Department of Student Services
Exceptional Students...Exceptional Staff 5.17.16
As the year winds down to a close, know that your hard work is recognized and appreciated every day. Enjoy your summer and take time to rest, relax, and recharge!
The ESL team would like to honor the work of Ms. Beverly Baughman Mallory. Ms. Mallory has been an educator for 38
years. Ms Mallory has served the CPS community as an elementary teacher, curriculum coordinator, elementary principal, reading specialist, and ESL teacher. Even as a seasoned veteran, Ms. Mallory strives to learn and grow as a teacher. She’s embraced Google classroom, and engages her students in technology on a regular basis.
Being an educator is in Ms. Mallory’s blood. In 1917, her grandmother, Alice Arnold Martin, graduated from Wilberforce University. She taught for 10 years until she married Ms. Mallory’s grandfather, as teachers were unable to be married during that era. Her mother, Mary Alyce Baughman, worked for CPS for 33 years where she served as a math/science teacher, guidance counselor, junior high principal, and associate director for Grants Administration Department. She was the first African-American woman to be a principal of a secondary school in CPS.
We interviewed Ms. Mallory to learn more about her work.
Q: What is your primary role in CPS?
A. My primary role in CPS is as an ESL teacher at Withrow University High School. I work directly with Students with Limited or Interrupted Formal Education (SLIFE) and Newcomer students.
Q: What led you to work with English language learners (ELLs)?
A: A desire to utilize all my skills and experiences to benefit students with the greatest need. My students come with academic deficits in their own language along with: separation from parents, family, and friends; surviving horrific, dangerous, and life-threatening experiences; living in a country with unfamiliar language and customs; emotional turmoil; facing prejudice and bias; and a governmental system that places unrealistic testing mandates and short term educational goals.
Q: What do you want other educators to know about the ELLs in CPS?
A: They too are someone’s child. Provide them with the sensitivity, concern, opportunities, respect, and love you want for your own child. Take the time to learn about their country and customs so that you reinforce that they are important and valued. Create an environment that is safe and caring where seeds of learning can be planted and sprout. Place high expectations and remind them that failure is an opportunity to learn and grow. I also want other educators to be patient and allow them time to adjust before we recommend them for the IAT process. We must exhaust all options and invest time before we recommend them for placement.
Q: If you could sum up your educational philosophy/mission/purpose in 1-2 sentences, what would it be?
A: My philosophy of education is to treat and teach each child as if they were your own. Any actions, behaviors, or practices that are unacceptable for your child to encounter are also unacceptable for other parents’ children to encounter.
Q: What sets CPS apart from other large districts in Ohio, especially as it relates to the education of ELLs?
A: Their willingness to address the many challenges that students, staff, and parents face in educating ELLs. CPS collaborates with HCESC and Princeton School District to generate professional development opportunities and the ability for staff to become endorsed in TESOL. CPS has provided opportunities for staff, students, and parents to use Rosetta Stone to learn additional languages. CPS has also provided technology for staff and students so that they can compete with a technology rich society. CPS has also purchased research-based instructional programs to help facilitate the learning for ELLs. Board member Daniel Minera has sponsored several trips to Guatemala where educators were allowed to get firsthand knowledge of their educational system. My understanding is that additional trips are being arranged. CPS continues to research best practices to accommodate the learning for ELLs.
Q: How has working in CPS helped you grow professionally?
A: Working in CPS has helped me professionally because it provides rich opportunities for an educator to learn the latest cutting edge “best practice” and research-based instructional programs, strategies, and training. As an educator it is important to continue to learn and grow so we can facilitate the learning for our students. CPS and Mayerson Academy have provided me with opportunities to become trained in LETRS, Orton Gillingham, SFA, Direct Instruction, DIBELS Next Montessori (6-9 and 9-12), TESOL, SIOP, Capstone, Blackboard, PowerSchool, SLO and indispensable training in the content areas at no real expense to me.
SUMMER HQT Courses
ELA, Math, Social Studies & Pedagogy
All Intervention Specialists who are Teacher of Record for core academic subjects will need to meet the HQT requirements appropriate to their role. Classes in content and pedagogy will be offered free of cost to CPS Intervention Specialists. Content will be presented using a bring your own device format and taught by certified instructors from Hamilton County Educational Center.
