The International Newcomers Academy

PLANNING AND IMPLEMENTING AN INTERNATIONAL NEWCOMERS ACADEMY

CMSD LEP ENROLLMENT

School Year

Average Daily

Student Enrollmen

t

Black, non-Hispanic

Asian or Pacific

Islander

Hispanic

Multi-Racial

White, non-

Hispanic

Limited English

Proficient

Students with Disabilities

2009-2010 46,697 69.0% 0.6% 12.2% 3.1% 14.8% 5.5% 22.3%

2010-2011 47,962 68.2% 0.6% 12.3% 2.2% 14.6% 6.0% 21.6%

2011-2012 42,772 68.2% 0.7% 10.0% 2.6% 17.8% 6.2% 21.1%

Research Findings Current research identified six major challenges for

improving the literacy of ELLs:

Lack of common criteria for identifying ELLs and tracking their academic performance

Lack of appropriate assessments Inadequate educator capacity for improving literacy in

ELLs Lack of appropriate and flexible program options Inadequate use of research-based instructional

practices Lack of a strong and coherent research agenda about

adolescent ELL literacy

Report to the Carnegie Corporation of New York: Double the Work- Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners, published by the Alliance for Excellent Education in 2007, authored by Deborah J. Short and Shannon Fitzsimmons.

Possible SolutionsNewcomers students need specialized programs to accelerate their learning of English, their acculturation to U.S. schooling practices, and access basic content knowledge.

Research based recommended program features include:

Intensive courses to integrate students and fill gaps in educational background.

Sheltered instruction or bilingual education coupled with content-based ESL classes

Length of enrollment based on individual needs Staff selection process to ensure highly-qualified staff Flexible pathways for graduation and careers

CMSD International Newcomers Academy Goals:

Accelerate English language acquisition in the four domains of listening, reading, speaking and writing

Develop academic content vocabulary and higher level thinking skills

Deliver high-quality academic core content instruction

Promote the development of cross-cultural social and academic skills students will need when entering district mainstream schools

Develop a strong interdisciplinary foundation for long-term academic and socio-cultural success

Develops strong family and community links that will foster cultural acclimation and positive family school and community engagement

Program Objectives:

Students’ attainment of English as Second Language skills based on State Standards within one to two school years

Achieve academic gains of a minimum of one grade level in core academic content areas

Provide a flexible instructional curriculum that responds to students’ bilingual language and cultural needs

Increase cultural exposure through varied activities Students will develop learning strategies and self-

awareness for achieving success Provide students a comprehensive support system in

collaborations with internal and external providers via Humanware initiatives

Provide opportunities to effectively acclimate parents and families to the community and to it’s available resources

CMSD- Newcomer Definition and Entrance Criteria

A newcomer is a non English-speaking student who scores at the beginning level on the English language placement test and has been in the U.S. for no more than one school

year.

INTERNATIONAL NEWCOMERS ACADEMY STUDENT

REPORT BY GRADES

GRADE TOTALPRE-K 18

K 40

1 28

2 25

3 21

4 22

5 23

6 15

7 27

8 20

9 32

10 25

11 19

12 5

TOTALS 320

STUDENT DEMOGRAPHICSGENDER CITIZEN STATUS ENROLLMENT

DATELANGUAGE

FEMALE

46%

REFUGEE

31%

ONE YEAR

90%

SPANISH= 58%ARABIC=12%NEPALESE=10%

20% Other LanguagesAmharicBurmeseChineseDinkaFrenchHindiJapaneseKarenKirundiPulRomanianRussianSwahiliTagalogTigrinyaVietnamese

MALE

56%

IMMIGRANT

46%

TWO YEARS

10%

BORN IN PUERTO RICO

42%

1011

STUDENT ENROLLMENT

1113

STUDENT BY LAU CODES SY 2011-2012

STUDENT BY LAU CODES

91%

9%

LAU A LAU B

This is what we do

Instructional Design

Use of ESL research based practices and principles primarily utilizing sheltered English instructional methods and materials.

Use of Sheltered English instructional strategies and SIOP in the teaching of core content along with native language support.

