Curriculum Investigation #3

“A Framework for Rising Expectations and Instructional Rigor for English

Language Learners”

By: Colleen Moran, Samantha Maloney, Patricia Connolly and Michelle Genovese

Essential Questions:

1. Describe the curriculum/teaching material used by your school/ district. What is the focus?

2. What are the instructional strategies used in your school/district to support ELL students in meeting the State Standards?

3. Evaluation of the school/district.

Samantha MaloneyColleen Moran

Michelle GenovesePatricia Connolly

For You To Know…..

Throughout this PowerPoint, we will be discussing aspects and information regarding each of the four school districts that we belong to as educators.

These districts will be referred to as School A, School B, School C, and School D. We hope you enjoy reading our presentation as much as we

enjoyed creating it!

Colleen MoranSamantha Maloney

Patricia Connolly Michelle Genovese

Overview Of Our Four Districts Curriculum and Instructional

Strategies:

In the districts that we work in, there are several curriculum based teaching materials that are used throughout the elementary schools. All of these different

curriculum programs have modifications, accommodations and adaptations for the variety of ELL students that make up each class population. In addition to these programs, each of our districts have many instructional strategies to support the

learning and individual needs of these ELL students. The results from our research, interviews and experience in each school are provided within.

Colleen MoranSamantha Maloney

Patricia ConnollyMichelle Genovese

Mission Statement: School A

Mission: School A provides a strong basic academic program for all students. The goal of the staff,

administration and board of education is to provide every student with mastery of basic reading, writing and computational skills that are the foundation of all other learning. Curriculum revision and

improvement are ongoing as the district continues to meet or exceed State Education Department mandates.

Elementary CurriculumThe district offers a well-balanced and comprehensive curriculum for students in kindergarten through grade four. Instructional programs are designed to encourage individual students to advance at their own pace as skills are

mastered. Excellent art, music, technology, library and physical education programs, as well as after-school programs, afford children the opportunity to explore and develop their talents. In addition, district staff periodically offers workshops for parents in an effort to provide parents with techniques and strategies that will extend learning

beyond the school day into the home.

Colleen Moran

Mission Statement: School B

The mission of School B is to provide an educational program that empowers all students to achieve their potential and gain personal fulfillment in an environment of excellence. In partnership with parents and

the larger community, the school's diverse academic, co-curricular, athletic and community service opportunities promote discovery, independent thinking, creativity, and strong character.

VISION STATEMENTS

To ensure that excellence is achieved through high expectations and accountability.To provide a varied, dynamic curriculum that is responsive to the needs of all students.

To provide a climate that promotes interaction among staff, students and community members.To provide a safe school environment where creativity and individuality can flourish.

To promote independent thinking and a sense of personal fulfillment through the creative arts.To provide the opportunity for each individual to discover, understand and accept self in order to realize his/her own potential for social

and academic growth.To encourage democratic values that celebrate diversity and respect for the rights of every individual.

To provide co-curricular and athletic programs that meet the needs and interests of students.Michelle Genovese

Mission Statement: School C

Mission:School C is committed to providing a positive learning community that will challenge each student to reach their intellectual, social and emotional potential while providing a safe,

nurturing and caring learning environment. We strive to create a school climate that promotes leadership, responsibility and proactive behaviors.

About the School: School C is a place where your child's journey through educational excellence begins. Home to 298 students, our faculty, parents and

board of education all work as partners to meet the needs of our students on an intellectual, social and emotional level. Our goal, consistent with School District objectives, is to create an environment where individual success and subject mastery can be achieved.In the classroom, instruction is differentiated to meet the individual needs of each child and to ensure continued growth. Each of our

student's learning experiences include many opportunities to participate in hands-on learning activities that help to foster "real world" connections to their subject matter.

Samantha Maloney

Mission Statement: School D

MissionAs the sun nurtures life, we the “ ” community, strive to guide our children towards

academic excellence and social maturity within a safe and caring environment.

We believe:All people have the right to learn in a safe and secure environment.

All people have the right to be treated with respect and dignity.All people share in the responsibility of education.

All people have great potential and should strive to be the best they can be.If you try, you can!

Patricia Connolly

Essential Question #1:

Describe the curriculum/teaching material used by your school/ district. What is the

focus?

