WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL …



SLPS TESOL ExcELLence Issue 2October 2015339534571755What are Your Hypotheses About Student Language Development?Submitted by Dr. Alla Gonzalez Del Castillo Fill in the blank: If _____________, then student language development will improve. Brainstorm as many items in the blank as you can. Some of your ideas may focus on actions by students and families. Other ideas may focus on adults in the school. What do your hypotheses have in common? They all suggest a cause and effect relationship. We often examine W-APT and ACCESS data to make assumptions about student language development. We look at district and state assessments to see how our ELLs are performing. We also look at formative assessments administered in the classroom. We examine a lot of “effect data”. As Reeves (2010) suggests, “in the context of schools, the essence of holistic accountability is that we must consider not only the effect variable—test scores—but also the cause variables—the indicators in teaching”. These cause variables are also referred to as “cause data”. They document our actions, actions of adults. With that in mind, brainstorm some of the instructional actions that may lead to great student outcomes. Think how you can establish this focus not only on the effect data but also on the cause data in your classroom.Cause Data: Information based on actions of the adults in the systemEffect Data: Student achievement results from various measurements00What are Your Hypotheses About Student Language Development?Submitted by Dr. Alla Gonzalez Del Castillo Fill in the blank: If _____________, then student language development will improve. Brainstorm as many items in the blank as you can. Some of your ideas may focus on actions by students and families. Other ideas may focus on adults in the school. What do your hypotheses have in common? They all suggest a cause and effect relationship. We often examine W-APT and ACCESS data to make assumptions about student language development. We look at district and state assessments to see how our ELLs are performing. We also look at formative assessments administered in the classroom. We examine a lot of “effect data”. As Reeves (2010) suggests, “in the context of schools, the essence of holistic accountability is that we must consider not only the effect variable—test scores—but also the cause variables—the indicators in teaching”. These cause variables are also referred to as “cause data”. They document our actions, actions of adults. With that in mind, brainstorm some of the instructional actions that may lead to great student outcomes. Think how you can establish this focus not only on the effect data but also on the cause data in your classroom.Cause Data: Information based on actions of the adults in the systemEffect Data: Student achievement results from various measurements-6223071756W-APT UpdateSubmitted by Ms. Carter, ESOL CounselorThe ESOL Program is proud to announce that 100% of students who arrived during the summer months were tested within the first 30 calendar day time frame. This means that the SLPS ESOL Program is in compliance with administering the W-APT for 2015-16 school year per federal guidelines. Keep up the good work!!! Total numbers of students tested: ESOL Centers: 50 studentNCNAA: 33 StudentsNon-Centers: 8 StudentsELL Monitoring Forms (M1, M2)The first quarter ends October 15. Based on DESE monitoring requirements, the monitoring information must be updated quarterly and kept on file for each monitoring student. ESOL teachers obtain quarterly grades from SIS or respective classroom teachers to record the information on the district monitoring forms.All first quarter forms have to be completed by October 30. 00W-APT UpdateSubmitted by Ms. Carter, ESOL CounselorThe ESOL Program is proud to announce that 100% of students who arrived during the summer months were tested within the first 30 calendar day time frame. This means that the SLPS ESOL Program is in compliance with administering the W-APT for 2015-16 school year per federal guidelines. Keep up the good work!!! Total numbers of students tested: ESOL Centers: 50 studentNCNAA: 33 StudentsNon-Centers: 8 StudentsELL Monitoring Forms (M1, M2)The first quarter ends October 15. Based on DESE monitoring requirements, the monitoring information must be updated quarterly and kept on file for each monitoring student. ESOL teachers obtain quarterly grades from SIS or respective classroom teachers to record the information on the district monitoring forms.All first quarter forms have to be completed by October 30. -6667512890500Inside This Issue1 23/456 CalendarW-APT updateWhat are Your Hypothesis About Student Language DevelopmentWelcome our New Staff/ Art Teacher of the Year Award373634021589900ESOL RESOURCE CORNER/ ESOL Walkthrough RubricProgram UpdatesCalendar of events-397510-271780WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL MIGRANT PROGRAMMs. Chorlins, ESOL teacher at Buder ElementaryHello! My name is Suzanne Chorlins and I am an ESOL teacher at Buder Elementary. It’s wonderful to be a part of the ESOL community at SLPS. I am a native St. Louisan and I live in Maryland Heights with my four children and two dogs. I