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Ms. Herrera Rodriguez :
Spanish Translator
Email : Yherrerarodriguez@hollywoodcharter.org

Ms. Quiroz:
Spanish Translator
Email: Cquiroz@hollywoodcharter.org

Ms. Orlikova: Russian Translator Email: Norlikova@hollywoodcharter.org
Pictured below from left to right, Ms. Quiroz, Ms. Orlikova, Ms. Herrera

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The Bilingual/ESOL Department is committed to providing rigorous academics, promoting community involvement, and delivering quality services to English Language Learners and multilingual families.

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Updates & Information

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This site includes important resources regarding coronavirus and information regarding keeping children healthy. Please note information is always changing and we will provide the latest updates as soon as possible.

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This site includes important resources regarding coronavirus and information regarding keeping children healthy. Please note information is always changing and we will provide the latest updates as soon as possible.

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Using ACCESS for ELLs Score Reports

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English to Heritage Language Content Area Glossaries

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English to Heritage Language Content Area Glossaries

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The Metropolitan Center for Research on Equity and the

Transformation of Schools: Content specific glossaries available in multiple languages.

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Ellevation Strategies Instructional activities to reach and teach your ELLs

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5 Things You May Not Know About English Learners

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5 Things You May Not Know About English Learners

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English Learners are often thought of as a homogenous group, but in reality, they are extremely diverse. Although you likely know these common facts about ELs, you may not be as familiar with the underlying complexities of this often misunderstood population.

One of the fastest growing student populations in the country is English Learners.

There are about five million English Learners in the United States, or about nine percent of all public school students, and the number is increasing. In fact, by the year 2025, nearly one out of every four public school students will be an English Learner. Since the passage of the Bilingual Education Act in 1968, all public schools are required to offer English Learners an appropriate level of education.

All students have the same natural ability to acquire language skills (unless otherwise diagnosed with a language disorder).

Although all kids have the same natural ability to acquire language, some students have a more difficult time learning English based on their native language. For example, students whose first language uses the Latin alphabet or has a sentence structure similar to English may have an easier time acquiring English language skills compared to those whose native language uses characters, like Mandarin, or is written from right to left, like Arabic or Hebrew. Additionally, depending on culture and parental literacy, ELs can face a number of factors with regard to oral English language development including limited exposure to spoken English in the home.

Being bilingual promotes all areas of cognitive functioning.

People who speak two languages have also been shown to have more efficient monitoring systems. According to a 2009 study from the International Journal of Cognitive Science, monolinguals and bilinguals respond similarly when the brain's monitoring system is not under stress, but in conditions requiring high monitoring demands, bilinguals were faster. The bilingual brain is used to handling two languages at the same time. This develops skills for functions such as inhibition, switching attention, and working memory.

Not all ELs are immigrants.

More than half of EL students are born in the United States. According to the National Education Association, second-generation students-defined as children born in the United States to at least one immigrant parent-currently constitute 23 percent of the nation's children and 75 percent of elementary English Learners. According to the Obama-Biden Transition Project, 75 percent of EL students in grades K-5 and 57 percent of EL children in grades 6-12 are native born.

Spanish is the most common first language spoken among English Learners.

According to the Migration Policy Institute, while Spanish is by far the most common first language, English language students in the United States speak more than 150 languages including Chinese, Vietnamese, and French/Haitian Creole. In fact, among the top 10 first languages spoken by English Learners, six of them (Chinese, Korean, Hindi, Arabic, Russian, Hmong/Miao) are not based on the Latin alphabet like English.

Lexia® Core5® Reading supports all English Learners including newcomer EL students with beginner-level language and reading skills, as well as EL students with proficient language skills but weak reading skills. With audio directions available in Spanish, Portuguese, Mandarin, Hatian-Creole, Vietnamese, and Arabic, Core5 helps students work independently and successfully at all levels of language proficiency.

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5 Things You May Not Know About English Learners

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English Learners are often thought of as a homogenous group, but in reality, they are extremely diverse. Although you likely know these common facts about ELs, you may not be as familiar with the underlying complexities of this often misunderstood population. Fact #1: One of the fastest growing student populations in the country is English Learners.

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¡Los Zombis No Comen Verduras! Leído por Jaime Camil!

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¡Los Zombis No Comen Verduras! Leído por Jaime Camil!

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'¡Los Zombis No Comen Verduras!' Leído por Jaime Camil

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Update your browserhere

Building on youth-led storytelling workshops in schools, students are using I LEARN AMERICA ( the film and its Human Library) to spark creative "home-grown" community conversations around migration, identity and education.

I Learn America is a participatory education project with a mission to use the power of storytelling to foster empathy, urgency, and action around issues affecting migrant youth, as they forge their own path in a new land.

TODAY IN AMERICA...

Nearly one in four children is an immigrant or the children of immigrants.

