Intensive English Academy Training for Adult Teachers

1
Intensive English Academy Training for Adult
Teachers

• Miami-Dade County Public Schools
• Adult ESOL Program

2
Introduction

• The Intensive English Academy Program
• Why?
• How?
• Your role?
• YOU are part of the team!
• TEAM a small number of people with
  complementary skills who are committed to a
  common purpose or goal for which they hold
  themselves mutually accountable.

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YOU are ESSENTIAL!

• Self-Introductions

Tell us about yourself Your name and adult
center Your role in the IEA Team Your vision
for this first IEA pilot
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Agenda

• Overview of Managed Enrollment
• History of Intensive English Academy Pilot
• Research on Student Persistence/IEA
• Curriculum Design for IEA
• Resources
• Q A

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Overview

• Develop an alternative way of servicing adult
  English language learners based on proven best
  practices
• Gather pertinent data from local pilot to
  finalize an effective viable model for
• M-DCPS

CASAS
STUDENT
LCPs

Transition
FTE
Efficiency
Teacher
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Vocabulary

• Managed enrollment (ME)
• Intensive English Academy (IEA)
• Targeted syllabi (TS)
• Administrative Promotion (AP)

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Managed Enrollment

• Research overview
• Pros and Cons of ME model

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Research Overview

• Common Research Results
• More effective teaching/learning opportunities
• More dedicated teachers/students
• Greater teacher/student persistence
• Greater learning gains based on standardized test
  results and number of students transitioning to
  ABE and/or post secondary

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Research Overview

• Data from MiraCosta College

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Pros and Cons of Managed Enrollment

• Pros
• Teachers spend more time on quality teaching and
  less on managing new students
• School year is divided into smaller units with
  well defined learning goals for each session
• Lessons are more in depth, with focused
  instruction and weekly mini-assessments
• Teachers prefer a targeted syllabi and moving
  students forward faster

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Pros and Cons of Managed Enrollment

• Cons
• Testing department re-organize schedule
• Teachers fear low enrollment classes will be
  closed and that clerical workload will increase
• Students fear making a commitment to a more
  intensive program
• Need to change the current state of mind to a new
  and more efficient model

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Intensive English Academy _at_M-DCPS

• Overview
• Pilot Sites
• Student Contract

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MDCPS Program Model

• One week registration period
• Maximum of 25 students per class
• No re-entry students
• 8 - week classes
• 3 - hour class, 4 days a week
• 1 - hour lab (once a week)
• State of Florida Curriculum -Targeted Syllabi
• Attendance Contract

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Pilot Sites

• Hialeah-Miami Lakes Adult Center
• Miami Beach Adult Center
• Miami Senior Adult Center
• Miami Springs Adult Center
• Miami Sunset Adult Center
• The English Center
• South Dade Adult Center
• Lindsey Hopkins Technical Center

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Student Contract

• Intensive English Academy Student Contract
• The goal of the Intensive ENGLISH Academy program
  is to provide a high quality English Language and
  Workforce education for adult students. To
  achieve this goal, adult students are required to
  come to classes on a regular basis and complete
  assignments.
• Careful review of this contract is required for
  all adult students before admission to the
  Intensive ENGLISH Academy program. The students
  signature indicates agreement to comply with
  guidelines.
• 1. ATTENDANCE AND PUNCTUALITY
• Students who miss 6 days will be evaluated by the
  instructor and/or counselor on a case-by-case
  basis. Upon their recommendation, student may be
  withdrawn or transferred to a regular program.
• Students are expected to arrive on time and
  remain in class for the entire period. Failure
  to do so may result in withdrawal from the
  academy.
• Students can compensate for absences by attending
  the computer lab and/or completing assignments at
  home.
• 2. ASSIGNMENTS
• Students will be required to complete assignments
  in class and at home.
• ASSESSMENT
• Students will be assessed at different points
  during the program and it will be necessary for
  them to show progress. Promotion to the next
  level is contingent upon obtaining the required
  score on the CASAS test at the end of the class.
• By signing below, I ______________________________
  __indicate that I agree to abide by the rules and
  guidelines of the Intensive ENGLISH Academy.
• Print Name ______________________________________
  _______________
• Signature_________________________________________
  _______________
• Student ID Number __________________________
  Date _____________

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Top Three Student Persistence Practices
Reinforced by IEA Models

• Realistic Goal Setting/ Contract
• Supportive Environment/ Cohesive group
• Meaningful instruction/ Targeted syllabi

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Curriculum for IEA

• Targeted Syllabi
• Targeted Listening Activities
• Targeted Vocabulary List
• CASAS Task Area/TOPS pro

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Targeted Syllabi (TS)

• Emphasize highlighted benchmarks
• all benchmarks earmarked with the listening
  symbol
• all benchmarks with designated IEA symbol
• ?Use State of Fl. Vocabulary List
• ?Practice CASAS Task Forms

IEA
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Targeted Syllabi (TS)

• Teach vocabulary using visuals
• Teach words in context, not isolated
• Use words in multiple contexts
• Teach root words (prefix, suffix)
• Use graphic organizers to reinforce
• Reinforce vocabulary using the FL. Adult ESOL
  Vocabulary List

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Listening Strategies

• Organize Information Selective listening
• Set purpose for listening
• Who? What? Where? Why? How?
• Student fill out information as they listen
• Use graphic organizers to gather information

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Post-Listening Activities

• Cloze activity
• Multiple choice questions
• Oral retelling
• Discussions (pair/group/class)
• Comprehension activities

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Use CASAS Task Areas

• Practice on-going assessment using CASAS Task
  Areas
• Forms
• Charts, maps graphs, tables, billings, matrices
• Stories, articles, directions, pictures
• Signs, price tags, ads, labels
• Measurement scales and diagrams
• Oral Cues/ pictures

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Assign Homework

• Maximum 30 minutes
• Assignments should be a continuation of classroom
  instruction
• Devote (max. 30 minutes.) to correcting homework
• Assign projects that require oral presentations

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Resources

• Book Series with Student Workbooks
• Computer Software
• Realia
• Guest Speakers/Visiting Teacher
• CD player - DVD player
• CASAS Bubble sheets
• TOPSpro Reports and Quick Search
• Opaque projector for additional activities

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Summary

• Managed Enrollment
• Intensive English Academy
• Student Persistence
• Targeted Syllabi
• Resources

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Process for Initial Pilot

• Keep a journal
• Collect pre and post CASAS scores for each
  student
• Survey students frequently for their input
• DISTRICT SUPPORT
• IEA learning circle
• IEA support circle (Other training sessions
• list of books, articles, electronic
  sources, mentoring)
• IEA incentive pay

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• Inspire!
• The mediocre teacher tells.
• The good teacher explains.
• The superior teacher demonstrates.
• The great teacher inspires!

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Q A

• District Support Staff
• Dr. Beatriz Diaz
• 305-995-2982
• bdiaz_at_dadeschools.net