have a Bachelor’s degree in English and Secondary Education from Maryville University. After graduation, I moved to Arizona, then Ohio, and I finally settled in Aurora, Illinois where I lived for nine years. While I was living in Aurora, I worked as an Adult ESL teacher and I began working on my ESOL certification. We moved back to St. Louis in 2007, and last year I returned to school to continue working on my Masters in TESOL Education at Lindenwood University. If all goes according to plan, I will graduate this spring. Previously, I worked as an ESOL TA at an elementary school in Rockwood, and this is my first year as an ESOL teacher. I am so excited to be here, and I’m looking forward to meeting all of you!Mr. Wilson, ESOL teacher at Gateway Middle SchoolI haven’t been lost on a desert island with Tom Hanks, but I have been from Alaska to Zaire and lived in some of the coolest National Parks in North America. My past jobs include Coast Guardsman, Park Ranger, freight conductor and small business owner. This will be my fifteenth year of teaching, and fifth as an ESOL specialist. 00WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL MIGRANT PROGRAMMs. Chorlins, ESOL teacher at Buder ElementaryHello! My name is Suzanne Chorlins and I am an ESOL teacher at Buder Elementary. It’s wonderful to be a part of the ESOL community at SLPS. I am a native St. Louisan and I live in Maryland Heights with my four children and two dogs. I have a Bachelor’s degree in English and Secondary Education from Maryville University. After graduation, I moved to Arizona, then Ohio, and I finally settled in Aurora, Illinois where I lived for nine years. While I was living in Aurora, I worked as an Adult ESL teacher and I began working on my ESOL certification. We moved back to St. Louis in 2007, and last year I returned to school to continue working on my Masters in TESOL Education at Lindenwood University. If all goes according to plan, I will graduate this spring. Previously, I worked as an ESOL TA at an elementary school in Rockwood, and this is my first year as an ESOL teacher. I am so excited to be here, and I’m looking forward to meeting all of you!Mr. Wilson, ESOL teacher at Gateway Middle SchoolI haven’t been lost on a desert island with Tom Hanks, but I have been from Alaska to Zaire and lived in some of the coolest National Parks in North America. My past jobs include Coast Guardsman, Park Ranger, freight conductor and small business owner. This will be my fifteenth year of teaching, and fifth as an ESOL specialist. 3050540-271780(submitted by Mrs. Harris, NCNAA Interim Principal)Please join me in congratulating Ms. Zoe Childress who has won the Art Teacher of the Year Award! She is so deserving of this prestigious acknowledgement for her exemplary work and dedicated service to the International Welcome School, New American Preparatory Academy and Nahed Chapman New American Academy. We are so proud of Zoe and blessed to have her as a part of NCNAA, best in the whole wide world!The ESOL Co-teaching Initiative in Action 00(submitted by Mrs. Harris, NCNAA Interim Principal)Please join me in congratulating Ms. Zoe Childress who has won the Art Teacher of the Year Award! She is so deserving of this prestigious acknowledgement for her exemplary work and dedicated service to the International Welcome School, New American Preparatory Academy and Nahed Chapman New American Academy. We are so proud of Zoe and blessed to have her as a part of NCNAA, best in the whole wide world!The ESOL Co-teaching Initiative in Action -100330-325755ESOL RESOURCE CORNERU.S. Department of Education: ELL ToolkitThe English Learner Tool Kit?is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners. Each Tool Kit chapter contains an overview, sample tools, and resources relevant to the topic of the chapter. Identifying?All English Learner Students?(PDF, 1.5MB) HYPERLINK "" Providing English Learners with a?Language Assistance Program?(PDF, 800KB)Staffing and Supporting?an EL Program?(PDF, 921KB)Meaningful?Access to Core Curricular, Extra Curricular Programs?(PDF, 1.75MB)Creating an?Inclusive Environment?and Avoiding Unnecessary Segregation?(PDF, 910KB)Addressing English?Learners with Disabilities?(PDF, 1.27MB)Serving English?Learners who Opt-Out?of EL Programs?(PDF, 386KB)Monitoring and Exiting English Learners?from EL Programs and Services?(PDF, 1.23MB)Evaluating the Effectiveness?of a Districts EL Program?(PDF, 907KB)Ensuring?Meaningful Communication?with Limited English Proficient Parents?(PDF, 1.26MB) Engage ELLs in Engage ELA: A Guide to Supporting ELLs in Expeditionary Learning Grades 3-8 ELA Curriculum (to access the full document, please access )This document provides guidance for teachers and administrators to plan scaffolds for ELLs for the district ELA curriculum.The introduction part of the document defines the beliefs of teaching ELLs and common ELL scaffolds.The second part “Modules scaffolding for ELL Support: Overarching Design” describes three considerations for designing scaffolds for Engage ELA followed by a case study.The third part of the document provides options for specific scaffolds like scaffolds in listening, writing, speaking, vocabulary, assessment etc.Finally, the document provides sample of an ELL scaffolded lesson and unit.This also could be a great guide to study with your co-teaching colleagues and other ELA teachers at your building.00ESOL RESOURCE CORNERU.S. Department of Education: ELL ToolkitThe English Learner Tool Kit?is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners. Each Tool Kit chapter contains an overview, sample tools, and resources relevant to the topic of the chapter. Identifying?All English Learner Students?