Overcoming Illiteracy in Secondary Schools TESOL ’07 Seattle, WA

Overcoming Illiteracy inOvercoming Illiteracy inSecondary SchoolsSecondary Schools

TESOL rsquo07TESOL rsquo07Seattle WASeattle WA

Sheila AcevedoSheila AcevedoDepartment of Multicultural EducationDepartment of Multicultural Education

The School District of Palm Beach County FLThe School District of Palm Beach County FLacevedopalmbeachk12flusacevedopalmbeachk12flus

School District Factsbull Total Budget $34 Billionbull US Ranking 11th largest school

district in the USbull State Ranking 5th largest school

district in Floridabull Enrollment 168546 in 185 Schoolsbull Average CostStudent $6356 (FY05)

bull No of Employees 21707 (including teachers)

bull No of Teachers 12535bull Avg Teacher Salary $48481bull Beg Teacher Salary $33830bull Avg Class Size PK-3 = 17bull Avg Class Size Grades 4-8 = 21 bull Avg Class Size Grades 9-12 = 24bull No of ESOL 18740bull LanguagesDialects 156

ReferenceResearch

Reading 2006

Group Name Grade

Total Test Scores Mean Points Earned By Reporting Category

No ofStudent

in Achievement LevelWordsPhrases

Main IdeaPurpose Comparisons Reference

Research1 2 3 4 5

Palm Beach 8 13067 NA 25 29 31 13 2 4 12 6 9

LEP 840 NA 79 17 4 0 0 2 8 3 5

Palm Beach 9 13500 NA 29 29 25 11 6 2 12 6 7

LEP 974 NA 85 12 3 1 0 1 7 3 4

Palm Beach 10 12764 53 38 28 17 7 10 3 11 8 10

LEP 909 6 90 9 1 0 0 2 7 5 6

No data are reported when fewer than 10 students were tested or when all students are in the same score category

THE SCHOOL DISTRICT OF PALM BEACH COUNTY FLORIDAMIDDLE AND HIGH SCHOOL RESULTSLOWEST 25 MAKING READING GAINS FOR EACH NCLB GROUP

TOTAL WHITE BLACK HISPANIC FREE-REDUCED LUNCH

ESE ELL

SCHOOLSNUMBER PCTN PCTN PCTN PCTN PCTN PCTN PCTN

District High Schools23 565363 581872 551973 531292 542266 471345 571149

District Middle Schools32 738477 742820 712989 752257 724746 682672 751854

District Alternative Schools21

40112 4290 4414 4671 2830 2314

District Charter Schools36 58603 63160 56143 59143 61363 54115 6885

Department of Juvenile Justice4

5312 (1 school)

Run 08162006 = No Data Available

= N lt 10

THE SCHOOL DISTRICT OF PALM BEACH COUNTY FLORIDAMIDDLE AND HIGH SCHOOL RESULTSLOWEST 25 MAKING MATH GAINS FOR EACH NCLB GROUP

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

District ELL Support for all ELL Students through the Department of Multicultural Education

bull Executive Directorbull ESOL Program Plannerbull Foreign Language Plannerbull Multicultural Team Managerbull Migrant Education Managerbull ESOL Specialist for Charter amp

ESE Schoolsbull Holocaust Studies Program

Plannerbull Staff Development Training

Specialist

bull Guidance Counselor Specialist

bull Multicultural Program Planner

bull District Resource Teachersbull School-based Coordinatorsbull ESOL Teachersbull Language Translatorsbull Language Facilitatorsbull Bilingual Counselors

Personnel Requirements (per FL Consent Decree 81990 amp Modification 42003

bull Category I- Teachers of Basic ESOL English Language Arts English or Reading including ESE to 1+ student(s) must be ESOL Endorsed or Certified

bull Category II-Teachers of basic subjects (Math Science Social Studies amp Computer Science) must have 60 in-service pts Or 3 semester hours of approved ESOL Endorsement college course

bull Category III- Teachers of all other subjects must have 18 in-service pts Or 3 semester hours of approved ESOL Endorsement college course