Starting in 2016-2017, Intervention Specialists of students eligible for the Alternate Assessment for Students with Significant Cognitive Disabilities in Grades 7-12 will need to comply with new requirements to meet highly qualified teacher status.
Beginning in June, courses will be offered through Mayerson Academy and will be held at the Jacobs Center. Each course will consist of one week of class time, with additional content completed online. However, science and social studies will be offered completely online. Look for course numbers in the Mayerson catalog.
June 6 - June 10: Pedagogy 7-12 and ELA K-6
June 13 - June 17: Math K-6 and ELA 7-12
June 20 - June 25: Pedagogy K-6 and Math 7-12
June 6 - June 30: Science and Social Studies, online only
Participants in the math courses will be required to purchase a book to use during the course. Principles to Actions, published by NCTM. A PDF version of the text is available from the NCTM website for $4.99 and can be purchased here. Please note that all courses require a laptop or tablet for use during class time. All other materials will be provided.
Look for more information coming from DSS soon!
We have seen a dramatic increase in the use of Assistive Technology during the 2015-2016 school year! Students and teachers are thrilled to be using these supports to increase access to the curriculum. It has been awesome to work with so many teams through the “ah-ha” moments...as well as working through many “oh no!” situations.
Thanks to each of you who has challenged yourself, tried something new, creeped, or leaped out of your comfort zone, or even just logged into your google account for the first time. Assistive technology changes so rapidly and often, it can be difficult to keep up with the supports that are available to our students. As we reflect on this year and begin planning for the next, consider taking a little time to explore or review some of these tried and true resources we have available. Updates and improvements are constantly happening - so it is worth a revisit even if you are a regular user.
ESL Informal Walk-throughs. As part of our continuation of collecting evidence for the Straight A grant - Future CLASS for Diverse Learners as well as a requirement for the US Department of Education’s Office of Civil Rights, ESL consultants and staff will be doing informal, brief classroom observations and collect data around best practices for English language learners. Classrooms will be either randomly selected as part of the control group of teachers, or observed if PD for successful practices for ELLs or the Future CLASS TESOL Endorsement scholarship through Xavier was provided.
Please rest assured that this data is in no way evaluative, and the data is not reported out by individual teacher. Data are reported at a school or district grade-band level only. If you are selected, you need not do anything differently from your normal routine when your classroom is visited. You also do not need to have ELLs in your classroom at the time of the walkthroughs, as the strategies taught in the professional development sessions are applicable for all types of learners, especially in light of the new content literacy standards.
Translations Available for ELL Families. As we close out this year and start preparing for next year, please remember to send notices about school and classwide events in a language that our ELL families can understand. There are various CPS forms and home/school notes already translated on the Futureclassdocuments.com website. In addition, we have in-district staff who can easily translate 1-page home/school notes, particularly in Spanish in less than 2 weeks. NOTE: All requests for Document Translations should be sent to Eneida Uehlin and JoRena Phelps at Office of Second Language Acquisition via email (firstname.lastname@example.org; email@example.com). For face-to-face or telephone oral interpretation, please remember to fill out an Interpreter Request Form found on Staffnet at least 5 business days prior to the event.
Go Go Goalbook!
New Activities for Teaching Informational Text
With the new state standards, our school and district partners often ask us about resources to support the teaching of informational text. With that in mind, we wanted to feature three activities that we hope you will be able to use in our classroom. Click on the links below for more information about each topic.
The American Speech-Language-Hearing Association designates May as “Better Speech and Hearing Month!” This is the time of year for Speech-Language Pathologists (SLPs) and Audiologists to get together for workshops and conferences. It is also the time of the year to make the field of Speech-Language Pathology known to the community.
There are two types of professionals that can screen your child for speech and hearing problems. Speech-language pathologists (SLPs) are the professionals who diagnose and treat speech and language disorders. Audiologists are the professionals who diagnose and treat hearing loss.
- Approximately 43,000,000 people in the United States have communication disorders. This means they have problems with speech, voice, language, and/or hearing.
- Speech disorders include not being able to say a sound correctly (e.g., "Wabbit" for "rabbit"), stuttering, and voice problems (e.g., hoarseness, too low or too high pitch).
- Language disorders include having a limited vocabulary, using grammar or syntax incorrectly, and having poor social skills.
- Hearing loss includes physical issues with the ear canal, middle ear, inner ear, or auditory nerve.