PRESENTED BY HELEN GONZALES, REGION 9 AFTER SCHOOL COORDINATOR SAN DIEGO COUNTY OFFICE OF EDUCATION IN PARTNERSHIP WITH THE SAN DIEGO COUNTY OFFICE OF.

Slides:

Advertisements

Similar presentations

1 R-2 Report: Read and write at the end of third grade Work session on Strategies to meet Results Targets A presentation to the Board of Education by Brad.

Advertisements

NM ELD Standards l Education Secretary García states: ELD Standards developed by state taskforce of NM educators led by professional team from World Class.

School Social Work: Ensuring Student Success Connecting Schools, Families & Community Removing Barriers to Education Slide show based on documents from.

Pennsylvania’s Continuous Improvement Process. Understanding AYP How much do you know about AYP?

Common Core State Standards OVERVIEW CESA #9 - September 2010 Presented by: CESA #9 School Improvement Services Jayne Werner and Yvonne Vandenberg.

Building & Using an Effective Leadership Team Kathi Cooper Aida Molina Bette Harrison Sandy Lam.

Creating coherence and success for English Learners: Comprehensive District Strategies A three-day institute for district leadership, SAIT and DAIT Leads.

SCHOOL PLAN Madison Park Middle School

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Carrie Roberts, Administrator Literacy, History, and Arts.

Getting Ready for Algebra Online: Enhancing Instruction 24/7 Leslie Hays, Ed.D., Director Cheryl Tyler, Project Specialist San Diego County Office of Education.

Striving Readers Comprehensive Literacy Program (SRCL) SRCL is a comprehensive literacy development education program to advance literacy skills for students.

History–Social Science: Unit 2, Key Topic 4http://facultyinitiative.wested.org/1.

SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007.

Michael Toole Southwest Plains Regional Service Center.

DMUSD TRANSITION TO COMMON CORE STATE STANDARDS. COMMON CORE STATE STANDARDS  Common Core State Standards Initiative is a state-led effort coordinated.

School Governance for Parents: Advisory Committees How ELAC and SAC Can Help Your School Develop a Better Balanced Scorecard.

3 CHARACTERISTICS OF CULTURALLY RESPONSIVE TEACHING Albemarle County Public Schools A. Communicating and practicing high expectations to empower all students.

C-TELL Connecting Teachers of English Language Learners.

Parental Involvement: English Language Learners By: Alina Fortes.

M.Ed.-Teacher as Leader in Autism Spectrum Disorders Program Information Meeting.

What is Title I? Prepared by the Fairfax County Public Schools Title I office and Lorton Station ES.

Outline of Presentation 1.Mission, Vision and Values for Task Force 2.Definition of Engagement 3.Explanation of Research-Informed Framework 4.Characteristics.

Ensure All Students are Prepared for Success District and Schools’ SACS Accreditation Plans.

Common Core Update – Opening March 11, Common Core Standards  What are the Common Core Standards?  How do the Common Core Standards compare to.

STEM Can Lead the Way Marcella Klein Williams California STEM Learning Network.

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction California P-16 Council Recommendations The State’s Transformational.

ELD Transition Sessions

Hollywood High School Testing Data Results WASC Goals and Instructional Focus October 6, 2009.

Miami-Dade County Public Schools Smaller Learning Communities Grant Program 2008 Cohort Nicki Brisson, Director School Choice and Parental Options.

North Carolina Understanding Language Project North Carolina Department of Public Instruction Stanford University.

Common Core and Gifted. “I choose C” Do we need the Common Core?

Professional Development: Implementation at the Orange County Department of Education, California Rick Martin Director of Curriculum, Learning, Accountability,

Effective Coaching for Success Presenter: Dr. Wendy Perry 2015.

FLORIDABROWARD ECHOSFAIRECHOSFAIR Not Yet Demonstrating 9%4%12%3% Emerging/Progressi ng 38%26%53%23% Demonstrating53%70%35%74% 2012 Third GradeFLORIDABROWARD.

CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.

A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum. The Core Curriculum.

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Presentation to California Teachers Association February 7,

Michigan High School Reform Update and Discussion Oakland County Superintendents Association December 7, 2005.

Silvia C. Dorta-Duque de Reyes San Diego County Office of Education

1. Administrators will gain a deeper understanding of the connection between arts, engagement, student success, and college and career readiness. 2. Administrators.

Local Educational Agency Plan (LEA Plan) Cambrian School District Board Presentation March 22, 2012.

WELCOME TO PIKES PEAK REGIONAL ELD TRAINING: COLORADO ENGLISH LANAGUAGE PROFICIENCY (CELP) STANDARDS Spring 2012 Facilitated by the Pikes Peaks ELD Directors.

Briar Hill School Data Summary Fall Student Diversity: ESL, Special Education Based on 194 students % of Population Gifted 5% Other Mild/moderate.

AEA 267 Support System for Schools and Districts in Need of Assistance The KASAB June, 2011 KASAB: Knowledge Attitude Skills Aspiration Behavior.

The Comprehensive School Counseling Program and Career Clusters/Pathways August 2008 Judith Kuse, School Counseling Consultant Barbara Bitters, Assistant.

FACE Symposium Michele P Brooks M.Ed Assistant Superintendent, Office of Family & Student Engagement Boston Public Schools.

The Comprehensive Literacy Plan Pennsylvania KeystonestoOpportunity Tom Corbett Governor Ron Tomalis Secretary.