Our classrooms are meeting a growing influx of students who speak little to no English, who are unfamiliar with American culture, and, in some cases, who lack formal education.

The children of immigration are here to stay. How we fare in welcoming them will define who we are for years to come.

SCHOOLS - the first and ultimate hope for integration - are generally ill-equipped to serve immigrant teenagers. The traditional paradigm relegates them to the sidelines. Yet, it is in school that the children of immigration determine where they belong in the reality and imagination of their new culture.
WHO ARE OUR NEW AMERICANS?

After ten years apart, Brandon made the perilous journey from Guatemala to America to reunite with his mother. Crossing the desert by himself was easy compared to getting to know his mom again.

"When I came to America, my first goal was to see my mother. But after ten years it's totally different. For ten years she didn't know me. It was kind of like putting two persons in a room, kind of to meet each other."

Sing is a refugee from Myanmar who recently relocated to Brooklyn, leaving his family behind. He feels isolated and angry and barely speaks English.

"What I want to say, I have in my brain, but ... I can't speak in English. It makes me sometimes confused."

ITRAT came to America from Pakistan to join a father she hardly knew after the passing of her mother. What kind of future is waiting for her in America?

"I am part of Pakistan because I was born there and I was raised in the beginning part of my life. But at the same time I was only eleven days and my dad came here. And I started hearing, 'America ... America ... America'. And, 'This country has everything'. Now I'm divided. In two parts."

SANDRA is a tomboy from Poland, undocumented and a class leader. She and Dominican-born JENNIFFER, her sassy classmate, are inseparable - "like a flower with water."

"Being different is like a part time job. You are half yourself and half the time you try to be someone better for the people to show how you want to be. I want to be myself. I want to open the eyes and hearts to really show I am still the same person inside with the same feelings, same identity and the same human rights as anybody else in this world." -Sandra

At the International High School at Lafayette, a Brooklyn public school dedicated to newly arrived immigrants from all over the world, five teenagers strive to master English, adapt to families they haven't seen in years, and create a future of their own while coming of age in a new land.

Through these five vibrant young people, their stories and struggles, and their willingness to open their lives and share them with us, we "learn America."

"We need to serve these students. Regardless of how you may feel about the immigration issue, they are children, and they did not choose to come here. But they are here. So the options are to serve them, nurture them, and educate them, or not. Then what?"
-Principal Michael Soet

Bring the film to your school or community

HOST STORYTELLING/MAKING WORKSHOPS

GET I LEARN AMERICA IN YOUR INBOX

No spam. Just a great way to receive the best stories from our "human library" and news from I Learn America.

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Your browser is not supported. Update your browserhere Building on youth-led storytelling workshops in schools, students are using I LEARN AMERICA ( the film and its Human Library) to spark creative "home-grown" community conversations around migration, identity and education.

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5 Evidence-Based Literacy Strategies for English Learners

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5 Evidence-Based Literacy Strategies for English Learners

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5 Evidence-Based Literacy Strategies for English Learners

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The Home Language Survey is the first step in identifying a potential ELL, and it must be completed for all students in grades Pre-K through 12 entering a Broward County Public School for the first time.

The Home Language Survey includes three questions. The questions are as follows:
1. Is a language other than English used in the home?
2. Does the student have a first language other than English?
3. Does the student most frequently speak a language other than English?

These questions are on the Student Registration Form completed by a parent or guardian.

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ELLevation is releasing a new Activity weekly and they are in English and Spanish for Dstance Learning. Here is the link:

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Start Listening
Highest Aspirations

The Highest Aspirations podcast = important conversations about English Learners.

Recently, we spoke with Dr. Gretchen Oliver and Dr. Karen Gregory, professors of TESOL of Clarkson University. We discussed:

How can we help ELs keep learning during long term school closures?

What tech tools can teachers use to help support English learners while they are not able to come to school?

Subscribe to the podcast to make sure you get all new episodes!

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Ellevation Education | Distance Learning |

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Start Listening The Highest Aspirations podcast = important conversations about English Learners. Recently, we spoke with Dr. Gretchen Oliver and Dr. Karen Gregory, professors of TESOL of Clarkson University. We discussed: How can we help ELs keep learning during long term school closures?

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Supporting ELLs through Remote Learning 

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Supporting ELLs through Remote Learning 

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Canvas link:

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ESOL Supporting English Language Learners (ELLs)

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Free Online Resources Language Acquisition.pdf

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Free Online Resources Language Acquisition.pdf

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This website was created by a group of community organizations in Broward County on a project which they call Children of Immigrant Families Initiative.

The organizations and individuals who participated in this effort include:

2-1-1 Broward

ARC Broward

Big Brothers Big Sisters

Broward County Public Schools

Broward County Commissioner, Nan Rich

Broward Regional Health Planning Council

BSO-CPIS

Catholic Charities Legal Services

Center for Independent Living

Children's Services Council of Broward County

ChildNet

Community Access Center

David Posnack JCC

Department of Children & Families

Family Central

Florida Attorney General

HANDY

Harmony Development Center

Hispanic Unity of Florida, Inc.

