Overcoming Illiteracy in Secondary Schools TESOL ’07 Seattle, WA

Overcoming Illiteracy inSecondary SchoolsTESOL ’07Seattle, WA Sheila Acevedo Department of Multicultural Education The School District of Palm Beach County, FL acevedo@palmbeach.k12.fl.us

School District Facts • Total Budget $3.4 Billion • US Ranking 11th largest school district in the US • State Ranking 5th largest school district in Florida • Enrollment 168,546 in 185 Schools • Average Cost/Student $6,356 (FY05)

No. of Employees 21,707 (including teachers) No. of Teachers 12,535 Avg. Teacher Salary $48,481 Beg. Teacher Salary $33,830 Avg. Class Size PK-3 = 17 Avg. Class Size Grades 4-8 = 21 Avg. Class Size Grades 9-12 = 24 No. of ESOL 18,740 Languages/Dialects 156

THE SCHOOL DISTRICT OF PALM BEACH COUNTY, FLORIDA MIDDLE AND HIGH SCHOOL RESULTS* LOWEST 25% MAKING READING GAINS FOR EACH NCLB GROUP *Run 08/16/2006 ** = No Data Available ***= N < 10

THE SCHOOL DISTRICT OF PALM BEACH COUNTY, FLORIDA MIDDLE AND HIGH SCHOOL RESULTS* LOWEST 25% MAKING MATH GAINS FOR EACH NCLB GROUP *Run 08/16/2006 ** = No Data Available ***= N < 10

Executive Director ESOL Program Planner Foreign Language Planner Multicultural Team Manager Migrant Education Manager ESOL Specialist for Charter & ESE Schools Holocaust Studies Program Planner Staff Development/ Training Specialist Guidance Counselor Specialist Multicultural Program Planner District Resource Teachers School-based Coordinators ESOL Teachers Language Translators Language Facilitators Bilingual Counselors District ELL Support for all ELL Students through the Department of Multicultural Education

Personnel Requirements (per FL Consent Decree, 8/1990 & Modification 4/2003 • Category I- Teachers of Basic ESOL, English Language Arts, English, or Reading, including ESE to 1+ student(s) must be ESOL Endorsed or Certified • Category II-Teachers of basic subjects (Math, Science, Social Studies, & Computer Science) must have 60 in-service pts. Or 3 semester hours of approved ESOL Endorsement college course • Category III- Teachers of all other subjects must have 18 in-service pts. Or 3 semester hours of approved ESOL Endorsement college course

District School Support Personnel • 1 Sheltered ESOL teacher for every 20 Sheltered students (AAA schools 1:18) • 1 6-hour paraprofessional for every 4 units • 1 CLF (Community Language Facilitator for every language, other than English, with 15+ LY ELL students • 1 Bilingual/bicultural guidance counselor for 600+ LY ELL students

District Partnerships with Universities and Colleges • Florida Atlantic University • Lynn University • Nova Southeastern University • Palm Beach Community College • Additional Staff Development Opportunities • Collaborative Training Team • Coaches • Training Teams (Teachers & Administrators) • Observation of Best Practices • Summer Institutes • Educational Visits Abroad • Local, State, & National Conferences • Local Palm Beach County TESOL organization • Sunshine State TESOL • TESOL International

Those (students) arriving after age 12 with good formal schooling in L1 made steady gains, but by the end of high school they had run out of time to catch up academically with native-English speaking students... Most who continued on to college did eventually catch up. Younger students may make dramatic gains in the early grades, but generally don’t continue to maintain those gains once they are exited from special services. Estimates are that 30-40% of school-age English language learners fail to reach acceptable levels of English reading by the end of their elementary schooling. (Thomas & Collier, 1997.)

The only obstacle to learning a second language is not having learned a firstlanguage by puberty (Bralystok and Hakuta, 1996). Given mastery of a first language, thetransfer of literacy skills from L1 to L2 and mastery of one or more additional languages isbeyond the reach of no one at any age.

The English Language Development Continuum A Standards Based, Comprehensible, and Academically Rigorous ESOL Program of Instruction for English Language Learners Updated 2006 Developed by The Department of Multicultural Education Ana Meehan, Executive Director Art Johnson, Ph.D. Superintendent The School District of Palm Beach County

Inspired by Curran’s Counseling-Learning model, • Dean Stecker (1997) developed a modified version of the CLL model that is recommended for ESOL classrooms in Palm Beach County. • The teacher/facilitator is at the center of the classroom. • The teacher interacts only with the groups. • Members of each group organize themselves so that as the teacher calls • on their group to respond to questions or to report on tasks completed. • Each member knows when it is his turn to speak. • That person does not speak for himself, but for the group. • The group can assist the speaker even as the response is being made • to the teacher. • If the response is correct, the group is correct.

