The document discusses plans for PK-programing and testing, TELPAS testing, parent engagement events, and ESL instructional plans and programs for different campuses. Strategies are proposed for placing ESL students in sheltered classes and developing an ESL program at the high school with appropriate staffing and course offerings.
The document discusses plans for PK-programing and testing, TELPAS testing, parent engagement events, and ESL instructional plans and programs for different campuses. Strategies are proposed for placing ESL students in sheltered classes and developing an ESL program at the high school with appropriate staffing and course offerings.
The document discusses plans for PK-programing and testing, TELPAS testing, parent engagement events, and ESL instructional plans and programs for different campuses. Strategies are proposed for placing ESL students in sheltered classes and developing an ESL program at the high school with appropriate staffing and course offerings.
The document discusses plans for PK-programing and testing, TELPAS testing, parent engagement events, and ESL instructional plans and programs for different campuses. Strategies are proposed for placing ESL students in sheltered classes and developing an ESL program at the high school with appropriate staffing and course offerings.
PK- PK round up and testing/ LPAC to be done in the spring- one-day
Hilltop & West & Canyon Falls Vanessa Branch be LPAC Administrator April 5-7th Create a flyer for the Website -Technology
TELPAS-Feburary 11th- Collecting Writing Samples- PD- All teachers who
have ESL students 1:30 minutes
Team can join to help make modules for TELPAS
Rater Training/Calibration-February 22nd ½ day for each ● Food ● Raters will not have a ESL students
Send out 3 days before Christmas and fill out January 4.
Mid Year accommodations- Form specific to STAAR 3rd-5th
Parent Engagement: Coffee Talk
December 2nd-9:00 January 6- 12:00
January 26th & 27th- 28th ( Business day)
Family Engagement: Bingo Night- 6-7pm @ AHS March 31st
Train students- Week before Spring Break
TELPAS= March 21st-25th
August Professional Training Home language Survey- Separate piece on Skyward that we can pull and start testing students the week of professional development or get an hourly rate to test prior to that week?
Strategic Placement of students in classes based on TELPAS scores and STAAR:
Hilltop- SHELTERED- Reading or Reading Lab
We have a lot of students at Hilltop that are very low in reading 4th & 5th class- 18 students ● Students that are low in 3rd & 4th ● Finding a way to support students in all their content classes in order best meet their needs ● Long term- accountability and graduation rates ● Close gaps as we are closing gaps in other grade levels ● Sheltered instruction class combo 4th & 5th to bring up acamedics, achievement ESL teacher with a stipend to do this ( I did this and ALL my students passed STAAR & we use GT supplemental curriculum, tested 2 kids and they qualified ( equity)
West- Not sure yet.
AMS- Sheltered instruction for ELA & Reading Lab during Advisory AHS- Staffing- One ESL teacher/ESL specialist- Develop and implement lesson plans that fulfill the requirements of district and TEKS to help Newcomers-Intermediate Bilingual Emergent students gain the English Acquisition. Conduct assessments of the student learning styles to use and help plan instruction for other core classes. Work cooperatively with other core subject teachers to ensure that Bilingual Emergent students are receiving linguistically accommodated instruction. Plan and supervise teacher aid. Staff would work with counselors to ensure the correct placement of students. Conduct All testing of new students and maintain compliance paperwork for the ESL program Attend ARD’s & LPAC ‘s
● Procedures on how to place New students
● One counselor for transcripts/scheduling and credits ● Give students language credits ● Professional development for teachers to be Sheltered Trained and ready to have students ● Language Tech Lab- ESL aid
Some ideas: Practical Writing Skills: The study of writing allows high school students to earn credit while developing skills necessary for composing business letters and requests for information, as well as for completing job applications and resumés. This course emphasizes skills in the use of conventions and mechanics of written English, the appropriate and effective application of English grammar, and the effective use of vocabulary. Students are expected to understand the recursive nature of the writing process. The student's evaluation of his/her own writing, as well as the writing of others, ensures that students completing this course are able to analyze and evaluate their writing. Reading I: Reading 1 offers students instruction in word recognition, comprehension strategies, and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, evaluate sources, and draw supportable conclusions. Students learn how various texts are organized and how authors choose a language for effect. All of these strategies are applied in texts that cross the subject fields. For high school students whose first language is not English, the student’s native language serves as a foundation for English language acquisition and language learning.
Programs to consider for reading lab;
Read 180 Universal Program | 4-12 Reading Intervention Curriculum | Houghton Mifflin Harcourt READ 180 : READ 180 is an intensive reading intervention program. Students are enrolled in the class if they are classified as ESL students, meet program qualifications, and must take the class for at least one full year. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. The software analyzes, monitors, tracks, and reports on student accuracy, noting not only incorrect answers but also the types of errors made.
Evidence-Based Educational Software for Reading Instruction | Virtual Reading Coach
[COMPLETE] : My Reading Coach is consistent with scientifically-based reading research. It offers consistency of instruction and modeling, along with the best scientific practices to provide the accountability required in Reading First classrooms. It addresses each of the five key components found important by the NRP. It provides a clear instructional design in the following ways: 1. Explicit, direct, individualized instruction and remediation,2. Integrated instructional sequences,3. Practice activities that are mastery-based to ensure short and long-term memory retention and application,4. Pre-testing as well as review testing and placement to ensure each student receives appropriately targeted instruction 5. Professional development on effective reading instruction using an experienced co-teacher,6. Supplemental teacher and student support materials.
Study Island https://www.edmentum.com/products/study-island
Study Island offers rigorous content built from the Texas Essential Knowledge and Skills (TEKS) to prepare for the TAKS and End-of-Course tests. Also, Study Island supports the learning process and builds off of your students’ enthusiasm for technology with engaging, interactive lessons and activities. Students can work through the web-based program at their own pace, or teachers can guide students through the program. And with dynamic content, students don’t memorize the answers, they learn the topics.
Rosetta Stone https://www.rosettastone.com/k12/
This program approaches language learning the same way that you first learned a language — using a natural method that teaches a new language directly, without translation. That means no more confusing grammar explanations or mind-numbing vocabulary lists to memorize.
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