District School Support Personnel

bull 1 Sheltered ESOL teacher for every 20 Sheltered students (AAA schools 118)

bull 1 6-hour paraprofessional for every 4 unitsbull 1 CLF (Community Language Facilitator

for every language other than English with 15+ LY ELL students

bull 1 Bilingualbicultural guidance counselor for 600+ LY ELL students

District Partnerships with Universities and Colleges

Florida Atlantic UniversityLynn University

Nova Southeastern UniversityPalm Beach Community College

Additional Staff Development Opportunities

Collaborative Training TeamCoaches

Training Teams (Teachers amp Administrators)Observation of Best Practices

Summer InstitutesEducational Visits Abroad

Local State amp National ConferencesLocal Palm Beach County TESOL organization

Sunshine State TESOLTESOL International

Those (students) arriving after age 12 with good formal schooling in L1 made steady gains

butby the end of high school they had run out of time to catch up academically

with native-English speaking students

Most who continued on to college did eventually catch up

Younger students may make dramatic gains in the early grades but generally donrsquot continue to maintain those gains

once they are exited from special services

Estimates are that 30-40 of school-age English language learners fail to reach acceptable levels of English reading

by the end of their elementary schooling

(Thomas amp Collier 1997)

The only obstacle to learning a second language is not having learned a first

language by puberty (Bralystok and Hakuta 1996)

Given mastery of a first language thetransfer of literacy skills from L1 to L2 and

mastery of one or more additional languages is

beyond the reach of no one at any age

The English Language Development Continuum A Standards Based Comprehensible

and Academically Rigorous ESOL Program of Instruction for

English Language Learners Updated 2006 Developed by

The Department of Multicultural Education

Ana Meehan Executive Director Art Johnson PhD

Superintendent The School District of Palm Beach County

Inspired by Curranrsquos Counseling-Learning model Dean Stecker (1997) developed a modified version of the CLL

model that is recommended for ESOL classrooms in Palm Beach County

bullThe teacherfacilitator is at the center of the classroom bullThe teacher interacts only with the groups bullMembers of each group organize themselves so that as the teacher calls on their group to respond to questions or to report on tasks completedbullEach member knows when it is his turn to speak bullThat person does not speak for himself but for the groupbullThe group can assist the speaker even as the response is being made to the teacherbullIf the response is correct the group is correct

English Language Development Plan 2006-2007

Dates for Review of Adequate Progress 9-Week Periods

All ESOL teachers should use the beginning and ending dates of the 9-week periods

to review adequate progress on the ELDC The dates coincide approximately

with secondary report card distribution dates

Instructional Focus

Exposure to the written form of English should not be postponed

until some oral mastery of English is attained On the contrary

oral mastery should be built around a balanced literacy approach

that incorporates listening speaking reading and writing

Similarly both oral and written English language development

must be linked to academic development

1048708Pupil Progression1048708Individual ELL Plan1048708ELL Committee Meetings1048708LF Monitoring Period 1048708Standards Based Report Card

Determining Student Level

District Assessment Tools

Appendix B Assessment ToolsAppendix page 2 1048708 ELDC Dates for Review of Adequate Progress Appendix page 3 1048708 Instructions for Employing the Written Language Development Indicator-Primary Language (WLDI-P) Appendix page 4 1048708 Written Language Development Indicator-Primary Language (WLDI-P) Appendix page 6 1048708 Available Translations of Instructions for the Written Language Development Indicator- Primary Language (WLDI-P)Appendix page 7 1048708 Reference WorksheetAppendix page 17 1048708 ELDC Levels amp Assessments Instructions for Employing the Oral Language Development Indicator (OLDI) Appendix page 18 1048708 Oral Language Development Indicator (OLDI) Last page

httpwwwpalmbeachk12flusMulticulturalESOLCurriculumDocsAllEnglishLanguageDevelopmentContinuumJune06pdf

