Elementary Level (Grades: K thru 5th)

ESL Program Action Plan

Part 1

School Profile

SY 2012-2013

Please provide the following information effective the first day of the school year.

1. School Name: Upi Elementary

School Principal: Beverly San Agustin

Curriculum Administrator: Beverly San Agustin

ESL Coordinator: Femelyne C. Wesolowski

Program Type	Pull Out	Structured Immersion

Consultation	Sheltered Content	Other: DI

Number	SY 2012-2013 Student Population Survey
817	Total Number of students enrolled as of the first day of the school year (inclusive of regular students and ESL students)
375*	Total number of ESL students (incumbent students plus incoming students from feeder schools) identified as of the first day of the school year (check the R-205)
*does not include Kindergarten
4**	Total number of new ESL registered – those who are identified ESL for the first time (check Home Language Survey)

Number	SY 2012-2013 Personnel Survey
55	Total number of teachers (regular and ESL) at school site
3	Total number of ESL teachers (only) at school site
0	Total number of ESL School Aides	# Locally funded	0	#Federally funded	0

ESL Teacher’s Name	Grade(s) Taught	Subject Taught	Funding Source

Federal Local	Teacher Status

P C PNC LT
Femelyne C. Wesolowski	4-5	DI Reading, Language
X	X
Marife G. Fernandez	4-5	DI Reading, Language, Mathematics	X
X
Josephine Q. M. Cruz	2-3	DI Reading, Language, Mathematics
X	X
PC= Permanent ESL Certified

PNC= Permanent not ESL Certified	LT = Limited Term/Contract

Guam Department of Education

ESL Program Action Plan

Part 2a

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

(4) District Goal

The goal of the Guam Department of Education is to provide students identified as English Language Learners with adequate, appropriate, and equitable educational opportunities so that they are able to attain high levels of English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.

(5) School Level Objectives

1. To identify, assess and place students in classes appropriate to their English language level of proficiency.

2. To provide high level language instruction designed to assist students to meet State academic content and student academic achievement standards as all children are expected to meet

3. To monitor and evaluate student progress in a regular and timely manner, at least twice a year, using the Semester Modifications Report, student academic grades, standardized test results, progress reports, portfolios, teachers’ comments and other forms of assessment.

4. To retain, maintain, and update student records inclusive but not limited to the PEP form, Semester Modifications Report Form, Home Language Survey, LAS results, SAT 10 accommodations form, health records, eligibility form, exit forms, and all other documents and correspondence related to the student’s ESL status.

5. To implement parent involvement activities and methods of meaningful communication regarding school-related information for ESL students and parents

6. To participate in at least three professional development opportunities, especially those related to ESL, per year.

Superintendent’s Initials _________ Date:_________

Guam Department of Education

ESL Program Action Plan

Part 2b

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

(6) Activities

Indicate below what your school will do to meet each of the six objectives of the program	(7) Timeline	(8) Person(s) Responsible	(9) Evaluation/Documentation
Objective 1: To identify, assess and place students in classes appropriate to their English language level of proficiency

Administer LAS Links to students identified as speaking a language other than English through their Home Language Surveys

Disseminate results of proficiency levels to DI Coordinators to inform regarding assessment and placement in the reading reform program – Direct Instruction

Objective 2. To provide high level language instruction designed to assist students to meet State academic content and student academic achievement standards as all children are expected to meet

Service ELs through DI Reading, Language, Mathematics programs

Modify instruction as necessary to make lessons more comprehensible to ELs

Provide RCTs & school personnel with SIOP presentations

Objective 3. To monitor and evaluate student progress in a regular and timely manner, at least twice a year, using the Semester Modifications Report, student academic grades, standardized test results, progress reports, portfolios, teachers’ comments and other forms of assessment

Disseminate Semester Modifications Report at First Quarter and Third Quarter to RCTs

Conduct Consultation Meetings with Grade Level Teachers as assigned

Attempt to compare LAS Levels to DI Reading and Language Levels for SY 2008-2009, SY2009-2010 and SY2010-2011 with sample cohort

Objective 4. To retain, maintain, and update student records inclusive but not limited to the PEP form, Semester Modifications Report Form, Home Language Survey, LAS results, SAT 10 accommodations form, health records, eligibility form, exit forms, and all other documents and correspondence related to the student’s ESL status.