Curriculum/ Teaching Materials: School A

School A is a Public Elementary School (Long Island) E.L.A- Fundations program is used for grades K, 1, and 2. Fundations focuses primarily on phonics, letter-sound recognition, letter to word

correlation, vocabulary, and spelling. It is the foundation to phonemic awareness and phonological awareness. It provides many visuals and enforces students to memorize the letter and sound correlation by using repetition and drilling strategies. For students to move onto

the next “week” of material, students must first master the week prior. For grades 3-6 Teachers College curriculum is used and implemented. It uses a balanced literacy approach, which provides students with a variety of realistic reading and writing experiences.

http://www.wilsonlanguage.com/programs/fundations/ Math- Go Math! program. This program is used throughout grades K-8. It follows and addresses the CCSS in an interactive and engaging

way. It uses a lot of real-world situations and provides students with multiple means of problem-solving strategies. There are pre- assessments, mid-chapter, and end of the chapter assessments that contain two varying levels of tests so that students can

demonstrate their knowledge of the math content taught in a format most appropriate. This program has accommodations for ELL students, and contains re-teach concepts and enrichment problem sets to ensure all students are challenged appropriately.

http://www.hmhco.com/shop/education-curriculum/math/elementary-mathematics/go-math-k-8#why The focus of the curriculum, like the CCSS, is to encourage all students to become college and career ready. Students are pushed to not

only meet standards and objectives, but to exceed them. Students are taught from kindergarten and onward to work hard so they can graduate high school, go to college, and eventually step into the career they wish to pursue. In achieving this, the district has

implemented many instructional strategies to ensure that ALL students/learners have the same educational opportunities. From being in the classroom and implementing the programs and strategies, it became aware to me of how “hands-on” and real world the curriculum

is. Colleen Moran

ELL Curriculum/ Teaching Supports: Fundations E.L.A Program

Colleen Moran

ELL Curriculum/ Teaching Supports: GO MATH! program

Colleen Moran

ELL Curriculum/ Teaching Supports: GO MATH! program

Colleen Moran

Curriculum/ Teaching Materials: School B

School B is a Public High School / Secondary English (Long Island)

The High School English teachers had the privilege for working with an extremely open and authentic department.  The lessons were all creatively and originally made to fit the

personalities and culture of the students and district.   Materials consisted of classical texts such as Macbeth and Romeo and Juliet, as well as more student friendly texts such as A

Raisin in the Sun and The Kite Runner. The major focuses were close reading, poetry analysis, visual/film analysis, free writing, Socratic Seminar participation and full class

discussion.

Michelle Genovese

Curriculum/ Teaching Materials: School C

School C is a Public Elementary School (Long Island) E.L.A Curriculum- The Journeys Reading program is used for all grades K-5 school and district wide. The Journeys program follows

a six day cycle for each grade. For every grade, every cycle has a main text that the students interact with and work with for the week. In the younger grades (K-2) the programs major focus is on letter sounds, CVC words, vocabulary, sight words, spelling

words, word work, sentence structure and an introduction to basic reading skills and strategies (Sequencing, Retelling, Main idea, etc.,). For the upper grades (3-5) this program does a lot of work with the text itself. Each day of the cycle is designated to one

skill or strategy as well as vocabulary. The focus of this program is to use close reads and scaffold the students to get them ready for the following year. They learn how to look for evidence, use context clues and work with different types of texts.

Math Curriculum- Envision is the math program used for all grades K-5 school and district wide. The Envision program follows the NYS Common Core Standards for each grade level and addresses each standard throughout, as well as following the different

mathematical practices. This program is both engaging and interactive. Every lesson is accompanied by a Common Core review sheet, a video on the topic being taught, guided practice, independent practice and a quick check at the end for each lesson in a unit. Envision also has unit assessments, benchmark assessments, Beginning assessment and an end of the year assessment. The main focus of this lesson is to prepare students for real-world situations, provide them with basic math skills for upcoming

units and topics in the current grade and the grades to follow, to work on fluency and have students become fluent in their facts and on specific topics.

