Lower Moreland Township School District Board of School Directors
Curriculum Committee Meeting
March 27, 2012
Julie Antoni
Najla Dahabreh
Brea D’Angelo
Robert Dye
Nancy Hamill
Claire Hertz
Leslie Jones
Michele Kilcoyne
Natalie Levy
Denise McGarry
Jennifer McGuigan
Eve Mont
Christina Rice
Dr. Maryjane Richmond
Nirjit Singh
Laurie Stehli
Timothy Stevenson
Victoria Yesypenko

Best Practices / Research

Needs Assessment / Surveys

Site Visits
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Parent (paper)

Student (paper)

Teacher (Zoomerang)

Parents
 Overall satisfaction with existing program &
teachers
 Reported improvement of their children’s skills
 Interest in parent workshops

Students
 Comfortable & confident with the ESOL program
& learned skills
 Expressed some interest in after school club

Teachers
 Favorable comments about ESOL staff and the
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program
Need to increase direct ESOL instructional time
with students
Recommend more ESOL staff
Strengthen communication between ESOL and
classroom teachers
Request professional development
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Reviewed PDE requirements within the Basic Education
Circular (BEC)
Reviewed the academic standards in Language Arts and
the English Language Proficiency Standards
Researched Best Practices
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TESOL
http://www.tesol.org/s_tesol/index.asp
National Clearinghouse for English Language Acquisition
http://www.ncela.gwu.edu/
The Internet ESL Journal
http://iteslj.org/
Center for Multilingual/Multicultural Research (Education Resources)
http://www-bcf.usc.edu/~cmmr/BEResources.html
ESL Magazine
http://www.eslmag.com
Cultural Corner
http://education.uncc.edu/more/Pre_in_service/Cultural_Corner.htm

On site visits:
 Pennridge School District
 Bedminster Elementary
 New Hope-Solebury School District
 Lower/Upper Elementary
 North Penn School District
 Hatfield Elementary
 Radnor School District
 Radnor Middle School
 Council Rock School District

Virtual Site Visits:
 Fairfax County Schools: Virginia/DC area
 Norristown Area School District
 Souderton School District
 Cheltenham School District
 Burlington Township School District
 Atlanta Public School District
 Columbia County School District

Areas Researched
 PROGRAM MODEL
 ESOL POPULATION
 ASSESSMENTS
 CURRICULUM
 STAFF DEVELOPMENT
 COMMUNITY OUTREACH

Utilize a variety of resources to deliver the ESOL
instruction

Support district’s LA program
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Use push-in/pull-out models
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Provide replacement instruction during LA block

Offer an ESOL summer program
A Defined ESOL Program Model

Elementary School
 Based on proficiency level of each individual
student
 Includes a combination of push-in and pull-out
instruction
 Requires the ESOL teacher to become the teacher
of record for identified students

Middle School:
 Pull out students in 6th grade during language arts block.
Schedule students in 7th and 8th grades for a single or double
period according to proficiency level.
 Schedule double period for entering and beginning students
(ESOL curriculum will replace Language Arts curriculum).
 Schedule one period for developing and expanding students.

High School
 Double period for entering and beginning
students– one period to support content- area
classes
 Single period for upper level students - class to
include at least 2 days for content-area support
Additional staff to address the needs of growing
population
 The number of ESOL students continues to grow,
particularly at Pine Road.
 2002 - 10 students
- 1 ESOL teacher.
 2012 – 222 students (119 in program, 103 monitored)
- 3 ESOL teachers
- 2 Half-time aides were hired in February, 2012 with Title III
funds
Professional development - ESOL strategies for classroom
teachers
Flexible scheduling to optimize instructional time for ESOL
students
Buddy/mentor program for students in all buildings
After school homework club/study groups
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Actively engages and immerses students in a connected, expanding, and
dynamic language environment
Layers and scaffolds essential skills and strategies to move all learners to
independence
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Develop language, survival vocabulary, and the basic building blocks
of literacy for newly arrived and preliterate students. Connect Inside
the U.S.A. to our middle and high school programs, or use it as a
stand-alone newcomer program.
In the U.S.A. builds essential language and literacy skills.
National Geographic Publishing Company
Reach Program K-5
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80 student textbooks
80 practice books
6 teacher kits – one for each level
Teacher resources and assessments
Zaner Bloser Publishing Company
Strategies for Writers 1-5


$13,570.41
$ 2,737.31
65 student textbooks
Teacher resources
TOTAL:
$16,307.72
National Geographic Publishing Company
Inside Program 6-8
$5,920.28
 24 student textbooks
 24 practice books
 6 teacher kits (one for each level)
 Assessments
Total $5,920.28
National Geographic Publishing Company
Edge Fundamentals 9-12
$3,859.92

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
24 student text
24 practice books
4 teacher kit – one for each level
 Assessments
Cengage Learning Publishing Company


13 Grammar In Context textbooks 9-12
13 Practice Books

Teacher Resources
Total:
$ 917.18
$4777.10
Rosetta Stone 2 year online subscription
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25 users – K-12
Subscriptions re-assigned as users complete their course
24 hours/day – 7 days a week
Unlimited access to administrative tools, Rosetta Stone
Manager, and Technical Support
$5450.00
Pine Road
$16,307.72
Murray Ave
$ 5,920.28
High School
$ 4,777.10
Rosetta Stone 2 year online subscription
$ 5,450.00
Total
$32,455.10
“Special thanks to our ESOL Lead Teacher, Julie Antoni, and
the ESOL teachers, Tim Stevenson, Christina Rice and Denise
McGarry, for their leadership, to the LM Board of School
Directors for their ongoing support and commitment and to
the entire committee for their time and contributions.”
~Maryjane Richmond, Ed.D.