English Language Development Plan 2006-2007 Dates for Review of Adequate Progress 9-Week Periods All ESOL teachers should use the beginning and ending dates of the 9-week periods to review adequate progress on the ELDC. The dates coincide approximately with secondary report card distribution dates.

Instructional Focus Exposure to the written form of English should not be postponed until some oral mastery of English is attained. On the contrary, oral mastery should be built around a balanced literacy approach that incorporates listening, speaking, reading, and writing. Similarly, both oral and written English language development must be linked to academic development.

Determining Student Level • 􀂄Pupil Progression • 􀂄Individual ELL Plan • 􀂄ELL Committee Meetings • 􀂄LF Monitoring Period • 􀂄Standards Based Report Card

District Assessment Tools • Appendix B: Assessment Tools.......................................Appendix page 2 • 􀂾 ELDC Dates for Review of Adequate Progress ....Appendix page 3 • 􀂾 Instructions for Employing the Written Language Development Indicator-Primary Language (WLDI-P) .......................Appendix page 4 • 􀂾 Written Language Development Indicator-Primary Language (WLDI-P) .....................................................................Appendix page 6 • 􀂾 Available Translations of Instructions for the Written Language Development Indicator- Primary Language (WLDI-P).Appendix page 7 • 􀂾 Reference Worksheet............................................Appendix page 17 • 􀂾 ELDC Levels & Assessments Instructions for Employing the Oral Language Development Indicator (OLDI) .................Appendix page 18 • 􀂾 Oral Language Development Indicator (OLDI) ...................Last page • http://www.palmbeach.k12.fl.us/Multicultural/ESOLCurriculumDocs/All/EnglishLanguageDevelopmentContinuumJune06.pdf

Alignment to the Standards The English Language Development Continuum and accompanying assessment pieces as presented in the Palm Beach School District manual are aligned with English as a New Language (ENL) Standards II, IV and IX.

English Language Instructional Models • AcademicSheltered Instruction • In-Class Collaboration or Pull-out • Students acquire English Language Proficiency and the academic language necessary to succeed in cognitively demanding classes • Students meet SSS for promotion and graduation requirements • (ESOL classes and Sheltered Content, Mainstream Electives)

ESOL Support • Language Arts and Content Area Instruction in the Mainstream Classroom • Classroom teachers are ESOL Endorsed, Certified or Trained, depending on subjects • Teachers use ESOL strategies • Advanced level speakers • Beginning & Intermediate level speakers at schools without additional ESOL personnel AND the parent requests that their student remains at the Home School (not transferred to an ESOL Center) • Students acquire cognitive and academic proficiency in English • Students meet SSS for promotion and graduation requirements

Two-Way Immersion (Dual Language) • Heritage language students from a single language background are grouped with fluent English speakers for instruction • Students of both language groups are integrated for language arts and content instruction • Half of the instruction is in English and half in the heritage/target language • Beginning, Intermediate & Advanced level speakers • Fluent English speakers • Students become bilingual and bi-literate • Students achieve academic excellence in two languages • Students develop cultural awareness and sensitivity • Students meet Florida SSS for promotion and graduation requirements

Secondary Dual Language Support Personnel • 1 Dual Language teacher for every 20 participating LY/LF ELL students • 1 6-hour paraprofessional for every 4 Dual Language units • 1 CLF (Community Language Facilitator for every language, other than English, with 15+ LY ELL students • 1 ESOL Coordinator for schools with 5+ units • 1 ESOL bilingual/bicultural guidance counselor for high schools with 200+ LY ELL students, with an additional counselor for 600+ students

The Alternative Education ESOL Case Study Instructional Model* • Approved by the School District of Palm Beach County and the Florida Department of Education in the Limited English Proficient Students District Plan: 2004/2005 to 2007/2008 • The ESOL Team reviews individual LEP student records weekly to determine the types of instructional and support services, according to individual student needs • The ESOL Team schedules and provides instructional support, including direct instruction, ESOL testing, collaborative instruction, native language assistance,or tutoring, interpretation and translation services, and community linkages *Developed by Sheila D. Acevedo

