Relier Pairs ESOL AuditVersion en ligne teacher game par Lisa Allen 1 We have a policy for admitting students regardless of citizenship or language. (on district webpage) 2 How are students screened and placed at our school? 3 How can mainstream teachers communicate effectively with LEP students? 4 How do we ensure LEP students are assessed annually on all state tests? 5 LEP students are initially identified based on their home language form. An ESOL representative meets with clerks at the beginning of the year to help identify and code student information. 6 What steps are taken to prevent LEP students from being placed in special ed. classes on criteria that measure or evaluate their English language skills? 7 Does the LEA submit a Title III plan to SEA? 8 Title III funds can be used for professional development, before/ after school programs, and summer school. 9 How do we ensure that the entire faculty is knowledgeable of ELD standards and that they are incorporated in classrooms? 10 The ESOL handbook explains supporting procedures for ESOL services. (on district webpage) 11 Mainstream teachers work with ESOL teachers to determine what accommodations students will need in the classroom and accommodation forms are completed. 12 A monitoring form is used to monitor student progress for 2 years via teacher consultations, quarterly grades and annual assessments Students may re-enter the program if needed. 13 Does the LEA place ESOL students in special programs ( gifted, etc) without regard to their English Proficiency? Is there a policy for admitting students regardless of immigration status or English language status? Students must be screened using W-APT within the first 30 days of the beginning of the school year. New enrollment students must be screened within 10 days of enrollment. Teachers are provided copies of standards and Can-Do booklets. They use Rubicon overlays to help plan lessons. How are former LEP students monitored for success? How do we identify an LEP student? ESOL teachers are a part of the A- team committee to provide information about language acquisition Yes, Title III plan is submitted for approval yearly. Teachers use modeling, visuals, graphic organizers, and collaborative groupings. We place students in special opportunity programs ( gifted, etc) based on information collected on the yearly program evaluation report. How do you determine what accommodations you will provide in your classroom? How are policies and procedures for ESOL communicated across the district? We have a system in our school to notify ESOL teachers when new students enroll. ESOL district rep. attends training for SC PASS and shares information with ESOL teachers. Title III funds can be used for these activities.
Créer jeu