Dear School Leaders:

You are receiving this invitation to coordinate an after school program sponsored by the Office of English Learners (OEL) for the 2018-2019 school year via Title III federal funds. Schools can conduct programming within the 2018-2019 school year that is applicable to their school community, and is aligned with their respective essentials, priorities or goals. This year we will also be moving beyond the semester or trimester system and providing schools with the ability to create their own timeframe for their program. Within your request, you will need to identify your proposed time frame (dates and times) noting the duration of your program. For instance, you can choose to use your hours for an intensive program for 10 hours a week for 6 weeks, or expand it out to a more traditional structure of 6 hours a week for 10 weeks.  

Title III resources are used strictly to improve the English language acquisition, language development, and academic achievement of ELs. The focus of the after school enrichment programs is to support the acceleration of the academic language development and English proficiency of the English Learners (ELs) in your building in line with your school QSP goals. Please remember that the enrollment and placement of ELs on the Compensatory Student List is a priority.

This year, the OEL has created a series of model after school programs you can choose to adopt at your school. These programs are enclosed in this grant application. Your school may also decide to create your own program focused on EL students. OEL recommends a student to teacher ratio of 10:1.

OEL is also partnering with i-Ready to bring language-based,data driven, diagnostics and instruction to all EL after school sites. i-Ready reading assessment is a mandatory reporting and accountability measure for EL After School reporting to the DOJ.  All programs are expected to adhere to this assessment tool. To learn more about i-Ready please follow the following link: http://www.curriculumassociates.com/products/iready/iready-builtforcommoncore.aspx 

The maximum stipend for each teacher is 73 hours (60 instruction/10 planning/3 PD) at the BTU hourly rate. We require you to recruit ESL Licensed and/or SEI endorsed teachers that will plan and implement the program. Once teachers have been identified, please have them submit the application below, which will then be reviewed by OEL.

EL After School Teachers Hours Options:
1.0 FTE: 73 Hours Total (60 Instruction/ 10 Planning/ 3 PD)
0.5 FTE: 38 Hours Total (30 Instruction/ 5 Planning/ 3 PD)
0.3 FTE: 26 Hours Total (20 Instruction/ 3 Planning/ 3 PD)


Once a program has been accepted, notification will be sent out to both teachers and administrators so that schools may begin recruitment of students.  We will ask for documentation of the recruitment process especially for students in the compensatory list, as compensatory students are prioritized for enrollment in programming per the DOJ Agreement. Schools with a high number of compensatory students will receive priority of acceptance upon review of the enclosed grant application.

*Compensatory Students: "Students who were inappropriately characterized as having 'opted out' of EL Services and Students who were improperly identified as non-ELL Students."   http://www.justice.gov/opa/pr/2010/October/10-crt-1109.html

Click here: https://goo.gl/BdViXZ for step by step guidance on how to generate compensatory students list on Aspen SIS.

Remember to keep in mind the "What Makes a “Great” Program Great" philosophy:

Components of a Great Program:

-Common Core Aligned Curriculum
-Blended Instruction and integration of technology
-Hands-on STEAM (science, technology, engineering and math) content
-Specific, Intentional focus on Language Acquisition (ESL)
-Inclusive of ELs with disabilities
-Targeted and prioritized enrollment of Compensatory Students
-Small class size (10:1 students to teacher ratio)
-Classrooms free of interruptions (construction noise, other programs, etc)
-Tied to BPS Essentials as well as college and or career success

RFP Submission and Program Set Up Timeline:
September 6, 2018: Release EL After School Request for Proposals (RFPs)
September 27, 2018: Deadline for EL After School RFPs Submission
October 11, 2018: Notification of Approval
October 11, 2018 to October 18, 2018: Program Set Up, Student Recruitment, and Participate in EL After School Training
October 22, 2018: Program Launch

**Your proposals will be graded utilizing a rubric based around their alignment with these core components**

Please complete the questions below and we look forward to reviewing your school's completed application.

Thank You.
OEL Instructional Team
Office of English Learners (OEL)

The OEL has designed programs based on improving English language development, 21st century skills, and academic achievement. You may use one or more of the programs below to create the program you would like to roll out at your school.

1. ESL or Content Language Development Before or After School Tutoring (K-12)
Students will attend a tutoring session with an ESL licensed instructor. Maximum class size for the program is 10-15 students per class per day. The instructor will map out skills that will be covered during the 10 weeks of tutoring. Instructors should focus on either English language or content-related language acquisition skills of speaking, listening, reading, and writing. The tutoring will focus on English language literacy. Students may receive tutoring on the ESL/ELA curriculum being covered in their class or teacher chosen curriculum. Each day should consist of a mini-lesson focusing on a skill pertaining to speaking, listening, reading, and/or writing. Students should have time to practice the skill. Finally, there should be an informal assessment determining the students’ level of understanding (i.e. whole class discussion). This program will be most successful with an ESL instructor who is familiar with ESL curriculum in several levels, as well as familiarity with the school/district’s ELA curriculum. Instructors should send their 10-week plan to the Office of English Learners before implementation. The instructors may use their current ESL curriculum as a guide to create the focus skills of the program. Chosen instructors should meet with ESL teachers and ELA teachers to identify skills that students need the most practice with.

