adult esol technical #C5119 - Bilingual Education and...

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Miami-Dade County Public Schools

Division of Bilingual Education and World Languages

Adult ESOL Program

Technical Assistance Paper

2006 - 2007

General Information

Miami-Dade County Public Schools Adult ESOL Program Overview

The English for Speakers of Other Languages (ESOL) for adults is a Workforce

Development program funded by the Florida State Department of Education.

The approved courses are:

o Literacy for Adult ESOL Learners,

o Adult English Literacy (Core ESOL),

o Academic Skills,

o Citizenship,

o English Literacy for Career and Technical Education (ELCATE),

o Workplace Readiness.

The program is designed to develop all components of language – speaking,

listening comprehension, reading, writing, grammar, and pronunciation – in

content. The methodology is communicative, integrative, and student

centered, as recommended by current research on language acquisition and

adult learning. Miami-Dade County Public Schools Adult ESOL program offers all

approved courses in numerous on-campus and off-campus classes.

Adult center administrators are accountable for implementing the guidelines

related to placement, instruction and documentation of progress of Adult

English Language Learners (ELLs). Administrators and teachers assigned to the

Adult ESOL program must attend district staff development trainings to become

familiar with state policies, district standardization, and professional research

relative to effective practices and implementation.

Miami-Dade County Public Schools

Adult ESOL Program State-approved Courses and Levels

Course Title Program

Number Progress Documentation

Literacy for Adult Learners (3 levels) LCP A LCP B LCP C

9900300 Progress Report

Adult English Literacy/ Adult ESOL (6 levels) Foundations LCP A Low Beginning LCP B High Beginning LCP C Low Intermediate LCP D High Intermediate LCP E Advanced LCP F

9900040 CASAS Assessment (Life and Work Series for reading) (Life Skills Series for listening)

English Literacy for Career & Technical Education (ELCATE) (3 levels) LCP A LCP B LCP C

9900050 CASAS Assessment (Employability Competency Series – ECS)

ESOL Academic Skills LCP A

ESOL Workplace Readiness LCP A

Citizenship LCP A

Miami-Dade County Public Schools Adult ESOL Program

Guidelines for Placement, Progress, and Assessment On October 11, 2004, the Florida Department of Education precluded the use of the Tests of Adult Basic Education (TABE) for all ESOL programs. The new State Board Rule lists several nationally approved instruments that can be used as the valid indicators of gains for students enrolled in the Adult English Literacy (Adult ESOL) program. Miami-Dade County Public Schools has approved the use of the CASAS Assessment System as the sole indicator of gains for the Adult English Literacy program (Core ESOL-program #9900040) and for the English Literacy for Career and Technical Education program (ELCATE – program # 9900050). Please refer to the State of Florida Adult Education Assessment Policies and Procedures Technical Assistance paper for additional information http://www.firn.edu/doe/workforce/pdf/tap_assessment_main_06.pdf or look at a brief summary of the policy at the end of this section. For program year 2006, The State of Florida Adult ESOL Practitioners’ Task Force created USER’S GUIDES that explain the exact process to be followed for placement, progress and exit of adult ESOL students in the different adult ESOL courses. A sample of each USER’S Guide is provided in this Technical Assistance Paper under the program section. The guides may also be downloaded from: www.floridaadultESOL.org. Miami-Dade County Public Schools guidelines for placement, progress, and assessment of adult ESOL students follow state regulations. If you need clarification or training on curriculum and instruction of adult ESOL students in relation to the CASAS Assessment System, please contact Dr. Beatriz Diaz, District Supervisor for Adult ESOL, at 305-995-2982, or at bdiaz@dadeschools.net. For assistance with the testing of Adult ESOL students, please contact Ms. Barbara Spears-Corbett, Staff Specialist, at 305-995-2809 or at bscorbett@dadeschools.net.

Miami-Dade County Public Schools Adult ESOL Program

Documentation for Literacy Completion Points

The Florida Department of Education requires completion of a Progress Report for individual students in the following courses:

• Literacy for Adult ESOL Learners – Program # 9900300 (LCP A, B, and C)

• Academic Skills ESOL - Program # 9900051 (LCP A)

• ESOL Workplace Readiness – Program # 9900080 (LCP A)

• Citizenship - -Program # 9900090 (LCP A)

All Progress Reports need to be kept at the school site for a minimum

of five (5) years for audit purposes.

