Cobb County ESOL

2012 Tuition Assistance for Tuition High School Summer School Program

2012 Information for

ESOL Title III/Immigrant attendance and funding of

Tuition High School Summer School Program

The ESOL department of CCSD has limited funding available to assist summer school tuition for high school English Learners (EL) and/or Immigrant students.  

In an effort to disburse effectively the funding and that Tuition Summer School is in compliance with the federal and state requirements, the ESOL department has developed specific procedures that address the application process. The details are outlined below:

• When registering any ESOL student (including ESOL-Monitored, ESOL-Waived) for Summer School classes, please ensure that “ESOL” is indicated on the registration form.  This will alert summer school staff that they must make accommodation arrangements for daily instruction and testing. The TPC Accommodations have been submitted to the District ESOL Office and are on file with the Office of Accountability.  There is no need to attach the TPC Form to the application.
• If a word-to-word dictionary has been indicated this year as an accommodation for the ESOL student, the local school is responsible for sending the dictionary to the Central Office for disbursement to the student at summer school. (More details to be sent to local school lead ESOL teachers.)

Tuition Assistance Opportunities:

• Each high school has been allocated a number of ESOL/Immigrant Tuition Assistance opportunities based on the current ESOL population at that school. This information will be sent to the local school lead ESOL teacher.

• ESOL/Immigrant students interested in applying for the scholarship must complete the 2012 Cobb County Summer School Registration form and the Summer School ESOL/Immigrant Tuition Payment Request 2012. These forms are available from the school counselor or high school lead ESOL teacher at the school as well as from the Cobb County ESOL Blog under “Summer School.” http://www.tinyurl.com/cobbesol

• Local schools will decide upon the recipients and thus, will form a committee to consist at least of the local school lead ESOL teacher and School Counselor.  The committee will review the information and complete the CCSD ESOL Funding Rubric for Summer School 2012 for each applicant. The tuition assistance is awarded in increments of $275. If only $275 has been awarded for a student who plans to take two .5 courses for a full 1.0 credit, the student is responsible for covering the remaining $275 tuition in accordance with Tuition Summer School procedures. The school may not exceed the total dollar amount indicated for the school.

• Once the committee has determined the recipients of the tuition assistance,  "Y-$275" or Y-$550” must be indicated on the bottom of the Summer School Registration Form for "Scholarship: ESOL  ___."

• Once the local school committee has determined the recipients of the awards based on the points awarded on the rubric, a spreadsheet must be submitted of all names of the recipients. (Spreadsheet can be found on the Cobb ESOL Blog).

• Once the committee has reached a decision, complete the Tuition Assistance Acceptance Letter and ask that the student and parent sign and return the letter. The Cobb ESOL Department will need a copy of the letter for the documentation of use of federal funds.

• Questions regarding a student’s status as ESOL or immigrant can be directed to Carol Fussell at the IWC via email at carol.fussell@cobbk12.org.

• The high school local lead ESOL teacher must submit the following items by Thursday, May 24, 2012 in person, via County Mail or fax to Margaret McKenzie, ESOL Consultant, Curriculum and Instruction Division, 514 Glover St., Marietta, GA 30060 (fax 770-429-5839)

Items to submit by May 24, 2012: 

Completed spreadsheet of ESOL tuition recipients for the local school (send via email to Margaret McKenzie at margaret.mckenzie@cobbk12.org.

Copies of the following for each ESOL Tuition Assistance recipient:

Completed 2012 Cobb County Summer School Registration form (see Oakwood site)
Completed Summer School ESOL Tuition Assistance Application form.
Completed CCSD ESOL Scholarship Rubric for Summer School 2012.
Copy of the Tuition Assistance Acceptance Letter signed by the ESOL student and parent/guardian.

The forms listed above can be downloaded here. Please use the appropriate language of the application form and acceptance letter for students and parents. They should be copied front/back with English on one side and the other language on the opposite side.