Who are at-risk students? They are

Opening the locks chaining youth to their circumstances begins with a good education, health & social services. Sheila D. Acevedo, 2005

Educational Alternatives ESOL Students July 1, 2005 – March 9, 2006 (Ss = 643) LY = 19 LY = 7 LY = 5 LY = 19 LY = 54 LF = 19 LF = 5 LF = 5 LF = 33 LF = 23 LZ = 84 LZ = 31 LZ = 2 LZ = 130 LZ = 207 LY = BEGINNERS – INTERMEDIATE –ADVANCED ESOL LF = MONITORING FOR COMPLETION OF ESOL PROGRAM LZ = EXITED ESOL PROGRAM Sheila D. Acevedo, 2006

20 minutes of Whole group literacy instruction with all students 10 minute Whole-class wrap-up/ closure 15 min. all students Independent reading with audiotapes or leveled trade books 15 min. Literacy instruction through technology, 5-6 students on 5-6 computers (or writing alternative) 15min. Student-student Interaction (listening, speaking, or editing) 15 min. Small group teacher directed instruction with 5-6 students BRIM Instructional Design (90 minutes total time*) *Times are suggested, and may be adjusted to accommodate the needs of individual classrooms and schedules. The ratio of the time in rotations should remain balanced, however. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

Alternative Scheduling for BRIM Question 1: What if I don’t have 90+ minutes of instructional time? You can still have the whole group instruction at the beginning and end of each period. Having 4 rotations will make each rotation too short to be beneficial, so it is suggested that you alternate rotations. A suggested schedule is shown: Group 1 Group 2 Group 3 Monday Small group w/ teacher Reading Listening-Speaking Tuesday Computer Small group w/ teacher Reading Wednesday Listening-Speaking Computer Small group w/ teacher Thursday Reading Listening-Speaking Computer Friday Small group w/ teacher Reading Listening-Speaking The following week the above schedule would begin with Computer for Group 1, and so on. To create your own schedule, just follow the pattern: Small group with teacher, Reading, Listening-speaking, Computer, etc.. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

Modeled Read Aloud: Reading aloud by a skilled reader who models proper pitch, intonation, and pacing. Writing: The students watch as the teacher thinks, talks, & demonstrates the writing process. Language Experience: Students’ oral compositions are transcribed and used as materials for instruction in reading, writing, speaking, and listening. It is both reading and writing, thus falls on the line. Shared Writing: Teacher & students collaborate Shared Reading: Learner observes an in composing a text. Responses and input are expert reading with fluency & expression, and encouraged from everyone. reads along. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

Guided Writing: Teacher guides students Guided Reading: Teacher and responds to them, and extends their thinking while they compose text. students each have a copy of the text. Together they think, talk, and question their way through the material. Independent Writing: Students write independently without teacher intervention. Independent Reading: Students read self-selected books independently.

Strong Teacher Support to Student Independence You do and I watch. You do and I help. I do and You help. I do and You watch.

ESOL Instructional Materials and Courses • Middle School and High School • English through ESOL* is REQUIRED for all sheltered ELL students. • High School ENG I through ESOL (1002300) ENG II through ESOL (1002310) • ENG III through ESOL (1002320) ENG IV through ESOL (1002520) • Middle School M/J Language Arts 1 through ESOL (M/J 1002000) • M/J Language Arts 2 through ESOL (M/J 1002010) • M/J Language Arts 3 through ESOL (M/J 1002020) • Materials: • • Use the grade-appropriate Prentice Hall materials and the English Learner’s Companion that accompany each level. • • Visit our website for parallel curriculum materials written especially for ELL Students. • http://www.palmbeach.k12.fl.us/multicultural/MulticulturalNew/ESOLCurriculum.htm

􀂾 Developmental Language Arts Through ESOL* (DLA) (HS 1002380) (M/J 1002180) is designated by the District Reading Plan for FCAT Level 1 or 2 ELL students categorized as B-1, B-2, I-1, or I-2 on the ELDC and can be multi-grade. I-3 students may be placed into either Developmental Language Arts through ESOL or Intensive Reading, depending upon their English proficiency. • Like Intensive Reading, this course receives an elective credit. The Balanced CARE rotational instructional model is highly recommended. Exposure to on-grade-level Lexiled material should occur once a week. • Materials previously purchased and delivered to schools for use in Developmental Language Arts through ESOL are listed below. They should not be used in English through ESOL classes: • • Hampton-Brown Highpoint book, The Basics • • Hampton-Brown Highpoint A, B, or C may also be used (if you have it). • • Red Brick High Five • • Great Source Reading Advantage A or B • • Heinle Picture Dictionaries in Spanish, Haitian Creole, or Portuguese • • Classes at AAA Schools have additional materials.