The Florida Department of Education does not require completion of a

Progress Report for individual students when gains are documented with a

corresponding CASAS test score.

The following courses do not require a Progress Report:

• Adult English Literacy (Core ESOL–6 levels) Program #9900040

• English Literacy for Career and Technical Education/ELCATE (3

levels) Program #9900050 The State Adult ESOL Practitioner’s Task Force recommends that upon entering the class, students be given access to the Standardized Syllabus for their course and level. Students should track mastered benchmarks to be aware of their individual progress and needs.

The Florida Adult ESOL Practitioners Task Force maintains a website, www.floridaadultesol.org that offers a wealth of information and resources. Please refer to it for the latest updates from the Federal and State government. Dr. Beatriz Diaz and Dr. Edwina Hoffman represent Miami-Dade County Public Schools on the Task Force. Please contact either member, if you need assistance with accessing the website or any particular information. Local Contact information: Dr. Beatriz B Díaz, District Supervisor Adult ESOL Program 305-995-2982 bdiaz@dadeschools.net Dr. Edwina Hoffman, Supervisor SAVES Program 305-548-3493 ehoffman@dadeschools.net

Florida Adult ESOL Practitioners Task Force

Districts may request staff and professional development for adult education practitioners from the Regional Training Council. These trainings are free of charge and may be scheduled as needed. A copy of the Menu of Services and the corresponding Key Points is included. If you are interested in scheduling training, please contact Dr. Beatriz Diaz, District Supervisor Adult ESOL Program, at 305-995-2982 or by e-mail at bdiaz@dadeschools.net.

State of Florida Regional Training Council (RTC)

Changes for Program Year 2006 - 2007

The State of Florida has mandated changes to several courses offered in the Adult ESOL program. The Adult ESOL Technical Assistance Paper includes a copy of the Key Points, User’s Guides, and power point presentations of all updates to facilitate district-wide compliance with the new mandates. In addition, a Training DVD on the changes for 2006-2007 may be viewed at www.floridaadultesol.org. Summary of Changes

• Split in Foundations level. The first level, Foundations, will service students scoring below 180 on the CASAS Test.

• The second level, Low Beginning, will service students scoring

between 181-190 on the CASAS Test. A new curriculum syllabus has been published for these two levels.

• The new Advanced ESOL level will service student scoring 221-

235 on CASAS Test.

• Academic Skills has a new syllabus and was designed to service students scoring above 236 on the CASAS Reading test and 221 or above on the Listening test. A Progress Report is used to document completion.

• Literacy for Adult ESOL Learners has revised entry

requirements. Progress and completion is documented using a Progress Report. Students have the ability to earn 3 LCPs prior to exiting this course.

• ELCATE (former VESOL) has been revised. The syllabus was

rewritten and the entry requirements changed.

• Adult ESOL levels will be referred to by their NRS names. The new names are reflected in the master schedule. Please refer to the chart at the end of this section.

Changes to the Adult ESOL Program

For Fiscal Year 2006-2007

Orientation: The State designed flyers to welcome students to the Adult ESOL program. The flyers can be printed in English, Spanish and/or Haitian Creole and should be distributed to each student during orientation. Copies of the flyers are included at the end of this section. Electronic versions along with the explanation on how to use them will be posted before July 14, 200 at www.fldoe.org. All programs should offer a student orientation to share procedures and pertinent information with newcomers.

The names for all Adult ESOL courses in program #9900040, Adult English Literacy, have been changed to comply with the new names implemented at the State level. Please note the new names for each level. These changes are effective for Program Year 2006-2007.

If you need additional information, please contact, Dr. Beatriz Diaz, District Supervisor, Adult ESOL program, at 305-995-2982 or at bdiaz@dadeschools.net.

