1. Dr. Jacqueline C. Ellis, NBCT November 7, 2017
GaDOE ESOL Unit 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. Program of Service and Consideration for Placement for ELs
Approved Elementary Courses:
55.00
ESOL Elementary (Grades K-5)
ESOL/Grade K
ESOL/Grade 1
ESOL/Grade 2
ESOL/Grade 3
ESOL/Grade 4
ESOL/Grade 5
11/12/2018

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

11. Program of Service and Consideration for Placement for ELs
Approved High School Courses:
55.02
ESOL, GRADES 9-12
 Required Core/Elective
Communication Skills I e
Communication Skills in Math
Communication Skills in Science
Communication Skills in Social Studies
Communication Skills II
Reading and Listening in the Content Areas
Oral Communication in the Content Areas
Writing in the Content Areas
Reading and Writing in Science
Reading and Writing in Social Studies
Academic Language of Science and Math
11/12/2018

12. 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
English ESOL I
c/e
English ESOL II
English ESOL III
English ESOL IV
Advanced Study English ESOL V
Advanced Study English
ESOL VI
11/12/2018

13. 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

14. 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

15. 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

16. ESOL & Title III Staff Program Manager Ms. Cori Alston
ESOL Program Specialist
Dr. Jacqueline C. Ellis, NBCT
Administrative Assistant
Ms. Kim Lacewell
Title III Program Specialist (North Region)
Dr. Meg Baker
Title III Program Specialist
(Mid Region)
Ms. Dely Roberts
(South Region)
Ms. Tammie Smith
11/12/2018

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