Alignment to the Standards

The English Language Development Continuum and accompanying assessment pieces as presented in the Palm Beach School District manual are aligned with English as a New Language (ENL) Standards II IV and IX

English Language Instructional Models

Academic Sheltered InstructionbullIn-Class Collaboration or Pull-outStudents acquire English Language Proficiency and the academic language necessary to succeed in cognitively demanding classesbullStudents meet SSS for promotion and graduation requirements(ESOL classes and Sheltered Content Mainstream Electives)

ESOL SupportbullLanguage Arts and Content Area Instruction in the Mainstream ClassroombullClassroom teachers are ESOL Endorsed Certified or Trained depending on subjectsbullTeachers use ESOL strategies

bullAdvanced level speakersbullBeginning amp Intermediate level speakers at schools without additional ESOL personnel AND the parent requests that their student remains at the Home School (not transferred to an ESOL Center)

bullStudents acquire cognitive and academic proficiency in EnglishbullStudents meet SSS for promotion and graduation requirements

Two-Way Immersion (Dual Language)

bullHeritage language students from a single language background are grouped with fluent English speakers for instruction bullStudents of both language groups are integrated for language arts and content instructionbullHalf of the instruction is in English and half in the heritagetarget language

bullBeginning Intermediate amp Advanced level speakersbullFluent English speakers

bullStudents become bilingual and bi-literatebullStudents achieve academic excellence in two languagesbullStudents develop cultural awareness and sensitivitybullStudents meet Florida SSS for promotion and graduation requirements

Secondary Dual Language Support Personnel

bull 1 Dual Language teacher for every 20 participating LYLF ELL students

bull 1 6-hour paraprofessional for every 4 Dual Language units

bull 1 CLF (Community Language Facilitator for every language other than English with 15+ LY ELL students

bull 1 ESOL Coordinator for schools with 5+ unitsbull 1 ESOL bilingualbicultural guidance counselor

for high schools with 200+ LY ELL students with an additional counselor for 600+ students

The Alternative Education ESOL Case Study Instructional Model

Approved by the School District of Palm Beach County and the Florida Department of Education in the Limited English Proficient Students District Plan 20042005 to 20072008

The ESOL Team reviews individual LEP student records weekly to determine the types of instructional and support services according to individual student needs

The ESOL Team schedules and provides instructional support including direct instruction ESOL testing collaborative instruction native language assistanceor tutoring interpretation and translation services and community linkages

Developed by Sheila D Acevedo

Who are at-risk students They areStudents who are in danger of failing those who may drop out those who are truant or those who have dropped out

Ages 7-18Department of Juvenile Justice adjudicated amp pending adjudication youth

Students enrolled in day treatment programs

Students whose behavior patterns are historically outside accepted parameters

1st ndash 12th grade students who are suspended pending expulsion or expelled from regular public school

Students who are incarcerated in a detention center jail or maximum security facility on probation or house arrest

Students living in residential therapeutic treatment centers

Students who are academically challenged 2+ years below level of peers and often illiterate in our native languages

Opening the locks chaining youth to their circumstances begins with a good education health amp social services

Sheila D Acevedo 2005

Educational Alternatives ESOL Students July 1 2005 ndash March 9 2006 (Ss = 643)

JuvenileJustice

Therapeutic 1st-5thTransition

6th-12thTransition

6th-12thChoice

LYLFLZ

LY = 19 LY = 7 LY = 5 LY = 19 LY = 54LF = 19 LF = 5 LF = 5 LF = 33 LF = 23LZ = 84 LZ = 31 LZ = 2 LZ = 130 LZ = 207

LY = BEGINNERS ndash INTERMEDIATE ndashADVANCED ESOL LF = MONITORING FOR COMPLETION OF ESOL PROGRAM

LZ = EXITED ESOL PROGRAM Sheila D Acevedo 2006

BRIM Instructional Design (90 minutes total time)

bull 20 minutes ofbull Whole group literacy instruction

with all students

bull 10 minutebull Whole-class wrap-up closure

bull 15 min all studentsbull Independent reading with audiotapes or leveled trade

bull 15 min bull Literacy instruction through technology 5-6 students on 5-6 computers (or writing alternative)

bull 15minbull Student-student Interaction (listening speaking or editing)

bull 15 min Small group teacher directed instruction with 5-6 students

Times are suggested and may be adjusted to accommodate the needs of individual classrooms and schedules The ratio of the time in rotations should remain balanced however