Input SAT10 scores into Power School for ELs for SY2011-2012

Objective 5. To implement parent involvement activities and methods of meaningful communication regarding school-related information for ESL students and parents

See Part 5 of Action Plan

Objective 6. To participate in at least three professional development opportunities, especially those related to ESL, per year.

Attend Workshops & Conferences as planned by SPC-ESL, GDOE, Upi ES, UOG and /or GCC, IRA and/or PDK	August-May

September – May

October

August - May

1st Qrtr & 3rd Qrtr

September-May

August-May

August – May

October - December

As scheduled

ESL Coordinator &

Teachers

ESL Coordinator

ESL Teachers

RCTs

ESL Coordinator

ESL Teachers

ESL Coordinator

Mrs. J. Cruz Grade 2-3

Mrs. M. Fernandez

Grades 4-5

Mrs. F. W.

Grades K-1

ESL Coordinator

ESL Coordinator with help from ESL Aide & Teachers & Upi Computer Tech

ESL Coordinator

ESL Coordinators & Teachers	Power School:

HLS Information

LAS Oral & RW Information

LAS Links Information

ESL Program Type

LAS Information

Mid-quarter Progress Reports

Quarter Report Cards

Semester Modifications Reports

Presentation evaluation

PowerPoint presentation

Grade level curriculum alignment

Record return of reports and provide information to Administration

Submit Consultation Log

digital or paper

Record of data and summary report of work, electronic and bound

Cum folders have ESL forms as necessary for ELs

SAT 10 scores from Counselor/RPE

Attendance Information from providers and/or summary of training or workshops or conferences

Part 3

ESL Program Action Plan

(1) Program Narrative

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

Provide a detailed narrative of your ESL Program. Describe how each applicable program type (sheltered, consultation) is implemented to meet the needs of English Language Learners. (What is the program type, who does it served and how are they served?)

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For School Year 2008-2009, the stakeholders of Upi Elementary School voted to retain the Direct Instruction Programs for Reading, Language, and Mathematics. As a result, the ESL teachers have been assigned groups of students in Grades 2-5 for each subject area as listed.

Sheltered

Approximately 90% of the students assigned to the ESL teachers are identified as English Language Learners (ELs). These students who are working directly with ESL teachers are identified as Sheltered under the ESL Program Type because the ESL teachers are responsible for academic grades of Reading, Language, and Mathematics. The students have also scored LAS Oral 1-3 or RW 1-2 or LAS Links Overall 1 or LAS Links Placement NP0-3 or AP. Their ESL teachers then use the DI Programs for Reading, Language, and Mathematics along with instructional strategies to ensure that those lessons are indeed comprehensible for the ELs.

Consultation

ELs not assigned to the ESL teachers are placed on the Consultation program type. Thus, the regular classroom teachers (RCTs) must provide information on lesson modifications and accommodations for the DI programs taught as well as the content areas. This is to be done with the Semester Modifications Report to be completed at the end of first quarter and third quarter.

In SY 2011-2012 and current, Upi ES RCTs in each grade level have completed curriculum mapping with content standards for science and social studies. ESL Coordinator and teachers will provide SIOP presentations to bring awareness of sheltered instruction, the use of content and language objectives, and instructional strategies as RCTs work on modifications and accommodations for ELs.

Follow Up

ELs who have been identified for Follow Up because of parental waivers or exit or exemption will have reports about their progress submitted with the annual follow up information. These forms will be disseminated at the same time as the Semester Modifications Reports based on their date of waiver, exit or exemption.

Documentation

The ESL Coordinator will be responsible for ensuring that the proper forms from the ESL Procedural Manual are distributed in a timely manner so that reports returned for filing in the students’ cum folders by the end of the school year. Reports will be submitted to the administration to ensure that RCTs complete and submit their forms as requested.

Part 3

ESL Program Action Plan

Instructional Plan

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

Describe the instructional plan of your ESL Program Type. (Describe what instructional strategies are used, how they meet the needs of English Language Learners in the different grade levels, how they will improve English proficiency levels, and, how they tie in with your goals and objectives.)