Links for program resources:
WIDA: http://www.wida.us/standards/eld.aspx
A Framework for Raising Expectations and Instructional Rigor for English Language Learners: https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/4/Framework%20for%20Raising%20Expectations.pdf
Colorin Colorado: http://www.colorincolorado.org
Purdue University (Resources): https://owl.english.purdue.edu/owl/section/5/24/

2. ESL Model Curriculum Units (K-12)
According to Department of Elementary and Secondary Education (DESE): The ESL MCUs take a functional approach to language teaching and are organized around WIDA's Key Uses of Academic Language. ESL units focus on systematic, explicit, and sustained language development within the context of the key academic practices of the Massachusetts Frameworks. Each ESL MCU connects to key linguistic demands from an existing content MCU, but the purpose of these ESL units remains that of focused and dedicated language study. DESE has developed over 100 Model Curriculum Units (MCUs.) These units are intended to help educators with implementation of the Massachusetts Curriculum Frameworks. These MCUs were created by teams of teachers from across the Commonwealth with guidance and support from DESE curriculum and content specialist. All MCUs use the Understanding by Design process developed by Grant Wiggins and Jay McTighe. Massachusetts' educators are encouraged to adopt the units as they are, adapt the units to meet their curriculum needs, and/or use the units as models for developing their own curriculum units.
 
Link to MCUs: http://www.doe.mass.edu/candi/model/download_form.aspx


3. Career Awareness, Planning, and Cover Letter/Resume Building (9-12)
For one hour per day before or after school, students will build awareness of possible careers, plan for the future, and create a resume. Students may attend one session per week to allow for multiple student participation. The maximum amount of students per day is 15 students.  Likewise, the minimum amount of students registered for a day is 10 students. The first day of the program, students will complete an interest inventory focused on the fields and professions in which they are interested in learning. For the first half of the program, the instructor will introduce and focus on a new profession selected from the interest inventory results.

Format (First Half of the Program):

The instructor will introduce the new profession. Students write down questions while the instructor is presenting the profession. After the presentation, students will ask questions about the profession and the class will be open to a whole-class dialogue. During the class dialogue, the teacher will assist students in the proper use of English vocabulary. If the student makes a mistake in English syntax, the teacher will repeat the piece of the dialogue in proper English syntax. The instructor should wait until the student has completed their thought before repeating. This process will assist students in their usage of proper verbal English syntax. Finally, students will complete a brief paragraph writing assignment focused on what they learned about the profession and the interest level they have in pursuing this profession.  Before the students begin writing, the instructor will provide students with a list of transitional words, as well as action verbs they can use in their writing. Students will have a brief amount of time to share out their responses in partners, groups, or as a whole class. The teacher will then collect the writing responses and correct them for spelling and grammar. At the start of each additional class, the instructor should build in five minutes to go over the corrected writing piece.  Students should have a folder that remains in the classroom or travels with them where they will keep their writing pieces. During the second half of the program, students will use these writing pieces to help create their resume.

Note: Instructors may decide to bring in a guest speaker that is in the field of the week’s chosen profession.

Format (Second Half of the Program)

For the second half of the program, students will complete and submit their resumes. The instructor should map out a process to complete both the cover letter and resume. Students will need access to computers once they have completed their rough draft of the cover letter and resume. The instructor should review multiple samples of cover letters and resumes, as well as best practices in writing. The instructor is welcomed to infuse the writing process with the 6+1 traits of writing or another chosen writing process. The first link below (readwritethink.org) provides instructors with an eight-week resume and cover letter writing unit.  This unit is broken up into eight lessons: what is a resume, developing content for your resume, defining audience and purpose, using resume builder, peer review, what is a cover letter, developing your cover letter, and finishing your cover letter. Each lesson is designed to take approximately one class session meeting. Lessons may vary where one lesson may take longer than one class session or less than one class session. Instructors are welcomed to use a different resume and cover letter process if they feel it would work better for their students. There should be a presentation of the cover letters and resumes toward the end of the program. The presentation can be to businesses in the area, families, and/or the school community.

Links for the program:

Eight-Week Resume and Cover Letter Writing Unit:
http://www.readwritethink.org/classroom-resources/lesson-plans/resumes-cover-letters-high-30847.html

The OEL After School Program grant has required and authorized expenses:

Site Coordinators:  Please note that programs with over 40 students are eligible for a site coordinator.

EL After School Teachers Hours Options:
1.0 FTEs: 73 Hours Total (60 Instruction/10 Planning/ 3 PD) $48.50/hour
0.5 FTEs: 38 Hours Total (30 Instruction/5 Planning/ 3 PD) $48.50/hour
0.3 FTEs: 26 Hours Total (20 Instruction/3 Planning/ 3 PD) $48.50/hour

EL After School Site Coordinators Hours Option:
1.0 FTEs: 60 Hours at $48.50 BTU rate/ hour
0.5 FTEs: 30 Hours at $48.50 BTU rate/ hour
0.3 FTEs: 20 Hours at $48.50 BTU rate/ hour

Non-allowable Grant Expenditures:
-Custodial and Operational Costs
-Opening and Operational Costs for Acceleration Academies, February and April Vacation
-Food
-Materials other than textbooks
-Other Expenditures not listed in the authorized expenses section.