Click here to download a copy of the instructions outlined above: Download 2012 tuition ss instructions

Spreadsheet of ESOL tuition recipients: Download 2012_esol_scholarship_spreadsheet_your-school (please replace "your school" with the name of the high school)

Summer School ESOL Tuition Assistance Application form

English: Download 2012 ESOL Immigrant Summer School Tuition Application Form - English

Korean: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Korean

Portuguese: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Portuguese

Spanish: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Spanish

CCSD ESOL Scholarship Rubric for Summer School 2012: Download SS ESOL_Immigrant Assistance Rubric 2012

Tuition Assistance Acceptance Letter

English: Download 2012-tuition-summer-school-acceptance-letter-English

Korean: Download 2012-tuition-summer-school-acceptance-letter-Korean

Portuguese: Download 2012-tuition-summer-school-acceptance-letter-Portuguese

Spanish: Download 2012-tuition-summer-school-acceptance-letter-Spanish

Long Term ELLs - more likely to drop out

Long Term ELs are more likely to drop out. According to  a new study on ELLs from researchers at the National Center for Research on Evaluation, Standards, and Student Testing, based at the University of California, Los Angeles. Using three years of statewide, student-level data, the report examines enrollment history, achievement gaps and staying power in school for ELLs and reclassified ELLs as compared to students who are not English learners.

Click here to the link on the article.

Keith Folse Training - Teaching Writing to ELs

Many thanks to Heinle/Cengage for bringing Keith Folse to Cobb!

Click below to download Keith's wonderful presentation that was shared with high school ESOL teachers on November 10, 2011. Thank you, Keith!

Download 5 Activities in WRITING THE VOCAB's job

MS/HS Intake Flow Chart

Middle School/High School Immigrant/International Student Intake Procedures:

 

At School Counseling Office at local school:

1. Greet parent and check initial registration documentation.

2. Review Home Language Survey which appears on the CCSD Student Enrollment Form JF - 5. 

 

If Home Language Survey indicates all English:

School counseling personnel continue with registration. If student has international transcripts, send copies of transcripts to IWC for evaluation.

 

If Home Language Survey indicates language other than English and student is transferring from a school outside of Cobb County:

1. Make appointment with IWC.

2. Provide family with IWC information.

3. Send JF-5 form with family.

 

Intake Flowchart for middle school and high school students: Download Flow_chart_ms_hs_intake 2011-12 

HS ESOL Scheduling Guidance

Cobb County ESOL Curriculum & Instruction
High School Scheduling Guidelines

Click here for a pdf of the entire document: Download CCSD HS ESOL scheduling and delivery models

High school ESOL schedules are determined by each school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school.  There are general guidelines, however, that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services.  ESOL FTE segments, however, may only be earned for ELLs who are receiving ESOL services through one of the State-approved Delivery Models of Instruction. ELLs who are monitored and ELLs whose parents have completed an Annual Parental Waiver of ESOL Services may not be scheduled in an ESOL class. (ESOL-monitored students are those who have officially exited from the ESOL Program and according to NCLB must be monitored for two years.) 

General Considerations for Scheduling

• Consider grouping students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in regular classes in order to allow more efficient scheduling of ESOL services. This will allow a school to provide inclusionary support.
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible. For high school, that is FIVE segments.
• All ESOL students should receive content area instruction for math, science, ELA, social studies with a teacher highly qualified in that content area.  ESOL support courses do NOT substitute for any content area course. (ELLs served through the IEL Program have different scheduling requirements.)
• Using data, choose the instructional model that best meets the needs of the students and fits the schedule of the ESOL teacher/s. Keep in mind that both the sheltered and the inclusion teaching models offer advantages.  Using a combination of the two models for the same group of students may also be beneficial for students who are struggling with language and content. Inclusion allows the ESOL teacher to collaborate within the classroom setting; sheltered allows the ESOL teacher to provide more focused, specialized instruction in a specific content area or in an ESOL language support climate. For beginners, sheltered instruction is highly recommended. Inclusion is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend departmental planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different departments throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

 

Carlos from Sprayberry

Carlos, an ESOL student from Sprayberry High School, shares his thoughts on ESOL. Carlos came from Ecuador to Cobb in 2007 and was placed in the IEL (Intensive English Language) Program for newcomers. For the past two years he has been enrolled in Honors and AP courses and is now poised to graduate high school with a 3.93 GPA. He is a remarkable success story.