Immigrant Assistance Center

KID, Inc.

Legal Aid Service of Broward County, Inc.

Memorial Healthcare System

Mujeres Latinas Impulsando Mujeres Latinas

Office of Congresswoman Wasserman Schultz

SEIU Florida

United Way of Broward County

Women in Distress

Special thanks to Andrea Montavon-McKillip from Legal Aid Service of Broward for creating the Florida version of the Family Preparedness Plan. And to the Broward Bar Association and Braulio Rosa for his assistance in coordinating the translations of the Family Plans. We are grateful to the following attorneys for their pro bono translations of the Family Preparedness plans: Karina Rodrigues, Esq.Kelley/Uustal Trial Attorneys and Lizet Cardozo, Esq., Attorney at Law Cardozo, Eckert & Sanchez, PLLC. Special thank you also to Lucienne Brutus for her excellent work on the Creole translation.

Hispanic Unity of Florida, Inc. maintains this website.

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This website was created by a group of community organizations in Broward County on a project which they call Children of Immigrant Families Initiative.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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How We Teach is as Important as What We Teach

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The following are key concepts for new/second language instruction:

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Weekdays 2:00 pm.

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Past episodes of our previous Breakout EDU LIVE events.

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To download a copy of the Florida Consent Decree log on to

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Assessments for ELLs: ACCESS 2.0 for ELLs

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Assessments for ELLs: ACCESS 2.0 for ELLs

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ELLs identified as LY and LF are  provided accommodations in the administration of statewide assessments consistent with the requirements of State Board of Education rule 6A-6.09091  and with the accommodations  available for the FSA and EOC assessments.

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From measuring student performance on specific standards to certifying teachers and administrators, the Department of Education manages a range of assessments across Florida every year. Please use the links below to find out more about our assessments.

K-12 Assessments

FSA (Florida Standards Assessments): Students in grades 3-10 take the English Language Arts FSA; students in grades 3-8 take the Mathematics FSA (Bureau of K-12 Student Assessment)

Statewide Science Assessment: Students in grades 5 and 8 take the Statewide Science Assessment (Bureau of K-12 Student Assessment)

End-of-Course (EOC) Assessments: Students in any grade completing courses in Algebra 1, Geometry, Biology 1, U.S. History, or Civics (or their equivalent courses) (Bureau of K-12 Student Assessment)

ACCESS for ELLs: Students in grades K-12, currently classified as English Language Learners, with a code of "LY" (Bureau of K-12 Student Assessment)

FLKRS (Florida Kindergarten Readiness Screener): Students in kindergarten take the Star Early Literacy® Assessment (Bureau of K-12 Student Assessment)

FSAA (Florida Standards Alternate Assessment): Students with significant cognitive disabilities whose participation in the general statewide assessment, even with accommodations, is not appropriate (Bureau of K-12 Student Assessment)

National and International Assessments: Representative samples of students selected to participate in NAEP, PISA, PIRLS, and TIMSS (Office of Assessment)

High School Equivalency (GED® Test): Individuals (age requirements apply) desiring a high school equivalency diploma (Division of Career and Adult Education/Bureau of Budget, Accountability, and Assessment)

Postsecondary Assessments

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From measuring student performance on specific standards to certifying teachers and administrators, the Department of Education manages a range of assessments across Florida every year. Please use the links below to find out more about our assessments.

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Students with Limited or Interrupted Formal Education (SLIFE)

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Students with Limited or Interrupted Formal Education (SLIFE)

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BUILDING CULTURAL AWARENESS AND

SENSITIVITY.

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Q: Must all 3 questions on the Home Language Survey be checked “yes” before a student is referred for testing for aural/oral language proficiency in English?
A: No. If a parent answers “yes” to any of the 3 questions, then the student is assessed to determine eligibility for ESOL program.

Q: Can parents refuse ESOL services for a student who has been classified as ELL?
A: No. According to LULAC and the State Board of Education Consent Decree, all students classified as ELL, must be provided with comprehensible education in the ESOL Program. This is not an opt-out program.

Q:

What information do I need to register my child for school?

A: Students attending a Broward County Public School for the first time will need to bring the following documents to his/her assigned school.

Two documents showing proof of residence

A Certificate of Immunization (HRS form 680) which is available from a private physician or the Broward County Health Department;

Proof of medical examination during the last 12 months;

Kindergarten and first-grade students must also present a birth certificate to show proof of age;

School records (e.g. a copy of the student's last report card);

* For more information visit Register My Child in School

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CSUSA uses Map Growth from the NWEA assessment. Here is a #teacherMom explaining it.

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MAP GROWTH (NWEA) Parents Tutorial - English/Spanish