ESOL Department PLC
Friday December 11, 2015
Learning Intentions
I can...
- identify days, times, and groups of students for OELPA administration.
- understand my role as an ESOL teacher with OELPA testing.
- explain what data I keep for students and how I organize it.
- identify what criterion are essential to determining student placement and transition.
Success Criteria
I will...
- Create a rough schedule for OELPA testing.
- Create a procedure and documents to use to guide placement and transition decisions.
- Create a streamlined procedure for collecting and sharing data.
Why are we here?
For the Teacher's Soul: "A Gratitude List" RAFT
Choose one section of the text that resonates most with you
- R-Role: You will personify the name of your section and write from that perspective
- A-Audience: Your audience is YOU :)
- F- Format: a greeting or holiday card
- T-Topic: Think about the the section of "The Gratitude List" you read; what does it mean to you? Think about why you are here, do you come to work everyday? What makes you love what you do? Write a reminder to yourself about about what makes you love what you do.
OELPA
Updates:
- HCESC Training: February 10th 8:30-11:30
- Changes in Exit Criteria
- OELPA Screener will be Free but not required; release date?
- K-2 Writing is paper pencil
- Create a rough schedule of dates, groups, and tech./proctor support needs
ESSA/ESEA
Transition and Placement Criteria
Guiding Questions
- What data do you currently have for individual students?
- How do you organize/document this data? Sample template Sample template 2
- What additional data/criteria do you feel is important to guiding placement/transition decisions?
- What do the service models look like from one building to the next?
- What do buildings/teachers need to best place students?
- An Example from a Junior High reading intervention class