SWPRSCESOL Cadre ISeptember 3, 2015

Title III/ESOL Cadres

»September 3, 2015»December 3, 2015»February 4, 2016

ESOL Professional Development

» October 21, 2015: A Look at ESL Literacy through ENGAGE Lenses (Mindy Applegate)

» November 12, 2015: Making Words Powerful: Vocabulary Building Strategies (Jennifer Stelter)

» January 12, 2016: Culture: Conflict or Compliment? (Carol Panzer)

» March 1, 2016: ESOL Services and 5R Accreditation System: Working to Ensure Student, School and District Success (Dr. Sue Jenkins)

» April 12, 2016: ESOL LETRS Module (Sonya Peña)» June 15-16, 2016: High Needs Institute – At Risk and ESOL

State-wide ESOL

»September 23, 2015: ESOL Strategies for MDPT(On Demand Writing) Success!

(Dr. Kelly Gillespie)

Greenbush Shared Professional Development

ESOL Checklist

Beginning of the Year

» Parents / students complete Home Language Survey˃ Those that identify another language spoken in home must be

kept on file; this survey provides a “ticket” to test students for English language proficiency

+ If this is part of regular enrollment form, be certain to get information from school secretaries/counselors

+ The language surveys should be kept on file; it does not need to be given each year to a student if you already have one for that student.

˃ Maintain “English only” surveys at least during the year˃ Share copies of respondents who answer “yes” to both Migrant

questions with the Migrant director or appropriate IDR office

Beginning of the Year

» Determine level of English Language Proficiency using:˃ Previous year’s KELPA-P results for returning

students˃ IPT / LAS / KELPA-P for new student placement

+ Testing must be completed by September 20+ Pre-school ELLs entering kindergarten need to be

retested at beginning of year

Beginning of the Year

» For students identified as NEP or LEP, notify administrators, counselors, and necessary teachers of student proficiency level and what that level means

» Notify secretaries and teachers if parents request communication in their home language – and check that it is done

» Determine Individual Learning Plan for each LEP / NEP student

+ Enlist input of classroom teachers as much as possible

Beginning of the Year

» Send out parent notification letters of student identification and services˃ For students enrolled at beginning of school

year, letters must be sent within 30 days of beginning of school year

˃ For students that enroll during year, testing must be done and letters must be sent within 2 weeks of the notice that HLS indicates a need for testing

Beginning of the Year

˃Parent notification letters must include:+ Reason for placement in ESOL program+ Level of English proficiency, what that means,

method of assessment, and state of child’s academic achievement

+ Method of instruction and services (include alternate services if available)

+ Exit requirements+ Description of individual education program+ Parent right to decline services or transfer to

alternate program if available

Beginning of the Year

» Create a list of students that need to be monitored» Notify parents if students exited from the program

(fluent in all four domains and on composite for two consecutive years)

» Develop list of ESOL endorsed teachers or teachers on a plan of endorsement

» Calculate contact minutes for each student under instruction of ESOL endorsed teachers, teachers on a plan of endorsement, or paraprofessionals under direct supervision of an ESOL endorsed teacher

During the Year

» Update monitoring plans» Encourage ESOL Professional Development (a

required expenditure under Title III)» Maintain ESOL student roster and

communication with necessary faculty» Be certain that communication about students’

educational program and process is sent to parents in a language they can understand

+ Document phone contact+ Must be done to the extent possible

Year End

» Determine for each student if overall goals of Individual Learning Plan were met or not met

+ This must be “yes” or “no” overall for each student

» Evaluate local ESOL program including language proficiency and academic progress of students

» Collect and turn in program data to individual responsible for submitting the Local Consolidated Plan Annual Report

Monitoring

Title I

»Documentation exists that communication to parents is expressed in a language parents can understand.

Title III

»Documentation exists of criteria that determine eligibility for services.˃Home Language Surveys˃ English Language Proficiency results

Title III

» Documentation exists that parents are notified (if practicable, in a language they can understand) of their child’s language instruction program, and how their child qualified, within 30 days of the new school year or within two weeks if the child enrolls after the beginning of the school year.˃Dated notification letter

Title III

» Documentation exists that parents have been notified if the district fails to meet AMAOs within 30 days of failure and, if practicable, in a language they can understand.˃Dated notification letter

Title III

» Documentation exists of an exit criteria plan for students receiving ESOL services.

» Documentation exists that students who have exited the program have met the criteria.

» Documentation exists of a procedure to monitor student progress for two years after the student exits the program.

Title III

» Documentation exists that the district is providing high-quality professional development that is scientifically research-based and designed to improve the instruction of English Language Learners (ELLs).

Title III

» Documentation exists that Title III funds are expended on required activities: professional development and high quality language instruction educational programs.

Title III

» Documentation exists that Title III services are supplementary and do not supplant federal, state, and local support.

» Documentation exists that the district limited funds for administrative purposes to 2%. This includes both direct and indirect services.

» Documentation exists that funds are used for activities, programs and/or services that provide enhanced instructional opportunities for immigrant children and youth. [Immigrant funding only]

ESOL/Bilingual

» Documentation exists of criteria that determine eligibility for services.

» Documentation exists of a procedure to evaluate student progress.˃ ILP

» Documentation exists that the district has an effective means of outreach to parents of ELL children.

ESOL/Bilingual

» Documentation of exit criteria exists for all ESOL students who are and will be exiting the program

» Documentation exists that students who have exited ESOL services have met the exit criteria.

» Documentation exists that ESOL instructional paraprofessionals work under the direct supervision of an ESOL endorsed teacher.

» Documentation verifies that funding is used to support the instruction of English Language Learners.

QUESTIONS?