1. SAMUEL 1 “ALL FOR ONE” 2014-2015

2. IT’S NOT TOO LATE TO REGISTER FOR SAMUEL I STI-PD ELL135

3. TOPICS OF THE DAY Policy & Procedures School Environment Accountability Instruction Application

4. AGENDA 9:00-9:15 INTRODUCTION 9:15-10:45 BREAKOUT GROUPS – POLICY/PROCEDURES (ADMINISTRATORS/SUPERVISORS, ESL TEACHERS/COACHES, MAINSTREAM/REG. EDUCATION TEACHERS) 10:45-11:00 BREAK 11:00-11:30 WHOLE GROUP DISCUSSION - SCENARIOS 11:30-12:40 LUNCH 12:40-1:30 BREAKOUT GROUPS - APPLICATION TO PRACTICE (SMALL GROUPS CONTINUE) 1:30-2:00 WHOLE GROUP DISCUSSION - SUMMARY

5. Administrators/ Supervisors Policy & Procedures Law and Accountability Mainstream/ Regular Education Teachers Instructional Support Accommodations Scenarios ESL Teachers/ Coaches Updates Issues Scenarios

6. Carlo says that he is sixteen years old from Honduras. He wants to enroll in his first U.S. school. He has no birth certificate to indicate age, but appears to be much older. What are proper enrollment procedures? (Administrators/Supervisors, Policy & Procedure Manual) Scenario 1

7. Scenario 2 Roberto is seventeen years old and from Guatemala. He has had little or no formal education. Graduating by the age of twenty- one will be extremely challenging. How can this situation best be handled? (Administrators/supervisors, Policy & Procedure Manual)

8. Pretend Elementary School has seen a tremendous growth in English Learners. The population is reaching fifteen percent. AMAO’s have not been met. There seems to be a disconnect with parents. Teachers and staff are becoming frustrated with communication between the home and school. What can the school do to improve parental involvement and become a more welcoming environment for this growing diversity? (Administrators/Supervisors, School Self- Assessment) Scenario 3

9. Addie is seventeen years old. She has already graduated high school in Germany and has the proper documentation. Germany’s graduation requirements are similar to that of the United States. She wants to enroll into U.S. schools to absorb the American culture and experience. What are the proper procedures to handle this situation? (Administrators/Supervisors, ESL Teachers/Coaches, EL Manual) Scenario 4

10. Maria is nineteen years old from the Dominican Republic. She has had informal schooling, but wishes to enroll in school in the U.S. The school explained that she was too old to enroll and suggested that she takes some English classes offered by the community. What are the legal implications to this decision? (Administrators/Supervisors, ESL Teachers/Coaches) Scenario 5

11. Jose enters school as a fourteen year old. He has never been to school. ODS High enrolls him and provides him with a schedule that would be provided for any student. Jose is placed in freshman classes and is given a schedule to start the following day. There is no assistance or interpreter for Jose. He does not show up because he does not understand the English language. What are the legal implications for this situation? (ESL Teachers/Coaches, EL Manual) Scenario 6

12. Cynthia is in third grade. Her ACCESS score indicates her language proficiency level is 2.3 (Emerging). This is her second year in U.S. schools. Her teacher has brought Cynthia to the problem solving team because she is not working at grade level. She does not seem to exhibit needs for special education but she is struggling in class. What steps should the PST take when dealing with this situation? (ESL Teachers/Coaches, Mainstream/Regular Education Teachers, Policy & Procedure Manual) Scenario 7

13. Bae is from Korea and in the fourth grade. He has been in U.S. schools since kindergarten. His peers in similar situations are thriving. However, Bae has difficulty retaining and expressing academic information. He has been through a problem solving team in the past, and recommended strategies seem to be ineffective. What is the next step? (ESL Teachers/Coaches, Mainstream/Regular Education Teachers, All Handouts) Scenario 8

14. Abdul is from West Africa and is in the eighth grade. He learned some English before coming to the U.S. What strategies can the teacher use to differentiate assessment and instruction based on his English proficiency level? (Mainstream/Regular Education Teachers, All Handouts) Scenario 9

15. Carmen has just arrived from Mexico and is entering the second grade. Her teacher, Ms. Johnson has never had a non- English speaker. What does she need to know in order to best serve Carmen? What resources are available at her school now? (Mainstream/Regular Education Teachers, All Handouts) Scenario 10

16. Practice to Application

17. Administrators/ Supervisors Policy & Procedures Law and Accountability Mainstream/ Regular Education Teachers Instructional Support Accommodations Scenarios ESL Teachers/ Coaches Updates Issues Scenarios

18. Administrators Supervisors Share Out!

19. Mainstream/Regular Education Teachers Share Out!

20. ESL Teachers/Coaches Share Out!

21. Websites Available: WIDA (Standards Webinar) http://www.wida.ushttp://www.wida.us TransACT http://www.transact.com http://www.transact.com ALEX (Updated Manual, Other SAMUEL Presentations) http://alex.state.al.us http://alex.state.al.us CAL (Center for Applied Linguistics) http://www.cal.org http://www.cal.org NCELA (National Clearinghouse for English Language Acquisition) http://www.ncela.us http://www.ncela.us EL Regional Coaches: Krista Whatley kwhatley@alsde.edukwhatley@alsde.edu Debbie Baeder dbaeder@alsde.edudbaeder@alsde.edu Michele Lee mlee@alsde.edumlee@alsde.edu

22. IT’S NOT TOO LATE TO REGISTER FOR SAMUEL I STI-PD ELL135

23. YOUR FEEDBACK IS IMPORTANT TO US. PLEASE TAKE A MINUTE TO COMPLETE THIS SAMUEL I EVALUATION. THANK YOU. https://www.surveymonkey.com/s/JYF97RP

24. REGISTER NOW FOR SAMUEL II AND SAMUEL III SAMUEL II, January, 2015: STI-PDELL138 SAMUEL III, March, 2015: STI-PDELL139