You help ensure that the school is operating and you continually think about the bigger picture. Find guidance about how to run an English Learner Development program in accordance with state and federal guidelines.
2020 Language Acquisition Plan Workshops Download Flyer (2 pages) August 4 Basics (3 hr) 9am to 12pm CST (8am to 11am MST) 1pm to 4pm CST (12pm to 3pm MST) For any teacher or administrator who is NEW to writing LAPs Learn to write effective LAPs (required for each English Learner in your district) Explore how language proficiency level can impact programming and instructional practices PLEASE BRING: 2020 ACCESS reports Previous LAPs August 17 OR 24 Refresher (1.5 hr) August 17 3:30pm to 5pm CST August 24 4:30pm to 6pm CST For any teacher or administrator who has attended our
The U.S. Department of Education Newcomer Toolkit provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online at no cost.
From the Office of English Langue Acquisition (OELA) the EL Tool Kit was published as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs.
In January 2015 the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) issued the Dear Colleague Letter (DCL) to remind state education agencies (SEAs), public school districts, and public schools of their legal obligation to ensure that EL students can participate meaningfully and equally in educational programs.
Native and Heritage Language Program resources and strategies from the Ohio Department of Education.
What are the steps a school should take when an English learner, or EL student, enrolls in their school? Who needs to be identified, and if a student is identified as needing EL services, what is the process a school must use to assess language skills? These are just a few questions this document outlines for school personnel seeking to best serve EL students.