Ell advising tool grades 6 12
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ELL Advising Tool (Grades 6-12). Houston Independent School District Multilingual Programs Department. CLICK HERE TO BEGIN. Select an ELL Category. Is the student: A newcomer (first 3 years of U.S. school) Or A Long-term ELL (5 or more years of U.S. school). Exit. Newcomers.

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ELL Advising Tool (Grades 6-12)

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Ell advising tool grades 6 12

ELL Advising Tool (Grades 6-12)

Houston Independent School District

Multilingual Programs Department

CLICK HERE TO BEGIN


Select an ell category

Select an ELL Category

Is the student:

A newcomer (first 3 years of U.S. school)

Or

A Long-term ELL (5 or more years of U.S. school)

Exit


Newcomers

Newcomers

Newcomer ELLs benefit from smaller, inclusive learning environments that help them to develop social and academic language. As much as possible, sheltered content classes should be included in ESL programming.

Preliterate/ Beginner/ Intermediate

Advanced or Transitional

Exit

Back to Start


Long term ells

Long-term ELLs

Long-term ELLs are in the ESL program due to gaps in literacy. As much as possible, these students should be afforded the rigors of a mainstream program with reading and writing supports.

Preliterate/ Beginner/ Intermediate

Advanced or Transitional

Exit

Back to Start


Preliterate beginner intermediate newcomer scheduling

Preliterate/ Beginner/ Intermediate Newcomer Scheduling

Preliterate/ Beginner/ Intermediate Newcomer students arrive in the United States with no schooling (Preliterate) or some English proficiency and adequate schooling (Intermediate).

These students benefit from systematic and focused oral language development and instruction geared towards language transfer, building on their native language content knowledge.

Recommended Schedule:

Exit

Back to Start


Advanced or transitional newcomer scheduling

Advanced or Transitional Newcomer Scheduling

Newcomer students who are identified as having Advanced or Transitional level of English proficiency tend to be highly educated in their native language, and have had exposure to the English language in academic contexts.

These students benefit from the affective support that ESL classes provide, but should be encouraged to focus on building their English literacy as well.

Recommended Schedule:

Exit

Back to Start


Preliterate beginner intermediate long term ell scheduling

Preliterate/ Beginner/ Intermediate Long-term ELL Scheduling

Long-term ELLs who are still at the Preliterate, Beginner or Intermediate English proficiency level have significant gaps in literacy, and require interventions for these.

If dually-serviced as an ELL and Special Education, this student’s progress may need to be evaluated by the LPAC and SpEd chairpersons to determine whether or not a LEP/SpEd Exit is in order.

Recommended Schedule:

Exit

Back to Start


Advanced or transitional long term ell scheduling

Advanced or Transitional Long-term ELL Scheduling

Long-term ELLs at the Advanced and Transitional level of English proficiency have literacy gaps that may be overcome with proper programming and support.

Recommended Schedule:

Exit

Back to Start


Preliterate beginning intermediate newcomer middle school schedules

Preliterate/ Beginning/ IntermediateNewcomerMiddle School Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Preliterate beginning intermediate newcomer 9 th grade schedules

Preliterate/ Beginning/ IntermediateNewcomer9th Grade Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Preliterate beginning intermediate newcomer 10 th grade schedules

Preliterate/ Beginning/ IntermediateNewcomer10th Grade Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Preliterate beginning intermediate newcomer 11 th grade schedules

Preliterate/ Beginning/ IntermediateNewcomer11th Grade Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Preliterate beginning intermediate newcomer 12 th grade schedules

Preliterate/ Beginning/ IntermediateNewcomer12th Grade Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Back to Start

Exit


Advanced transitional newcomer middle school schedules

Advanced/ TransitionalNewcomerMiddle School Schedules

Exit

Back to Start


Ell advising tool grades 6 12

Advanced/ TransitionalNewcomer9th Grade Schedules

Exit

Back to Start


Ell advising tool grades 6 12

Advanced/ TransitionalNewcomer10th Grade Schedules

Exit

Back to Start


Ell advising tool grades 6 12

Advanced/ TransitionalNewcomer11th Grade Schedules

Exit

Back to Start


Ell advising tool grades 6 12

Advanced/ TransitionalNewcomer12th Grade Schedules

Exit

Back to Start


Preliterate beginning intermediate long term ell middle school schedules

Preliterate/ Beginning/ IntermediateLong-term ELLMiddle School Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Preliterate beginning intermediate long term ell high school recommendations

Preliterate/ Beginning/ IntermediateLong-term ELLHigh School Recommendations

  • Long-term ELLs in high school who have been enrolled in U.S. schools for 5+ years and are still at the early stages of English language development may have literacy needs that exceed the scope of language instruction found in ESL classes. These students may:

    • already receive Special Education services, or

    • be in need of IAT consideration.

  • In the case of dually serviced students (SpEd/LEP), the LPAC and ARD committees may review the student’s language development to determine whether a SpEd/LEP Exit may be appropriate.

  • Schools should use discretion when scheduling Long-term ELLs at the early stages of language development in newcomer classes, as these students may not need the oral language development that their newcomer peers require.

    CLICK HERE For Scheduling Recommendations

Exit

Back to Start


Preliterate beginning intermediate long term ell high school scheduling

Preliterate/ Beginning/ IntermediateLong-term ELLHigh School Scheduling

Exit

Back to Start


Advanced transitional long term ell middle school schedules

Advanced/ TransitionalLong-term ELLMiddle School Schedules

* If the campus is not able to offer “ESL” content classes, these teachers should attend the Everyday Excellence Institute or Sheltered Instruction Plus trainings.

Exit

Back to Start


Advanced transitional long term ell high school recommendations

Advanced/ TransitionalLong-term ELLHigh School Recommendations

* It is important to note that Long-term ELLs in high school need extra literacy support until they are able to exit the ESL program.

Exit

Back to Start


Ell advising tool grades 6 12

Multilingual Programs wants to hear from you!

Stay connected:

@HISDMultiPrgms

Call us: 713-556-6961

Email us:

[email protected]

Stay updated:

hisdmultilingual.wordpress.com

HOUSTON INDEPENDENT SCHOOL DISTRICT

PRESS ‘ESC’ TO EXIT THE “ELL ADVISING TOOL”

BACK TO START


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