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Direct Instruction Program

The Direct Instruction Program is the main curriculum for the development of reading, language, and math skills for Upi ES students, including ELs. The ESL teachers are assigned groups of students in Grades 2, 3, 4, 5 who are two or more grade levels below the benchmark. Most of their students are identified as English language learners but students who speak only English are also included in the grouping. ELs in Grades K – 1 use the early reading, language, and math programs with their regular classroom teachers. Their progress are monitored using the Semester Modifications/Accommodations Reports and or Consultation.

The Pull Out/Push In Formats during content time may be attempted but dependent on the DI schedule and the varying Chamorro and or content time schedules.

The Houghton Mifflin Reading Handbook of Instructional Strategies for ELs and the Houghton Mifflin Lessons in Literacy will be used as resources to introduce skills or strategies, additional or new ideas, re-teach or review or reinforce particular skills or strategies.

Other teaching strategies include but not limited to the following:

Total Physical Response

Language Experience Approach

Grammar Lessons

Learning strategies include but not limited to the following:

“multi-modal materials” for visual, auditory, kinesthetic learners

cooperative learning

Some modifications and accommodations include but are not limited to the following:

pictures and realia

word walls or word banks

scaffolding

KWL charts

integration of music and art

literature studies

use of Pacific island legends and myths

extended wait time

use of sentence frames

Part 3

ESL Program Action Plan

Program Impact

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

3. Describe the impact that your instructional strategies will have on: a) the development of English

Language proficiency? b) academic achievement?

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Each item below will help the ELs to build their vocabulary for the content area topics through use of concrete, hands on materials; connect their experiences to the knowledge to be gained; provide the academic language necessary for each topic; and strengthen their self-confidence as learners.

Houghton Mifflin Resources

Provides teaching and learning strategies for standard use across the district’s elementary schools

Total Physical Response

Integrated with music and drama, students will learn words and concepts through physical movement.

Language Experience

Use of children’s literature and their known words will connect what they know to lesson objectives. Lessons may include content area instruction with strategies such as note-taking, classifying, organizing.

Grammar Lessons

Lessons will help students understand and master grammar in reading and writing, listening and speaking.

Cooperative Learning

Students will learn how to work together and how to learn from each other with teacher directed activity.

pictures and realia

provide concrete, hands on experience with actual materials or pictures of topics

word walls or word banks

build vocabulary

scaffolding

KWL charts

use of Pacific island legends and myths

connect the students’ experience to topic

generate interest and motivation to study of topic

integration of music and art

literature studies

generate interest and motivation to study of topic

use of library books appropriate to proficiency levels

provide accessible and comprehensible resources to learn about topic

extended wait time

provide opportunity to process question or request and/or provide opportunity to answer

use of sentence frames

provide structure of English language appropriate to topic or use of topic

connect student’s language to standard English language

Part 3

ESL Program Action Plan

Support Programs

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

What other programs in your school provide additional support to the ESL Program goals and objectives and how do they support the ESL Program?

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Direct Instruction Program

The DI program supports the ESL Program with emphasis on the development of decoding skills and comprehension skills through repetitive, constant and structured practice. This helps the ELs to practice and soon master the standard pronunciation and sounds of the English language. The program also builds English language vocabulary through classifying and organizing. It also helps students to use standard English with structured practices using phrases and sentences.

Counselor

The school counselor becomes an advocate for ELs and their families when she provides a venue and an opportunity to express their concerns and questions without ridicule or threat. Through her acceptance and firmness, she helps the students and their families to understand school policy and procedures for disciplinary concerns and also for academic concerns, such as the Child Study Team and/or IEP meetings.

Parent-Family-Community Outreach Program

The social worker and community aide serve as liasons between home and school to gather information about the student and his home environment; to enforce school policy and procedures regarding attendance and adherence to such; to provide information about government assistance or similar social agencies; and to connect parents and teachers for conferences and meetings as necessary.

GATE

The GATE teacher provides opportunities for ELs to showcase their academic talents as well as their musical and artistic talents through special programs through plays or with the student choir.

PTO

The Parent-Teacher Organization helps parents to be more active in their students’ schools. The PTO organizes the Harvest Carnival and the Spring Carnival to help teachers and parents work together to raise funds for classroom fieldtrips and special events. The PTO provides an opportunity for parents to voice their opinions about school procedures and activities in order to gain information or perhaps to effectuate change and/or understanding.

