Seth Gardner's List: ESOL Empowering III

• Of all of these factors, the personal   and academic relationships between teachers and their students may be the   most influential.
• "core   relationship"
• ss of their   own children... Schools and districts should make every effort to   ensure that parents, guardians, and community members are true partners   in the implementa
• Appreciate and accommodate the similarities and differences among the   students' cultures.
• "A Limited English Proficient (LEP) Committee is defined as   a school-based committee composed of the ESOL teacher(s) and Home   Language teacher (if any) and administrator or designee, plus guidance   counselors, social workers, school psychologists, or other educators   as appropriate for the situation (Rule 6A-6.0901 (5), FAC). Parents   shall be invited to attend all LEP Committee meetings involving their   child."
• Build relationships with your students.
• they wanted their teachers to discover what their lives were like outside   of school and that they wanted an opportunity to partake in the school's   reward systems.
• Interviews.   Interviews involve having students initiate conversations with other individuals   to collect and report information that their interviewees can provide.
• Focus on the ways students learn and observe students to identify their   task orientations.
• awareness, knowledge, and skills.
• The LULAC et al. v. State Board of Education Consent Decree (1990)
• The   awareness component involves professionals examining their own values, myths,   stereotypes, and world view. Knowledge entails developing a non-stereotyping,   flexible understanding of cultural, social, and family dynamics of diverse   groups, along with a comprehension of the critical sociopolitical, historical,   and economic contexts in which people from diverse multicultural groups   are embedded. Skills require the development of culturally sensitive, flexible,   and empowering treatment and assessment strategies that are accompanied   by communication skills, the integration of multicultural and diversity   issues in various treatment modalities, multicultural consultation, and   advocacy skills.
• Teach students to match their behaviors to the setting. We all behave   differently in different settings.
• we try to understand   or evaluate a student in the context
• Use a variety of instructional strategies and learning activities.
• Suspensions or repeated disciplinary actions may also warrant   convening the LEP
• Consider students' cultures and language skills when developing learning   objectives and instructional activities.
• Inter-age   grouping and cross-class tutoring.

  • This is virtually an impossible task in Sarasota. The grade level schedule are so different and busing is crazy.
• each school district must have a parental   representative body that has an active participation in all decision-making   processes that impact LEP instruction and issues.
• Equal Educational Opportunity Act [20 U.S.C. 170 3(f)], Title   VI of the federal Civil Rights Act of 1964, the Florida Educational Equity   Act,
• Examinations of the critical features in assessment should include   the sociocultural context of the diverse learner and his family, the sociocultural   background of the examiner, such as issues of awareness of biases and stereotypes,   and the selection of appropriate testing, interview, and survey instruments.
• A growing body of research documents the multiple benefits that occur   when parents are actively involved in their children's education.

  • This involvement is more difficult with parents that ESOL. Their lack of english speaking skills may deter them from becoming involved in the their childs LEP
• the need to provide educational programs   that address the complex issues related to multiculturalism and diversity   is becoming more and more evident.
• It is critical that diversity and multiculturalism not be conceived   as being accomplished by adding a course, a lecture, or a one-day "multicultural   fair."

• In U.S. v. Armour 402 U.S. 673, 29 L.Ed.2 263 (1971) the   court observed,

   

  "Consent decrees are entered into by the parties to   a case after careful negotiation produced agreement on their precise terms.   The parties waive the right to litigate the issue involved in the case and   thus save themselves the time, expense and inevitable risk of litigation."   402 U.S. at 681
• Under this general   category of enhancing multicultural awareness and respect for diversity   is the critical need for confronting issues of racism and prejudice.
• Students' home interaction rules are often quite different from school interaction   rules. A mismatch between the two can lead to learning and social problems   in the classroom. Closer communication and frequent interactions between   you and your students' parents centering on mutually purposeful activities   (i.e., the education of the children), along with considerable openness   and sensitivity on your part, can lead to better understanding of cultural   differences, including those in communication patterns.
• limited English proficiency and limited English proficient
• To become actively   involved in school is hard for immigrant parents who are not familiar with   American school systems. Workshops on American schools including structure,   rules, services, and the rights and responsibilities of parents and children   are found to be helpful, even empowering, to these parents.