In the Classroom• 5, 40 min. periods of

ESL daily

•RIGOR English Reading Program

• SIOP Method used in all content areas

•Marzano’s Teaching Basic and Advanced Vocabulary

Resources

• Imagine Learning• RIGOR

• RIGOR• Spotlight On English• Imagine Learning• English in a Flash• Accelerated Reader• First in Math

Instructional DesignAll students (Pre-K -12) follow an elementary program master schedule based on forty minutes instructional periods. Students are also grouped into one of two ESL levels (A and B) based on their English proficiency levels and assigned to self-contained classes by grade bandsESL Level A: Students at pre-functional level in English language acquisition and/or read in English at the pre-literate level Students receive 5 periods of ESL/ELA, 1 period of math, and 1 period of an elective ESL Level B:Students with native language literacy skills and/or read in English at the early literacy or above 3rd grade levelStudents receive 4 periods of ESL/ELA, 1 period of math, 1 period of an elective, 1 period of Sheltered English instruction integrating science and social studies.

Instructional DesignProject based learning and Global studies are integrated school wide in the academic subjects to build on students’ prior knowledge and experiences

Students move through the proficiency levels at varying rates based on classroom performance, motivation, ongoing assessments and teacher observations.

A balanced literacy program is provided during the ESL/ELA instructional block. Use of direct and indirect instruction, cooperative flexible grouping, learning centers, rich language and student interaction activities to supports vocabulary development

Use of technology lab and resources to support and practice reading, speaking and listening skills.

CHALLENGESVERTICAL DESIGN

2010-11 2011-12

Pre-K Pre-K

K K

1-2 K

3-4 1-2

5-6 2-3

7-8 3-4

9-12 English/ESL 4-5

9-12 Social Studies 5-6

9-12 Math 7-8

ESL Resource 10-12 Science

1/2 Music 10-12 English/ESL

1/2 P.E. 10-12 Science

1/2 Art 7-12 Social Studies

MEDIA 7-12 Math

MEDIA1/2 Music 1/2 P.E.1/2 Art

ESL Resource9 English/ESL

CHALLENGESNEW INCOMING STUDENTS DAILYTESTING ACCOMMODATIONSSPECIAL EDUCATIONGROWING PAINS

STAFFING:

CONTRACT ISSUESINTERVIEWSDISTRICT ECONOMIC SATUS=LAYOFFSPROFESSIONALLY DEVELOPED STAFF

EXIT CRITERIA:

PARENT PUSH BACK

Assessments• District and State standardized tests:

OTELA, OAA, OGT and CMSD Benchmark Tests

• Resource Specific Assessments: English in a Flash, STAR Reading, Accelerated Reader, First in Math skills logs.

• Authentic Assessments: Portfolios, Video for reading fluency.

Video Recording

• Provides a way for evaluating reading fluency, pronunciation and intonation

•Reading Fluency Rubric used for evaluation.

Exit Criteria

The decision to exit a student from the Newcomer program follows a standardized procedure

Teacher recommendationsFormal and informal observations English-Language Development Observation Checklist, Standardized test scores –OTELA & Benchmark testsStudent’s portfolio of class work Parent Conference/Contract

Newcomers Grades 6 - 8/Bilingual Program Schools Grades 6,

7, 8OR

Other Schools of Choice

Paths to Graduation for Secondary Newcomer Academy Students

Newcomers grades 9-12 Ninth Grade

Thomas JeffersonGrade 9

OR Comprehensive High Schools with support

Grades 10-12

OR Other CMSDHigh Schools

Five year alternatives pathways for high school overage students

Provides , sheltered instruction in content subjects and bilingual tutorial support with academic credit leading to HS diploma.

Provides counseling and linkage to targeted post-secondary and career + technical programs for students unable to graduate by age 21.

Referral to Career + Technical training, credit retrieval, GED for 17-21 year olds with low credits

Support Intervention Components

Student Transition Activities

Support to schools, collaboration with staff, students, parents and administrators.

Discussion and end of year pre-preparation activities or conferences by all staff with parents and students.