(PDF, 1.5MB) HYPERLINK "" Providing English Learners with a?Language Assistance Program?(PDF, 800KB)Staffing and Supporting?an EL Program?(PDF, 921KB)Meaningful?Access to Core Curricular, Extra Curricular Programs?(PDF, 1.75MB)Creating an?Inclusive Environment?and Avoiding Unnecessary Segregation?(PDF, 910KB)Addressing English?Learners with Disabilities?(PDF, 1.27MB)Serving English?Learners who Opt-Out?of EL Programs?(PDF, 386KB)Monitoring and Exiting English Learners?from EL Programs and Services?(PDF, 1.23MB)Evaluating the Effectiveness?of a Districts EL Program?(PDF, 907KB)Ensuring?Meaningful Communication?with Limited English Proficient Parents?(PDF, 1.26MB) Engage ELLs in Engage ELA: A Guide to Supporting ELLs in Expeditionary Learning Grades 3-8 ELA Curriculum (to access the full document, please access )This document provides guidance for teachers and administrators to plan scaffolds for ELLs for the district ELA curriculum.The introduction part of the document defines the beliefs of teaching ELLs and common ELL scaffolds.The second part “Modules scaffolding for ELL Support: Overarching Design” describes three considerations for designing scaffolds for Engage ELA followed by a case study.The third part of the document provides options for specific scaffolds like scaffolds in listening, writing, speaking, vocabulary, assessment etc.Finally, the document provides sample of an ELL scaffolded lesson and unit.This also could be a great guide to study with your co-teaching colleagues and other ELA teachers at your building.3604895-325755ESOL Educational WalkthroughsThe walkthrough process provides formative assessment data that answers the question, "How are we doing?" in regards to the implementation of standards-based teaching and learning. Examining and analyzing this data is a key to practice of continuous program improvement. Walkthroughs provide a structure for consistent ESOL expectations across the district while allowing schools to address individual needs. They are designed to document the expected outcomes of the school/districts focused professional learning and school improvement plans.This process should be viewed as a non-threateningtool to stimulate professional conversations, as you raise expectations for all within a collaborative environment.The purpose is to determine if ESOL teachers are implementing effective instructions for ELLs and what evidence exists to back up this statement.A rationale for the walkthrough process is based on the connection between walkthroughs and student achievement. Effective teaching yields increased student achievement. Our observations are focused on the variables that make the greatest difference in improving English language learner achievement.A WALKTHROUGH IS NOT A(N)…_ Formal observation_ Audit_ Evaluation of individual teachers_ "Gotcha" opportunity for supervisors or peers_ Dog and pony show_ Isolated event_ Invitation to discuss inappropriately or gossip00ESOL Educational WalkthroughsThe walkthrough process provides formative assessment data that answers the question, "How are we doing?" in regards to the implementation of standards-based teaching and learning. Examining and analyzing this data is a key to practice of continuous program improvement. Walkthroughs provide a structure for consistent ESOL expectations across the district while allowing schools to address individual needs. They are designed to document the expected outcomes of the school/districts focused professional learning and school improvement plans.This process should be viewed as a non-threateningtool to stimulate professional conversations, as you raise expectations for all within a collaborative environment.The purpose is to determine if ESOL teachers are implementing effective instructions for ELLs and what evidence exists to back up this statement.A rationale for the walkthrough process is based on the connection between walkthroughs and student achievement. Effective teaching yields increased student achievement. Our observations are focused on the variables that make the greatest difference in improving English language learner achievement.A WALKTHROUGH IS NOT A(N)…_ Formal observation_ Audit_ Evaluation of individual teachers_ "Gotcha" opportunity for supervisors or peers_ Dog and pony show_ Isolated event_ Invitation to discuss inappropriately or gossip370967013843000-33655-287655 The ESOL Program Rubric for Walkthroughs is designed to capture current ESOL related trends. It also could be used as an individual self-assessment tool in terms of daily instruction. ESOL WALKTHROUGH RUBRICO12Content and Language Objectivesnot posted postedaligned and referred/ reviewedCooperative Learning Strategiesnot observedobservedobserved and was implemented successfullyELL Supportsnot