English Language Learners Program Plan for _Kalani High_School Kalani__Complex _Honolulu____ District
____2014-2015_ School Year Page 14
COMPREHENSIVE ELL PLAN
SY 2014 - 2015
School: / Kalani High SchoolPlan Writer(s): / Mitchell Otani / Position: / Principal
Anne Nakasone / Vice Principal
Derrick Tsuruda / Vice Principal
Sheli Suzuki / Vice Principal
Colin Awa / Vice Principal
Chuyang Baideme / ELL Coordinator
I have reviewed the Comprehensive ELL Plan and:
· I understand that this Comprehensive ELL Plan represents the ELL program that will be implemented at my school for the 2014 - 2015 school year.
· I/We will be presenting this ELL plan to the faculty and staff on (December 2014) and documentation (agenda, handouts, sign in sheets, etc.) of this meeting will be kept on file.
· I confirm that the appropriate school level personnel for each Area of Responsibility has been identified and is fully aware of and is able to complete the Tasks required.
Principal: ______
(Signature)
AREA OF RESPONSIBILITY
/ PERSON(S) RESPONSIBLE* / POSITION TITLE / TASK** /Overall School Description, Vision & Goals for ELL Program / Mitchell Otani, Ann Nakasone, Derrick Tsuruda,
Sheli Suzuki. Colin Awa
Chuyang Baideme
All school staff – see school report teacher list / Administrator, ELL Team and all school staff. / Work together to assure that the school’s ELL Program is guided by the same goals as the Hawaii Department of Education: the Strategic Plan, the Mission, the Vision, the Beliefs, and the General Learner Outcomes.
The school’s English Language Learner Program helps to assure equal access to educational opportunities for linguistically and culturally diverse students. The ELL Program supports HIDOE’s mission through supplementary instructional and acculturation activities. The program supports students’ attainment of the Hawaii Content and Performance Standards (HCPS) / Common Core State Standards (CCSS) through the World Class Instructional Design and Assessment (WIDA) English Language Development (ELD) Standards.
Differentiated and/or modified instruction is used to facilitate academic content and English language acquisition to assist students to meet the challenging academic outcomes expected for all students. Relevant educational and vocational programs are designed to meet the needs of individual students.
Overall School Description: Kalani High School, located in the Kahala section of East Honolulu in a relatively affluent and better educated community, comparing with other parts of the state. Median household income in this community where the school is located is $ $81,032, higher than the state figure of $ $49,820. Japanese (38.7%) is the largest ethnic group of enrolled students, the second largest is white (12.6%), followed by Native Hawaiian (9.4%), and Chinese (7.3%).
ELL population: In School Year 2014 – 2015, the ELL program has 47 students. Of the 47 participants, 10 speak Chinese, 21 speak Japanese, 2 speak Thai language, 2 speak Ilokano, 1 speaks Vietnamese, 2 speak Korean, 1 speaks Spanish, 1 speaks Chuukese, 5 speak Tongan, and 2 speak other languages
17 NEP and low LEP students enrolled in ESOL elective course. All ELL program students received their content areas education in mainstreamed classes. NEP and low LEP students enroll in the ESOL elective classes based on the recommendation of the ELL teacher and the grade level counselors. The recommendations are based on student test scores, including placement test and ACCESS test as well as student performance in regular education core classes
Goals and objectives: In School Years 2009 -2010, 2010-2011, 2011 to 2012, 2012 – 2013, we did not meet AMAO goal 1, but met AMAO goal 2. In School Year 2014 – 2015, the ELL program goals/objectives will be to meet AMAO 1 and 2, and to provide support service to ELL students struggling in academic core subject areas. **2013-2014 AMAO is not available yet.
Supervision / Mitchell Otani, Ann Nakasone, Derrick Tsuruda, Sheli Suzuki, Colin Awa
Chuyang Baideme / Administrator or designee / Is responsible for and coordinates the implementation of the policies and procedures for identifying, assessing, and programming appropriate educational services for national origin minority students of limited English proficiency. Procedures for the Identification, Assessment and Program Placement into the ELL Program can be found on the eCSSS Website
Identification / Frances Schumaker
Neal Hirasaki / Clerk
Registrar / Shows the ELL orientation video (available from Teleschool at http://wetsandserver.com/teleschool/pages/express/video/
Introduction to Hawaii’s Public School System, available in English, Chuukese, Marshallese and Pohnpeian
In absence of video tutorial, assists students and/or parents throughout the enrollment process including completing Form SIS-10W Revised.
