly basis along with opportunities to evaluate student growth and progress effectiveness. ( 50 hours of summer pre-service & after-school)


OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL


OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL


OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL



School year 2011 12 ina@thomas jefferson
SCHOOL YEAR 2011-12[email protected] JEFFERSON


Sy 2009 2010 joseph m gallagher
SY 2009-2010 JOSEPH M. GALLAGHER

SCHOOL YEAR [email protected] JEFFERSON

  • SY 2010-2011 JOSEPH M. GALLAGHER

22


  • SCHOOL YEAR 2010-11 LINCOLN COMMUNITY WRAPAROUND

23


  • SCHOOL YEAR 2010-11-LINCOLN PROGRAMMING AND SOFTWARE

24


  • SCHOOL YEAR 2010-11-LINCOLN INTERNATIONAL STUDIES

25




Questions
Questions?

Contact Information

Natividad Pagan:Director, Multilingual Multicultural [email protected](216) 574-8584

Rhonda A. Corr Saegert:Principal, International Newcomers Academy [email protected](216) 404-5111

Margaret Berrios-Brown:Academic Coach [email protected] (216) 224-1547

The International Newcomers Academy 3145 West 46th Street, Cleveland, OH 44102 (216) 404-5098


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