Name on M-DCPS Master Schedule

Name for NRS/State Program #9900040

LCP Awarded upon completion

ESOL FND

ESOL Foundations

ESOL LB ESOL Low Beginning LCP B ESOL HB ESOL High Beginning LCP C ESOL LI ESOL Low Intermediate LCP D ESOL HI ESOL High Intermediate LCP E ESOL ADV ESOL Advanced LCP F

Name changes for Adult ESOL Courses Program #9900040

As of July 2006, all Workplace Readiness Skills for the LEP Adult courses, Program # 9900080, have been deactivated. As previously explained, these courses require an affiliating agreement/contract with the employer requesting the services. At this time, any adult center interested in offering a Workplace Readiness Skills for LEP class must submit a copy of the contract to Dr. Beatriz Diaz, District Supervisor, and Adult ESOL Program. Upon receipt of a valid affiliating agreement/contract, a course will be open at the specific site so that students can be registered. Be advised that as of Friday, July 7, 2006, any current course in program #9900080 will not roll over to the new term. If you have any questions, please contact, Dr. Beatriz Diaz, District Supervisor Adult ESOL program, at 305-995-2982 or at bdiaz@dadeschools.net.

New Requirement for Workplace Readiness Skills for the LEP Adult Program

Program # 9900080

The new procedures for 2006-2007 require that a student must have at least 12 hours of instructional activities (a maximum of 2 hours may be counted for the placement/intake process) in the program before he/she can be counted as enrolled. It is very important that all adult centers be aware of this new procedure and, therefore establish an intake/orientation process that reflects the hours a student spends in this beginning stage. Please read the Technical Assistance Paper at the end of this section or contact Mr. Manuel Castaneda at 305-995-1817 or at mcastaneda@dadeschools.net for additional details.

Changes to the Adult General Education Instructional Hours/FTE Reporting

Procedures for Fiscal Year 2006

Adult ESOL Programs

M-DCPS Adult ESOL Program Guidelines for Placement, Progress, and Exit for

Florida Literacy for Adult ESOL Learners Program #9900030

This course is designed to provide English language and literacy instruction to limited English proficient adults who are pre-literate, non-literate or semi-literate in their home language. The course has three levels. Upon completion of each level, the student gains a literacy completion point (LCP). Level completion is documented using a Progress Report. Revised entry requirements for program year 2006

• Administer the Oral Screening Questions drawn from CASAS Appraisal Manual. A sample is provided in the Toolkit.

• If student obtains 5 points or less, administer the 5 practice items from CASAS Literacy Form 27.

• Students who complete the 5 Practice Items with some difficulty are then administered the Native Language Literacy Screening. A sample is provided in the Toolkit or one may be downloaded at: www.floridaadultesol.org.

• Place students in Literacy Level A, B, or C, depending on the score obtained in the Native Language Literacy Screening.

The Progress Report objectives are used to guide course content. The content in each level is spiral in nature. Topics are repeated but the level of mastery increases with the levels. When a student successfully completes the content covered by the Progress Report, the program will document the student’s completion of the level and gain the Literacy Completion Point (LCP). No standardized test is needed to report gains in this program. Use the Progress Report. The completed Literacy for Adult ESOL Learners Progress Report must be maintained by the school as official documentation of completion and LCP attainment. Students who complete ESOL Literacy C will exit this course. Students who decide to enroll in core Adult ESOL classes must follow enrollment procedures for entering Program #9900040. Refer to User’s Guide for Course #9900040.

This course is designed for limited English proficient student 16 years of age or older who need to improve their ability to communicate in English. The course addresses the four areas of second language acquisition – reading, writing, listening and speaking. Students entering the Adult ESOL course are required to take the listening and reading portion of the CASAS Assessment System and must be literate in their native language. Students are placed in the appropriate level according to the lower of the two CASAS test scores. The State of Florida Adult ESOL Curriculum Syllabi for the program will be used to guide instruction. Successful completion of a level is documented when a student post tests and achieves a scale score within the range of a higher level. Promotion is based on the lower of the two scores. Students may attain a test score that will document multiple literacy completion points from one test administration. The adult center may claim multiple literacy completion points. However, a student should not skip levels since sequential instruction is vital for proper language development. Students exiting the Adult English Literacy program should be counseled to assist with transition to other programs and/or attainment of a high school diploma or the General Education Development (GED diploma).

