By Cherie Micheau
How has OMCP addressed/improved/monitored these issues?
A. Identification, Placement, Graduation
- High school rostering issues for ELs at different levels
- Clustering students in a few ESOL-friendly classes per grade (elementary)
- Evaluation of foreign transcripts: Speed, accuracy, “over-acceptance” of credits
- Moving students from schools without ELD programs to “cluster schools”
- Including language data/parents’ language in the new SIS system
- Timely/appropriate identification of ELs for special education + inclusion of parents and ESOL teachers in the IEP process
- Monitoring language access for ELs and their families in enrollment, IEP meetings, etc.
- Route to graduation for newcomer seniors with zero English: Earning credits with zero English
B. Programming and Professional Development
- Implementation (and effectiveness?) of push-in mandate, especially for newcomers; evaluation?
- Pull-out ESOL instruction: How flexible is the policy?
- Teacher (classroom, ESOL) PD on topics such as language instructional practices, co-teaching, adapting materials for newcomers, accommodations in content
- Implementation of QTEL training in schools, mandating QTEL for more teachers, monitoring the degree to which QTEL-trained teachers are rostered in sheltered classes
- PD for administrators and other school staff on topics such as accommodations for ELs at different levels, for counselors on high school admissions/post-secondary options
- Programs for newcomers at the middle and high school level/programs for students with limited formal schooling: Establishment of new programs, improvement of current ones
- Plans for an autonomous international high school
- Uses of such tests as the Benchmarks and AIMS Web for newcomer ELs (Levels 1-2)
- Language curriculum for ESOL students, especially for newcomers and especially for use in a multilevel push-in classroom + support for teachers in adapting materials for ELs
C. Equitable Access
- Support for Els and their families in high school applications/LeGare (and role of FACE)
- Monitoring of high school admissions for ELs in criteria-based schools, ESOL support in those schools (is SDP being held accountable for LeGare enforcement)
- Equal access for ELs to gifted, CTE and other special programs (and language support)
- Hiring of bilingual psychologists and training in identifying language vs. learning needs
- BCAs assignments to schools (numbers languages) + their roles
Services for students at schools with small ESOL populations (.5 teachers or other)