EL Tool Kit for Teachers Overview of civil

EL Tool Kit for Teachers Overview of civil

EL Tool Kit for Teachers Overview of civil rights compliance for EL education 1 Disclaimer The Title III Consortium Conference has been funded with federal funds from the U.S. Department of Education; however, the content shared by VDOE and other presenters does not necessarily represent the policies or views of the U. S. Department of Education, and you should not assume endorsement by the federal

government. 2 Overview 1. 2. 3. 4. 5. 6. 7. 8.

3 Meet and Greet Why is the EL Tool Kit Important? What is in the EL Tool Kit? Scavenger Hunt Jigsaw Read Gallery Walk Scenarios Professional Development Meet and Greet Introduce yourself:

Name Title LEA 4 What is the Tool Kits Purpose? The English Learner (EL) Tool Kit: Intended to help state (SEA) and local education agencies (LEA) meet their educational obligations to English Learners (ELs). The EL Tool Kit is aligned with the U.S. Department of Education Office for Civil Rights (OCR) and the U.S. Department of Justices

(DOJ) joint guidance, English Learner Students and Limited English Proficient Parents, published in January 2015 Outlines SEA and LEA legal obligations to EL students under civil rights laws and other federal requirements such as The Dear Colleague Letter 5 Where is the Tool Kit? The EL Tool Kit can be found on the VDOE Title III site The Newcomers Title III Tool Kit The English Learner Family Toolkit 6

What is in the EL Tool Kit? Tools and Resources Chapter 1 - Identifying all ELs Chapter 2 - Providing ELs with a Language Assistance Program Chapter 3 - Staffing and Supporting an EL Program Chapter 4 - Providing ELs Equal Access to Curriculum and Extra Curricular Programs Chapter 5 - Creating an Inclusive Environment and Avoiding the Unnecessary Segregation of ELs 7 What is in the EL Tool Kit (contd) Tools and Resources

Chapter 6 - Addressing ELs with Disabilities Chapter 7 - Serving ELs who Opt Out of EL Programs Chapter 8 - Monitoring and Exiting ELs from EL Programs and Services Chapter 9 - Evaluating the Effectiveness of a Districts EL Program Chapter 10 - Ensuring Meaningful Communication with Limited English Parents 8 Scavenger Hunt Check these resources as you find them:

9 Chapter Number and Title Key Points - Boxes ESSA Update - Boxes Green Subheadings

Tools #1,#2,#3,#4 Samples (Chapter 1 only) Resource Pages Links to ed.gov Jigsaw Read

10 Key Points and ESSA Updates Green Subheadings (review the 1st two pages) Tool #1 Tool #2 Tool #3 Tool #4 Share With Your Group

11 How easy was your section to read? Could a registrar, or parent understand this section? How practical was this section? Key point(s) Who needs to know?

Immediate action step required Create a Gallery Walk Choose a scribe. Divide the paper into quarters. Write a heading in each quarter. Add your jigsaw read information. Chapter name and number

Key points Most useful #tool(s) Immediate action steps for your LEA 12 Gallery Share Out Choose one person from your group to share the following with the audience:

Chapter name and number Key points Most useful #tool(s) Immediate action steps for your LEA Walk through the gallery. 13 Training Scenarios Using the Gallery Walk and your EL Tool Kit binders find the answers to the given scenarios Discuss as a group which chapter number/name you would

refer Page reference Discover the answer as a team 14 Scenario One The reading specialist is of the opinion that a newcomer EL cannot have EL services through the language arts block at the elementary school. She states to the principal that these ELs should be served through elective periods. Chapter____ Page ______

Answer ____ 15 Scenario Two A new student is registered and Spanish is given as an answer to one of the HLS questions. The registrar lets the parent know that their child will take the WIDA Screener. The parent goes to the superintendent to argue there is no need for this test. Chapter____ (additional Chapter___) Page ______ (additional Page _____) Answer ____ (additional support for the parent _____) 16

Scenario Three The principal at the middle school requests a meeting to discuss why ELs that speak English have an EL teacher pushing in/pulling out in Algebra 1 and Language Arts. The ELs are between level 3.0 and 4.3. Chapter____ Page ______ Answer ____ 17 Scenario Four The special education teacher asks why a new EL student has been put forward for a child study when the child cannot speak English.

Chapter____ Page ______ Answer ____ 18 Create Your Own Scenario Every division will encounter its own set of Frequently Asked Questions (FAQs). Use your chapter and determine the questions that you get asked most frequently. Take a minute to reflect.

Write a training scenario that can be used in professional development to answer your most FAQ. 19 Professional Development You can provide professional development with these tools: Who would be the audience? When would be a good time to conduct this training? How long would you need? What would your training look like? How would you provide training on all ten chapters of the Tool

Kit? 20 Louise Marks Title III Coordinator Office of ESEA Programs Virginia Department of Education 101 N. 14th Street Richmond, VA 23219 Telephone (804) 225-2901 Email: [email protected]

21 Connect with VDOE Twitter: @VDOE_News Facebook: @VDOENews #VAis4Learners #EdEquityVA 22

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