Adult English Literacy/Adult ESOL Program # 9900040

English Literacy for Career and Technical Education (ELCATE) Program #9900050

This course is designed for students whose goal is to enter and complete career/technical education programs and ultimately join the workforce in their field Students are placed using the CASAS Employability Competency Series (ECS) Reading Assessment Level B. Students must score a minimum of 201 on the CASAS ECS Reading test to enter the program. Course instruction must be completed using the appropriate curriculum syllabi found at: http://www.firn.edu/doe/worforce/adult/ed/htm. A qualifying score on the Test for Adult Basic Education (TABE) is required for successful attainment of a Career/Technical certificate in Florida. Therefore, it is suggested that TABE be administered to ELCATE students so instruction may be further focused. Upon successful completion of the competencies, students must be post tested with CASAS ECS Reading to show progress. The student is awarded a literacy completion point when the indicated ECS test score is obtained. ELCATE students are assessed with ECS tests as follows: Beginning Level A ECS Reading B Forms

13/14//114 Exit Score= ≥211

Intermediate Level B ECS Reading C Forms 15/16/116

Exit Score= ≥221

Advanced Level C ECS Reading D Forms 17/18

Exit Score= ≥236

NOTE: At this time, ELCATE students do not need to have a listening score to enter the program (9900050) or to progress from level to level.

This course is designed for students who wish to enter post secondary credit courses or who wish to study academic English for personal and/or professional enrichment. Students entering the ESOL Academic Skills course must meet entry score requirements. Students must demonstrate a listening scale score of 221 or above in the CASAS Life Skills Series and a reading scale score of 236 or above in the CASAS Life and Work Series. The curriculum syllabus for this course concentrates on academic proficiency in the four areas of language acquisition. In addition to academics, students are instructed in various areas of United States culture including its post secondary educational system. Completion of the curriculum syllabus is documented using the Progress Report. A single literacy completion point is awarded upon completion. The completed Progress Report must be maintained by the adult center as documentation for audit purposes.

ESOL Academic Skills Program # 9900051

This course is designed to provide English language instruction to limited English proficient adult students who are employed but need to improve their skills to maintain employment and/or enhance career opportunities within the company. ESOL Workplace Readiness classes must be offered at the workplace and require an affiliating agreement. Students entering an ESOL Workplace Readiness course are not required to pre-test with CASAS. The enrollment procedure is determined by the adult center in collaboration with the employer/company being serviced. Content for ESOL Workplace Readiness courses is customized to meet the needs of the particular work environment. The employer’s priorities and goals determine the program structure. The Curriculum Syllabus for this course contains a sample contract that can be used in the design of the ESOL Training Plan and the Workplace Accountability Report. These documents can be downloaded from: www.floridaadultesol.org The course length will vary up to a maximum of 250 hours. Successful completion of the course will be a joint decision of the instructor and the employer. Adult centers will use the Workplace Education Accountability Report (substitute for the Progress Report) to document completion and gains. The adult center must keep for a minimum of five years the completed Workplace Education Accountability Report as documentation for audit purposes.

ESOL Workplace Readiness Skills for the LEP Adult Program # 9900080

This course is designed for students who are residents of the United States and who need assistance with preparation for U.S. citizenship. Students must express their intent to take the “Citizenship Test” within a limited time frame. In order to benefit from this course, a student must demonstrate a minimum CASAS scale score of 181 (low-beginning) in both Listening and Reading. To have a fair opportunity for success in the Citizenship test, students must have some proficiency in English. The curriculum syllabus for this course is attached and may also be downloaded from www.floridaadultesol.org. Upon completion of the curriculum syllabus, one literacy completion point (LCP) will be awarded. The Progress Report is used to certify that the student has completed the syllabus and document the LCP. The Progress Report must be maintained for a minimum of five years by the adult center as documentation for audit purposes. This is a single LCP course.

Citizenship Program # 9900090

Curriculum

State of Florida Curriculum Syllabi may be downloaded from:

