the international newcomers academy
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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: - PowerPoint PPT PresentationTRANSCRIPT
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The International Newcomers Academy
PLANNING AND IMPLEMENTING AN INTERNATIONAL NEWCOMERS ACADEMY
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CMSD LEP ENROLLMENT
School Year
Average Daily
Student Enrollmen
t
Black, non-Hispanic
Asian or Pacific
IslanderHispani
cMulti-Racial
White, non-
Hispanic
Limited English
ProficientStudents with
Disabilities
2009-2010 46,697 69.0% 0.6% 12.2% 3.1% 14.8% 5.5% 22.3%
2010-2011 47,962 68.2% 0.6% 12.3% 2.2% 14.6% 6.0% 21.6%
2011-2012 42,772 68.2% 0.7% 10.0% 2.6% 17.8% 6.2% 21.1%
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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.
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Possible SolutionsNewcomers 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
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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
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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
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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.
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INTERNATIONAL NEWCOMERS ACADEMY STUDENT
REPORT BY GRADESGRADE TOTAL
PRE-K 18K 401 282 253 214 225 236 157 278 209 3210 2511 1912 5
TOTALS 320
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STUDENT DEMOGRAPHICSGENDER CITIZEN STATUS ENROLLMENT
DATELANGUAGE
FEMALE
46%
REFUGEE
31%
ONE YEAR
90%
SPANISH= 58%ARABIC=12%NEPALESE=10%
20% Other LanguagesAmharicBurmeseChineseDinkaFrenchHindiJapaneseKarenKirundiPulRomanianRussianSwahiliTagalogTigrinyaVietnamese
MALE
56%
IMMIGRANT
46%
TWO YEARS
10%BORN IN PUERTO
RICO
42%
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1011
STUDENT ENROLLMENT
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1113
STUDENT BY LAU CODES SY 2011-2012
STUDENT BY LAU CODES
91%
9%
LAU A LAU B
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This is what we do
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Instructional DesignUse 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.
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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
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Resources• Imagine Learning• RIGOR
• RIGOR• Spotlight On English• Imagine Learning• English in a Flash• Accelerated Reader• First in Math
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Instructional DesignAll 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 bandsESL 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 levelStudents 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.
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Instructional DesignProject 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.
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CHALLENGESVERTICAL DESIGN
2010-11 2011-12Pre-K Pre-K
K K1-2 K3-4 1-25-6 2-37-8 3-4
9-12 English/ESL 4-59-12 Social Studies 5-6
9-12 Math 7-8ESL Resource 10-12 Science
1/2 Music 10-12 English/ESL1/2 P.E. 10-12 Science1/2 Art 7-12 Social StudiesMEDIA 7-12 Math
MEDIA1/2 Music 1/2 P.E.1/2 Art
ESL Resource9 English/ESL
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CHALLENGESNEW INCOMING STUDENTS DAILYTESTING ACCOMMODATIONSSPECIAL EDUCATIONGROWING PAINS
STAFFING:
CONTRACT ISSUESINTERVIEWSDISTRICT ECONOMIC SATUS=LAYOFFSPROFESSIONALLY DEVELOPED STAFF
EXIT CRITERIA:
PARENT PUSH BACK
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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.
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Video Recording
• Provides a way for evaluating reading fluency, pronunciation and intonation
• Reading Fluency Rubric used for evaluation.
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Exit Criteria The decision to exit a student from the Newcomer
program follows a standardized procedure
Teacher recommendationsFormal and informal observations English-Language Development Observation Checklist, Standardized test scores –OTELA & Benchmark testsStudent’s portfolio of class work Parent Conference/Contract
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Newcomers Grades 6 - 8/Bilingual Program Schools Grades 6,
7, 8OR
Other Schools of Choice
Paths to Graduation for Secondary Newcomer Academy Students
Newcomers grades 9-12 Ninth Grade
Thomas JeffersonGrade 9
OR Comprehensive High Schools with support
Grades 10-12
OR Other CMSDHigh Schools
Five year alternatives pathways for high school overage students
Provides , sheltered instruction in content subjects and bilingual tutorial support with academic credit leading to HS diploma.
Provides counseling and linkage to targeted post-secondary and career + technical programs for students unable to graduate by age 21.
Referral to Career + Technical training, credit retrieval, GED for 17-21 year olds with low credits
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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.
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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.
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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
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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)
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OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)
PERCENTAGE OF STUDENTS BY PROFICIENCY LEVELGR. KDG LISTENING
35%
35%
30%
1
2
3
GR. KDG SPEAKING
15%
45%
40% 1
2
3
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OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)
PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL
GR. 3-5 LISTENING
7%
2%
24%
33%
34% 1
2
3
4
5
GR. 3-5 SPEAKING
39%
11%26%
4%
20%
1
2
3
4
5
GR. 1-2 LISTENING
32%32%
37%
1
2
3
GR. 1-2 SPEAKING
21%
42%
37%1
2
3
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GR. 6-8 LISTENING
6%
19%
17%
23%
35% 1
2
3
4
5
OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)
PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL
GR. 9-12 LISTENING
7%
16%
39%
29%
9%
1
2
3
4
5
GR. 9-12 SPEAKING
17%
16%
22%17%
28%1
2
3
4
5
GR. 6-8 SPEAKING
1
2
3
4
5
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3121
•SCHOOL YEAR 2010-11-INA@THOMAS JEFFERSON
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32
SCHOOL YEAR 2011-12INA@THOMAS JEFFERSON
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3322
•SY 2009-2010 JOSEPH M. GALLAGHER
•SY 2010-2011 JOSEPH M. GALLAGHER
SCHOOL YEAR 2010-11-INA@THOMAS JEFFERSON
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3423
•SCHOOL YEAR 2010-11 LINCOLN COMMUNITY WRAPAROUND
•SCHOOL YEAR 2009-10 LINCOLN COMMUNITY WRAPARROUND
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3524
•SCHOOL YEAR 2010-11-LINCOLN PROGRAMMING AND SOFTWARE
•SCHOOL YEAR 2009-10-LINCOLN PROGRAMMING AND SOFTWARE
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3625
•SCHOOL YEAR 2010-11-LINCOLN INTERNATIONAL STUDIES
•SCHOOL YEAR 2009-10-LINCOLN INTERNATIONAL STUDIES
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Accelerated Reader Data
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Accelerated Reader Data
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Questions?Contact InformationNatividad Pagan: Director, Multilingual Multicultural Education [email protected] (216) 574-8584Rhonda A. Corr Saegert: Principal, International Newcomers Academy [email protected] (216) 404-5111Margaret Berrios-Brown:Academic Coach [email protected] 2222 22222222
The International Newcomers Academy 3145 West 46th Street, Cleveland, OH
44102 (216) 404-5098