Dr. Jacqueline C. Ellis, NBCT November 7, 2017 GaDOE ESOL Unit 2017 Webinar Series - Part V ESOL Program Placement Providing Equal Access to Curricular and Extracurricular Programs with some Guidance from the U.S. Department of Education Office of English Language Acquisition Dr. Jacqueline C. Ellis, NBCT November 7, 2017 11/12/2018

Program of Service and Consideration for Placement for ELs Two Primary Requirements The provision of effective English language acquisition services The provision for equitable participation of ELs in all district academic and special programs 11/12/2018

Program of Service and Consideration for Placement for ELs Identification - HLS If all three responses to the questions are English, Stop! Do not proceed. If any of the answers to the three questions is a response other than English….this is a PHLOTE student. The HLS does not determine ESOL eligibility. One of the state approved WIDA Assessment screeners must be used to determine ESOL eligibility 11/12/2018

Program of Service and Consideration for Placement for ELs ESOL Program Management Do your procedures include methods to record HLS and the WIDA screener assessment results in the student’s permanent records and SLDS? Do your procedures include methods to record the translation and interpretation needs of the EL parents? What is your continuous review process? Is there a process to gather feedback from parents and school personnel? 11/12/2018

Program of Service and Consideration for Placement for ELs Developing the English Learner’s Schedule ELs should be placed in age appropriate grade level courses. If a lower grade level placement is necessary due to lack of schooling, it should not be more than one year below the native English-speaking peers of the same age. Ensure that ELs are developing social and academic language proficiency Ensure that ELs are able to participate effectively in all academic and special programs within the LEA 11/12/2018

Program of Service and Consideration for Placement for ELs Developing the English Learner’s Schedule Cont’d (LEA personnel should familiarize themselves with:) WIDA English Language Development Standards WIDA Performance Definitions WIDA Can Do Descriptors The WIDA Eligibility Assessments (Kindergarten W-APT, the WIDA MODEL, the WIDA Screener, ACCESS for ELLS 2.0 and the Alternate ACCESS for ELLs) WIDA Assessment Scores such as the composite proficiency levels (CPL) and the individual domain scores. 11/12/2018

Program of Service and Consideration for Placement for ELs Minimum Time Requirements for ESOL FTE Segments (All ELs coded as EL-Y & ESOL-Y must receive ESOL Segments) Grade(s) and Scheduling Daily Required Minutes Per Segment(s)   Required Segments Maximum Weekly Minimum K-3 45 minutes 1 225 4-8 50 minutes 2 250 9-12 55 minutes 5 275 4 by 4 Block Scheduling 90 minutes Hybrid Block Schedules If less than 90 minutes Determined by LEAs 11/12/2018

Program of Service and Consideration for Placement for ELs Approved Instructional Delivery Models Include: Pull-out model – students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher, Push-in model (within reading, language arts, mathematics, science or social studies) – students remain in their core academic class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher,  A cluster center to which students are transported for instruction – students from two or more schools are grouped in a center designed to provide intensive language assistance,  A resource center/laboratory – students receive language assistance in a group setting supplemented by multimedia materials, A scheduled class period – students at the middle and high school levels receive language assistance and/or content instruction in a class composed only of ELs, A dual language immersion model – students participating in a dual language immersion program receive their supplemental English language support from the teacher providing instruction during the English portion of the academic day. An innovative delivery model approved in advance by the Georgia Department of Education. 11/12/2018

Program of Service and Consideration for Placement for ELs Approved Elementary Courses: 55.00 ESOL Elementary (Grades K-5) 55.00100 ESOL/Grade K 55.00200 ESOL/Grade 1 55.00300 ESOL/Grade 2 55.00400 ESOL/Grade 3 55.00500 ESOL/Grade 4 55.00600 ESOL/Grade 5 11/12/2018

Program of Service and Consideration for Placement for ELs Approved Middle School Courses: 55.01 ESOL, MIDDLE GRADES 6-8 55.01100 ESOL/Grade 6 55.01200 ESOL/Grade 7 55.01300 ESOL/Grade 8 11/12/2018

Program of Service and Consideration for Placement for ELs Approved High School Courses: 55.02 ESOL, GRADES 9-12  Required Core/Elective 55.02100 Communication Skills I e 55.02110 Communication Skills in Math 55.02120 Communication Skills in Science 55.02130 Communication Skills in Social Studies 55.02200 Communication Skills II 55.02300 Reading and Listening in the Content Areas 55.02400 Oral Communication in the Content Areas 55.02500 Writing in the Content Areas 55.02600 Reading and Writing in Science 55.02610 Reading and Writing in Social Studies 55.02700 Academic Language of Science and Math 11/12/2018

Program of Service and Consideration for Placement for ELs Approved High School Classes, Cont’d 23.09 ESOL SECONDARY (GRADES 9-12)  Required Core/Elective 23.09100 English ESOL I c/e 23.09200 English ESOL II 23.09300 English ESOL III 23.09400 English ESOL IV 23.09500 Advanced Study English ESOL V 23.09600 Advanced Study English ESOL VI   11/12/2018

Program of Service and Consideration for Placement for ELs Equitable Access to Advanced Courses and Gifted and Talented Education Programs LEAs may not exclude ELs from GATE programs, or other specialized programs, such as AP, Honors, and IB. LEAs must ensure that evaluation and testing procedures for GATE or other specialized programs do not screen out ELs because of their ELP levels. 11/12/2018

Program of Service and Consideration for Placement for ELs Equitable Access to Advanced Courses and Gifted and Talented Programs Frequent mobility Some LEAs guidance that attaining ELP should occur before identifying ELs as gifted and talented Assessment instruments that are not culturally appropriate Lack of professional development for general education teachers about the cultural backgrounds and histories of ELs Lack of communication with EL parents 11/12/2018

Program of Service and Consideration for Placement for ELs In Summary Does the ELD Instruction prepare ELs to participate in the academic curriculum in English? Is the ELD instruction tailored to and does it build upon the student’s levels of ELP? Is there ongoing, systematic assessment of ELs’ progress toward English language proficiency? 11/12/2018

ESOL & Title III Staff Program Manager Ms. Cori Alston calston@doe.k12.ga.us 404.656.2067 ESOL Program Specialist Dr. Jacqueline C. Ellis, NBCT jellis@doe.k12.ga.us 404.463.1858 Administrative Assistant Ms. Kim Lacewell Klacewell@doe.k12.ga.us 404-462-0505 Title III Program Specialist (North Region) Dr. Meg Baker mbaker@doe.k12.ga.us 678.794.3695 Title III Program Specialist (Mid Region) Ms. Dely Roberts droberts@doe.k12.ga.us 470.421.9976 (South Region) Ms. Tammie Smith tsmith@doe.k12.ga.us 678.794.3667 11/12/2018

If you have any questions, comments or concern, please add them to the Questions box or email me. 11/12/2018