www.floridaadultesol.org

Literacy for Adult ESOL- Program #9900300

Three Levels

• Pre - Literacy Concepts

• Personal Information

• Time and Money

• Consumer Education

• Health and Nutrition

• Safety Issues

LCP B • Basic Literacy Concepts

• Time and Money

• Employment

LCP C • Advanced Literacy Concepts

• Time and Money

• Employment

• Transportation and Travel

• Safety Issues

Adult English Literacy (Core ESOL) Program # 9900040

Six levels – Foundations, Low Beginning, High Beginning, Low

Intermediate, High Intermediate, Advanced

Workforce Development

• Obtain Employment

• Maintain Employment

• Career Advancement

• Applied Technology

Life Skills

• Interpersonal Communication

• Telephone Communications

• Time and Money

• Transportation and Travel

• Safety and Security

• Government and Community Resources

• Environment and the World

• Family Parenting

Academic Skills

Integrated Language Skills

• Listening

• Speaking

• Reading

• Writing

• Grammar

• Pronunciation

English Literacy for Career & Technical Education -ELCATE

Program # 9900050

Three levels – LCP A, B, and C

• Academic Skills

• Culture in the Workplace

• Technology

• Test Taking Skills

English Literacy Academic Skills

Program # 9900051

One level - LCP A

• Obtain Employment

• Maintain Employment

• Career Advancement

• Listening Skills

• Speaking Skills

• Reading Skills

• Writing Skills

• Standard Grammar Structure

Workplace Readiness Skills for the LEP Adult Program # 9900080

Citizenship – Program #9900090

One level - LCP A

• Requirements

• Rights and Responsibilities

• U.S. Symbols

• U.S. History, Government and Culture

• Structure and Function of U.S. Constitution

One level - LCP A

• Customer Service and Communication

• Job Duties and Procedures

• Safety

• Maintaining and Advancing on the Job

• Job Specific Areas

Assessment System

Adult ESOL students enrolled in Adult English Literacy – Program # 9900040 (Adult ESOL core program) must be pre-tested using the Life and Work Series for reading and the Life Skills Series for listening from the CASAS Assessment system. Students must have a valid CASAS scale score in VACS prior to being assigned to a class. Failure to do so, will negatively impact the gaining of literacy completion points and result in an error on the WIDS report.

1. Before administering the CASAS tests, school-site test administrators must participate in the local CASAS training program to become approved CASAS testers. For information on testing procedures and trainings, contact Ms. Barbara Spears-Corbett, Staff Specialist, at 305-995-2809 or at www.bscorbett@dadeschools.net.

2. Placement of adult ESOL students is determined by the lower of

the two CASAS scores: listening or reading.

Adult English Literacy (CORE ESOL)

CASAS Scale

Scores

Functioning Levels

0-180 181-190 191-200 201-210 211-220 221-235

Foundations Low Beginning High Beginning

Low Intermediate

High Intermediate

Advanced

A B C D E F

2 3 4 5 6 7

3. The State of Florida Standardized Curriculum Syllabi must be

used to deliver instruction in all ESOL levels. Curriculum Syllabi are downloadable at: www.floridaadultesol.org.

4. Students must be provided a minimum of 70 hours of available

instruction. At this time, it is not necessary to count individual

M-DCPS Comprehensive Adult Student Assessment System (CASAS) Overview

student attendance hours. If a student indicates that he/she is leaving the program, please refer the student to be post-tested even if he/she has not completed the required hours of instruction.

5. The lower of the two CASAS post-test score will be used to

promote the student and gain literacy completion points. CASAS Employability Competency Series (ECS) for ELCATE students Adult students enrolled in Adult English Literacy for Career and Technical Education (ELCATE) – Program # 9900050 (the old VESOL course) must be pre-tested using the CASAS CASAS Employability Competency Series (ECS). Students must have a valid CASAS reading scale score in VACS prior to being assigned a class. At this time a CASAS listening score is not needed to enroll students in ELCATE. Failure to do so, will negatively impact the gaining of literacy completion points and result in an error on the WIDS report. CASAS Practice Tests CASAS has created practice items for both the Listening and the Reading tests. These items are to be used to familiarize the adult student with the CASAS Assessment System. Students will be able to practice sample items using an official answer sheet. Furthermore, students will become familiar with the various task forms and types of questions used and the overall format of the tests. The sample test items are not to be used to predict test outcomes or individual student achievement. Feel free to duplicate the Sample Test Items and the Listening Practice CD as needed. Please visit the CASAS website (www.casas.org) to access additional information and resources.

The District will provide the necessary training to assure that adult ESOL teachers become familiar with the CASAS Assessment System and the implications of its implementation in the classroom.

Available Trainings for Adult ESOL Teachers

Instructional Implications for CASAS Assessment – General overview of the CASAS Assessment System for classroom teachers TOPSpro in the Classroom – Hands-on activities to facilitate the use of the TOPSpro reports in the classroom CASAS in the Classroom – Practical suggestions to incorporate CASAS tasks in the classroom

Contact Dr. Beatriz Diaz, District Supervisor, Adult ESOL Program, at 305-995-2982 or at bdiaz@dadeschools.net to schedule trainings.