Students make visits to the receiving school and classrooms. Students are transitioned into ESL/Bilingual classrooms at the designated home school.

Orientation activities provided by the receiving school to ensure that the newcomer students are provided appropriate information to allow them to access appropriate courses and make decisions about postsecondary options.

Support Intervention Resources

Parent Engagement

Outreach and parent engagement activities will be implemented to improve the whole family’s successful integration to the new community and culture. (Workshops, socials, community trips etc.)

Collaborations with community partners will be established to support and address the financial, educational and health needs of families.

Health screening and referrals to therapeutic services for all students who need additional care.

Support to break cultural barriers to help parents understand how schools function and provide them with the information and assistance they need to support their children’s education.

Support Intervention Resources

Multilingual Welcome Center services- (in the same school location)

Community Collaborations for student and family services

After school tutoring programs to support students' academic achievement and increase interactions with native English speakers

Summer enrichment school offerings in partnerships with community partners

Professional & Committed Staff

Commitment to a school wide philosophy of research best practices for English as a second language instruction and academic outcomes for ELLs...

Implement collaborative professional learning community standards focused on improved student learning .

Engage in common planning time (3 to 5 hours/week) to support team collaborations, curriculum development and alignment of curriculum based on student needs, and to monitor student progress using data.

Participate on ongoing job-embedded professional development on a monthly basis along with opportunities to evaluate student growth and progress effectiveness. ( 50 hours of summer pre-service & after-school)

OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL

GR. KDG LISTENING

35%

35%

30%

1

2

3

GR. KDG SPEAKING

15%

45%

40% 1

2

3

OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL

GR. 3-5 LISTENING

7%

2%

24%

33%

34% 1

2

3

4

5

GR. 3-5 SPEAKING

39%

11%

26%

4%

20%

1

2

3

4

5

GR. 1-2 LISTENING

32%32%

37%

1

2

3

GR. 1-2 SPEAKING

21%

42%

37%1

2

3

GR. 6-8 LISTENING

6%

19%

17%

23%

35% 1

2

3

4

5

OHIO TEST OF ENGLISH LANGUAGE ACQUISITION (OTELA)

PERCENTAGE OF STUDENTS BY PROFICIENCY LEVEL

GR. 9-12 LISTENING

7%

16%

39%

29%

9%

1

2

3

4

5

GR. 9-12 SPEAKING

17%

16%

22%

17%

28%1

2

3

4

5

GR. 6-8 SPEAKING

1

2

3

4

5

3121

•SCHOOL YEAR 2010-11-INA@THOMAS JEFFERSON

32

SCHOOL YEAR 2011-12INA@THOMAS JEFFERSON

3322

•SY 2009-2010 JOSEPH M. GALLAGHER

•SY 2010-2011 JOSEPH M. GALLAGHER

SCHOOL YEAR 2010-11-INA@THOMAS JEFFERSON

3423

•SCHOOL YEAR 2010-11 LINCOLN COMMUNITY WRAPAROUND

•SCHOOL YEAR 2009-10 LINCOLN COMMUNITY WRAPARROUND

3524

•SCHOOL YEAR 2010-11-LINCOLN PROGRAMMING AND SOFTWARE

•SCHOOL YEAR 2009-10-LINCOLN PROGRAMMING AND SOFTWARE

3625

•SCHOOL YEAR 2010-11-LINCOLN INTERNATIONAL STUDIES

•SCHOOL YEAR 2009-10-LINCOLN INTERNATIONAL STUDIES

Accelerated Reader Data

Accelerated Reader Data

Questions?Contact Information

Natividad Pagan: Director, Multilingual Multicultural Education Natividad.Pagan@cmsdnet.net (216) 574-8584

Rhonda A. Corr Saegert: Principal, International Newcomers Academy Rhonda.Saegert@cmsdnet.net (216) 404-5111

Margaret Berrios-Brown:Academic Coach Margaret.berrios.brown@cmsdnet.net 2222 22222222

The International Newcomers Academy 3145 West 46th Street, Cleveland, OH

44102 (216) 404-5098