BRIM Handbook Dr Lisa R Troute School District of Palm Beach County

Alternative Scheduling for BRIM

Question 1 What if I donrsquot have 90+ minutes of instructional timeYou can still have the whole group instruction at the beginning and end of each period

Having 4 rotations will make each rotation too short to be beneficial so it is suggested that you alternate rotations

A suggested schedule is shownGroup 1 Group 2 Group 3Monday Small group w teacher Reading Listening-SpeakingTuesday Computer Small group w teacher ReadingWednesday Listening-Speaking Computer Small group w teacherThursday Reading Listening-Speaking ComputerFriday Small group w teacher Reading Listening-SpeakingThe following week the above schedule would begin with Computer for Group 1 and so on

To create your own schedule just follow the pattern Small group with teacher Reading Listening-speaking Computer etc

Modeled Read Aloud Reading aloud by a skilled reader who models proper pitch intonation and pacing

WritingThe students watch as the teacher thinks talks amp demonstrates the writing process

Language Experience Studentsrsquo oral compositions are transcribed and used as materials for instruction in reading writing speaking and listening It is both reading and writing thus falls on the line

Shared Writing Teacher amp students collaborate

Shared Reading Learner observes an in composing a text Responses and input are expert reading with fluency amp expression and encouraged from everyone reads along

Guided Writing Teacher guides students

Guided Reading Teacher and responds to them and extends their thinking while they compose text students each have a copy of the text

Together they think talk and question their way through the material

Independent Writing Students write independently without teacher intervention

Independent Reading Students read self-selected books independently

Strong Teacher Support to

Student Independence

You do and I watch You do and I help I do and You help

I do and You watch

ESOL Instructional Materials and Courses Middle School and High School

English through ESOL is REQUIRED for all sheltered ELL students

High School ENG I through ESOL (1002300) ENG II through ESOL (1002310) ENG III through ESOL (1002320) ENG IV through ESOL (1002520) Middle School MJ Language Arts 1 through ESOL (MJ 1002000) MJ Language Arts 2 through ESOL (MJ 1002010) MJ Language Arts 3 through ESOL (MJ 1002020)

Materials bull Use the grade-appropriate Prentice Hall materials and the English Learnerrsquos Companion that accompany each level bull Visit our website for parallel curriculum materials written especially for ELL Students

httpwwwpalmbeachk12flusmulticulturalMulticulturalNewESOLCurriculumhtm

1048708 Developmental Language Arts Through ESOL (DLA) (HS 1002380) (MJ 1002180) is designated by the District Reading Plan for FCAT Level 1 or 2 ELL students categorized as B-1 B-2 I-1 or I-2 on the ELDC and can be multi-grade I-3 students may be placed into either Developmental Language Arts through ESOL or Intensive Reading depending upon their English proficiency

Like Intensive Reading this course receives an elective credit The Balanced CARE rotational instructional model is highly recommended Exposure to on-grade-level Lexiled material should occur once a week

Materials previously purchased and delivered to schools for use in Developmental Language Arts through ESOL are listed below They should not be used in English through ESOL classes

bull Hampton-Brown Highpoint book The Basics bull Hampton-Brown Highpoint A B or C may also be used (if you have it) bull Red Brick High Five bull Great Source Reading Advantage A or B bull Heinle Picture Dictionaries in Spanish Haitian Creole or Portuguese bull Classes at AAA Schools have additional materials

