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New Teacher Orientation Adult ESOL Program Fall 2010 PowerPoint Presentation
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New Teacher Orientation Adult ESOL Program Fall 2010

New Teacher Orientation Adult ESOL Program Fall 2010

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New Teacher Orientation Adult ESOL Program Fall 2010

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  1. New Teacher OrientationAdult ESOL ProgramFall 2010

  2. Welcome to M-DCPS’Adult ESOL Team You are part of a winning team! Beatriz Diaz, Supervisor Ileana Masud Karen Johnson Veronica Pavon-Baker Claudia Muina Alexis Gonzalez YOU

  3. Target Population: English Language Learners (ELLs) 16 years or older not enrolled in K-12 program. Program Goal: Increase access to English literacy to Obtain, maintain and advance in employment Access higher education Become actively involved in children’s education Become America citizens Access community resources and actively participate in our community events Adult ESOL

  4. Who do we service? • English language learners (16 and over): • Not enrolled in K-12 programs • Residents of Miami-Dade County: • A Florida driver’s license or Florida ID • A utility bill, bank or credit card statement with name and Florida address • A Certificate of Domicile (available at a courthouse) • A letter or form from a local referring agency

  5. Adult ESOL Program Literacy Skills (illiterate/semi literate in native language) Literacy A Literacy B Use Progress Report for Literacy C collection of LCP and completion Core ESOL 1. Foundations 4. Low Intermediate 2. Low Beginning 5. High Intermediate 3. High Beginning 6. Advanced

  6. Adult ESOL • Individual course standards are set by the State to guide instruction • Course standards must be used by teachers to plan instruction • Standards are not sequential – can be used in any order • Standards set the path, YOU set the pace, pick the road and monitor progress.

  7. Florida Adult ESOL Standards EMPLOYMENT Level Standard Benchmark

  8. Florida Adult ESOL Standards • Communication • Civics, Family and Community Resources • Employment • Consumer Education • Health and Nutrition • Transportation and Travel • Safety and Security

  9. Adult ESOL Resources • Teachers must use the core text selected by their adult center Supplemental materials must be aligned to the standard being taught and be adult in nature • Listening/speaking activities (in every class) • Reading selections – adult topics • Realia, hands-on, (student-centered activities) • Computers assisted learning activities, internet resources (planned and supervised!!!)

  10. Toolkit for Adult ESOL Educators • Adult ESOL Course Standards • Adult ESOL Course Vocabulary List • Core Text • CASAS Listening and Reading Practice Tests - • Web Sites: • Florida Tech Net - • MDCPS Adult ESOL - • Florida Department of Education -

  11. Comprehensive Adult Student Assessment Systems

  12. "Accountability breeds response-ability." -Stephen R. Covey

  13. CONNECTIONS… Curriculum Assessment Students’ Needs

  14. What is CASAS? • Comprehensive Adult Student Assessment Systems • A nonprofit organization dedicated to improving adult education assessment and delivery systems • There are three key components of the CASAS system: • Curriculum • Assessment • Instruction • CASAS and Adult ESOL: • Assessment for student placement and advancement in program • Assessment content is based on CASAS competencies Adult ESOL

  15. An Integrated Systems Approach Accountability Adult ESOL

  16. CASAS Curriculum Competencies • A competency is a measurable learning objective in a functional life skills context. • Based on skills for life and work • Examples: • Interpret medicine labels • Check sales receipts Content Standards • Underlying basic skills in reading, math, and listening • Both used for curriculum design and instruction • Both aligned to CASAS test items. • Competency Content Areas • 0. Basic Communication • Consumer Economics • Community Resources • Health • Employment • Government and Law • Math • Learning and Thinking Skills • Independent Living Adult ESOL

  17. The Competency Coding System 1. Content Area 3. Health 2. Competency Area 3.4 Understand basic safety measures and health risks 3. Competency Statements 3.4.1 Interpret product label directions and safety warning. 3.4.2 Identify safety measures that can prevent accidents and injuries. Adult ESOL

  18. Assessment • Tests: Reading and Listening (Individual Scores) Appraisal Pre-test(Placement) Post-test *Lowest score determines placement and advancement/educational gain/LCP Adult ESOL

  19. Guidelines for Post Test and Promotion • Who should be post tested? • Students who meet the following criteria • Approximately 70 hours of available instruction • Teacher Recommendation • Who should be promoted to the next level? • Students who earn a passing score on CASAS • Students who qualify for Administrative Promotion • Complete Florida Standards • Take CASAS test and score within 3 points of passing • Teacher recommendation and administrator approval (Form 7020)

  20. Instruct, Test, Support

  21. Software Compiles and scores student assessment results Provides more than 100 reports analyzing student test data Tracks student progress Key Component: Data Collection

  22. TOPSpro Reports • Topspro Reports for Teachers: • Class Performance: • Measures competencies and tasks (The BIG Picture) • Assists Instructors to identify class’ strengths and weaknesses and create appropriate lesson accordingly • Student Performance: • Measures competencies (The Individual Picture) • Assists teacher and student to identify individual student weaknesses. (Differentiated Instruction/student folders)

  23. Task Areas • Test items are presented in a variety of task areas, or display formats • Task areas help identify important skills that need to be addressed during instruction • For example: a student may comprehend the language on a test item but not understand the item display, such as a bar chart, graph, or pie chart • Task areas are listed on the TOPSpro Reports © 2009 CASAS. All rights reserved.

  24. TOPSpro Task Areas • Reading Task Areas • Forms • Charts, maps, consumer billings, matrices, graphs, or tables • Stories, articles, paragraphs, sentences, directions, or pictures • Signs, price tags, ads, or product labels • Measurement scales and diagrams • Listening Task Areas • Picture prompt • Comprehension question • Predict next line of dialogue • Identify true statement based on prompt © 2009 CASAS. All rights reserved.

  25. Benefits of using the reports • Use pre-test results to identify competencies to target during instruction before post-test • Align classroom instruction and curriculum to specific competencies that need to be mastered • Identify task areas to be emphasized during instruction • Teach basic skills as well as life skills to facilitate mastery

  26. Student Report Adult ESOL

  27. Activity: Interpreting Tasks • Is your sample a reading or listening test? • Look at item 5, 11, and 19 • What task corresponds with each item? • Find the FL ESOL Standard correlation

  28. Class Report Adult ESOL

  29. Cooperative Group Activity • Analyze as a group a TOPSpro Class Performance Report • Choose a competency (lowest) that was not mastered by the entire class • Develop a lesson plan as a group


  31. Teacher Toolkit Contents • Teaching Adults, An ESL Resource Book • 1 set (4) Modern Dramas • 2 program flyers in Spanish and Haitian Creole • 1 class set (25) Modern Dramas based on level assigned • 1 spiral notebook • 1box highlighters • 1 pack construction paper • 2 dry erase markers • 1 pack index cards

  32. Adult ESOL Program Contact Information Dr. Beatriz Diaz, Adult ESOL Program Supervisor, (305) 579-0341 Ileana Masud, Curriculum Support Specialist, (305) 579 – 0342 Veronica Pavon – Baker, Curriculum Support Specialist, (305) 579 - 0343 Karen Johnson, Curriculum Support Specialist, (305) 579-0345