Samantha Maloney

ELL Curriculum/ Teaching Supports: Journeys Reading Program

Samantha Maloney

ELL Curriculum/ Teaching Supports: Journeys Reading Program

Samantha Maloney

ELL Curriculum/ Teaching Supports: Envision Math Program

First Grade: Fourth Grade:

Samantha Maloney

Curriculum/ Teaching Materials: School D

School D is a Public Elementary School (Long Island) ELA- In School D phonics instruction is completed using the Fundations program. The district also uses leveled

readers for guided reading lessons. Each student works at his or her own individual level. The Engage New York Flip Book domain lessons are also used. These books cover all different subjects while providing opportunities for

the teacher to read aloud to the class. There is a large amount of new vocabulary introduced during these lessons. The flipbooks provide picture support to go along with the text to help visual learners.

Math- This school based their math instruction on the New York State Common Core Math Modules. These modules have in lesson supports for ELLs. Within the lessons there are plenty of hands on materials that can be

utilized as well as visuals. There are many supports built into the teaching material for the classroom teacher to utilize. The overall focus of

the ENL program in this school is to increase the ELLs English proficiency, reading level, phonemic awareness, and reading comprehension. There are supports to help the students succeed and phase fully into the general

education classroom by the upper grades.

Patricia Connolly

Other Curriculum/ Teaching Materials Used:

School A and School C Public Elementary Schools (Long Island)

Both School A and School C also utilize many other computer/ Ipad programs to aid in instruction: 1. Brain Pop ESL2. Brain Pop JR3. Brain Pop

4. Time For Kids5. Razz Kids6. Starfall7. ABC Ya8. I-Ready9. E-Spark

Samantha MaloneyColleen Moran

Essential Question #2:

What are the instructional strategies used in your school/district to support ELL students in meeting

the State Standards?

Instructional Strategies: School A

School A is a Public Elementary School (Long Island) In meeting and exceeding the State Standards the school that I belong to has many instructional strategies in place to support ELL students. First, students are tested with the NYSESLAT assessment when they first enter the building or in the beginning of the school year. They are

also tested again with this assessment at the end of the school year. The results on this assessment determine their classroom placement for the current or upcoming school year. Each grade level has three ESL classrooms that are mainstreamed with general education students:

beginner, intermediate, and advanced. The results on the NYSESLAT assessment also gives the school access to determine what services and supports they need to provide for each student.

The school offers both push-in and pull-out services for qualifying students. For students that are low-achieving, have just moved here, or require the isolated classroom for support, they will receive pull-out services weekly. Mainly, the general education teacher and ESL teacher

will work together to determine whether it is best for the classroom population and for each individual student to push-in or pull-out. There is an IST (Instructional Support Team) meeting weekly that consists of the general education teachers that work with the ELL students,

the ESL teacher, and a member of administration. At these meetings, members deliberate about the services that are most appropriate for each student in the class. With these meetings being weekly, the teachers can discuss whether they see progress and to what degree with the current plan and then redevelop as needed. For example, they may notice that a child would benefit more greatly if they stayed in the

classroom with support from the ESL teacher, rather than getting pulled out everyday. Students are encouraged to acquire the new language in multiple means of representation. This past school year, the principal proposed that

ELL students have computer time working on new language programs. Many teachers would allow their ELL students to rotate on a weekly schedule using the computers. Programs such as BrainPOP ESL, Starfall, and I-ready were available for ELL students to have exposure to.

Colleen Moran

Instructional Strategies: School B

School B is a Public High School / Secondary English

  The ELL students would participate in their general education English course amongst their other peers.  They were then pulled out for more one-on-one attention within their ELL class and teacher.  Here, they were able to receive more direct attention and focus on their

subjects that they struggled with.  Their general education teachers were consistently updated on their success.  The general education teachers were also encouraged to

collaborate directly with the ELL teacher if the ELL student in their class was demonstrating struggles and/or frustrations.

Michelle Genovese

Instructional Strategies: School CSchool C is a Public Elementary School (Long Island)

This particular school building (School C) did not have an ESL program or any ESL students. This buildings district is not very large and so any child who qualified for ESL services was either sent to a different elementary school in the district

before starting Kindergarten or moved to that school once services were determined. Within these other buildings the district uses the NYSESLAT test. Students are given this test in the beginning and the

end of the year to monitor their progress. The students who test out of services are then considered to be transitional and are still entitled to two more years of services once they have tested out.