1048708 Intensive Reading (HS 1000410) and (MJ 1000010) The District Reading Plan has designated that ELL students in FCAT Levels 1 or 2 that are in ELDC categories A-1 A-2 and A-3 are to take the Intensive Reading course (I-3 students may be placed into either Developmental Language Arts through ESOL or Intensive Reading depending upon their English proficiency)

In Intensive Reading ELL students are scheduled into classes with non-ELL students and use the same materials as the mainstream students are using in this course ELL students should have equal access to READ 180 and all other instructional programs

Some suggested Software

diams Dyn Ed First English (800-765-4375) For true beginners ages 10-17 a multimedia Englishlanguage course that promotes learning and long-term retention Level BeginnerFeatures coordinated lessons and exercises to keep students engaged scope andsequence Interactive features such as speech recordplayback to promote languagemastery and oral fluency Content that automatically adjusts to student performanceOptimized skill sequencing beginning with listening

diams Dyn Ed On Our Way to English (800-765-4375) for ages 11-17 Levels Basic ndashIntermediate Features English for school subjects school life and related situationsComprehensive content-based syllabus a variety of lesson types and exercises based on awell-designed scope and sequence

diams ELLIS (English Language Learning Instructional System) (866-211-0721)

Multimedia software designed to teach learners of varying ages and levels to speak and understand English The ELLIS curriculum combines graphics full-motion video digitized sound and voice recording animation and support for 60+ native languages ELLISrsquo research-based English language technology instruction includes the capability to Instruct and provide transition support in 60+ native languages instruct phonemic awareness via hundreds of minimal pairs in each language provide over 3000 hours of software instruction track student(s) progress and measure proficiency make student instructional path recommendations provide parent letters written in their native language correlate with major academic standards teach at all levels of K-Adult education

diams LightSpan Achieve Now (888-888-4314)

A research-based curriculum program that includes interactive software school and home learning activities teacher materials onsite and technology-based professional development and student assessment Components address oral language development listening speaking awareness of sound symbol and structure skill integration readingcomprehension strategies writing vocabulary and spelling

diams Open Book to Literacy (877-719-1804) combines rich-media technology with research based teaching methodologies to teach English reading writing and pronunciation to beginning remedial ESL and adult learners of all ages It uses a combination of voice text video graphics and photos and heritage-language translation within a framework that comprises comprehensive scientifically based English literacy teaching methodology and meets all existing research-based literacy teaching standards including No Child Left Behind Title I and Title III Head Start The National Reading Panel and the reading standards of all 50 states

diams Riverdeep Destination Reading (888-242-6747) is appropriate for beginning and intermediate language learners of all ages and general education students from preschool to third grade Grounded in scientific research the internet-based program uses a structured wholepartwhole approach to reading instruction through the use of colorful cartoon figuresmusic and interactive activities Learners are explicitly taught phonics decoding and comprehension skills in the context of a wide range of authentic fiction non-fiction and environmental text The management system provides careful sequencing of reading and writing skill development so that each new skill builds upon prior skill learning It is aligned with state and national curricula standards and fully conforms to research-focused funding requirements

diams Rosetta Stone Software (800-788-0822) provides a comprehensive language learning system for learners of any age The core of the learning is provided by multimedia instruction available in networkable CD-ROMs and online programs The program includes a set of written materials that reinforce and expand students learning The Rosetta Stone software includes course planning management as well as individual student placement tracking and accountability

diams Scholastic READ 180 (800-234-READ) is a comprehensive reading intervention program designed to meet the needs of students from elementary to high school whose reading achievement is below the proficient level It combines teacher-led instruction with adaptive instructional software motivates students with materials that engage and respect the older struggling reader and meets the needs of delayed or failing readers students with learning disabilities special education students and English Language Learners39

diams Wiggleworks (httpteacherscholasticcomproductswiggleworksindexhtm) is an award winning blend of technology literature and teacher support This media-rich program integrates leveled books with technology and instruction to help children become successful readers and writers provides leveled reading practice built-in instruction and motivation to engage students in reading and writing and helps teachers scaffold instruction and move students toward reading independence

