Welcome to our ESL homepage!
Middle School 217
85-05 144 Street
Briarwood, NY 11435
TEL: 718-657-1120 FAX: 718-291-3668
Patrick Burns, Principal

Language Allocation Policy (LAP)
District 28
Middle School 217

Part I- School Demographics

Middle School 217 is a grade 6-8 middle school in Briarwood, Queens (a lower to middle income neighborhood of multi-family and single-family homes). Our school serves an ethnically diverse population, 15.74% of our students are English Language Learners. Currently there are 266 ELLs in our building. Middle School 217 offers:
  • English as a Second Language Program (ESL)

Part II- ELL Identification and Parent Program Choices
Middle School 217 currently offers an (ESL) Freestanding English as a Second Language Program. At the time of enrollment, parents are required to complete the HLIS (Home Language Inventory Survey). If necessary, a teacher is available to assist the parent in the completion of the HLIS. This form surveys the students’ Home Language and determines if the students is required to take the LABR assessment. A licensed pedagogue also conducts an informal interview in the native language and English to determine the student’s history and dominant language. The LAB-R assessment is administered within ten school days of enrollment in the NYC school system to eligible students. The results of the LAB-R determine if a student is eligible for ESL services by the state of New York and also designates an English proficiency rating for the student. This assessment is administered only once. Following the administration of the Lab-R, entitlement and placement letters are given to the students in their native language. Eligible students are then placed in a Freestanding ESL class and the parents of these newly enrolled ELLs are invited to a Parent Orientation. During the orientation, the ESL teachers provide information, and goals of the program/programs that NYC offers. Videos, pamphlets and parent guides are provided in the parents’ native languages. During this time, parents have an opportunity to ask questions and select an instructional program of their choice, using the Parent Selection Form. After analyzing the data on the Parent Selection Forms, our school keeps a careful count of all ELLs by language group, and will initiate the offering of Bilingual classes for the students whose parents selected a Bilingual program as their first choice. We keep parent surveys on file and have parent contact information on hand. Currently one parent chose TBE as their 1st choice. All of the remaining parents that attended our 3 orientations thus far, selected ESL Instruction as the first choice.
Through the school’s Translation/Interpretation Budget, we are able to provide personnel that can assist parents with their translation needs. The school will offer multiple Parent Orientations to ensure that all parents have the opportunity to attend.
The NYSESLAT exam is administered at the end of the school year to measure progress (Spring). Every ELL must take this exam. The NYSESALT determines if a student is required to continue receiving ESL services the following school year.

Part IV (A and B )- English as a Second Language Program
In our self-contained departmentalized sixth, seventh and eighth ESL classes, all of the content areas are taught in English using ESL instructional strategies. There are two classes in grade 6, three classes in grade 7, and three classes in grade 8. Our classes are leveled according to students’ English proficiency as measured by the NYSESLAT and LAB-R assessments. Newcomer, Beginner, Intermediate, and SIFE (Students with Interrupted Formal Education) students are grouped together and receive 360 minutes of ESL instruction per week and 180 minutes of ELA per week. Advanced students and long-term-ELLs receive 180 minutes of ESL instruction per week and 180 minutes of ELA per week. Our school also provides an extra weekly (42 minutes) period of ESL for Enrichment and Test Sophistication purposes.
These classes are multicultural and speak various native languages (primarily Spanish, Bengali, Urdu, Arabic). Ells also receive instruction in Math, Social Studies, and Science by licensed content area teachers that implement ESL strategies in their daily instruction. Our school utilizes bilingual staff members to provide native language support fro English Language Learners Classes travel together as a group and ESL instruction is delivered during double 42-minute blocks when possible (84 minutes). In addition our classes have an elective 42 minute unit (1 weekly) in which they receive reading and writing instruction to strengthen the skills they need to make progress on the ELA and NYSESLAT exams. The instruction is high-interest and theme-based and changes throughout the school year. Our school also uses the push-in and pull-out model for Advanced students who scored above 700 ( as per the RNMR ATS report) on the Reading and Writing sections of the Spring 2011 NYSESLAT. Licensed ESL teachers provide this service.

Delivery of Instruction and Resources for ELLs
Our goal is to empower ELLs to acquire the listening, speaking, reading and writing skills they need to become proficient. We, as educators provide students with the tools they need to achieve this goal by implementing various instructional programs and strategies.