For the students who are receiving services they receive them through push in services during their small reading group time. Each classroom (ESL and General Ed.) have a reading interventionist that pushes in during this group time. For

the classes with ESL students, the ESL teacher is the reading interventionist in that class. For the students who test below a specific score on the NYSESLAT test, pull out services are given to them by the ESL

teacher. In order to make sure that all the ESL students are receiving the services that they need each school holds monthly

meetings with the Instructional Support Team. This team is composed of the Principal, Resource Teacher, Psychologist, ESL teacher, ESL director and the classroom teacher.

In addition, both of the curriculum/ teaching materials for school B (Journeys and Envision) both have modifications, adaptations and accommodations for ELL learners that the teachers can utilize whole class and in small groups.

Samantha Maloney

Instructional Strategies: School D

School D is a Public Elementary School (Long Island) In this school there are many instructional strategies in place to support ELLs in meeting state standards. They begin with assessing the students as soon as they enter Kindergarten. If a student

enters in a higher grade they are assessed before they start in the building as well. There is both push-in and pullout intervention from the ENL teacher for these students. There are more pullout times for the younger students. As they get older and their English proficiency increases the ENL teacher spends more time in the classroom in order to assist the student in the general education

classroom alongside their peers.

Patricia Connolly

Evaluations of The Different Schools:

Evaluation of School A:

School A is a Public Elementary School (Long Island)  With the programs in place to implement the curriculum, and the instructional strategies provided, I believe that the school has all the right

tools to assist ELL student’s transition and acquire the new language. As like all classrooms, there were students who fell behind and did not make significant progress. These students will receive more extensive and rigorous intervention supports to assist with their “catching-

up” in the next school year. Moreover, there were students who progressed tremendously from the supports and services that were provided to them. Several teachers that I spoke to exclaimed how much progress a specific student had made. Many students this year either tested out of ESL, or was able to move up in placements for the following school year. A second and third grade ESL teacher that I interviewed stated, “It’s amazing to see what can be accomplished in just ten months. I think the best part of the instructional strategies we implement is that it is left up to the general education and ESL teachers to decide and determine. I mean, we know our children best,

right?” The curriculum and teaching material that is used in this school is definitely beneficial for ELL learners. The GO-MATH program contains ELL

modifications and adaptations to best support them throughout each lesson. It also provides SmartBoard activities so students can interact with technology and listen to the video and audio clips it contains. With the E.L.A programs in place, specifically in the lower grades with

Fundations, it provides students with many visuals and manipulatives such as large picture cards. With its intention on repetition, ELL learners will have the opportunity to hear sounds, letters, and words often and regularly. With the use of shared, guided, and independent reading with leveled texts, ELL students are able to acquire the new language in its many forms at a comfortable and appropriate pace.

From researching, interviewing and working inside this school, it is evident that the instructional strategies chosen and the programs that are set in place are beneficial for ELL students. The accommodations in instruction, constant monitoring of student achievement, and

collaboration with other teachers and support staff, truly impacts the education these students receive. It is indisputable that ELL students are accounted for and respected throughout this school.

Colleen Moran

Evaluation of School B:

School B is a Public High School / Secondary English (Long Island)

This school’s system of instructional materials/strategies demonstrated a high success rate amongst the ELL community.  However, not all ELL students were able to progress and

succeed at the same rate.  Some students were more limited in their English speaking/writing abilities and therefore tended to fall behind more in their general

education courses. Therefore, it could be suggested that the school use more of a push in strategy to directly support the students in their general education courses.  This would provide them with the ability to question more frequently in class and participate more

because of the confidence boos they may receive by the push in.

Michelle Genovese

Evaluation of School C:

School C is a Public Elementary School (Long Island)Overall, I think that the District School C is in has great resources for both the teachers and ESL students. The districts mission statement is

“Success For Every Student,” and I definitely believe that they take all the necessary actions in order to help their students be successful. It is really important that the schools retest the students at the beginning and the end of each year to make sure the student is either making progress or to see if they have fallen behind. This shows that the schools and districts want to provide the proper amount and the proper services for all of the ESL students.

