Herrera, Susana / Title III Role and Expectations

ELD Program Context:

Century High School’s English Language Development (ELD) program offers multiple pathways that are designed to match the needs of our English learners (EL’s) to appropriate supports that are academically meant to ensure ongoing language development and increase the likelihood of student success. The program has been carefully designed to deliver upon the spirit and letter of legal and legislative mandates regarding equity of access and instructional soundness required under Lau, Castaneda, and the U.S. Education Code and guidance of the U.S. Department of Education. The program is meant to support in light of:

Century’s extensive academy/small learning community options.
The student in question’s desire to have access to such programs.
The need to embed support and tools for teachers/students to succeed amongst their other peers.

The goal is to incorporate appropriate, supported access to the mainstream content available through courses and programs available at Century. The Title III EL support teacher is to assist students in their acquisition of the English language and the classroom content to the groups of focus. Content teachers/staff monitor student progress using data, standards based assessments, grades, and conferences with students and parents to ensure timely and successful into the mainstream, academy/ SLC pathways.

Overall the ELD program is designed to provide intensive support where required with gradual release of support as students develop their skills and acquire the English language. Student progress will be monitored through data and teacher (as well as tutor/mentor) observations based on the data as it pertains to each student and supports are reevaluated on an ongoing basis to ascertain appropriate support and student access.

Groups of Focus:

The groups of focus for the Title III teacher are as follows;

EL Newcomers (Newcomer-English 2): Students that are 0-3 years in a U.S. school. These students are still acquiring the basics of the English language.
Continuing English Learners (Adv. ELD and beyond): 3.5-5 years in a U.S. school. These students are in need of academic support so as to be successful in mainstreamed college prep courses.
Struggling Long Term English Learners (College prep/college bound courses): 5 years and beyond in U.S. schools. These students are in need of academic support as is evident through their grades/assessment scores.

Title III Support Teacher roles:

Classroom Support: available to co-teach challenging lessons/reteach, work with small groups of students or individual students, help monitor standard-alignment of lessons and assessments, provide feedback and coaching to teachers.

Provides support to both ELD/Core/Content area teachers and ELD students: Newcomers, English I, II, and Adv. ELD students as well as LTEL’s placed in core English coursework.
Summer collaboration with ELD Core Team of teachers (those teaching ELD, sheltered Biology, sheltered Algebra) to create 2018-19 cross-curricular plan for addressing standards in reading, writing, listening, and speaking.

Student support: Tutor/mentors and Title III support teacher are to implement/create structures and procedures that will assist the students through various supports. This will be done through the use of theMultiple Tiered Support System of Supports (MTSS) based on an individual needs basis. AVID Excel systems will also be incorporated through the tutor/mentors, the support class, and EL Language Development courses: ELD A, English 1, English 2, and Advanced ELD.

Instructional collaboration: meets weekly with both core & support teachers to help design lessons that address ELD and ELA standards utilizing SDAIE methodology, scaffolds & differentiation to support access.

Monthly collaboration with English teachers (those who have LTEL’s) to create curriculum and assessments to support language needs in reading, writing, listening, and speaking.

Data Dialogues: meets monthly with ELD Core & Support teachers to review multiple data criteria in order to assess student growth, areas of strength & weakness, etc.

Data used to determine need/being analyzed is Measures of Academic Placement (MAP) Reading scores, ELPAC scores, District Writing Assessment scores, and grades.
Assists teachers in creating monthly action plans to address needs that are based on data.

Provides and finds professional development opportunities for all staff during professional duty days, monthly staff meetings, and through dept. meetings. Provides monthly ELD professional development training as well as bi-yearly AVID Excel
Training and support to all ELD classroom tutor/mentors: 10 instructional tutors are placed throughout ELD classes and within content classes to support small group instruction and support ELD students.

10 ELD mentors to aid in supporting 9-10th struggling EL students with academic grade monitoring, parent conferences, teacher communication, and positive interventions.
Tutor/mentors are to report to Title III support teacher so that extra supports and potential one-on-one/small group instruction can be implemented and the information disseminated to all staff connected to the student/s in question.

Herrera, Susana

ELD Program Context:

Century’s extensive academy/small learning community options.

The student in question’s desire to have access to such programs.

The need to embed support and tools for teachers/students to succeed amongst their other peers.

Groups of Focus:

The groups of focus for the Title III teacher are as follows;

EL Newcomers (Newcomer-English 2): Students that are 0-3 years in a U.S. school. These students are still acquiring the basics of the English language.

Continuing English Learners (Adv. ELD and beyond): 3.5-5 years in a U.S. school. These students are in need of academic support so as to be successful in mainstreamed college prep courses.

Struggling Long Term English Learners (College prep/college bound courses): 5 years and beyond in U.S. schools. These students are in need of academic support as is evident through their grades/assessment scores.

Title III Support Teacher roles:

Classroom Support: available to co-teach challenging lessons/reteach, work with small groups of students or individual students, help monitor standard-alignment of lessons and assessments, provide feedback and coaching to teachers.

Provides support to both ELD/Core/Content area teachers and ELD students: Newcomers, English I, II, and Adv. ELD students as well as LTEL’s placed in core English coursework.

Summer collaboration with ELD Core Team of teachers (those teaching ELD, sheltered Biology, sheltered Algebra) to create 2018-19 cross-curricular plan for addressing standards in reading, writing, listening, and speaking.

Instructional collaboration: meets weekly with both core & support teachers to help design lessons that address ELD and ELA standards utilizing SDAIE methodology, scaffolds & differentiation to support access.

Monthly collaboration with English teachers (those who have LTEL’s) to create curriculum and assessments to support language needs in reading, writing, listening, and speaking.

Data Dialogues: meets monthly with ELD Core & Support teachers to review multiple data criteria in order to assess student growth, areas of strength & weakness, etc.

Data used to determine need/being analyzed is Measures of Academic Placement (MAP) Reading scores, ELPAC scores, District Writing Assessment scores, and grades.

Assists teachers in creating monthly action plans to address needs that are based on data.

Provides and finds professional development opportunities for all staff during professional duty days, monthly staff meetings, and through dept. meetings. Provides monthly ELD professional development training as well as bi-yearly AVID Excel

Training and support to all ELD classroom tutor/mentors: 10 instructional tutors are placed throughout ELD classes and within content classes to support small group instruction and support ELD students.

10 ELD mentors to aid in supporting 9-10th struggling EL students with academic grade monitoring, parent conferences, teacher communication, and positive interventions.

Tutor/mentors are to report to Title III support teacher so that extra supports and potential one-on-one/small group instruction can be implemented and the information disseminated to all staff connected to the student/s in question.