􀂾 Intensive Reading* (HS 1000410) and (M/J 1000010): The District Reading Plan has designated that ELL students in FCAT Levels 1 or 2 that are in ELDC categories A-1, A-2, and A-3 are to take the Intensive Reading course. (I-3 students may be placed into either Developmental Language Arts through ESOL or Intensive Reading, depending upon their English proficiency.) In Intensive Reading, ELL students are scheduled into classes with non-ELL students and use the same materials as the mainstream students are using in this course. ELL students should have equal access to READ 180 and all other instructional programs.

Some suggested Software: ♦ Dyn Ed First English (800-765-4375) For true beginners, ages 10-17, a multimedia English language course that promotes learning and long-term retention. Level: Beginner. Features: coordinated lessons and exercises to keep students engaged; scope and sequence; Interactive features such as speech record/playback to promote language mastery and oral fluency; Content that automatically adjusts to student performance; Optimized skill sequencing, beginning with listening. ♦ Dyn Ed On Our Way to English (800-765-4375) for ages 11-17. Levels: Basic –Intermediate. Features: English for school subjects, school life, and related situations; Comprehensive, content-based syllabus; a variety of lesson types and exercises based on a well-designed scope and sequence BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

♦ ELLIS (English Language Learning Instructional System)(866-211-0721) Multimedia software designed to teach learners of varying ages and levels to speak and understand English. The ELLIS curriculum combines graphics, full-motion video, digitized sound and voice recording, animation, and support for 60+ native languages. ELLIS’ research-based English language technology instruction includes the capability to Instruct and provide transition support in 60+ native languages; instruct phonemic awareness via hundreds of minimal pairs in each language; provide over 3,000 hours of software instruction; track student(s) progress and measure proficiency; make student instructional path recommendations; provide parent letters written in their native language; correlate with major academic standards; teach at all levels of K-Adult education. ♦ LightSpan Achieve Now (888-888-4314) A research-based curriculum program that includes interactive software, school and home learning activities, teacher materials, onsite and technology-based professional development and student assessment. Components address oral language development, listening, speaking, awareness of sound, symbol, and structure, skill integration, reading comprehension strategies, writing, vocabulary, and spelling. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

♦ Open Book to Literacy (877-719-1804) combines rich-media technology with research based teaching methodologies to teach English reading, writing and pronunciation to beginning, remedial, ESL, and adult learners of all ages. It uses a combination of voice, text, video, graphics, and photos, and heritage-language translation within a framework that comprises comprehensive, scientifically based, English literacy teaching methodology and meets all existing research-based literacy teaching standards including No Child Left Behind, Title I and Title III, Head Start, The National Reading Panel, and the reading standards of all 50 states ♦ Riverdeep: Destination Reading (888-242-6747) is appropriate for beginning and intermediate language learners of all ages, and general education students from preschool to third grade. Grounded in scientific research, the internet-based program uses a structured whole/part/whole approach to reading instruction through the use of colorful cartoon figures, music, and interactive activities. Learners are explicitly taught phonics, decoding, and comprehension skills in the context of a wide range of authentic fiction, non-fiction and environmental text. The management system provides careful sequencing of reading and writing skill development so that each new skill builds upon prior skill learning. It is aligned with state and national curricula standards, and fully conforms to research-focused funding requirements. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

♦ Rosetta Stone Software (800-788-0822) provides a comprehensive language learning system for learners of any age. The core of the learning is provided by multimedia instruction available in networkable CD-ROMs and online programs. The program includes a set of written materials that reinforce and expand students' learning. The Rosetta Stone software includes course planning, management, as well as individual student placement, tracking, and accountability. ♦ Scholastic READ 180 (800-234-READ) is a comprehensive reading intervention program designed to meet the needs of students from elementary to high school whose reading achievement is below the proficient level. It combines teacher-led instruction with adaptive instructional software, motivates students with materials that engage and respect the older struggling reader, and meets the needs of delayed or failing readers, students with learning disabilities, special education students, and English Language Learners. 39 BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

♦ Wiggleworks (http://teacher.scholastic.com/products/wiggleworks/index.htm) is an award winning blend of technology, literature, and teacher support. This media-rich program integrates leveled books with technology and instruction to help children become successful readers and writers, provides leveled reading practice, built-in instruction, and motivation to engage students in reading and writing, and helps teachers scaffold instruction and move students toward reading independence. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