Both of the curriculum programs that district has chosen are great programs. Although, the school I was in did not use the ELL modifications because there weren’t any ESL students, the modifications/adaptations/accommodations that they both provide for each grade level is amazing. ESL is much

more of a demand now and many teachers do not have experience with ESL or do not have an ESL certification. Having ESL students could be overwhelming for teachers who are unsure of what they should do when teaching reading or math, but both of these programs break it down for

teachers for each topic, unit and lesson. I also think the monthly meetings are also beneficial. This shows that the team is constantly updating one another on the students and it shows that in the matter of a month a students services can be changed based on their current needs.

Based on my experience in School C and in this district it is very clear to me how all students needs are a big priority to the teachers and the administration. It seems to me that everyone is doing a lot in order to make sure the ESL students have as much of an opportunity and a chance to be

successful as any other student in the school. From my own experience with the math and reading program, I have seen first hand how hands on, interactive and engaging these materials are for all students and all grades. The environment that is provided in the different buildings is also very safe

and inviting for students, faculty, administration and parents. However, I do believe that every building in the district should be provided with an ESL teacher and students shouldn't have to go to a different school in the district to get the services they need. Although, it is only two buildings that do not have ESL, that is still an adjustment for parents and students should be able to attend their home school with the least amount of change. The district and two buildings do their best to make sure the student is placed in the other building before their first day of Kindergarten to limit the changes. From my conversations with teachings in both School C and the other buildings, this plan that is in place has been very successful and has been continuing to

work. Teachers and parents have been very happy and supportive of the services and materials provided for these students and that is what matters most!

Samantha Maloney

Evaluation of School D:

School D is a Public Elementary School (Long Island) There is not a large population of ELL students in this district. I think the quality of the instructional materials is high

if utilized correctly. It provides the teachers with many ideas or supports to assist the students while they are in the general education classroom. The materials provide multiple means of engagement for the teacher to utilize.

However, I have found that it is not always utilized in the most effective and sufficient way. I think if there was more professional development for the classroom teachers on how support ELLs they would have more strategies to help

these students even when the ENL teacher is not in the room. The ENL teacher spends a lot of time working on their English Proficiency and reading with these students. They

reinforce some concepts that have been taught in class and teach their own lessons. I think there could be more communication between the ENL teachers and the classroom teachers but for the most part they work well together.

Patricia Connolly

Summary:

Across all districts, the ELL student population is increasing, becoming an integral part in our school communities. Districts are starting to utilize programs and teaching materials that support and accommodate for ELL students. These programs are useful to us as teachers because it allows us to modify our instruction to best suit all of our students’ needs. We are responsible for implementing the given curriculum, so it is up to us to adapt our instruction so that each and every lesson becomes a meaningful and purposeful one. Instructional strategies have also helped our schools cohesively account for our ELL population. As seen throughout our PowerPoint, schools manage and diversify their support for ELL students in ways they deem best fit. Although our districts/schools/grade levels may do things very differently, the effort and supports that are provided to our ELL’s prove that these students are respected and accounted for in our education system. It is vital to note that with the implementation of the CCSS, all students are expected to reach and exceed the same goals and objectives. Given deliberate programs with teacher guides and supporting materials for students, and collaborating with members in the school about necessary instructional strategies, all ELL students will be granted the same opportunities to succeed both academically and personally.

Colleen MoranSamantha Maloney

Some Tips to Remember!

Samantha Maloney, Colleen Moran, Patricia Connolly, Michelle Genovese

Take a Look Into a Mainstream Class with ESL!

https://www.youtube.com/watlARm7Otokzsch?v=

Samantha MaloneyColleen Moran

Patricia ConnollyMichelle Genovese

Samantha MaloneyColleen Moran

Patricia ConnollyMichelle Genovese

Questions For Discussion:

1. What is one curriculum/ teaching material (program) used in the school and/or district you work in or have experience in?

2. What are two modifications, adaptations and accommodations your school provides to support the needs of the ELL students qualifying for services?

3. What are some of the Pro’s and Con’s you have experienced while implementing these materials and instructional strategies in your classroom?

4. If you could, how would you adjust the implementations your school utilizes so that you can successfully meet the needs of all ELL students?

Colleen MoranSamantha MaloneyMichelle Genovese

Patricia Connolly