Professional Development Days

The ESL Coordinator with the assitance of the ESL teachers presented at the Teacher Orientation on August 17, 2012 with an overview of SIOP and use of Bloom’s Revised Taxonomy. The ESL Coordiator with the assistance of Mrs. Karen Palaganas, Reading Coordinator, presented at the 1st Professional Development on September 21, 2012 with an overview of the use of content and language objectives for lesson preparation. Both presentations included instructional strategies for RCTs to use .A follow-up presentation will be conducted at the next Professional Development Day with more practice on writing language objectives and an overview of the remaining features for the first component of SIOP.

Part 3

ESL Program Action Plan

Parent Involvement

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

How does your ESL program encourage or involve parents? What improvements can be made to increase parental involvement in the ESL program?

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A school-wide activity is the school newsletter. Information about the ESL program will be shared with the parents beginning in October.

The school newsletter will also keep the parents informed about upcoming school events, such as the Harvest Carnival or PTO meetings or Parent-Teacher Conferences. The ESL teachers will highlight these events with their students.

Other school-wide activities are holiday assemblies, such as United Nations, Christmas, and cultural assemblies such as the Chamorro Festival, PTO Harvest and Spring Carnivals.

Beginning the second semester of SY 2009-2010 and continuing through SY 2010-2011, Parent Share served as a combined effort of the PFC Outreach Program and ESL to increase parent awareness of school functions and responsibilities such as registration and attendance of students, parent-teacher conferences, and ideas on how to work with their children on homework and communication. Parent Share was scheduled for the last hour during the Parent-Teacher Conferences of the stated years.

For SY 2011-2012, Parent Share was moved into the attendance areas of the school. Mrs. Josephine Cruz, ESL teacher for Grades 2, 3 coordinated the village meetings. All teachers from Upi ES were invited to participate in the meetings at the attendance site. Mrs. Marife Fernandez, ESL teacher, and the PFC Outreach assisted with scheduling, distribution of donations. Each village meeting was scheduled after the regularly scheduled Parent-Teacher Conferences. RCTs and parents met at the village outreach to discuss report cards or other concerns. For SY 2012-2013, the village meetings will be coordinated by the school administrators and the PFC Outreach. The first was held on September 7 in collaboration with FBLG Middle School and Simon Sanchez High School.

For SY 2011-2012, TRUST was introduced to Upi ES by Mrs. Marife Fernandez. Teachers and staff volunteered to sponsor students who had been identified by faculty or staff as needing support for school supplies, uniforms, and others. For SY 2012-2013, TRUST will continue its voluntary service to ELs.

ESL Program Action Plan

(6) Program Evaluation

(1)SY: 2012-2013	(2) School: Upi Elementary	(3) Coordinator: F. C. Wesolowski

How will you determine that your ESL program activities were met and were successful?

How will you know if your instructional strategies worked?

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PEP forms are completed in the cum folders.

Semester Modification Reports are completed and submitted for review and then filed into the cum folders.

Report Cards reflect the academic progress of students in the content areas.

Consultation Record with the RCTs

SAT10 Participation letters are sent home and signed and RCTs provide accommodations as necessary.

Quarterly Summary Reports are submitted to record the progress of testing and identifying ELs.

Summary of DI placement at the beginning and the end of the school year for reading, language, and mathematics of students serviced by the ESL teachers.

ESL Progress Reports are completed and filed in the cum folders

PowerPoint presentations will be submitted electronically to the SPC-ESL at the end of the school year

ESL Action Plan Checklist

CRF

Quarterly Summary Report

LAS Links Summary Chart

PTEP Goal #1, ESL Coordinator Only

Curriculum Alignment of Social Studies and Science per grade level

Curriculum Alignment of Reading and Language by DI Programs

ESL Teachers’ Class List

DI Placement

Content Area Grades per quarter

Pullout Lessons Plans

ESL Progress Reports

Semester Modifications Reports

SAT 10 2008-2009+ Disaggregated Data

Instructional Strategies Checklist

School Newsletter Articles

Village Meeting Schedules

ESL Strategies Guide for RCTs

ESL presentation schedule and participation summary

Guam Department of Education	Program Action Plan

ESL Procedural Manual

January 2008 W-1 Principal’s Initials:_________

X

X

ESL/LOTE School Program Action Plan

Fay

2012-09-28

GPSS

DOE C&I