Sites for teachers http://www.sitesforteachers.com/ provides websites for more than 1,300 printable books, lesson plans and worksheets to teach guided reading, phonics, phonemic awareness, fluency, and reading comprehension. o Starfall.com The Starfall learn-to-read website is offered free as a public service. Teachers around the country are using Starfall materials as an inexpensive way to make the classroom more fun and to inspire a love of reading and writing. Primarily designed for first grade, Starfall.com is also useful for prekindergarten, kindergarten and second grade, and may be useful to older ELL students learning a second language. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

Additional Literacy Resources for Teachers ♦ Children’s Literature Web Guide http://www.ucalgary.ca/~dkbrown/index.html ♦ Cyberguides http://www.sdcoe.k12.ca.us/score/cyberguide.html ♦ International Reading Association http://www.reading.org ♦ The Literacy Web http://www.literacy.uconn.edu ♦ Teacher's Guide to International Collaboration on the Internet can be found at: http:/www.ed.gov/teachers/how/tech/international/index.html?exp=0 The Teacher's Guide to International Collaboration was developed to help teachers use the Internet to "reach out" globally. These materials were prepared as part of the Department of Education's International Education Initiative. The topic bars on the left side provide quick access to lesson plans and student activities. BRIM Handbook: Dr. Lisa R. Troute, School District of Palm Beach County

TOOLBOX FOR FCAT SUCCESS PREPARING FOR FCAT READING Table of Contents Determining Main Idea Stated or Implied …..………………………..………….2-24 Identifying Significant Details …………………….…..………………..……....25-39 Following Written Directions and the Sequence of Data ……….…..…..……40-49 Recognizing Sequence .………………………………………………..………..50-70 Pre-reading Strategies …………………………………………….…….……...71-89 Using Context Clues .…...…………………………………..………….….…..90-118 Classifying ……………………………………………………………….……119-129 Using Comparison Contrast ……….…………………………………………130-148 Identifying Cause and Effect…………….……………………………………149-162 Making Conclusions, Generalizations and Inferences..…………..............163-174 Distinguishing Facts and Opinions …...…………………………………….175-187 Identifying Organizational Patterns of a Reading …………………………188-209 Recognizing Author’s Purpose, Point of View, and Tone..………………..210-220 Using Methods of Persuasion ………………………………………………221-235 Using Literary Elements ……..………………………………………………..236-266 Using Literary Devices …………………………………………………………267-294 Gathering Information ……..……………………………………………..….295-304 Analyzing the Validity and Reliability of Primary Sources …………………305-319 Synthesizing Information ………………………………………………………320-332 http://www.palmbeach.k12.fl.us/Multicultural/ESOLCurriculumDocs/Secondary/TOOLBOX%20FOR%20FCAT%20SUCCES2%20in%20one%20file%20without%20microskills.pdf

The School District of Palm Beach County Department of Multicultural Education Curriculum Resources http://www.palmbeach.k12.fl.us/Multicultural/ESOL.htm http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/ESOLCurriculumSecondaryLangArts.htm http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/ESOLCurriculumSecondaryMath.htm http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/ESOLCurriculumSecondarySci.htm http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/ESOLCurriculumSecondarySS.htm http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/MultiCurric.htm

Palm Beach County School District Contacts • Sheila Acevedo, ESOL Specialist for Charter & ESE Schools 561.650.6696 Phone 561.650.6695 FAX acevedo@palmbeach.k12.fl.us 561.650.6696 Phone 561.650.6695 FAX • Connie Berry, Guidance Counselor Specialist 561.434.7348 Phone 561.434.8074 FAX • Ana Meehan, Executive Director, Multicultural Education 561.434.8010 Phone 561.434.8074 FAX • Eileen Shapiro, Holocaust Studies Program Planner 561.434.8169 Phone 561.434.8074 FAX • Kim Thomasson, Dual Language Specialist 561.434.8201 Phone 561.434.8074 FAX • Lisa Troute, ESOL Curriculum Specialist 561.649.6886 Phone 561.434.8074 FAX • Carole Wilkinson, ESOL Training Specialist 561.434.8320 Phone 561.434.8074 FAX • Diana Williams, Manager, Multicultural Education 561.649.6840 Phone 561.434.8074 FAX

Overcoming Illiteracy in Secondary Schools TESOL ’07 Seattle, WA