ESOL Delivery Models, Courses & Scheduling, and EL/TPCs A - - PowerPoint PPT Presentation

▶
esol delivery models
SMART_READER_LITE
LIVE PREVIEW

ESOL Delivery Models, Courses & Scheduling, and EL/TPCs A - - PowerPoint PPT Presentation

Sep 09, 2022 475 likes •844 views

ESOL Delivery Models, Courses & Scheduling, and EL/TPCs A GaDOE EL Language Programs ESOL Munch & Learn August 5, 2020 Advancing Effective Leadership for Continuous Improvement of Systems for English Learner Success Richard Woods,

slide-1
SLIDE 1

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL Delivery Models, Courses & Scheduling, and EL/TPCs

A GaDOE EL Language Programs’ ESOL Munch & Learn August 5, 2020

Advancing Effective Leadership for Continuous Improvement

  • f Systems for English Learner Success
slide-2
SLIDE 2

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

slide-3
SLIDE 3

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Lunch Menu Today

Appetizer Federal & State requirements Main Course

  • 1. Delivery Models
  • 2. Courses, Segments,

Funding

  • 3. Class sizes, Teachers,
  • 4. Opting out
  • 5. Distance Learning

Dessert EL-TPCs

slide-4
SLIDE 4

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

The student is identified as an English learner. Now What?

Federal Laws State Guidance

  • State Board of Education

Rule 160-5-4-.02 (updated 2017)

  • State-funded ESOL

courses

  • Reporting ESOL

Delivery Models

  • OCR/DOJ Dear

Colleague Letter: English Learner Students and Limited English Proficient Parents (Jan 7, 2015)

slide-5
SLIDE 5

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

DOJ/OCR Requirements for ESOL

1 2 2 2 2

slide-6
SLIDE 6

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Website Resources:

slide-7
SLIDE 7

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Website Resources:

ESOL Language Program Website

slide-8
SLIDE 8

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL Delivery Models – What makes them effective?

  • Meets the unique needs of EL students?
  • Students’ level of English proficiency?
  • Students’ time in EL programs?
  • Teacher capacity – prepared & trained?
  • Number of ELs in the school?
  • Avoid segregation?
  • English proficiency and parity of participation in

a reasonable length of time?

slide-9
SLIDE 9

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL Delivery Models

slide-10
SLIDE 10

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL Delivery Models

slide-11
SLIDE 11

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL Delivery Models

slide-12
SLIDE 12

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Dual Language Immersion (DLI)

GaDOE – Curriculum & Instruction – World Languages – Dual Language Immersion Programs

slide-13
SLIDE 13

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

State-funded K-8 Subjects & 9-12 Courses

55.XXXXX = Electives 23.XXXXX = Credit

slide-14
SLIDE 14

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

State-funded ESOL Segments

  • SBOE 160-4-5-.02

“EL students should receive the equivalent of at least five segments per week of English language instruction using ESOL curricula in allowable service delivery models.”

Grade Levels Daily Minutes Per Segment Daily ESOL Segments Maximum Weekly Minutes Minimum K-3 45 minutes 1 225 4-8 50 minutes 2 250 9-12 55 minutes 5 275 Block Schedule 90 minutes 2 225 Hybrid Block Schedules If less than 90 minutes 1 Determined by LEAs

slide-15
SLIDE 15

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

ESOL SBOE 160-4-5-.02

ESOL Class Size

  • SBOE Rule 160-5-1-

.08

  • Minimum FTE funding

size = 7

  • Charter or SWSS

contract waivers

  • Educationally

sound/effective in practice?

ESOL Teacher Qualifications

  • GaPSC endorsement on

base certificate

  • GaPSC K-12 certification,

regardless of base certificate

  • Provisional 1 year
  • District defined

professional qualifications (prepared & trained?)

slide-16
SLIDE 16

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Meeting the needs of EL students whose parents opt them out of ESOL

  • 1. Parents have a right to decline or opt their

children out of a school’s EL program or services within that program.

  • 2. Parents’ decision must be knowing and voluntary
  • 3. Parents must sign ESOL Waiver/Decline

Services documentation yearly.

  • 4. Schools’ obligation – affirmative steps /

appropriate action

  • 5. There is no assessment exemption for students

who do not receive ESOL services.

slide-17
SLIDE 17

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Questions?

slide-18
SLIDE 18

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Virtual/Remote/Distance ESOL

  • Q5 – Must an LEA providing remote learning provide

language instruction services to ELs?

