cobb county school district title i and title iii programs instructional leaders meeting may...
TRANSCRIPT
Cobb County School District Title I and Title III Programs
Instructional Leaders’ Meeting May 2011 Cobb County School DistrictInstructional Leaders’ Meeting May 2011 Cobb County School District
“There is nothing as UNEQUAL as treating UN-EQUALS, EQUALLY.”
Blanchard, K.; Zigarmi, P. and Zigarmi, D. (1985) “Leadership and the One Minute Manager”
Title I
Rose Garden 1870 Teasley Rd.Smyrna, 30080
Connie Carter, SupervisorFran White, ConsultantYonnie Pope, Consultant
What is Title I?
• a federal program that assists schools with high poverty
• funds/resources are used to increase ACADEMIC skills - funds to be used to SUPPLEMENT what the district allocates
How does a District receive funding?
•District Improvement Plan
•Consolidated Application
What does the Consolidated Application budget?
•Title I School•Set Asides
What are the mandated Set Asides?
• SES• CHOICE• Parental Involvement• Professional Development
Parental Workshop Opportunity
DADS Conference Garrett Middle School Saturday, May 14th
Professional Development Workshop Opportunity
Culturally Relevant Learning Strategies Workshop
Monday, June 13th
Title I thanks you for your support!
Title III
Bonjour!
¡Hola!
Hello!Bom Dia!
Marhba!
Zdravstvuy!
Nihou!
Bon Giorno!
Guten Tag!
CCSD Stats
• 8,222 ESOL students~6,000 in ES~1,000 in MS~1,000 in HE
• Approximately 2,000 ESOL-monitored• ESOL students in EVERY CCSD school• Over 80 languages and countries• Over 10,000 immigrant students
What is the purpose of Title III?
To help ensure that limited English proficient (LEP) children, including immigrant children and youth, attain English language proficiency and meet the same standards that all children are expected to meet.
Section 3102
The Law
o Title I, Section 1112
o NCLB Title III, Sections 3113, 3212, 3213, 3247, 3302
o Georgia State Education rule 160-4-5-.02 Language Assistance: Program for English Language Learners
The Law
oLau v. Nichols (1974)oCasteñeda v. Pickard (1981)oPlyler v. Doe (1982)oOCR Enforcement Policy 1991
Some Requirements of NCLB...o Administration the Home Language Survey to
all students
o Identification of all students whose native language is not English
o Initial assessment English language proficiency (30 days, 2 weeks)
o Annual assessment of English language proficiency
Some Requirements of NCLB...
o English language development standards aligned to academic content standards
o Participation in state testing
o School – Home communication in language that parents understand
o Qualification of teachers
o Parental Notification
INTERNATIONAL WELCOME CENTER
1560 Joyner Avenue Marietta, Georgia 30060
678-331-3086Fax 678-331-3964
INTERNATIONAL WELCOME CENTER
1560 Joyner Avenue Marietta, Georgia 30060
678-331-3086Fax 678-331-3964
International Welcome CenterFacilitates School/Home Communication
School Climate & Invitational Learning
Web Page Resources
Dial Out in Multiple Languages
Multiple Language
Services
Translation (written)
Interpretation (oral)
Workshops
Different Cultures
Educational System TransAct
International Family Involvement
1. Train the trainer
2. Workshops for Parents
3. Parent Liaison & Networking Conference
Professional Learning
Languages
1. Portuguese
2. Spanish
3. Korean
4. Translation for Bilingual Personnel
International/ESOL Students Intake
Middle and High School
1. Testing and Placement
2. Transcript Evaluation
Middle and High School
1. Master in
Salamanca at Walton HS
2. Middlebury University
Migrant Program
Plaza Comunitaria
Language Facilitators
Facilitate communication
Facilitate community resources and materials in the parents’ native language
Aim to bridge cultural differences
• Facilitate School-Home Communication• Multilingual workshops - various topics of interest to
schools - parents & community stakeholders• Cultural diversity presentations to parents & school
staff• Translate School Related Documents• Interpret School Related Meetings
• RTI Meetings• IEP Meetings • Parent Conferences• Hearings
Translation & Interpretation
Languages availableSpanish, Portuguese, Korean, Russian, Ukrainian, French, Haitian Creole, Arabic, Farsi, Swahili, Japanese, Chinese, Vietnamese and Hindi Other languages available upon request
Migrant Program
Identification of students, whom to assess?
Home Language SurveyCCSD Student Enrollment Form (JF-5)
Student Registration Form - English
Student Registration Form - Korean
Spanish, Portuguese
Middle and High School Levels@International Welcome Center• Language Assessment• Course and Grade Placement • Transcript Evaluation
International/ESOL Student Intake
Elementary School Level@Local School•Language Assessment•Grade Placement
Intake and Placement
W-APT assessment tool, known as the "screener", is used to measure the English language proficiency of students who have recently arrived in the U.S.
IEL Program
• Short-term intensive English support for newly arrived immigrant students
•MS/HS: 50% - 75%
•ES: 25% - 50%
• From basic language development to language academic language acquisition
ESOL Instructional Resources
ELP Standards
W-APT "screener”
Assessment
WIDA Can Do Descriptors WWW.WIDA.US
Lesson Planning
Content ObjectivesContent Objectives
Language ObjectiveLanguage Objective
Key VocabularyKey Vocabulary
Supplemental MaterialsSupplemental Materials
Background KnowledgeBackground Knowledge
Adaptation of ContentAdaptation of ContentComprehensible InputComprehensible Input
ModelingModelingLanguage DomainsLanguage Domains
Hands OnHands On
Differentiated AssessmentDifferentiated Assessment
Student GroupingStudent Grouping
ScaffoldingScaffolding
StandardsStandards
MeaningfulMeaningful
VisualsVisuals
Learning StylesLearning Styles
Bloom’s TaxonomyBloom’s Taxonomy
Professional Learning
• ESOL EndorsementCulture, Linguistics, Methods
• Languages: Spanish, Korean, Portuguese
• Integrating Technology into the ESOL Classroom