• a. individuals who were not born in the United States and   whose native language is a language other than English; or

   

  b. individuals who come from home environments where a   language other than English is spoken in the home; or

   

  c. individuals who are American Indian or Alaskan natives   and who come from environments where a language other than English has   had a significant impact on their level of English language proficiency;   and

   

  d. individuals who, by reason thereof, have sufficient   difficulty speaking, reading, writing, or listening to the English language   to deny such individuals the opportunity to learn successfully in classrooms   where the language
• When developing   activities to bring parents into your classroom, remember that rule. The   experience in your integrated classroom should be as meaningful and real   for the families of your students as it is for the students themselves.   The activities we have selected bring respect and take advantage of the   rich resources parents have to offer and provide the flexibility that parents   with busy schedules need.
• I.B.2.

• The following questions shall appear on the survey:

   

   

  a. Is a language other than English used in the home?

   

  b. Did the student have a first language other than English?

   

  c. Does the student most frequently speak a language other   than English?
• grade 4 or above
• (1). Any student who scores at or below the 32nd percentile   on the reading and writing sub-parts of a norm-referenced test shall   be determined to be LEP and shall be provided appropriate services.

• The LEP committee may determine a   student to be LEP or not to be LEP according to consideration of at least   two of the following criteria in addition to the test results from a.   or b.;

   

   

  (1). Extent and nature of prior educational and social   experiences; and student interview;

   

  (2). written recommendation and observation by current   and previous instructional and supportive services staff;

   

  (3). level of mastery of basic competencies or skills   in English and/or home language according to appropriate local, state   and national criterion-referenced standards;

   

  (4). grades from the current or previous years.

   

  (5). test results other than those from C. 2.a or C.   2.b
• HomeFUN is   a teaching strategy that helps you to promote family involvement in students'   language and literacy learning.
• enrollment and shall be completed within four (4) weeks
• sharing of homeFUN projects is   not an appropriate time for correcting grammar. HomeFUN activities, if   they are to help to bridge a home-school language gap, should not "put   down" language and dialect differences but should celebrate and incorporate   them.
• Every student identified as LEP shall continue to receive   appropriate instruction and funding as specified herein until such time   as the student is reclassified as English proficient.
• The performance of former LEP students shall be reviewed   periodically to ensure parity of participation once they have been reclassified.   These reviews shall take place automatically at the student's first report   card and semi-annually during the first year after exiting, and at the end   of the second year after exiting.
• Equal access to appropriate programming shall include   both access to intensive English language instruction and instruction   in basic subject matter areas of math, science, social studies, computer   literacy which is (1) understandable to the LEP student given his or her   level of English language proficiency, and (2) equal and comparable in   amount, scope, sequence and quality to that provided to English proficient   students. Recommendations for such programming shall be documented in   the form of a LEP student plan, which shall be in conformity with this   agreement.
• 2. Limited English proficient students with special needs   (such as for compensatory, remedial, or exceptional education) and who   are at greater risk for under-achievement and/or dropping out, and in   need of additional services, shall be provided equal and comparable services   to those provided to English proficient students. LEP students shall receive   needed services on a timely basis, and the services provided shall be   appropriate for their level of English proficiency as set forth in A above.
• a. A district's LEP plans shall be submitted to the Florida   Department of Education for review.
• b. A district's LEP plans shall be updated and resubmitted   every three years.
• A district's LEP plans shall set forth in writing the   district and school-level procedures and methodologies intended to provide   equal educational opportunities to LEP students
• d. A district's LEP plan shall rely upon and incorporate   home language instruction in basic subject areas

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