observedobservedobserved, designed and implemented according to students’ LPs The data collection from all ESOL classrooms will be reported collectively in the newsletter. It will be used to identify professional development focus for our program. It will also be used to evaluate the effectiveness of our ESOL program as a whole in terms of providing effective instruction to ELLs.00 The ESOL Program Rubric for Walkthroughs is designed to capture current ESOL related trends. It also could be used as an individual self-assessment tool in terms of daily instruction. ESOL WALKTHROUGH RUBRICO12Content and Language Objectivesnot posted postedaligned and referred/ reviewedCooperative Learning Strategiesnot observedobservedobserved and was implemented successfullyELL Supportsnot observedobservedobserved, designed and implemented according to students’ LPs The data collection from all ESOL classrooms will be reported collectively in the newsletter. It will be used to identify professional development focus for our program. It will also be used to evaluate the effectiveness of our ESOL program as a whole in terms of providing effective instruction to ELLs.3414395-382905Creating Text Dependent Questions for ELLs: Examples for 6th-8th Grade(to access the full article, please go to )Creating TDQs that align to the three close readings of the text and sufficiently support ELLs in accessing the text can be a challenge. It requires knowledge of your students, a clear understanding of your lesson objectives, careful analysis of the text, and also some trial and error. In the article the authors, Diane Staehr Fenner and Sydney Snyder, share an example for developing text dependent questions (TDQs) for ELLs in the middle grades. They have selected a 6th-8th grade exemplar text in the category of Informational Texts: Science, Mathematics and Technology titled “The Evolution of the Grocery Bag” by Henry Petroski (the full version of the text is included in the article). According to Diane Staehr Fenner and Sydney Snyder, in order to provide the appropriate level of support that ELLs will need to understand the text, it can be helpful to follow a series of steps when writing TDQs. The process that we have used follows and is explained in more detail below.?Step 1: Prepare for InstructionDetermine the key ideas of the text; create a series of questions structured to bring the reader to an understanding of these ideas for ELLs: ELLs might need to be provided some concise background knowledge to access the key ideas of the text. TDQs will need to be scaffolded so that ELLs at different levels of English language proficiency can understand them. ELLs might need sentence frames or sentence starters to support their answers to the questions?Step 2: Provide Additional Support for ELLs (glossary and additional images)?Step 3: Provide a Guiding Question or Questions to Frame InstructionSample of Guiding Questions using the sample story:?How has the design of the paper bag evolved??Why is the design of today’s paper bag not considered perfect??Step 4: Outline the TDQs and Provide Sentence Starters for ELLsTDQs: First Read (Key Ideas and Details)TDQs: Second Read (Craft and Structure)TDQs: Third Read (Integration of Knowledge and Ideas)?Step 5: Have Students Take Part in a Culminating Activity. In the culminating activity, students answer the guiding questions.00Creating Text Dependent Questions for ELLs: Examples for 6th-8th Grade(to access the full article, please go to )Creating TDQs that align to the three close readings of the text and sufficiently support ELLs in accessing the text can be a challenge. It requires knowledge of your students, a clear understanding of your lesson objectives, careful analysis of the text, and also some trial and error. In the article the authors, Diane Staehr Fenner and Sydney Snyder, share an example for developing text dependent questions (TDQs) for ELLs in the middle grades. They have selected a 6th-8th grade exemplar text in the category of Informational Texts: Science, Mathematics and Technology titled “The Evolution of the Grocery Bag” by Henry Petroski (the full version of the text is included in the article). According to Diane Staehr Fenner and Sydney Snyder, in order to provide the appropriate level of support that ELLs will need to understand the text, it can be helpful to follow a series of steps when writing TDQs. The process that we have used follows and is explained in more detail below.?Step 1: Prepare for InstructionDetermine the key ideas of the text; create a series of questions structured to bring the reader to an understanding of these ideas for ELLs: ELLs might need to be provided some concise background knowledge to access the key ideas of the text. TDQs will need to be scaffolded so that ELLs at different levels of English language proficiency can understand them. ELLs might need sentence frames or sentence starters to support their answers to the questions?Step 2: Provide Additional Support for ELLs (glossary and additional images)?Step 3: Provide a Guiding Question or Questions to Frame InstructionSample of Guiding Questions using the sample story:?How has the design of the paper bag evolved??Why is the design of today’s paper bag not considered perfect??Step 4: Outline the TDQs and Provide Sentence Starters for ELLsTDQs: First Read (Key Ideas and Details)TDQs: Second Read (Craft and Structure)TDQs: Third Read (Integration of Knowledge and Ideas)?Step 5: Have Students Take Part in a Culminating Activity. In the culminating activity, students answer the guiding questions.