In the ESL curriculum, a balanced literacy approach is used. Students are assessed through reading running records and writing samples. An enriching literacy program is offered through read-alouds, author studies, independent reading choices, and writing workshops. Students work with task specific rubrics and maintain portfolios containing their work. This balanced literacy approach combined with the integration of ESL strategies and methodology and technology addresses the needs of our ELLs. Our curriculum is aligned to the New York State ESL strategies and follows pacing guidelines with various themes and essential questions that give the students opportunities to make connections to the world and themselves as well as share their cultural backgrounds with others.
ESL teachers and other subject area teachers utilize research based strategies such as Total Physical Response, Language Experience Approach, explicit vocabulary development ExC-ELL strategies, RIGOR (for Beginner students), QTEL scaffolding techniques, and follow Danielson’s 4 Domains of Teaching in addition to ongoing articulation between the teachers to reinforce concepts taught in subject areas. The Achieve 3000 program is used by all ELLs. Achieve 3000 provides a web-based, individualized learning program with vocabulary development, reading comprehension, and writing components. It uses accepted and proven benchmarks for assessment and instruction from the lexile framework to the principles of Bloom's Taxonomy. The content is non-fiction high-interest articles customized to the students’ individual lexile level. This provides differentiation of content for our ELLs. It provides high-interest non-fiction texts in a variety of topics. The Writing Workshop is enhanced by the Writing Matters Institute. Writing Matters provides differentiated writing lessons using baseline assessments, visuals, graphic organizers, animations and a variety of mentor texts to support students through the Writing Process. The texts that are used are at different reading levels so that instruction can be differentiated among ELLs of different English Proficiencies and grade levels. Students can publish their writing in a public online forum called an EZine where others can enjoy and comment on their writing. All Ells have their individual laptop through IITEACHILEARN.

In addition through the ITEACHILEARN program, Teaching Matters, and the lessons created through our Learning Technology Grant, ELLs are taught a variety of computer skills and programs such as Inspiration, PowerPoint, WorldBook, Wordpress Blogs, I-documentaries, Writing Process, and Word Processing. There are increased opportunities for hands-on instruction in Math, Science and Social Studies and increased shared reading and writing during the ELA/ESL periods. Content area and ESL teachers differentiate instruction through the use of flexible grouping, goal setting, alternate texts and scaffolding strategies. Ells who are mandated to take city and state ELA exams receive additional instruction with the support of a Literacy teacher who prepares the students for these assessments. Teachers use PowerPoint, Smart Boards and Smart Notebooks to deliver lessons.

All ESL classes are provided with multilevel classroom libraries in a variety of genres. These books are utilized on a daily basis for independent reading, read-alouds, and shared reading. We have recently expanded our libraries and now offer some books in Spanish as well. Our school has extensive materials on teaching practical English skills, as well as skills in listening, speaking, reading and writing. Class sets of interesting adapted novels are used with intermediate, advanced and long-term ELLs. Audio books and visual aides are used to facilitate the learning of beginner, newcomer ELLs and SIFE students. As mentioned above, ESL teachers use The Achieve 3000 program. Achieve 3000 provides a web-based, individualized learning program with vocabulary development, reading comprehension, and writing components. The content is non-fiction high-interest articles customized to the students’ individual lexile level, as determined by a pre-assessment. This provides differentiation of content for our ELLs.
Math teachers use IMPACT MATHEMATICS, Real World Math along with teacher created lessons that aligned to the NYS Mathematic Standards, and test preparation materials specific to each grade. Science teachers use New York State Science by Glencoe textbook sets, and have access to our state of the art science laboratory. There are sets of kits and materials that allow opportunity for hands-on activities and experimentation. Social Studies teachers use American History textbooks, as well as alternate text sets aligned with the New York State Standards and follow a specific curriculum and pacing calendar in each grade. Charts, word walls, visual aides, technology, and hands-on materials are incorporated in all lessons. Every year, a different group of content area teachers that work with ELLs receive Ex-ELL training. In addition to receiving professional development during theses sessions, teachers also work together to create, enhance, and taylor lessons to fit the needs of their ELLs.

ELL Subgroups (Instruction and Intervention)

Special Education and SIFE Students (students with interrupted formal education)

We currently have two self-contained ESL Special Education classes (grades 7 and 8). In addition, Special Education ELLs in grade 6, 7, and 8 monolingual classes receive ESL instruction via the pull-out model. According to IEP indications, some Special Education ELLs travel with a language paraprofessional at all times. Teachers provide differentiated instruction for these students using the tools and strategies mentioned above. Teachers use flexible grouping strategies to group the students according, to ability, proficiency levels, NYSESLAT modality, and progression of activities. SIFE and Special Education students set goals with the teacher to target their specific needs. Teachers assess their progress via, assessments, projects, individualized activities, and portfolios. In addition, Middle School 217 offers a variety of AIS and TITLEIII programs, and additional instruction during the 37 ½ minutes instructional tutorials for these students. These programs provide instructional assistance in ESL, Literacy, Mathematics, Science and Social Studies. SIFE and Special Education students are highly encouraged to attend our ESL Saturday Academy and/or Extended Day program, which provides additional support for ELLs to improve their mathematics and ESL skills and prepare them for the state examinations.

