HEMPSTEAD UNION FREE SCHOOL DISTRICT Cultivating District Leadership

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HEMPSTEAD UNION FREE SCHOOL DISTRICT Cultivating District Leadership to Build Systems for ELL/MLL Learning

HEMPSTEAD UNION FREE SCHOOL DISTRICT Cultivating District Leadership to Build Systems for ELL/MLL Learning Success Strategic Improvement Plan Board of Education Work Study Meeting November 7, 2019 Presented by: Janet Lovett Coordinator of Bilingual Education & World Languages

Acronym Soup Bilingual Education Terms DLP E F I S FELL ENL ELL MLL

Acronym Soup Bilingual Education Terms DLP E F I S FELL ENL ELL MLL TBE FLES HLA ESL

Acronyms TBE- Transitional Bilingual Education. HLA- DLP- Dual Language Program ESL- English as a

Acronyms TBE- Transitional Bilingual Education. HLA- DLP- Dual Language Program ESL- English as a Second Language LEP- Limited English Proficient ENL- English as a New Language ELL- English Language Learner FLES- Foreign Language at the Elementary School MLL- Multilingual Learner SIFE- Students with Interrupted Formal Education FELL- Former ELL Home Language Arts SLIFE- Students with Limited/Interrupted/Formal Education

Background Information Corrective Action Plan Strategic Improvement Plan § Compliance § Enrichment § Negative

Background Information Corrective Action Plan Strategic Improvement Plan § Compliance § Enrichment § Negative § Positive § Minimal § Comprehensive

Purpose To support multilingual learners (MLLs) through the eight principles of the Blueprint for

Purpose To support multilingual learners (MLLs) through the eight principles of the Blueprint for English Language Learners’ Success 1. All teachers are teachers of ELLs. 2. All school boards are responsible for ensuring the needs of ELLs are addressed. 3. Districts and schools engage students in gradeappropriate, academically rigorous, and standards aligned instruction. 4. Districts recognize language as an asset that can lead to the Seal of Biliteracy 5. Districts value all parents and families as partners and effectively involve them in the education of their children. 6. Districts leverage the expertise of Bilingual, ENL, and World Language teachers and support personnel. 7. Districts leverage the home language of MLLs 8. Districts use formative assessments to measure student knowledge and language development

Vision and Mission Department of Bilingual Education & World Languages Vision: The Hempstead Union

Vision and Mission Department of Bilingual Education & World Languages Vision: The Hempstead Union Free School District will challenge every multilingual learner (MLL) to develop a command of literacy in the home language, the English language, and other World Languages to meet the demands of a global society. Multilingual learners will become inquirers, knowledgeable thinkers, communicators, principled, open-minded, caring, risk takers, balanced and reflective students. Mission: The Hempstead Union Free School District will build the capacity of all teachers of multilingual learners to become facilitators of learning language through content and the love of life-long learning through professional development that is meaningful, actionable, and applicable to every diverse learner.

PROFESSIONAL DEVELOPMENT TO BUILD CAPACITY 2019 -2022

PROFESSIONAL DEVELOPMENT TO BUILD CAPACITY 2019 -2022

Partnership with West. Ed & Stanford University Build Capacity Over the Next Three Years

Partnership with West. Ed & Stanford University Build Capacity Over the Next Three Years • Administrators • Coaches & Lead Teachers • • Looking at Our Data/Trends Key Principles for MLL Instruction Oral/Written Academic Discourse Teaching Framework Language Development Approach Scaffolding & Differentiating Instruction Integrated ENL Partnerships Culturally Responsive Sustaining Education

Parent Partnership Preparation & Empowerment Courses Understanding My Child’s Education Partnering with My Child’s

Parent Partnership Preparation & Empowerment Courses Understanding My Child’s Education Partnering with My Child’s Teacher Understanding State Assessments & Standards Improving My Parenting Skills What are the early signs of academic failure? What should my child be able to do by the end of each grade? How to prepare my child for college and career beginning in prekindergarten • What and how to express concerns about my child’s academic performance and socio/emotional well-being • Becoming my child’s resource for continuing to learn at home • •

Partnering with the HUFSD Board of Education • Understanding the Commissioner’s Regulations Part 154

Partnering with the HUFSD Board of Education • Understanding the Commissioner’s Regulations Part 154 (CR-Part 154) • Understanding Current Policies that Affect Multi-lingual Learners • Understanding the Blueprint for Multi-lingual Learners

Action Plan Phase I § Focus on the academic needs of Long Term Ells

Action Plan Phase I § Focus on the academic needs of Long Term Ells to increase graduation rate § Minimize dropout rates-Develop a Drop Out Prevention Plan for ELLs/MLLs § Maximize the Four Plus One Pathways for all students § Closely look at resources in all classrooms § Create a SIFE committee to address the academic and social needs of SIFE § Create incentives for student attendance § Construct a professional development plan for teachers of ELLs which is meaningful, actionable, and sustainable § Strengthen the home-school connections

Initiatives and Actions in Progress • Newcomer’s Program • Dual Language Enrichment Program •

Initiatives and Actions in Progress • Newcomer’s Program • Dual Language Enrichment Program • Seal of Biliteracy • Increased number of bilingual School Counselors • Professional Development on Language Progressions, Co-Teaching, Sheltered Instructional Observation Protocol (SIOP), Mutually Adaptive Learning Paradigm (MALP) • Parent Liaison- Increased communication and resources for parents • Curriculum alignment for Dual Language Program

Critical Target Areas to Consider • Teacher absence rate • Teacher turn over rate

Critical Target Areas to Consider • Teacher absence rate • Teacher turn over rate • Student absence rate • Support in Home Language • Social and emotional well being of all students (students affect each other) • Culturally Responsive and Sustaining Instruction • Cultural sensitivity training: • Security Staff • Clerical Staff • Custodial Staff • Teacher Assistants/Paraprofessionals • Intervention for high risk students

Expanding Our World Language Program Proposed Languages Proposed Cost to the District § Elementary

Expanding Our World Language Program Proposed Languages Proposed Cost to the District § Elementary § American Sign Language § French Level Elementary Teachers 3 *Step 1 with Masters Cost Salary Fringe Benefits $177, 030 $104, 970 Times 8 elementary schools = $1, 416, 240 $ 839, 760 Middle School 2 $118, 020 $69, 980 High School 2 $118, 020 $69, 980 $1, 829, 310 $1, 084, 690 § Mandarin § Middle School § American Sign Language § Mandarin § High School § American Sign Language § Mandarin Subtotal Total Cost $2, 914, 000 per year (* 1 teacher at Masters step 1 is approximately $94, 000)

Next Steps Step 1 Data Obtain and study ELL data Step 3 Build Systems

Next Steps Step 1 Data Obtain and study ELL data Step 3 Build Systems Step 2 Professional Development Step 4 Parental Involvement Meaningful Newcomers Increase Participation Inform administrators of critical deficiencies Actionable Developing ELLs Parents as Partners Create an action plan to target ELLs at risk Sustainable Long Term ELLs Inform community of action steps toward improving