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Steps in the Process

Steps in the Process. Site gathers supporting evidence Documents uploaded to state system by November 10 deadline Site visit 12/10 - 12/13 Findings provided within 45 days Site/District addresses findings

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Steps in the Process

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  1. Steps in the Process • Site gathers supporting evidence • Documents uploaded to state system by November 10 deadline • Site visit 12/10 - 12/13 • Findings provided within 45 days • Site/District addresses findings • All sites responsible for responding to any findings regardless of where they occurred.

  2. Atwater On Site Compliance Review English LearnerMigrant Education

  3. FPM On-site Visit • Visitation December 10-13 • English Learner Program - 21 Items • Migrant Education – 16 Items • Review Documents • Staff Interviews • Classroom Observations • Parent Interviews

  4. 2012-13 EL Program Instrument • Parent Outreach Involvement • ELAC • DELAC • Identification, Assessment, and Notification • Implementation and Monitoring of LEA Plan • School Site Council Develops and Approves SPSA • Translation Notices, Reports, Statements, Records • Inventory • Adequate General Funds; Supplement Not Supplant • Supplement Not Supplant With Title III • EIA Funds Disbursed to School Sites • Properly Assesses Costs for Salaries • EL Program Evaluation • Reclassification • Teacher EL Authorization • Professional Development • Appropriate Student Placement • Parental Exception Waiver • Equitable Services to Private Schools • ELD • Access to Core

  5. What’s my role?

  6. Teachers • Access to Core • Academic instruction is designed and implemented to ensure that English Learners meet district’s content and performance standards for their respective grade levels in a reasonable amount of time. • ELD • Each English Learner receives a program of instruction in ELD to develop proficiency English as rapidly and effectively as possible. Evidence

  7. Focus on English Learners Ask yourself these four questions. • Who are my English Learners? • What are their English proficiency levels? • Where are they seated in my classroom? • What is my plan for them today?

  8. Language Fluency Codes are NOT CELDT/ELD levels!

  9. #1 Who are my English Learners? Check yourRosters! 3 = LEP/EL We have three English Learners!

  10. Step #1… • On your current roster or seating chart, highlight the students with 3s

  11. #2 What are their proficiency levels? Check test scores! Take a closer look at each EL student profile. Home Language is Hmong. Student is an English Learner.

  12. #2 What are their English proficiency levels ? (cont.) Learn their CELDT Scores. CELDT Levels are located under “Other”. Overall Score Sub Tests

  13. Step #2… On your current roster or seating chart, record the highlighted students’ overall CELDT score* *you may also want to note the student’s lowest subtest score

  14. #3 Where are they seated in my classroom? Use Your Seating Charts Use a color to represent EL/LEP and/or label by Overall CELDTLevel. You might use a letter to represent the lowest CELDTsubtest level. (“S” for Speaking) You might consider pre-selecting this student to share out on a frequent basis.

  15. #4 What is my plan for them today? Graciela

  16. Good Teaching vs Essential Teaching English Learners Resource Students Struggling Readers Multiple Learning Styles Literacy Goals Instruction Model/T4S Expect positive outcomes Plan the work and work the plan.

  17. C3 #4 What is my plan for them today? (cont.) Notes from DAIT

  18. C3 Some considerations for our C3’s…

  19. C3

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