Newcomers (less than three years)
Newcomers and beginner ELLs, as determined by LABR and NYSESLAT assessments, are placed in a beginner ESL class. They receive 360 minutes of intensive ESL instruction per week by a licensed ESL teacher as well as 180 minutes of Literacy. Middle School 217 offers a variety of AIS and SES programs for newcomers. These programs provide instructional assistance primarily in Literacy and Mathematics. A Saturday and Summer Academy focusing in Mathematics and ESL will also be offered to all beginner and newcomer students. Newcomers are highly encouraged to attend our ESL Saturday Academy and/or Extended Day program, as well as the 37 ½ minute tutorial sessions where they are homogenously grouped and receive targeted instruction to meet their needs in listening, speaking, reading, and writing.

ELLs (years 4-6)
Our ELLs in this category fall into the high intermediate and Advanced levels of English proficiency as assessed by the 2009 NYSESLAT. The Students are offered rigorous instruction in ESL as well as the content areas. Teachers use on-level texts as well as alternate text sets to scaffold learning and provide additional support. Ells are often grouped together according to similar needs and academic vocabulary is a major focus. Teachers use a variety of skills to teach vocabulary and give students ample opportunities to use academic language (EXc-ELL method). Students use technology to complete projects using Powerpoint, Geo Sketchpad, IMovies, Excel, and Inspiration. The Achieve 3000 program (described above) is used two to three times a week.

Long Term ELLs and Transitional Students
Our school has approximately 59 long term ELLs. Long term ELLs receive additional instruction in literacy by a licensed teacher. This instruction is targeted to strengthen the students’ reading and writing skills that they will need to perform well on the New York City and New York State ELA exams). The ESL and content area teachers of this class are trained using a variety of strategies such as QTEL and Exc-ELL. All of the ESL and content area teachers are fully licensed in their areas of instruction.
Both Transitional students (former ELLs) and long term ELLs are highly encouraged to attend the AIS extended-day programs offered by the school, as well as the 37 ½ minute tutorial sessions. Transitional ELLs are granted time extensions on state examinations for two years after they pass (Proficient level)the NYSESLAT.

Parental Involvement

Middle School 217 offers helpful workshops, events, and meetings for parents to integrate them into the school community. Interpreters or translating equipment are provided through the school’s Tanslation Budget.

Workshops/Events for Parents:
In order to encourage parent involvement, our school will provide the following workshops and meetings:
  • Parent information sessions on State and City Exams in the Content Areas
  • Open School Night
  • Math and ELA Test Preparation Tips
  • How to Choose a High School for your Child
  • PTA Monthly Meetings
  • Talking to Your Teen about Healthy Relationships
  • Parent Teacher Conferences
  • Family Fun Science Night
  • Family Fun ELA Night
  • Social Studies Night
  • ELL Parent Orientations (ongoing)

Our school has an open door for parents. Parents can make appointments with teachers to follow up on their child’s progress. Interpreters in the building are always available to assist parents with their translation needs. To increase the communication between parents and teachers, our teachers have an Echalk account. Echalk is found on the school’s website and it’s very easy to access. Teachers post daily homework assignments and special announcements. Students and parents can access Echalk at any time to receive information. In addition to the mandated Parent Teacher Conferences, Middle School 217 holds an Open School Night for parents in September. Parents are invited to come to the school and meet the teachers, visit classrooms, and learn about the expectations for the school year. This year we plan on developing an Adult ESL Class for the parents of our ELLs. This class will take place on evenings or weekends to best suit the needs of or working parents and will be taought by a lisenced teacher.

Assessment Analysis
Listening and Speaking-
The majority of students scored at the Advanced and Intermediate levels in grades 6-8 in Listening. Newcomer and beginner students scored at the Beginner level in grades six, seven and eight. Speaking was the strongest of all modalities across all grades. This may be due to the fact that speaking skills are acquired before reading and writing skills are developed. Students rely on the acquisition of Listening and Speaking skills to further develop Reading and Writing.

Reading and Writing-
The majority of students across all grades scored at the Advanced and Intermediate levels in Reading and Writing. Most of the students who scored at the Beginner level were newcomers and beginner ELLs (0-3 yrs.). However some long term ELLs showed weakness in these areas, especially in Writing.

After analyzing the NYSESLAT scores year after year, Writing is the skill in which ELLs show the most difficulty. In order to meet the needs of these students, Middle School 217 implemented and continues to develop the Writing Matters program in a addition to increasing the amount of mentor texts modeling appropriate and grade level writing. During out Extended Day and /or Saturday Academies, teachers work with small groups to target specific areas in writing development as well as incorporation grammar reinforcement.