CASAS Training for Adult ESOL Teachers

Modifications for Students with Disabilities

• Give students opportunity to discuss their needs early in the counseling process.

• Documentation of the need for testing modifications should be maintained in the student’s folder.

• Reveal information only on a need-to-know basis with written permission.

Modifications may include: • Flexible scheduling • Flexible setting • Flexible responding • Flexible presentation • Flexible (extended, but not unlimited) timing

The Florida’s Practitioners’ Task Force on Adults with Learning Disabilities has published a brochure with additional information. Please refer to Attachment 5 or contact Gerald Frisby at: frisbya@dbcc.edu.

Instruction

Ten Tips for Adult ESOL Instructors

1. Plan instruction using the State of Florida Standardized

Curriculum Syllabus for each level.

2. Correlate instruction and class content to the Standardized

Curriculum syllabus corresponding to the course and level

being taught.

3. Implement a communicative integrated approach to reinforce

both oral (listening/speaking) and written skills.

4. Correlate materials and resources to the Standardized

Curriculum Syllabus and integrate all four language skills

(listening, speaking, reading and writing) in content.

5. Adopt textbooks series that provide continuity throughout the

levels and are correlated to the Standardized Curriculum

Syllabi and the CASAS Assessment System.

6. Access sample state lesson plans and classroom activities at:

www.floridaadultesol.org

7. Infuse the use of applied technology throughout the course.

Expose learners to computer labs if at all possible.

8. Involve learners in student-student interactions. A minimum

of 50% of scheduled class time should be devoted to student-

centered activities. Teachers should facilitate and guide

learning not lecture or read from texts.

9. Use CASAS TOPSpro reports to guide differentiated instruction

based on individualized student’s needs.

10. Involve learners in on-going self-evaluations.

During program year 2005-2006, the District piloted a mentoring program for adult ESOL instructors. Research shows that mentoring improves the quality of instruction, increase teacher retention and produce dramatic changes in student persistence and completion rates. The need for a mentoring program was validated by our declining enrollment, the newly implemented changes in assessment, and the diverse needs of our faculty and learners. MELT was piloted at five adult centers. The results indicate that mentoring does make a difference in student completion rate and teacher professional development. The District will continue to implement MELT and extend its services to other interested adult centers. If a center is interested in learning more about the MELT Program, please feel free to contact us.

Interested in mentoring for your teachers, call MELT and we will visit your school.

For additional information, contact Dr. Beatriz Diaz, District Supervisor, Adult ESOL Program, at 305-995-2982 or at

bdiaz@dadeschools.net.

Mentoring English Language Teachers – The MELT Program

The Tutorial Program is designed to assist adult students who are registered in an adult education class. Students who are in the lower levels of ELL may be referred by their classroom teacher to benefit from a small group and/or individualized instructional setting. Most students who are in this program have problems with a particular skill and need additional practice to conquer a specific benchmark. The Tutorial Program runs each year from August to June targeting those students who need the extra instructional time to meet their targeted benchmarks or to complete a level. Tutoring usually takes place before or after class. Students may also go to tutoring conjunctively during their regular classroom time. The Tutorial Program has proven to be very successful. Many adult students have benefited from the additional instruction time and have successfully achieved their educational goals.

Tutorial Program

Please contact Ms. Rose Canal at 305-995-1824 for additional information about the Tutorial Program.

Adult ESOL

Toolkit

Adult ESOL Program Checklist Adult Center: ____________________________ Work Location #: ________ Administrator in charge of ESOL: _____________________Date: ____________ Teacher: _____________________ ESOL Level: ______________________ Yes Somewhat No Not Observed Placement 1. Is there an orientation process in place? ___ ___ ___ ___ 2. Have testing administration procedures

been followed, (including the tester being Broward certified)? ___ ___ ___ ___

3. Are CASAS scores properly recorded? ___ ___ ___ ___ 4. Are students placed in the appropriate level

(based on the lowest score) as correlated to state chart? ___ ___ ___ ___

Instruction 5. Is the appropriate level syllabus generated

for each level? ___ ___ ___ ___ 6. Is the cyclical pattern or topics used for all

core ESOL classes? ___ ___ ___ ___ 7. Are session’s competencies posted? ___ ___ ___ ___ 8. Is instruction focused on one of the twelve

main standards or topics? ___ ___ ___ ___ 9. Is the approach used by the instructor

communicative and integrative of all language skills? ___ ___ ___ ___

10. Are academic skills infused in the topic and

not taught in isolation? (mechanical rather than communicative activities) ___ ___ ___ ___

