Native Language Support English Language Acquisition Application for Use with Placement Applications for the Far Northeast Middle School
Domain 1: Program Design
Provide an overview of your ELA program design, including its research basis. Be sure to include how native language supports will be delivered and for whom. Provide as an attachment a school-day schedule for students.
Domain 2: Assessment and Accountability
Describe how your ELA program aligns to standards and how you will use specific assessments to ensure all English Language Learners receive appropriate instruction and supports.
Domain 3: Curriculum
Identify the curricula you will use in core content areas and for ELD. Provide a research basis for selecting these curricula for use with English Language Learners, and explain how the materials enable Spanish language supports.
Domain 4: Instruction
Describe the instructional methods you will use to provide native language supports with students of varying language proficiencies, and justify the selection of these instructional methods by citing research.
Domain 5: Staff Recruitment and Retention
Explain how you will recruit, coach and evaluate staff within the context of your ELA program.
Domain 6: Professional Development
Describe the professional development program you will provide for all teachers as it relates to their effective use of native language supports.
Domain 7: Family and Community
Explain how families will be involved in evaluation of the ELA program, and describe specific structures and systems you will have in place to ensure families and the school can communicate in families’ home languages.
Native Language Support English Language Acquisition Rubric: For use with the Far Northeast Middle School Facility Placement Application
To meet the goals of the Denver Plan 2020, a focus on strong instructional approaches for English Learner students is essential. Research has shown that effective programs for English Learners view students’ native language as an asset and a resource. These programs utilize native language supports as a critical component of their instructional model. This research base has been used to drive the Consent Decree and is the basis for native language support models in Denver Public Schools.
In order to be considered for placement in a district facility, the middle school in the Far Northeast must offer a strong, research-based ELA program that is minimally designed to provide an ELA-S resource program that will provide meaningful and appropriate language acquisition services for students, including native language supports. In addition, the applicant must demonstrate a capacity for, or demonstrated track record of, serving English Language Learners at any time of enrollment, as well as attracting and serving an equitable share of ACCESS level 1 to 3.5 students.
Instructions for Placement Review Team (PRT):· This template guides reviewers through the review of Facility Placement applications consistent with the 2016 Facility Placement Application and the Denver Public Schools Call for Quality New Schools. Reviewers will score key categories within seven domains: Program Design, Assessment & Accountability, Curriculum, Instruction, Staff Recruitment & Retention, Professional Development, and Family & Community.
· This rubric was developed in collaboration with the Portfolio Management Team and the Department of English Language Acquisition in Denver Public Schools and is based on research by the Center for Applied Linguistics[1]. This rubric is also in alignment with the Consent Decree.
· For each category, key characteristics of a “Meets Expectations” response are outlined. Applications that “Meet All Expectations” outlined can earn 4-5 points; applications that “Meet at Least Half of Expectations” can earn 2-3 points; and applications that “Meet Less Than Half of Expectations” can earn 0-1 points. Using these standards, reviewers should score each category based on the evidence found in the application. For each domain, there are empty boxes for reviewers to share evidence to support your category ratings. Be sure to include evidence on each category in that domain for which you provided a score. Evidence should be as factual and objective as possible.
· Reviewers should submit their scores 48 hours in advance of the first Placement Review Team Session for that application. During that session, overall domain scores and overall recommendations will be formulated by the ART team based on the average category scores and the evidence gathered to inform those category scores.
Domain 1: Program Design
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
The program design:
· Reflects a strong, research-based ELA program that provides meaningful and appropriate language acquisition services including native language supports, Sheltered content instruction in English and English Language Development (ELD).
· Clearly describes how native language supports will be delivered for all students at the beginning, early intermediate, and intermediate levels of English Language Proficiency. This includes:
o An articulation of which content areas will provide native language supports
o An outline of the quantity and frequency of the native language supports
o A description of how supports would be differentiated for students of varying language levels.
o A staffing structure that supports the delivery of native language supports
Domain 2: Assessment and Accountability
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1) Student assessment is aligned to both content (CCSS/CAS) and WIDA Framework.
2) Student assessment data, including language proficiency data, is used to determine student groupings/ placement/ programming in alignment with the plan for providing native language supports.
Domain 3: Curriculum
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1) Standards based curriculums are used to support all content areas. Spanish- language core content materials are provided for the content areas where students will receive native language supports. Spanish curriculums/ materials are comparable to the English-language content materials for students receiving native language supports.
2) An ELD curriculum is identified for the ELD block.
Domain 4: Instruction
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1) Instructional methods are derived from research-based principles on native language supports. The Instruction section specifically outlines the methods that will be used to deliver native language supports (i.e. Preview/ Review).
2) Differentiation for students of varying language abilities is evident both at the program level and the classroom level.
Domain 5: Staff Recruitment and Retention
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1) The staffing structure and recruitment plan are in alignment with the plan to deliver native language supports.
2) A trained school leader oversees and evaluates the effectiveness of ELA services provided by the school teachers. Staff evaluations are performed by personnel who are familiar with bilingual education. Bilingual teachers are evaluated by bilingual administrators.
3) Teacher evaluation, coaching and observation tools are reflective of the program model and the delivery of native language supports.
Domain 6: Professional Development
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1) In addition to ensuring that all teachers have or gain their ELA qualifications, the school has a professional development plan to ensure that all staff members are trained on the delivery of native language supports.
2) The plan provides adequate resource support for professional development.
Charter Schools: The professional development plan should include the required professional development for teachers to gain their ELA Qualification through the Charter ELA Teacher Training Channel.
Domain 7: Family and Community
“Meet All Expectations” can earn 4-5 points; “Meet at Least Half of Expectations,” 2-3 points; “Meet Less Than Half of Expectations,” 0-1 pointsMeets Expectations Characteristics / Score / Comments
1)
District Run Schools: The school has an effective PAC (Parent Advisory Committee) that is comprised of families of students receiving ELA program services that meets at least four-times per year. Provide the opportunity for PAC representatives to participate in the monthly ELA District Advisory Committee (DAC) meetings.
Charter Schools: The school has an effective SAC or an equivalent structure that meets statutory requirements, includes families of students receiving ELA program services and monitors ELA programming.
2) The school has a responsive infrastructure for positive, active, and ongoing relations with students’ families and the community in their home language.
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[1] Center for Applied Linguistics, Bilingual and Dual Language Education: http://www.cal.org/twi/pdfs/guiding-principles.pdf