Math Assessment
All Ells are mandated to take state Math assessments (NYS Math Exam). The majority of Ells in the ESL program scored at levels 1 and 2, resulting in failure to meet AYP. After analyzing the data, we noticed that ELLs didn’t make significant progress in Math. Going forward for the 2011-2012, Math teachers will receive support from ESL teachers, incorporating various ESL strategies into the Mathematics curriculum to facilitate the students’ comprehension. In addition to the AIS extended day programs, MS 217 will offer an ESL Saturday Academy focusing on ESL and Mathematics. All Ells will be eligible for this program. All ELLs are provided with the Math glossaries in native languages approved be the NYS Education Department. In addition all ELLs in our ESL program are entitled to take the NYS assessment in their native language OR a translator (licensed pedagogue).

ELL Periodic Assessment
The results of the ELL Interim Assessment determined that a large number of Ells need to improve their Reading and Writing skills. ESL teachers will focus instruction on Reading and writing by increasing the number and quality of read-alouds, shared reading, independent reading, focused mini lessons on reading skills, and various opportunities to improve writing skills. Teachers will assess students with accountable talk to demonstrate their understanding. Writing also continues to be a struggling skill for ELLs. Through modeling, revision skills and embedded grammar lessons teachers can help students master writing skills. This year, teachers will use the results of the ELL Periodic Assessment to set individual goals for students. Studnts struggling with the same skills will work together in a group to target that skill. Progress will be assessed by the following ELL Periodic Assessment.

Professional Development For Teachers
Professional development takes place during common preparation periods, departmental or “house” meetings, after school, and during summers. Our principal provides opportunities for teachers to attend Professional Development throughout the city. Demo-lessons and helpful strategies are modeled by coaches and experienced teachers. Middle School 217 will design and deliver Professional Development that will focus on the following:
  • Learning Styles
  • UBD- Understanding by Design
  • Implementing and using the Achieve 3000 program with ELLS
  • QTEL strategies will be modeled and shared with ESL, Literacy and content area teachers
  • Exc-ELL Strategies (vocabulary, reading and writing) across all contents areas, ESL, and Special Education
  • More effective questioning techniques to foster higher level thinking (using Bloom’s Taxonomy)
  • Vocabulary Development through word study
  • Increased Writing Opportunities Across the Contents Areas (Teaching Matters)
  • Flexible Grouping Strategies
  • Pre-assessment Strategies
  • Aligning all instruction to New York State Standards
  • Increased use of classroom libraries
  • Ongoing acquisition of computer skills /technology in instructional practice through the Learning Technology Grant for ELLS, Teaching Matters, and iTeachiLearn
  • Green Magnet PD- Water and The Environment (Queens Botanical Gardens), Digital Storytelling- Telling the Story of Water (Queens Museum of Art)
  • Using I Movies

ELA/ESL Meeting 9/14/11
  • Gathering
  • Updates on Writing Matters
  • Our Reading Pacing Calendar and Benchmark Assessment
  • Other

  • 2 Areas of Focus. We didn’t meet AYP in ESL and SpEd
Meeting with the superintendent to roll out plans to meet AYP in those areas.
In October we will drill down on test results and look for trends.
Data Inquiry team will be working as well

  • Multiple Classes. If you are teaching ESL, general ed, or any other combination, please write down the combination of classes you are teaching, so that we know what materials to distribute to you.
  • Laptops.How are the laptops are going to be issued? Go by roster. The laptops are not leaving the classroom. Substitutes don’t get keys. Hold on to laptops, don’t do anything.
  • Acuity – Mr. Bolan will send out dates as soon as we have the dates.

Achieve 3000
We have 3 new Teen Biz programs training 9/27 on Achieve 3000 that target
  • ELLs
  • SpEd Students
  • Gifted Students

Mr. Bolan and Ms. Collins-Smith ordered:
  • Books for extended day program
  • Books for the ELLs

  • The drive to reach AYP in SpEd and Ells will be driving our instruction. WE don’t want to be a school that doesn’t meet AYP two years in a row.

Updates on Writing Matters
  • Baseline Assessments: Beginning, Intermediate, and Advanced
  • Baselines done by end of September/beginning of October.
6th Grade students – Beginning Assessment
7th Grade – intermediate
8th Grade - advanced
What is the time frame to do this?
Day 1: 2 periods
Day 2: 1 period, or more: Revising and Editing
5 teachers didn’t receive the baseline. Write your name on the back of the attendance sheet.

Assessment Tracker.
  • Scoring Sheets.We cannot get up on the Assessment Tracker at Writing Matters yet. Dr. Heller has to add new teachers and get list of new students, so we can see our classes and students.
    • In the meantime, you can write down the scores on the hard copy of the assessment tracker (handed out), or keep the rubric sheets with the scores and then enter on the assessment tracker when it is up on the web.
    • Writing Matters still has old classes from last year. Units are blocked. Some teachers can’t get on Writing Matters at all.
    • Mr. Bolan will make copies of the Assessment Tracker, so don’t make copies on your own.
  • Rubric: 4 categories, and it says 80, not 100 points, but the assessment tracker sheet has 100 points and “Writing Behavior.”
    • Students need the rubric. Each student had the Writing Matters Rubric sheet. At the end of the year, the teachers had to hand in student work with the student rubric sheet, so department will make copies.