11. Are students actively engaged in practicing

the competencies? (student-centered rather than teacher-centered) ___ ___ ___ ___

12. Are students using the syllabus for

self-evaluation? ___ ___ ___ ___

Yes Somewhat No Not Observed

Resources 13. Are materials/resources correlated to the

standards and competencies, and do they follow communicative and integrative approach? ___ ___ ___ ___

14. Are textbooks/workbooks used in the

classroom instead of photo copies of copyrighted materials (ditto sheets)? ___ ___ ___ ___

15. Does the school have an articulation plan identifying a textbook series for core instruction throughout the levels? ___ ___ ___ ___

Documentation 16. Are attendance records accurately kept

on file? ___ ___ ___ ___ 17. Are textbook unit tests administered and

results recorded in students’ folders? ___ ___ ___ ___

18. Are results of the level-exit tests recorded? ___ ___ ___ ___ 19. Are LCPs claimed appropriately utilizing

CASAS post–testing procedures? ___ ___ ___ ___

Comments _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________ Reviewer _____________________________ _________________________ First Name Last Name

Miami-Dade County Public Schools Division of Bilingual Education and World Languages

Adult ESOL Program

Observable Behaviors in Adult ESOL Classes

Indicate by using a checkmark (✓) all observable behaviors in each section: Planning ⃞ Including State of Florida Curriculum Syllabi standards and benchmarks in

the lesson plan ⃞ Planning a variety of activities incorporating strategies that facilitate the

development of listening, speaking, reading, and writing skills ⃞ Selecting a variety of instructional materials to be used during the lesson

⃞ Incorporating available audio visual materials

⃞ Utilizing CASAS TOPSpro reports to guide instruction Delivery of Lesson ⃞ Conducting lessons in English

⃞ Presenting lesson vocabulary using illustrations, concrete objects, etc;

⃞ Introducing new vocabulary in a controlled manner and within context

⃞ Using grammatical structure appropriate to the ESOL level

⃞ Incorporating developmental reading and writing in the lesson

⃞ Teaching writing through integrated language activities

⃞ Using high order thinking-questioning activities enabling students to process and produce language

⃞ Selecting different reading materials (articles, graphs, ads, charts, maps, etc.,) for classroom instruction

Variety of Classroom Activities ⃞ Reading and retelling short simple stories

⃞ Writing activities with a stated purpose

⃞ Using graphics and diagrams to describe, compare, place in sequence and retell

⃞ Using a variety of Total Physical Response (TPR) activities

⃞ Engaging in a variety of group activities

⃞ Assigning students to work in small groups for projects and other classroom activities

⃞ Providing opportunities for students to practice oral language development

⃞ Practicing reading comprehension and decoding skills

⃞ Including cooperative learning activities

⃞ Involving student in the Tutorial Program if available on site

⃞ Utilizing technology for all students at least once a week Evaluation ⃞ Using direct oral questions and answers

⃞ Conducting informal evaluations: asking questions and observing students

⃞ Administering quizzes, unit tests, and exams practicing the CASAS Test format Other ⃞ Teacher has attended the CASAS Test workshop

⃞ Teacher has a class set of materials available for students at all time

⃞ Teacher demonstrates sensitivity and validation of students’ culture

⃞ Teacher utilizes on-going assessment to evaluate students

⃞ Teacher utilizes materials that are correlated to the State of Florida Curriculum Syllabi and the CASAS competencies ⃞ Teacher utilizes materials that are appropriate for the adult ESOL learner _____________________________ _________________________ Adult Center Date of Visit _______________________________ __________________________ Contact Administrator at Site Phone Number _______________________________ __________________________ Instructor’s Name Class Session _______________________________ __________________________ Visitor’s Name Phone Number

adult esol technical #C5119 - Bilingual Education and...

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