Frances Schumaker
Neal Hirasaki / Clerk
Registrar / Immediately notifies ELL staff that a potential ELL student has registered, whose ability to access the curriculum may be affected, when a student/parent indicates on Form SIS-10W Revised that a language other than English is the student's first acquired language, is used most often by the student, or is used most often in the home. Assures that if a language other than English is indicated on the SIS-10W Revised that this is processed correctly into the eSIS. Note: If more than one language per question is indicated on the enrollment form, the language which is NOT English is entered into eSIS. Provides a copy of the SIS-10W Revised to the ELL Coordinator for inclusion into the student’s ELL folder.
See the staff list / Any School Staff Member / Refers potential ELL student to ELL Coordinator after recognizing and documenting use of a language other than English.
Chuyang Baideme / ELL Coordinator / Sends Home Language Survey to parent/guardian for verification if needed.
Initial Assessment / Chuyang Baideme / ELL Teacher/PTT or other trained personnel / Administers WIDA ACCESS for ELLs Placement Test (W-APT) to potential ELL Program students as soon as possible after student’s first day of attendance i.e. within thirty (30) calendar days of the beginning of the school year or within fourteen (14) days if the first day of attendance is after the start of the school year. Sends Parent Notification within same time frame.
Chuyang Baideme / ELL Teacher/PTT / Coordinates the administration of the Native Language Proficiency (NLP) assessment in the student’s designated language for Grades 1-12 students scoring one (1) or two (2) in listening or speaking on the W-APT and to Kindergarten students scoring 10 or below in oral proficiency on the W-APT.
Wen Li Wu,
Peter Sisra,
Yumiko Hayamichi,
Leona Isamo. / Bilingual ELL staff, trained school volunteer or Bilingual Temporary Hire / Administers the Native Language Proficiency (NLP) assessment and records scores on NLP form within 45 days of first day of attendance or referral.
Chuyang Baideme / ELL Coordinator / Enters NLP scores in eCSSS within 45 days of the first day of attendance or referral. Consults with mainstream teacher, Special Education teacher, and/or SSC about students who appear to have needs in addition to/other than second language acquisition. If Special Education is a consideration, follows IAPS “Evaluation and Instructional Services for ELL Program/Special Education Students.”
Program Placement and Reporting / Chuyang Baideme
School staff
(See school staff list ) / ELL Coordinator/
ELL Teachers in consultation with other teachers, and counselors / Determines program placement for the student based on the student’s English language proficiency (ELP). The individual proficiency levels (Entering, Emerging, Developing, Expanding, Bridging) on the ELP assessment will be used to assist in identifying specific language needs and program support.
Regularly monitors implementation of program, and adjusts program and placement as necessary to ensure students will exit in a timely fashion (e.g., within 5 years—state average).
Chuyang Baideme / ELL Coordinator / Reports assessment data, ELL Program Type and Instructional Setting accurately in eCSSS.
Instruction
Instruction
Instruction / Chuyang Baideme
School staff
(See school staff list) / ELL Coordinator
All Instructional Staff / Provides intensive ELL services for Entering and Emerging students, and services Developing and Expanding students utilizing effective second language acquisition strategies and standards-based practices. Provides additional support for Expanding and Bridging students in the language area(s) of need (Listening, Speaking, Reading, and/or Writing) as determined by school staff taking into consideration of:
· The school’s adopted ELL Program type
· The student’s age, grade level, previous educational background, literacy level in his/her native language, and
· Ability of teachers who can apply knowledge of second language development and provide differentiated instruction to ELLs.
Chuyang Baideme
School staff
(See school staff list) / ELL Teacher and All
Instructional Staff / Provides intensive ELL services for the NEP student, and services LEP students utilizing effective second language acquisition strategies and standards-based practices.
Differentiate instruction for ELL students through the use of second language acquisition strategies and standards-based practices in language arts and other core content areas.
The 2011 Self-Study Visitation Committee Report (Accreditation) stated that there was a lack of adequate processes to evaluate the efficacy of school improvement initiative. The report also focused on the need for Kalani to create an on-going system of data collection, disaggregation and analysis to drive professional development with the goal of improved student learning. Furthermore, the school needed to create and follow protocols to annually collect data and evaluate the effectiveness of school initiatives/programs to improve student achievement.
Therefore Kalani contracted the Pearson Learning Group to continue the work with data teams to evaluate and monitor academic and behavioral goals.
Furthermore, Kalani High School’s academic review team will review all school-wide initiatives (including all goals in Academic Plan), data from the Educator Effectiveness System, ELL reports, the one-to-one computer initiative along with data from the growth model, LDS and DSI to make data based decisions that will impact achievement.