  • Reading Pacing Calendar and Benchmark Assessment. Trying to use the NYS 2009 ELA Exam. Everyone use the same test. People can use teacher-made tests.
Danielson. Mr. Burns spoke about focus for this year: Charlotte Danielson’s New Teacher Assessment and her Framework for Teaching.
Ms. Collins-Smith is doing a study group to plan out. Lunch and Learn study group. Can sign up for it. Not more than 10 people in each group. It has to be a lunch and learn, because there’s not money for afterschool.
A lot of Danielson stuff is on-line. Danielson four domains for teaching and teacher evaluation, and then 4 domains for educational process in the classroom. You are following domains as a teaching technique, and then you will be evaluated on that.
Strategies: What strategies are you using. The teacher is a coach and a facilitator.
Accountable talk, projects
Minutes for ELA/ESL 9/7/2011 meeting
ELA/ESL Presenter: Ed Bolan, Assistant Principal

Essential Question: How does the Danielson framework help us meet the Citywide Instructional

We will be looking at the data. Next week meeting with Superintendent and will look at data and decide on areas of concerns.
3-4% fewer students scored “4s.” This is a concern.

Datacation – went to a meeting and it was very easy.


The “observation” terminology causes anxiety.
Mr. Bolan wants to come in to classrooms and help you, not catch you.
All have days that lessons go perfectly, and you say, “I wish he was in here today.”
Think about the day you had that lesson.

What made a lesson successful?
Achievement, evidence of students getting a skill you taught
Lesson flowed, pacing
Felt learning was taking place, moment of realization

Danielson - 4 Domains
Domain 1. Planning and Instruction
Domain 2. Classroom Environment
Domain 3. Instruction
Domain 4. Professional Responsibilities

Domains are equally important, they go hand in hand.

When Mr. Bolan comes into the room can see
Classroom Environment, Level of Instruction

Will not see, but will be covered during pre-observation – Planning and Preparation, Professional Responsibilities
Identifying, classifying examples for which domain it applies.

List of 12 examples

A. 2
E. 3

Disagreement on K.
Ms. D suggests that before she teaches this lesson again, she will revise the worksheet, which the students found confusing, and clarify the directions.

Emphasis on the following sections and expectations:
Domain 2, Item B: Establishing a Culture for Learning
Domain 3, Item B: Using Questioning and Discussion Techniques

What will be different in two months?
Physical Space
Student Work

Pre- and Post-observation Discussions
Mr. Bolan wants us to be able to speak about our classes Who likes/not likes to read, talkative class, non-talkative class.

Unsatisfactory – non-differentiated instruction throughout, none
Basic – a little
Proficient/Effective – a lot
Distinguished/Highly Effective – all the time

Participation, level of engagement – easy for Mr. Bolan to see.
If no one is participating – unsatisfactory

Distinguished, Highly Effective – when students are taking the responsibility. Taking responsibility for what’s going on in the classroom.

Students are taking their roles very seriously.

Mr. Bolan is not expecting to see

è Minimum of 2 formal obs, 6 informal obs for every teacher

When do formal observation

Cross training –

Formal Observation – We will have prior conversations and will pick a time that Mr. Bolan and the teacher feel is going to work.
What are you doing? What are you hoping to accomplish?
Why do you think this isn’t going to work?
What will this do for your kids?

Worst thing you can say about another teacher – “You are unprofessional.”

When do problems arise in classroom: When students aren’t engaged.

2 months from now, Classroom Environment should be well established.

If kids are reading independently, teacher should be circulating around the room and conferencing.

If you are modeling reading, you can’t be oblivious to what’s going on?
Teacher has to make sure that the students are on task.

Wants to see conversations, respectful rapport. Don’t throw it on the deans right away.

Bad Behavior? It is how we handle the behavior, and how we respond. Sometimes it is important to ignore bad behavior, but you then

Reflection on the Levels of Performance
We can use it as a guide to make sure we are covering the domains.
Will be used in school to cover effectiveness in classroom.
Will look for trends on where we are struggling and what PD we need.
Can evaluate your students using these domains and sub-sections.

If kids are not participating, many times you can have a class where students are participating, and the administrator walks in, the students stop.

Use some of this language with parents, your students’ lack of respect is hurting the classroom environment.

Big similarities between these domains and Santa Cruz standards. If you go back and look at Santa Cruz there are a lot of similarities.

As we look at each part of the levels and we look at the rubric
Creating an environment of respect and rapport – what does that look like, what does it sound like?

What do we/students remember about school? Facilitator asked A.P.s to write down a lesson that they remember that had some kind of impact on them. Ed was shocked how many wrote down negative experiences.