Sites for teachers

httpwwwsitesforteacherscom

provides websites for more than 1300 printable books lesson plans and worksheets to teach guided reading phonics phonemic awareness fluency and reading comprehension

o Starfallcom

The Starfall learn-to-read website is offered free as a public service Teachers around the country are using Starfall materials as aninexpensive way to make the classroom more fun and to inspire a love of reading and writing

Primarily designed for first grade Starfallcom is also useful for prekindergarten kindergarten and second grade and may be useful to older ELL students learning a second language

Additional Literacy Resources for Teachers

diams Childrenrsquos Literature Web Guide httpwwwucalgaryca~dkbrownindexhtmldiams Cyberguides httpwwwsdcoek12causscorecyberguidehtmldiams International Reading Association httpwwwreadingorgdiams The Literacy Web httpwwwliteracyuconnedudiams Teachers Guide to International Collaboration on the Internet can be found athttpwwwedgovteachershowtechinternationalindexhtmlexp=0

The Teachers Guide to International Collaboration was developed to help teachers use the Internet to reach out globally These materials were prepared as part of the Department of Educations International Education Initiative The topic bars on the left side provide quick access to lesson plans and student activities

TOOLBOX FOR FCAT SUCCESSPREPARING FOR FCAT READING

Table of ContentsDetermining Main Idea Stated or Implied helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2-24Identifying Significant Details helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip25-39Following Written Directions and the Sequence of Data helliphelliphelliphelliphelliphelliphellip40-49Recognizing Sequence helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip50-70Pre-reading Strategies helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip71-89Using Context Clues helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip90-118Classifying helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip119-129Using Comparison Contrast helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip130-148Identifying Cause and Effecthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip149-162Making Conclusions Generalizations and Inferenceshelliphelliphelliphellip163-174Distinguishing Facts and Opinions helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip175-187Identifying Organizational Patterns of a Reading helliphelliphelliphelliphelliphelliphelliphelliphelliphellip188-209Recognizing Authorrsquos Purpose Point of View and Tonehelliphelliphelliphelliphelliphellip210-220Using Methods of Persuasion helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip221-235

Using Literary Elements helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip236-266Using Literary Devices helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip267-294Gathering Information helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip295-304

Analyzing the Validity and Reliability of Primary Sources helliphelliphelliphelliphelliphelliphellip305-319Synthesizing Information helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip320-332

httpwwwpalmbeachk12flusMulticulturalESOLCurriculumDocsSecondaryTOOLBOX20FOR20FCAT20SUCCES220in20one20file20without20microskillspdf

The School District of Palm Beach County Department of Multicultural Education

Curriculum Resources

httpwwwpalmbeachk12flusMulticulturalESOLhtm

httpwwwpalmbeachk12flusMulticulturalMulticulturalNewESOLCurriculumSecondaryLangArtshtm

httpwwwpalmbeachk12flusMulticulturalMulticulturalNewESOLCurriculumSecondaryMathhtm

httpwwwpalmbeachk12flusMulticulturalMulticulturalNewESOLCurriculumSecondaryScihtm

httpwwwpalmbeachk12flusMulticulturalMulticulturalNewESOLCurriculumSecondarySShtm

httpwwwpalmbeachk12flusMulticulturalMulticulturalNewMultiCurrichtm

Palm Beach County School District Contactsbull Sheila Acevedo ESOL Specialist for Charter amp ESE Schools 5616506696 Phone 5616506695 FAX acevedopalmbeachk12flus 5616506696 Phone 5616506695 FAXbull Connie Berry Guidance Counselor Specialist 5614347348 Phone 5614348074 FAXbull Ana Meehan Executive Director Multicultural Education 5614348010 Phone 5614348074 FAXbull Eileen Shapiro Holocaust Studies Program Planner 5614348169 Phone 5614348074 FAXbull Kim Thomasson Dual Language Specialist 5614348201 Phone 5614348074 FAXbull Lisa Troute ESOL Curriculum Specialist 5616496886 Phone 5614348074 FAXbull Carole Wilkinson ESOL Training Specialist 5614348320 Phone 5614348074 FAXbull Diana Williams Manager Multicultural Education 5616496840 Phone 5614348074 FAX