To accomplishment this
A. All language arts and math teachers fully implement instruction and assessment that aligns to the CCSS as evidenced by curriculum maps and pacing guides
B. All Language Arts and Math teachers develop common assessments for each course
C. Counselors/teachers identify all students that need supports and interventions using EWS, attendance, etc
D. All teachers provide differentiated instruction and interventions to students in the general, ELL and special education settings as evidenced by Danielson observations
Goal 1. ASSURE ALL STUDENTS GRADUATE COLLEGE- AND CAREER-READY THROUGH EFFECTIVE USE OF STANDARDS-BASED EDUCATION
1. All teachers unwrap standards/benchmarks to ensure that standards/benchmarks are addressed at an appropriate level of rigor, or cognitive demand.
2. All teachers implement strategies agreed upon during grade level or department PLC
3. 100% of teachers receive training on Common Core State Standards (CCSS) All teachers use on-going formative and summative assessments to inform instruction.
4. 100% of teachers utilize the Pearson 7-step process to create and monitor SMART goals
5. 100% of teachers utilize developmental language level ACCESS data of their ELL students to provide appropriate instructional strategies and interventions
6. 100% of teachers use data to implement appropriate instructional strategies for all ELL learners
7. 100% of ELL teachers monitor reading and math proficiency levels of all ELL students at their designated grade levels
Goal 2. ENSURE AND SUSTAIN A RICH ENVIRONMENT AND CULTURE FOR LIFE-LONG LEARNERS
1. 100% of teachers convey high expectations for all students through instructional outcomes, activities, assignments, and classroom interactions utilizing research based strategies (e.g. Responsive classroom)
2. 100% of teachers have access to and provide research based interventions to address individual student needs.
3. 100% of teachers receive an orientation to the ELL program plan.
4. 100% of targeted students receive services as outlined in the Comprehensive ELL plan.
5. 100% of teachers will utilize the developmental language level of their ELL students and provide appropriate instructional strategies and interventions.
6. WIDA Access, HSA workbook data and MBA data are analyzed to develop appropriate instructional plans and strategies.
Reassessment, Re-categorization, Reporting / Chuyang Baideme / ELL Teacher/ Coordinator / Reviews eCSSS (and other documents and eSIS as needed) to determine need for required annual reassessment. Administers the state’s authorized English language proficiency (ELP) assessment, the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) during the designated annual testing window. Tests all currently identified ELL Program students, potential ELLs and Action Code 04 (parent refusal of services) students.
Chuyang Baideme / ELL Teacher/ Coordinator / Checks eCSSS and/or other documentation (as needed) to determine if there is a change in English language proficiency (ELP) / service category.
Chuyang Baideme / ELL Teacher/ Coordinator / Reports new information on eCSSS as needed.
Chuyang Baideme / ELL Teacher/ Coordinator / Maintains student assessment and program placement records. Keeps copies of SIS-10W Revised, ALL WIDA tests and scores (W-APT and ACCESS for ELLs tests and scores), NLP scores, parent communication, anecdotal records, etc. in ELL student folders.
Special Education & Referral Process for ELL Program Students
Special Education & Referral Process for ELL Program Students / Mitchell Otani,
Chuyang Baideme
See SSC in the school staff list / Principal, SSC, ELL Coordinator / Assures students are offered the least restrictive educational environment for all its students. The school promotes collaboration to implement appropriate classroom strategies to address the academic and language needs of the ELL students who are also eligible for SPED.
See school staff list / All instructional staff, SSC, SST / Provide classroom interventions for students who are having difficulty. When the classroom teacher has exhausted all appropriate interventions/strategies and the student is still having difficulty, a concern is expressed and is submitted by the teacher to the Student Services Coordinator (SSC). A decision is made whether services should be coordinated by the student team (previously known as a “core team” or a “student support team” (SST)). Who should participate in the team, the kinds of services are provided and by whom are based on the type of intervention needed. (Refer to the Comprehensive Student Support System Operations Manual for further information regarding the appropriate Student Support Process procedures if there are questions about the process.)
Mitchell Otani,
Chuyang Baideme
See SST and SSC staff in the school staff list / Principal, SSC, ELL Coordinator, SST / Follows the Student Support Process (SSP) to track and monitor a student through the Comprehensive Student Support System (CSSS). The school develops and agrees upon an SSP procedure that is understood by the entire staff. This process provides timely and appropriate support services in addition to the classroom supports.