Maya Angelou quote: “People will forget you said: people will forget what you did. But they will never forget how you made them feel.”

September 7, 2011
Departmental Conference

Essential Question: How does the Danielson framework help us meet the Citywide Instructional Expectations for the 2011-2012 school year?
  1. Test data at a glance
  2. Danielson Teaching Framework Overview
    1. The 4 Domains
    2. Levels of Performance
  3. Citywide Instructional Expectations
  4. Reflection/Share

“People will forget what you said; people will forget what you did. But they will never forget how you made them feel.”

Maya Angelou
Commencement Address 2002


February 2, 2012

Present: Mr. E. Bolan, P. Bautista, D. Emmanuel, P. Kohm, T. Lallbachan, G. Nelson, D. Sinche

Room: Library

Period 1

Facilitator: Mr. E. Bolan

Recorder: Ms. P. Bautista

Agenda and Minutes:

1. Overview Department Meetings:

  • Meet once a week. We will rotate at different periods so we don't have to meet after school.

  • Read ELA minutes in the WIKI to get a sense of what is going on. If there are concerns they maybe asked next ESL Department meeting.

  • If there's a topic that needs to be discussed inform Mr. Bolan or Ms. Kohm to be added to the next meeting.

2. MQR

  • It went extremely well. There was a lot of positive feedbacks...behavior, engagement of students

  • Step up - revolve around rigor, raising the bar in all classrooms.

  • Best way - is through questioning.

  • Suggestion given during the debrief - use DOK (Depth of Knowledge) wheel. Try Levels 3 and 4 - Example: Write 3 questions you can ask during the lesson that will raise level of thinking.

  • Ms. Kohm will e-mail DOK wheel to the ESL teachers.

  • Goals - students were asked about their individual goals, class goals. Parents should be aware of these goals.

  • Differentiation, technology, graphic organizer

  • Have the students feel challenged, pushed, and pressed to work harder

  • We're ahead of the other schools in reference to Danielson's Framework of Teaching workshops, and the Common Core Learning Standards

3. After School/Saturday Programs

  • It is going well. Attendance is being monitored.

  • Saturday Program will start this week-end (Feb. 4)

  • Pre-Assessment will be conducted for ELA and Math to both After School and Saturday Programs.

  • Results of MP1 AND MP2 - inform Mr. Bolan where the deficits are. Data will be used for these programs

  • Be aware of the level of students: example: high 2's and 3's

  • Strategies in test taking, target areas from data, words like BEST, MOST LIKELY need to be explained

  • Supreme Evaluation - Ms. Alli is in charge

4. Writing Matters

  • Must be used by all ESL teachers

  • More rigorous, more in line

  • Ms. Gentile is here every Wednesday for Writing Matters. ESL teachers are requesting for a workshop or training for Writing Matters.

  • ESL teachers are requesting for manuals.

  • Mr. Emmanuel is using Read 180.

5. Achieve 3000

  • Must be utilized.

  • Must be familiar with the students' reading levels - whether it's from Achieve or Performance Series.

  • Track reading level as they move.

  • ESL teachers need training on Performance Series - such as how to administer

6. Others

  • One computer cart must be in the library by next week and another cart will be ordered.

  • A lot of computer keys are loose, coming off or not working.

  • FOCUS books in the ESL Department ordered 2 years ago are missing... will check store room with Ms. Bryant.

  • Mr. Bolan's homework: date for SES, trainings for Writing Matters and Performance Series, computer carts for the library


Date: February 8, 2012

Place: Teacher Center
Present: D. Emmanuel, P. Kohm, G. Nelson, D Sinche, P. Bautista
Absent: T. Lallbachan
Facilitator: Mr. E. Bolan
Recorder: Ms. P. Bautista

Agenda and Minutes of the Meeting:

1. Feedback from Danielson PD

  • Danielson Framework of Teaching connects with Quality Review
  • All the 4 domains are equally important.

2. Good Questioning

  • From MQR - idea of questioning as a way to rigor
  • Suggestion: Lesson Plan - Write 3 rigorous questions to ask during the lesson.
  • Looking ahead: to explore ideas, discussion
  • Article sent via e-mail: "Principles for Differentiating Instruction for ELLs" - read the article, we will occasionally
discuss the article, good tool for instruction, keep moving forward
  • Article handed out by Mr. Bolan: "Fewer questions, better questions, and time to think" - share out next meeting
  • Ms. Doreen Smith - Domain 3 - the quality of questions in the rubrics under Distinguished are done by the students.
ESL teachers must cultivate trusting environment where students can share ideas.
Share how we ask questions in class. Share what kinds of questions were asked this week.