-271780-401955ESOL Community OutreachUpdates(submitted by Mrs. Phelps, ESOL Teacher at Woerner)This month, the Community Outreach Committee met on September 17th. The goal of this committee is to strengthen ties with the surrounding community. The committee had several tasks to address at the meeting. First, the committee decided to include an updated list of all our partners/donors on our websites. It was also decided that at the beginning of each school year “thank you” messages will be sent to all partners expressing appreciation for their support. Right now our program has three options for thank you notes and we would like to add more. Currently the committee is in the process of acquiring new art work and creating new cards that will be available to all. Finally, the members of the committee started the process of designing and creating an ESOL Program Board to be used at presentations, with new district staff and with ELL parents. The next meeting will be held on November 5 from 3:45 to 4:45 PM. ESOL Parent Involvement (submitted by Luz Giraldo, Bilingual Specialist)Our program held our first successful ESOL Parent Meeting on September 17. The following topics were discussed: ? Overview of our ESOL Program? How to read report cards? Preparing for parent teacher conferences ? NCLB Complaint processWe had 11 languages represented by 151 parents: We want to thank all staff involved in the meeting, especially the staff who volunteered for this event: Diane Thurmond, Fariba Mazoudnia, Annelise Nelson, Anne Savio, Zoe Childress, Jessica Baalmann and Robert Bailey.Our next meetings will be held November 18th, January 20th, March 9th, and April 20th from 5:30 – 7:00 pm. If you would like to volunteer for one or more of these events, please feel free to contact Luz Giraldo for more information.00ESOL Community OutreachUpdates(submitted by Mrs. Phelps, ESOL Teacher at Woerner)This month, the Community Outreach Committee met on September 17th. The goal of this committee is to strengthen ties with the surrounding community. The committee had several tasks to address at the meeting. First, the committee decided to include an updated list of all our partners/donors on our websites. It was also decided that at the beginning of each school year “thank you” messages will be sent to all partners expressing appreciation for their support. Right now our program has three options for thank you notes and we would like to add more. Currently the committee is in the process of acquiring new art work and creating new cards that will be available to all. Finally, the members of the committee started the process of designing and creating an ESOL Program Board to be used at presentations, with new district staff and with ELL parents. The next meeting will be held on November 5 from 3:45 to 4:45 PM. ESOL Parent Involvement (submitted by Luz Giraldo, Bilingual Specialist)Our program held our first successful ESOL Parent Meeting on September 17. The following topics were discussed: ? Overview of our ESOL Program? How to read report cards? Preparing for parent teacher conferences ? NCLB Complaint processWe had 11 languages represented by 151 parents: We want to thank all staff involved in the meeting, especially the staff who volunteered for this event: Diane Thurmond, Fariba Mazoudnia, Annelise Nelson, Anne Savio, Zoe Childress, Jessica Baalmann and Robert Bailey.Our next meetings will be held November 18th, January 20th, March 9th, and April 20th from 5:30 – 7:00 pm. If you would like to volunteer for one or more of these events, please feel free to contact Luz Giraldo for more information.CALENDAR OF EVENTSDateEventTimeLocationThursday, October 22ESOL Leadership Committee3:30PM-4:30 PMESOL Office, Building 1Thursday, October 29ESOL PD Committee Meeting3:30PM-4:30 PMESOL Office, Building 1October 9District PD day8:00AM-3:30PMTBDOctober 15,16Parent Teacher ConferencesTBDDistrict School BuildingsOctober 13, 23 ( Session 2)Co-teaching Training8:00AM - 3:30PMESOL office, Building 3October 10, 24SIOP cohort (Component #6 --Practice and Application) 8:30AM -3:00PMESOL office, Building 3October 20 (for ESOL and mainstream teachers)Effective Academic Instruction for ELLs (Session 2-Building Background)3:30 AM-5:00PMESOL office October 9ELL101 for Para Educators ( only for pre-registered individuals)8:30-8:30EducationPlus? 4433 Woodson Road, St. Louis, MO 63134Save the Date! Upcoming free Webinar on Academic Language October 8 @ 7pm ETMariana Castro and Ruslana Wusterland from WIDA will outline the linguistic expectations of the College and Career Readiness standards and how to engage language learners in using academic language in four key ways.Register Now for the Webinar! Please, share ESOL updates from your site with Elena Okanovic by October 30, 2015 to be included in our next issue of the SLPS TESOL ExcELLence newsletter. ................
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