Overcoming Illiteracy in Secondary Schools TESOL rsquo07 Seattle WA

School District Facts

The only obstacle to learning a second language is not having learned a first language by puberty (Bralystok and Hakuta 1996) Given mastery of a first language the transfer of literacy skills from L1 to L2 and mastery of one or more additional languages is beyond the reach of no one at any age

Who are at-risk students They are

Palm Beach County School District Contacts

School District Factsbull Total Budget $34 Billionbull US Ranking 11th largest school

district in the USbull State Ranking 5th largest school

district in Floridabull Enrollment 168546 in 185 Schoolsbull Average CostStudent $6356 (FY05)

ReferenceResearch

Reading 2006

Group Name Grade

No ofStudent

Research1 2 3 4 5

Palm Beach 8 13067 NA 25 29 31 13 2 4 12 6 9

LEP 840 NA 79 17 4 0 0 2 8 3 5

Palm Beach 9 13500 NA 29 29 25 11 6 2 12 6 7

LEP 974 NA 85 12 3 1 0 1 7 3 4

Palm Beach 10 12764 53 38 28 17 7 10 3 11 8 10

LEP 909 6 90 9 1 0 0 2 7 5 6

ESE ELL

40112 4290 4414 4671 2830 2314

5312 (1 school)

= N lt 10

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

ReferenceResearch

Reading 2006

Group Name Grade

No ofStudent

Research1 2 3 4 5

Palm Beach 8 13067 NA 25 29 31 13 2 4 12 6 9

LEP 840 NA 79 17 4 0 0 2 8 3 5

Palm Beach 9 13500 NA 29 29 25 11 6 2 12 6 7

LEP 974 NA 85 12 3 1 0 1 7 3 4

Palm Beach 10 12764 53 38 28 17 7 10 3 11 8 10

LEP 909 6 90 9 1 0 0 2 7 5 6

ESE ELL

40112 4290 4414 4671 2830 2314

5312 (1 school)

= N lt 10

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

ReferenceResearch

Reading 2006

Group Name Grade

No ofStudent

Research1 2 3 4 5

Palm Beach 8 13067 NA 25 29 31 13 2 4 12 6 9

LEP 840 NA 79 17 4 0 0 2 8 3 5

Palm Beach 9 13500 NA 29 29 25 11 6 2 12 6 7

LEP 974 NA 85 12 3 1 0 1 7 3 4

Palm Beach 10 12764 53 38 28 17 7 10 3 11 8 10

LEP 909 6 90 9 1 0 0 2 7 5 6

ESE ELL

40112 4290 4414 4671 2830 2314

5312 (1 school)

= N lt 10

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

ESE ELL

40112 4290 4414 4671 2830 2314

5312 (1 school)

= N lt 10

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

ESE ELL

28253 522 31196 2232 26177 2274 1331

= N lt 10

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Specialist

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

Instructional Focus

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

JuvenileJustice

6th-12thTransition

6th-12thChoice

LYLFLZ

with all students

I do and You watch

Sites for teachers

o Starfallcom

with all students

I do and You watch

Sites for teachers

o Starfallcom

I do and You watch

Sites for teachers

o Starfallcom

I do and You watch

Sites for teachers

o Starfallcom

I do and You watch

Sites for teachers

o Starfallcom

I do and You watch

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Sites for teachers

o Starfallcom

Documents

Overcoming Illiteracy in Secondary Schools TESOL ’07 Seattle, WA