3. Coach Books

  • Coach books will be distributed this Monday (Feb. 13) or Friday (Feb. 17).
  • FOCUS books are in Ms. Bautista's classroom (Room 109).
  • RIGOR books are in the storeroom.
  • February break - homework for students must be two-fold: Coach books, supplement with teacher materials

4. Writing Matters

  • Directions on how to use Assessment Tracker were handed out.
  • Training is done in Manhattan. Inform Mr. Bolan if interested

5. Updates

  • Computer carts - Mr. M. Goldstein is still working on them.
  • Rosetta Stone - can be used at home, ask Mr. Goldstein on how to do it.

6. Others

  • SES tutoring dates: Tuesdays, Wednesdays, Thursdays, starting March 6
  • Performance Series instructions on how to administer reading diagnostic exam were distributed.
  • Saturday Academy - invite more students, constantly encourage students to attend the After School Program on Tuesdays and
Thursdays from 3:10 - 4:40 p.m.
  • Next meeting: Thursday, February 16. Ms. Kohm will pick a period (except period 1 ) and will inform the ESL teachers.


February 14, 2012

Place: Teacher Center

Present: Mr. E. Bolan, Ms. P. Bautista, Mr. D. Emmanuel, Ms. P. Kohm, Ms. T. Lallbachan, Ms. G. Nelson, Ms. D. Sinche
Facilitator: Mr. E. Bolan
Recorder: Ms. P. Bautista

Agenda and Minutes:

1. Coach Books

  • Coach books are in Mr. Bolan's office. They are disposable. These books are not to be used as sole instructional materials. They will be used for
support, remediation, homework - not for a full period class.
  • Do Now assignments must tie to Common Core Learning Standards.

2. Acuity

  • can be accessed on line.
  • revisit
  • identify weaknesses of students

3. Instructional Expectations and the Pre-Observation Conference

  • Learning Objective must be on the board.
  • Common Core Learning Standards must be written out (not just the letters and numbers).
  • Use Workshop Model

4. Rigor

  • ramp up lesson
  • better engagement
  • less behavioral problem
  • level of questioning
- include 3 questions in lesson plan: can be asked in any part of the lesson
- do not use only recall questions
- ask open-ended questions


MARCH 20, 2012

Place: Mr. Bolan's office

Present: Mr. E. Bolan, Mr. D. Emmanuel, Ms. P.Kohm, Ms. D. Sinche, Ms. P. Bautista, Ms. G. Nelson, Ms. T. Lallbachan

Facilitators: Mr. E. Bolan & Ms. P. Kohm

Recorder: Ms. P. Bautista

Agenda and Minutes:

1. Testing Dates:

  • ELA Mock test - March 23, 2012 - All students are taking the test.
  • ELA State Test - April 17 - 19, 2012
  • Math State Test - April 25 - 27, 2012
  • NYSESLAT Speaking - Tentative: April 20, April 23, April 24, April 30, May 1, May 2, May 3, May 4 ... 280 students will be tested individually
  • NYSESLAT Writing - May 8, Reading - May 9, Listening - May 10
  • NYSESLAT Make-ups - May 11 - May 16
  • NYSESLAT Scoring Training - May 18 (tentatively out of the building)
  • May 17 - Everything has to be packed for UPS pick-up

2. Periodic Assessment - Due Wednesday, March 21, 2012

3. MP3 assessment - Thursday, March 23 - may or may not be used as a grade

4. NYSESLAT Field Test - administer March 26 to March 28

  • 36 questions
  • 60 minutes - may use double block period
  • NYSESLAT Reading test
  • will measure English language proficiency
  • will be used to evaluate suitability for future NYSESLAT

5. Others

  • Adult Saturday Program has 13 students - teacher: Ms.Bautista
  • April 3rd - last day of ESL T/Th After /School Program
  • Remind students to attend the remaining sessions
  • FOCUS books are in Room 109. Choose the books that you need for the level of your students.


Present: Mr. E. Bolan, Ms. P. Bautista, Mr. D. Emmanuel, Ms. P.Kohm, Ms. T. Lallbachan, Ms. G. Nelson, Ms. D. Sinche

Facilitator: Mr. E. Bolan

Recorder: Ms. P. Bautista

Agenda and Minutes:


  • May 23 - 24, 2012

  • One of their targets - ESL students not reaching AYP

  • Rigor is an essential piece

  • Support and scaffolding

  • How to scaffold the materials: graphic organizer, technology

  • Start with a higher level text in guided reading

  • Use DOK higher level questions - Example: more detailed compare and contrast

  • Write at least 2 DOK quesions

  • Turn and Talk strategy

  • QR will observe for 20 minutes - see having dialogues with each other, group work that reflects Danielson

  • Materials: text in other languages in libraries must be accessible, may be used for independent reading or may report what they read about.

  • Visuals must be seen by the QR.

  • Concerns: dates of NYSESLAT Speaking test - teachers are out testing, training, scoring

2. Vacation program

  • April 10 - 12, 3 days of ELA, 9:00 A.M. - 12:00 P.M.

