ELL School Plan

Andrew Milewski and David Moss

Introduction to The Milewski-Moss

Academy

The Milewski-Moss Academy includes grades 8-12 with each grade

having its classrooms on a separate floor of the building.

Each floor has a total of four classrooms which are a dedicated to the
study of: Language Arts, Social Studies, Mathematics, and the Sciences.

The Academy runs on a rotating six-day schedule. The typical school

day runs for six and a half hours from 8:00 am to 2:30 pm. There are six
40 minutes periods, and a seventh one hour-long free period at the end
of the day. Students attend lunch during periods four, five, or six.

Monday

Tuesday

Wednesda Thursday
y

Friday

Day 1

Day 2

Day 3

Day 4

Day 5

Period 1
8:00-8:40

10th Grade
English

10th Grade
English

10th Grade
English

10th Grade
English

10th Grade
English

Period 2
8:40-9:20

Physical
Education

Study Hall

Physical
Education

Study Hall

Physical
Education

Period 3
9:20-10:00

10th Grade Math

(Geometry)

10th Grade Math

(Geometry)

10th Grade Math

(Geometry)

10th Grade Math

(Geometry)

10th Grade Math

(Geometry)

Period 4
10:4011:20

10th Grade
Science
(Biology)

10th Grade
Science
(Biology)

10th Grade
Science (Biology)

10th Grade
Science
(Biology)

10th Grade
Science
(Biology)

Period 5
11:2012:00

Lunch (9th and

10th Grade)

Lunch (9th and

10th Grade)

Lunch (9th and

10th Grade)

Lunch (9th and

10th Grade)

Lunch (9th and

10th Grade)

Period 6
12:0012:40

10th Grade Social

Studies
(American
Government)

10th Grade Social

Studies
(American
Government)

10th Grade Social

Studies
(American
Government)

10th Grade
Social Studies
(American
Government)

10th Grade Social

Studies
(American
Government)

Period 7
12:40-1:20

Elective
(Computer
Science)

Elective
(Spanish II)

Elective
(Computer
Science)

Elective
(Spanish II)

Elective
(Computer
Science)

Free Period

Free Period

Free Period

Free Period

Free Period

General
Schedule
Isabella
Fresno is
a 10th
grade ELL
student

The Milewski-Moss Academys English

Language Learner Support Program

There are four ESL instructors in our school to offer support to the diverse
population of the academy.

Each of the four ESL instructors are assigned an equal number of students,
which is currently 25. The assigned students English proficiency vaaries

The ESL instructors act in the dual roles of educator and counselor, providing
direct instruction to the students and coordinating between general education
teachers to provide the best learning support for the students.

Students receive direct instruction multiple times per week during the free
period based on their proficiency.

They can also take advantage of drop-in hours. Students can come to the ESL
classroom/lounge to receive one-on-one support with their general education
classwork as needed.

During the school day, ESL instructors serve as support teachers for targeted
classrooms which require additional ELL support

Meet Our ESL Instructors

Mr. Lipshitz

Mrs. Hernandez

Mr. Elba

Miss Strickland

Monday

Tuesday

Wednesda Thursday
y

Friday

Day 1

Day 2

Day 3

Day 4

Day 5

Period 1
8:00-8:40

10th Grade
English (support
teacher)

11th Grade
Social Studies
(support
teacher)

12th Grade
English (support
teacher)

10th Grade
English (support
teacher)

11th Grade
Social Studies
(support
teacher)

Period 2
8:40-9:20

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Period 3
9:20-10:00

Planning Period

Planning Period

Planning Period

Planning Period

Planning Period

Period 4
10:4011:20

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Drop-In ESL
Support

Period 5
11:2012:00

11th Grade Social

Studies (support
teacher)

9th Grade
Science (support
teacher)

11th Grade Social

Studies (support
teacher)

12th Grade
Science (support
teacher)

9th Grade
Science
(support
teacher)

Period 6
12:0012:40

Lunch

Lunch

Lunch

Lunch

Lunch

Period 7
12:40-1:20

Immersive ESL
for Beginners

Immersive ESL
for Beginners

Immersive ESL
for Beginners

Immersive ESL
for Beginners

Immersive ESL
for Beginners

Instructor
Schedule

Mr. Elba

Additional Information

ELL students are assigned classes that coordinate

with their ESL instructors support schedule.

Students that have very low English proficiency

and are not able to function in an academic
setting that uses English will have an additional
Immersive English Language course that meets
every day.

This class will take the place of two of the electives.

To facilitate the students learning, additional

funding was secured for the ESL instructors to
routinely take relevant second language courses
as part of their continuing education credits.

Parental Involvement

Parents will be informed regularly of student

progress in English and any other appropriate
languages by the four ESL instructors.

Parents can opt in to additional notification systems

such as monthly phone calls or online
communication via email and the learning software.

To account for language gaps with parents, the ESL

instructors are compensated to routinely take
additional language classes that correspond to the
needs of the academy.

Approach to Instruction

General education Instruction is delivered in English only, because the language diversity of the school, which
includes five spoken languages, does not support a Bilingual approach.

ESL Instructors providing support in the general education environment can provide bilingual assistance
according to their language proficiencies and their students needs.

Strategies for ESL Instruction

The academy embraces the SIOP model, and the ESL instructors have
incorporated it into their comprehensive English Language Curriculum.

An important goal for all ELL students is to increase their vocabulary. This is
accomplished by having the ESL instructors coordinate with the general
education instructors to pre-teach vocabulary while they fill their roles as
support teachers.

The ESL instructors implement scaffolding techniques while acting as support

teachers in the general education classroom. These techniques include:
metacognitive, cognitive, and social strategies including pneumonics, reinforcing
contextual definitions, providing correct pronunciation by repeating student
responses, and providing additional materials such as graphic organizers.

The ESL instructors utilize sheltered instruction during the delivery of their direct
instruction in the ESL classroom. This provides some access to the general
curriculum content while promoting the development of the students English
language proficiency. This is accomplished by adapting material and texts from
the general education classrooms, so that the goals of ESL instruction align with
the goals of general education instruction.

References
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible
for
English learners: The SIOP model. Boston: Pearson/Allyn and Bacon.
Kayi-Aydar, H. (2013). Scaffolding language learning in an academic ESL
classroom.ELT Journal: English Language Teaching Journal,67(3), 324-335.
Van Staden, A. (2011). Put reading first: Positive effects of direct instruction
and
scaffolding for ESL learners struggling with reading. Perspectives In
Education, 29(4), 10-21.