ESL Compliance Standard Operating Procedures Curriculum Resources District

ESL: Compliance Standard Operating Procedures Curriculum & Resources District Learning Day August 2016 *Please complete the Personnel Monitoring form at the front of your notebook. *Introduce yourself to someone you don’t know!

DO NOW Do Now activity goes here • Think about …. the of school as an ESL teacher • With partners, discuss… 3 important tasks you must accomplish • Be ready to share out.

Reflection • Share out – What tasks do you know of which must be accomplished during the first two weeks of school?

Norms • Be present and engaged. • Be respectful of differences in perspective while challenging each other productively and respectively. • Monitor “air time. ” • Make the most of the time we have. • Stay focused on students.

Objectives: Know • Local, state, & federal compliance regulations for ELL – Initial assessment, & placement procedures for NELB students • Curriculum materials and pacing guides with identified resources for support • Suggestions for lesson planning & using WIDA resources • How ESL procedures and practices aid in achieving Destination 2025 goals

Objectives: Understand • How to interpret WIDA data for scheduling decisions (CAN DO’s) • Initial screening procedure & parent notification requirements • Required data collection procedures in regards to maintaining an updated ESL school composite • Available curriculum resource tools and suggested lesson planning/ pacing • How ESL instruction and support enhances language development and academice literacy.

Objectives: Do Your responsibilities as ESL teacher • Serve as team leaders within their schools so that compliance requirements are met • Assure that all ELL are properly assessed and appropriately placed • Advise content area teachers on instructional strategies, differentiation, and the importance of validation of home cultures

Today’s Focus • Following compliance regulations & SOPs • Identifying student instructional needs • Using curriculum guides for appropriately challenging work • Integration of language and academic content • Improving instructional strategies for additional student engagement

Why we do what we do: • • TDOE Policy SCS Board Policy 5016 Calderon Ex. C-ELL research A Framework for Raising Expectations and Instructional Rigor for English Language Learners -Council of the Great City Schools

High-level details about topic or segment COMPLIANCE & ESL STANDARD OPERATIONAL PROCEDURES

Checklist of ESL “To Do’s” • FOR RETURNING STUDENTS • FOR NEW STUDENTS • FOR YOURSELF, THE ESL TEACHER • FOR CLASSROOM TEACHERS • FOR ADMINISTRATION

For Returning Students ü Prepare Parent Notification and Response Letters – double-sided ü Send PNL, PRL, and WIDA Individual Student Report home & file returned PRL document (with signature) in your 16 -17 ESL file ü Provide a copy of the student’s WIDA Individual Student Report to classroom teachers if you wish- but you will be providing the CAN DO Chart with similar information.

For New Students ü Access PHLS via Infosnap. For students whose PHLS reflects anything other than English on it: ü Write the student name and required info on the school composite ü Administer the W-APT. Keep a copy of the test result sheet in your ESL file. ü If student qualifies for ESL, place scores on composite AND mark X in the ELL box ü If student does not qualify, place scores on composite ü *Send an updated composite to Cyndi Purnell at the ESL office by September 1 (or closest Monday to 9/1) ü To: Cyndi Purnell/ NE Regional Office/ Route 1/ Attn: ESL ü CONTINUE to send in infomation on new students to Cyndi each time a new child is tested (whether they qualify or not).

FAX TRAINING CERTIFICATE TO THE ESL OFFICE BY AUGUST 12 416 -7628

For You, the ESL Teacher! Use the WIDA Summative School Roster Report for scheduling purposes & to identify student strengths and domain/ áreas for focus. Use WIDA CAN DO Name Chart for grouping areas of strength and weakness by domain. ü Per grade level(s) taught ü Within mixed grade levels if serving more than 1 school ü Be sure to add new students who qualified for ESL this year ü Gather teacher schedules so you may know lunch & support times for each grade level ü Design a preliminary ESL Schedule and present this to your admin &/or classroom teachers. ü Remain flexible. More than likely, this may need to change. ü Check to make sure that you have ALL of your 3. 6 & below students scheduled for one hour (or one class period in grades 612) ü Review the ESL curriculum & resources. Be prepared to show evidence of planning for instruction for week 3, as weeks 1 & 2 are almost always dedicated to locating students, testing students, and completing LSPs.

http: //www. livebinders. com/play? id=1089921 This link is embedded in all ELA curriculum guides

Turn & Talk • What documents will help guide student scheduling? • WIDA Student Roster Report • WIDA Can Do Name Chart • School composite

For Classroom Teachers ü Begin working on Language Support Plans. Each ELL should have an LSP. ü Provide the LSP along with the WIDA Can Do chart (with ALL ELLs in that teacher’s class) to mainstream teachers no later than September 1 (or closest Monday). ü Via email or paper versión ü We encourage you to hold a meeting with all of your classroom teachers to provide the LSP & WIDA Can Do Charts (and possibly copies of student score reports if you wish). ü Explain how teachers can use this information to better support their students.

Turn & Talk • Which 2 documents must be given to classroom teachers to help them better understand the ELLs English Language Proficiency & reasonable expectations for academic work? • LSP • Can Do Name Chart

For school administrators ü Provide an updated school composite to the ESL contact administrator. ü Provide an updated school composite to the Building Test Coordinator.

Turn & Talk • Why is it important for the Building Test Coordinator to have a copy of the school composite? • So that testing accommodations may be provided to ELL, T 1 & T 2

Scavenger Hunt! • ESL Handbook • Scavenger Hunt Activity Sheet

Feedback • What resonated with you during this activity? • How comfortable are you now with finding information in the handbook? • What else do you need to know to be successful at getting started?

Nuts & Bolts The all important questions about: • Materials Request • After School Project Funding • Field Trip Requests & Follow-up – Forms in appendix

QUESTIONS

Next Steps • Complete items on Checklist by required dates • Establish procedures for identifying NELB students in your school • Attend upcoming PD regarding – Curriculum Collaboration – Ex. C-ELL

Revisit Objectives How will we know if these objectives are met? • ELL students are identified and placed in a timely manner. • ESL teachers provide appropriately challenging lessons in regards to ELD levels. How will we track successful implementation/progress? • ESL Central Office staff will review enrollment data and crosscheck individual school composites with Power School & the ESL database. • Informal teacher observations and continued PLC meetings.

Reflection: One minute paper on post-it • Jot down your “Take-Aways” • Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

If you need help: Andrew Duck, Advisor duck. AW@scsk 12. org Debra Frantz, Instructional Advisor, K-5 frantz. DL@scsk 12. org James Lancaster, Instructional Advisor, 6 -12 lancaster. JK@scsk 12. org Cyndi Purnell, Data Specialist purnellmc@scsk 12. org Website address shelbycountyesl. weebly. com (password: SCS-ESL)

• March 9 -11, 2017 • http: //shelbycountyesl. weebly. com/tntesol. ht ml

AFTERNOON SCHEDULE LUNCH 11: 00 -12: 15 CURRICULUM 12: 15 -1: 45 ---ELEM- AUDITORIUM --MS/HS- CAFETERIA EXC-ELL 1: 45 -2: 45 (5 BREAK OUT SESSIONS) LIBRARY, AUDITORIUM, CAFETERIA, W 106 (CHOIR), W 108 (BAND) SURVEY 2: 45 -3: 00