  • Higher 2 level students

  • They will be receiving letters.

  • First time test takers will attend the program.

3. Network Conference on Instruction

  • Presenter: Mary Ann Cucciara

  • Mr. Emmanuel and Mr. Bolan reported what they learned from the workshop:

  1. Challenging article: use different scaffolding, graphic organizer, vocabulary, juicy sentences.

  2. How can ELLs improve their writing skills: lack of differentiation, linguistically isolating students, watering down assignments, refined corrective feed backs, focus on meaning instead of usage.

  3. Figure out ways to deliver materials.

  4. Vocabulary context

  5. Danger of using PowerPoint - teacher just use slides without explanation, interaction, or turn and talk

  6. Idiomatic expression

  7. Handouts were given to ELA teachers on figurative language

4. Other:

  • ELLs not taking the ELA test will stay in the auditorium.

  • List of students not taking the test will be given to Mr. Bolan by Ms. Kohm.


Room 229, Period 7

Present: Mr. E. Bolan, Ms. P.Bautista, Mr. D. Emmanuel, Ms. P. Kohm, Ms. T. Lallabachan, Ms. G. Nelson, Ms. D. Sinche

Facilitator: Mr. E. Bolan

Recorder: Ms. P. Bautista

Agenda and Minutes:

1. Upcoming SQR

  • The following are needed for the binders: 2 lesson plans (any topic, any date) - CCSS, specific strategies with ELLs, how rigor was addressed, differentiation in class

  • SQReviewers might ask:

- how data is used in class

- Danielson

  • SQReviewers might look for:

- visuals - clean room, current student work with feedbacks and next steps, library accessible

(organized: fiction, nonfiction)

- student writing pieces

- technology in classroom

- student-centered / student interaction

- turn and talk

- 2 DOK (Depth of Knowledge) questions

- ExC-ELL strategy

from Ms. Bautista: Summer Academy lesson plan, Parent Adult English Program - roster of parents, description of course, picture

  • SQReviewers migh ask how students improve:

- their needs

- student's progress

  • Update bulletin boards (no work later than April 6, 2012

  • Word Wall with pictures

  • Update goals

2. Others:

  • ACHIEVE 3000 - meeting June 5th - topic: how to use achievement data

  • Rosetta Stone reports

  • My On (Ms. Nelson started using it.)

  • Blackline Masters in ELA - Target 2.3 or lower - create folders for those students

  • Editorials - Ms. Sinche and Ms. Bautista have difficulty doing it with their beginner ELLs. They will be informed of the writing that will replace editorials.

  • ELA Night - May 31st

  • Rachel's Challenge


Place: Teacher Center

Present: Mr. E. Bolan, Mr. P. Burns, Ms. P. Bautista, Mr. D. Emmanuel, Ms. Paula Kohm, Ms. T. Lallbachan, Ms. G. Nelson, Ms. D. Sinche

Facilitators: Mr. P. Burns, Mr. E. Bolan

Recorder: Ms. P. Bautista

Agenda and Minutes:

Mr. Bolan

  • Quality Review

- ESL Department will be visited by Quality Reviewers.

- Classroom libraries must be labeled (fiction and nonfiction).

- Students work must be current with task, rubrics, next steps on every paper.

- Goals must be displayed.

- Special needs need specific goals.

- Lessons must be rigorous, show differentiation, strategies, specific way to address ESL / Special Education, and at least 2 DOK questions.

- Lesson plans must be typed for the Quality Reviewers to look.

- Neat, organized room

- Ask challenging questions - expose them with high level questions.

- Use technology - smartboard, projector, use a short video clip

- Turn and talk piece

- Assess learning -Example: thumbs up, thumbs down

- Share out

- EXIT ticket

- ICT class - make sure you are doing something and not sitting

  • Data

- Must have a ready response

- How ACHIEVE 3000 data is being used

- How the students' reading levels have changed

- Rosetta Stone - pick out 5 students, get a summary report, print them out and submit to Mr. Bolan.

- ACHIEVE 3000 - number of times used

Mr. Burns

  • Push in / Pull out

- Self-contained program, but some ELLs are being pulled out.

- Program wise - problematic

- Pull out program: P. Kohm - push in: 631, P. Bautista - pull out: 651, D. Emmanuel - pull out: 13 eighth (8th) graders, D. Sinche - pull out: 9, G. Nelson - pull out: 30 grades 6, 7

- How are we preparing them for the Common Core standards

- Rigorous lessons

  • Instruction

- How to prepare the students for the Common Core

- Use prior knowledge while reading a story / selection in line with the Common Core

- Use Rosetta Stone to learn English (beginner ELLs).

  • Others

- Data - Be prepared to discuss ACHIEVE 3000, Rosetta Stone data when asked.

- My On Program is good for everyone.

- We will use SKEDULA next year.