  • YES, if an LEA is providing remote learning for its students,

the LEA must provide language instruction services & supports to ELs to the greatest extent possible.

slide-19
SLIDE 19

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Which ESOL Delivery Models Work Remotely?

  • ESOL teachers should continue to provide language

development instruction to EL students who were served in a Scheduled ESOL Delivery Model.

  • ESOL teachers should continue to collaborate with the

content teacher to ensure appropriate supports, modifications, and language differentiated scaffolds are provided to ELs in distance or remote learning classes using the Push-in or Collaborative Delivery Model.

  • Content teachers who are ESOL endorsed/certified and

mainstream teachers should continue to provide appropriate supports and accommodations to EL students who were previously in Sheltered Content or mainstream classrooms.

slide-20
SLIDE 20

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

USED Guidance

  • Physical school closures may affect how

services are provided to ELs.

  • EL services may be provided virtually, online,
  • r via telephone.
  • Documentation of services, supports, and

accommodations*

  • Alternative access to the curriculum or

services provided to other students

  • Digital language learning resources
  • Digital meetings
  • Non-technology-based strategies
  • Online data tracking
  • Remote instruction
  • Teacher check-ins
  • Telephone calls
  • Tutorials

*See Georgia’s Optional ESOL Distance Learning Plan Template

slide-21
SLIDE 21

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Sample Distance Learning Plan for Language Instruction Services

slide-22
SLIDE 22

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

GaDOE Resources for Virtual/Distance/Remote Learning

  • FY21 Data Collection FAQs (New)
  • Student Attendance and

Virtual/Distance/Remote Learning FAQ (June 26, 2020)

  • 1. Schedule ESOL courses
  • 2. Deliver ESOL virtually/remotely when

necessary

slide-23
SLIDE 23

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Resources

  • n GaDOE

ESOL website

slide-24
SLIDE 24

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

https://wida.wisc.edu/memberships/isc/newsletter/teaching-multilingual-learners-online https://ncela.ed.gov/new-ensuring-continuity-learning-and-operations

slide-25
SLIDE 25

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

https://ncela.ed.gov/sites/default/files/Technology_Study_PPT_9.26.2 019_FINAL_0.pdf

slide-26
SLIDE 26

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

http://www.cal.org/resource-center/freeresources https://ies.ed.gov/ncee/edlabs/regions/northeast/Docs/Blog/ FAQ_COVID19_SupportsforEnglishLearners_508c.pdf

slide-27
SLIDE 27

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Q & A Time – Chat Box Again!

slide-28
SLIDE 28

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • Q7 – Must an LEA that is operating remotely provide

language accommodations for ELs in content classes?

  • YES, the LEA is required to provide language

accommodations for ELs for content classes that are held remotely.

  • Time extensions
  • Close captioned videos / embedded interpretation
  • Accessible or translated reading materials
  • Video conferencing
  • Online translation dictionaries
slide-29
SLIDE 29

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

EL Test Participation Committee (EL/TPC)

  • 3 members
  • 1 is a teacher
  • 1 is an ESOL teacher currently serving the student
  • Other members (see list p. 104)
  • SBOE Rule – Is EL enrolled in a grade with a

state or locally mandated assessment?

  • Annually reviewed
  • Example form in 2020-2021 Student

Assessment Handbook

slide-30
SLIDE 30

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

EL-TPC Team Considerations

  • What are the EL student’s current levels
  • f English proficiency in Listening,

Reading, and Writing?

  • What are the EL student’s previous GA

Milestone’s assessments results?

  • Which accommodations were previously

provided?

  • What are the EL student’s recent district

formative or benchmark data?

  • Were accommodations used for these

assessments?

  • Does the student have any unique

sociocultural needs with regards to testing?

slide-31
SLIDE 31

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

slide-32
SLIDE 32

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Conditional Accommodations 3: Reading of ELA Passages

Restricted to EL students who meet all eligibility criteria below -

slide-33
SLIDE 33

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Q & A Time – Chat Box Again!

slide-34
SLIDE 34

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

See you next month at the Sept 2nd Munch & Learn!

slide-35
SLIDE 35

Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

35

EL EL Language Programs Help lp Desk

ESOL Questions & Support 678-794-3695 Email: ELPrograms@doe.k12.ga.us

slide-36
SLIDE 36

EDUCA EDUCATING TING GEORGIA’S FUTURE EDUC EDUCATING TING GEORGIA’S FUTURE

www.gadoe.org

@georgiadeptofed youtube.com/georgiadeptofed