Good Start, Grow Smart Inter-American Symposium Understanding the State of the Art in Early Childhood Education and Care: The First Three Years of Life.

BY LINA DURAZO AND MARISOL GUILLEN Hueneme Elementary School District.

ACCOUNTABILITY LEADERSHIP INSTITUTE FOR ENGLISH LEARNERS & IMMIGRANT STUDENTS Digital Chalkboard: Online Resources for English Learners and Immigrant Students.

English Learner Instructional Training and Technical Assistance in County Court and Division of Juvenile Justice Schools Kathryn Catania, Ed. D. Administrator.

Dr. Vashti K. Washington Superintendent of Schools Presented by Dr. A. Lee Holmes Chief Officer of Academics and Human Resources September 9, Presented.

BENEFITS OF USING TESOL’S STANDARDS TO GUIDE INSTRUCTIONAL DESIGN IN THE CLASSROOM.

The benefits of using TESOL standards to guide instructional design.

Dr. Leslie David Burns, Associate Professor Department of Curriculum and Instruction UK College of Education

Bridgewater-Raritan Regional School District Program Evaluations A summary of recommendations from the completed program evaluations March 6, 2009.

Meeting the LEAPS Act May 5, PEI: Building Rigorous and Robust PreK-3 Family Engagement 1.

Breaking Ranks II: Leading and Supporting High School Reform Rosa Aronson Director, Office of Advocacy Archived Information.

Family Engagement Engaging the families of your English learners in a partnership 1.

English Learner Subgroup Self-Assessment (ELSSA) and the Title III Year 4 Plan Montague Charter Academy for the Arts and Sciences Prepared and Presented.

SIOP Implementation in Manatee County A Title I and Title III Partnership Presented by: Debra Estes, ESOL Coordinator.

The Early Education & Support Division presents…

December 5, 2016 c&I Board committee

Regular Term Instruction

understanding LCFF & LCAP LCAP Priorities: Conditions of Learning

Effectively Engaging the Community in Schools

Developed by: Silvia C. Dorta Duque de Reyes

LIEPing to Excellence for ELs

RECLASSIFICATION

Presentation transcript:

PRESENTED BY HELEN GONZALES, REGION 9 AFTER SCHOOL COORDINATOR SAN DIEGO COUNTY OFFICE OF EDUCATION IN PARTNERSHIP WITH THE SAN DIEGO COUNTY OFFICE OF EDUCATION, SACRAMENTO COUNTY OFFICE OF EDUCATION AND VENTURA COUNTY OFFICE OF EDUCATION California Department of Education “Supporting English Language Learners through After School Programs” (SELLASP) Project for

SELLASP Project Components Project Goal: Enhance support for English Language Learners (ELL) in After School Programs in closing the achievement gap for students K-12. Objective: Provide training to build upon After School staff’s understanding and knowledge of effective instructional strategies and resources to support English Language Learners. Two Major Components Training – Modules #1-4 After School Line Staff and Site Coordinators, Module # 5- Regional Lead System, Implementation Web Based Resource Site – English Language Learners – Tools for After School Programs Project Timeline –

Support for ELLS through After School Programs Modules, Goals and Objectives Module #1 Goal: Knowing Your English Language Learner and Their Programs Objectives : Participants will learn and understand about the :  typologies, cultural and linguistic background of ELLs  academic needs of California ELLs  key elements of language acquisition and instructional implications  how to plan for site implementation of these strategies Training Participants -After School Line Staff and Site Coordinators

Support for ELLS through After School Programs Modules, Goals and Objectives Module # 2 Goal: Supporting Effective Instruction in STEM for English Language Learners-Ensuring Rigor and Relevance Objectives: Participants will learn research based strategies, the use of technology to :  access Science, Technology, Engineering and Math (STEM) content for ELLs  understand the English Language Development (ELD)standards and levels  observe demonstrations and models of language practice for ELLs  develop activities to align with the school day to meet ELL needs Training Participants -After School Line Staff and Site Coordinators

Support for ELLS through After School Programs Modules, Goals and Objectives Module # 3 Goal: Supporting Effective Instruction in Reading/language arts, History/Social Science and the Arts- Ensuring Rigor and Relevance Objectives - Participants will gain knowledge of instructional strategies and understand :  the role of core content and ELD standards for ELLs  explore how technology can enhance ELL students’ listening, speaking, reading, and writing skills  research-based strategies to make reading/language arts, history/social science and the arts accessible for ELLs  observe demonstrations and models of language practice for ELL levels Training Participants –After School Line Staff and Site Coordinators

Support for ELLS through After School Programs Modules, Goals and Objectives Module # 4 Goal :Strengthening Powerful Family and Community Engagement for English Learners Ensuring Rigor, Relevance and Relationships Objectives :Participants will learn the importance of :  connecting the school experience with ELLs’ home lives;  receive information on research on parent/family involvement and value of developing the home language  learn about tools to involve and communicate successfully with parents and students on afterschool program goals  receive materials to assist parents and families in navigating the American public school system.

SELLASP Project Contacts- After School Programs San Diego County Office of Education-Project Lead Helen Gonzales, Region 9 After School Coordinator Sacramento County Office of Education Frank Pisi, Region 3 After School Lead Barbara Metzuk, Region 3 After School Lead Ventura County Office of Education Marcella Klein – Williams, Region 8 After School Lead