SWPRSC ESOL Cadre I September 3, 2015

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»September 3, 2015

»December 3, 2015

»February 4, 2016

»October 21, 2015: A Look at ESL Literacy throughENGAGE 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 AccreditationSystem: Working to Ensure Student, School andDistrict Success (Dr. Sue Jenkins)

»April 12, 2016: ESOL LETRS Module (Sonya Peña)

»June 15-16, 2016: High Needs Institute – At Risk andESOL

»September 23, 2015: ESOLStrategies for MDPT(OnDemand Writing) Success!

(Dr. Kelly Gillespie)

Greenbush Shared Professional Development

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»Parents / students complete Home LanguageSurvey

˃Those that identify another language spoken in home must bekept on file; this survey provides a “ticket” to test students forEnglish language proficiency

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

+The language surveys should be kept on file; it does notneed to be given each year to a student if you already haveone for that student.

˃Maintain “English only” surveys at least during the year

˃Share copies of respondents who answer “yes” to both Migrantquestions with the Migrant director or appropriate IDR office

»Determine level of English Language Proficiencyusing:

˃Previous year’s KELPA-P results for returningstudents

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

+Testing must be completed by September 20

+Pre-school ELLs entering kindergarten need to beretested at beginning of year

»For students identified as NEP or LEP, notifyadministrators, counselors, and necessaryteachers of student proficiency level and whatthat level means

»Notify secretaries and teachers if parentsrequest 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

»Send out parent notification lettersof student identification and services

˃For students enrolled at beginning of schoolyear, letters must be sent within 30 days ofbeginning of school year

˃For students that enroll during year, testingmust be done and letters must be sentwithin 2 weeks of the notice that HLSindicates a need for testing

˃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’sacademic achievement

+Method of instruction and services (includealternate services if available)

+Exit requirements

+Description of individual education program

+Parent right to decline services or transfer toalternate program if available

»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 fortwo consecutive years)

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

»Calculate contact minutes for each student underinstruction of ESOL endorsed teachers, teachers ona plan of endorsement, or paraprofessionals underdirect supervision of an ESOL endorsed teacher

»Update monitoring plans

»Encourage ESOL Professional Development (arequired expenditure under Title III)

»Maintain ESOL student roster andcommunication with necessary faculty

»Be certain that communication about students’educational program and process is sent toparents in a language they can understand

+Document phone contact

+Must be done to the extent possible

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

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

»Evaluate local ESOL program including languageproficiency and academic progress of students

»Collect and turn in program data to individualresponsible for submitting the LocalConsolidated Plan Annual Report

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»Documentation exists thatcommunication to parents isexpressed in a languageparents can understand.

»Documentation exists of criteriathat determine eligibility forservices.

˃Home Language Surveys

˃English Language Proficiency results

»Documentation exists that parents are notified(if practicable, in a language they canunderstand) of their child’s language instructionprogram, and how their child qualified, within30 days of the new school year or within twoweeks if the child enrolls after the beginning ofthe school year.

˃Dated notification letter

»Documentation exists that parentshave been notified if the district failsto meet AMAOs within 30 days offailure and, if practicable, in alanguage they can understand.

˃Dated notification letter

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

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

»Documentation exists of a procedure tomonitor student progress for two years afterthe student exits the program.

»Documentation exists that the district isproviding high-quality professionaldevelopment that is scientificallyresearch-based and designed to improvethe instruction of English LanguageLearners (ELLs).

»Documentation exists that Title IIIfunds are expended on requiredactivities: professional developmentand high quality language instructioneducational programs.

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

»Documentation exists that the district limited fundsfor administrative purposes to 2%. This includesboth direct and indirect services.

»Documentation exists that funds are used foractivities, programs and/or services that provideenhanced instructional opportunities for immigrantchildren and youth. [Immigrant funding only]

»Documentation exists of criteria that determineeligibility for services.

»Documentation exists of a procedure toevaluate student progress.

˃ILP

»Documentation exists that the district has aneffective means of outreach to parents of ELLchildren.

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

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

»Documentation exists that ESOL instructionalparaprofessionals work under the directsupervision of an ESOL endorsed teacher.

»Documentation verifies that funding is used tosupport the instruction of English LanguageLearners.

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