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Secondary Bilingual Orientation Center Redesign

Secondary Bilingual Orientation Center Redesign. ELL & International Programs. Overview. Council of Great City School Review Superintendents Purpose and Charge Approved Model - Essential and Recommended Scope of Project - Phase Two Next Steps. CGCS Review Recomm endations.

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Secondary Bilingual Orientation Center Redesign

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  1. Secondary Bilingual Orientation Center Redesign ELL & International Programs

  2. Overview Council of Great City School Review Superintendents Purpose and Charge Approved Model - Essential and Recommended Scope of Project - Phase Two Next Steps

  3. CGCS Review Recommendations 54. Reconfigure SBOC. • Redefine the roles of the BOC/SBOC. • Limit eligibility to recent arrivals, immigrants, refugees and SIFE (students with interrupted formal education). • Develop a clear instructional program and exit criteria. 58. Develop a clear process for transitions into general ed.

  4. Review Recommendations (con’t.) 59. Ensure that the new grades 6-8 have explicit teaching support for content area instruction. 60. Transform the SBOC into an International High School that grants core subject credits. 61. Establish a district team to provide support during implementation of the newly defined SBOC. 62. Ensure that the BOC/SBOC centers reach out and support families and parents.

  5. ELL Services and Demographics • Seattle Public School District Excellence for All Strategic Plan – Ensuring Excellence in Every Classroom and All Students Achieving. Strategic focus is on Program Alignment, New Delivery Model, Professional Development and Community Engagement • SPS ELL students continue to be a rich and diverse population and is among the largest ELL programs in the state of Washington • ELL services include – General Ed ELL, Newcomer , Migrant, Dual Immersion and International Schools • ELL Staff – 171 instructional assistants, 107 ELL teachers and 8 ELL Coaches

  6. Top 10 Languages ELL Students Served Spanish 1639 29.42% Somali 1078 19.35% Vietnamese 795 14.27% Chinese 590 10.59% Tagalog/Ilokano 316 5.67% Amharic 196 3.52% Tigrinya 133 2.39% Oromo 124 2.23% Cambodian 99 1.78% Arabic 67 1.20% *Student Count 5571 All students with home language other than English Spanish 2887 23.55% Vietnamese 1990 16.23% Somali 1673 13.64% Chinese 1035 12.45% Tagalog/Ilokano 764 6.23% Amharic 405 3.30% Tigrinya 294 2.40% Cambodian 265 2.16% Oromo 262 2.14% Lao 116 0.95% *Student Count 12261

  7. Provide a research-based model that will: - Serve students aged 11-21 - Provide opportunities to earn core subject credits - Offer pathways to high school graduation - Sustain an enrollment that generates sufficient resources to be a sustainable school - Engage students in rigorous content through the use of academic language - Provide expanded educational services that meet the academic and social/emotional needs of our students - Build collaborative partnerships and improve family and community engagement Purpose/Charge

  8. Community Advisory Group ROLE – provide community input to the Design Team throughout the project KEY ACTIVITIES • Summarize community input on student needs and program suggestions - Feedback & data collected at SBOC Community meeting, 1/15/09 (75 participants) - Feedback & data collected at SBOC Curriculum Night, 11/19/09 (250 participants) - Survey of representative stakeholders, 12/09(70 participants) • Present aggregated data to the Design Team • Facilitate discussion of proposal with community groups • Present community feedback to Design Team • Facilitate community understanding of final proposal, implementation plans, and opportunities for involvement

  9. Research & Data Literature Review: Steering Committee and Design Team members reviewed research on ELL program delivery models and documented outcomes. Foundational Training: Steering Committee and Design team members received basic ELL foundational training. Site Visits: Dr. Enfield, Veronica Gallardo, members of the Design Team and Consulting Experts visited schools in: New York City International Schools Boston Newcomer Academy St. Paul LEAP Academy San Francisco International School Oakland International School

  10. Components of the Educational Model • The Essential design components are needed to run an effective school • The Strongly Recommended elements are critically important, but may require additional funding or policy changes

  11. Essential Serve 11-21 year olds in two tracks: A transitional track for Students with Interrupted Formal Education (SIFE) students A comprehensive ELL high school Provide path to graduation with credit bearing courses Intensive ESL instruction, with native language support when possible Extensive teacher collaboration for thematic instruction Portfolios used to monitor student progress & promotion Secure specialized staff Extensive professional development: PLCs, collaborative co-teaching, thematic units, & analyzing student work Collaborate with higher education, career and technical programs, and health and community organizations for additional services Provide a family welcome center with parent outreach

  12. Strongly Recommended Waivers to allow for flexible and expert staffing Flexible scheduling with internship opportunities Establish university partnerships for school-based teacher education Flexible staffing based on students’ proficiency Full-time bilingual guidance counselor; Full-time bilingual family support worker Cultural Heritage Classes Arrange for community to teach classes on site Bus transportation for after school activities Leveraging city and community resources Seek new foundation funding

  13. The Future SBOC Ages 11-13 Transitional ELL Middle School High School Diploma Newcomer Intake Center Other SPS Middle School Comprehensive ELL High School Higher Education Transitional High School Ages 14-21 Referral to technical training, credit-retrieval /GED for 17-21 year old arrivals with low credits Other SPS High Schools KEY Paths for 11-13 Year olds Paths for 14-21 Year olds

  14. Phase Two • School Design Team (SDT) where participants will work collaboratively to create school specs for the design of the school.  • Academic Design Team - Determine professional development,units of instruction, curriculum materials, which standards to apply, extended day services etc. Focus on project based learning. • Community Engagement and Extended Day Team – This team will work collaboratively with the ADT to develop extended day models that support ELL students and families.

  15. Next Steps • Board Recommendation – Implications • Union Negotiations for Model • Capacity Management Committee • Enrollment Planning • Executive Management Team • OSPI – Compliance • Human Resources – Staffing

  16. Contact information Veronica Maria Gallardo Director Department of ELL and International Programs Seattle Public School District 2445 3rd Avenue South – MS 31-676 Seattle, WA 98134 206 252-0072

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