Carlos unveiled this video during a Leadership Luncheon with GaDOE staff, ESOL coordinators, and local school administrators from around the state at the KSU ESOL Conference on February 9, 2011.

 

Coming soon! Spanish Version (Carlos is currently working on a version in Spanish that teachers may share wit their ESOL students and parents.)

We are quite sure that you are as impressed with this young man as we are, so sign in and post a comment for Carlos and all other ESOL students who work hard to achieve their dreams!

Interactive Math Tool

NASA's Smart Skies provides interactive tool for students to work on math problems

NASA has released an interactive online tool that enables students to visualize and manipulate three linked representations of a distance-rate-time problem. (Great strategies for ELLs!) The tool format features two airplanes—each flying at a constant speed—on merging jet routes, corresponding distance-vs.-time graphs, and the corresponding linear equations. The students can manipulate an airplane's speed and starting position on its route, rotate or shift the associated line on the graph, and change the parameters of the associated equation. As students change one representation, the others are updated.

The free classroom materials include the tool, student workbooks, assessments, teacher guides, and alignments to Math Georgia Performance Standards for grades 5-8 and Math 1.  This new tool provides distance-rate-time investigations that engage students in the challenges faced by air traffic controllers.

For more info and the online tool, go to
http://www.smartskies.nasa.gov/flyby

Month-by-Month Timeline for ESOL-Middle/High

Listed below is an overview of the local school responsibilities for ESOL. The items listed in blue are ongoing as long as there are new ESOL students enrolling at the school.  The item in purple is an Office of Civil Rights requirement. Schools should contact their District ESOL Lead should they need assistance in meeting this requirement.

                                                                           

August	Review Student Intake info from IWC Review ESOL student transcript info from IWC and inform  IWC of concerns Send Waiver letters home to parents who wish to refuse ESOL Submit copies of paperwork to IWC Review/create schedule for ESOL students Review all ESOL student info on reports and queries to ensure accuracy Complete County Ten Day Count Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
September	Hold Test Participation Committee Meetings Complete TPC Accommodations forms for all ESOL and ESOLL-M students and the Testing Deferment form for those who qualify Complete Teacher Notification of Accommodations Form and send to all classroom teachers and complete Parent Notifiction of Accommodations Form and send to parents (make sure to send in English and home language) Review all ESOL Reports and update info Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
October	Assist classroom teachers in underrstanding implementation of accommodations Review all ESOL Reports and update info Complete ESOL FTE Send out Monitor forms to all classroom teachers, collect and review. Place forms n ESOL Folder. (HS) Plan test administration of EOCTs with local test administrator to ensure accommodations Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
November	Review all ESOL student info on reports and queries to ensure accuracy Send out Monitor forms to all classroom teachers and collect Prepare spreadsheet of ESOL students for ACCESS testing plan Assign preliminary Tier level of ACCESS to all ESOL students and submit ACCESS order form to Janet Gaa. Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
December	Review all ESOL student info on reports and queries to ensure accuracy Review and update all ESOL info Create ACCESS Testing plan Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
January	Complete County Ten Day Count Send AMAO letters to parents of ESOL students Send Letter of Notification of ACCESS Testing to parents of ESOL students Review ACCESS Testing plan Finalize ACCESS Tier assignments and ACCESS Testing plan Begin ACCESS testing Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
February	Continue ACCESS testing (HS) Send out Monitor forms  to all classroom teachers and collect Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
March	Review student info on all ACCESS tests Complete and turn in ACCESS tests (MS) Send out Monitor forms to all classroom teachers and collect Review TPC Accommodations forms with all classroom teachers and local testing coordinator Assist in Testing plan for CRCT/GHSGT/EOCT with local test administrator Submit list of student names for Deferment to local testing administrator Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
April	Assist in CRCT/EOCT administration and ESOL accommodations Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, et al)
May	Review ACCESS test scores Complete ESOL Exit forms for students who qualify for exit and review with District ESOL staff District ESOL will review and approve all ESOL program exits. Send home ACCESS Reports and Parent Letters with information regarding exit and/or continuation of services Complete and email ESOL Student Information Spreadsheet to feeder schools Ensure ESOL representation on all meetings that involve the academic interests of ALL identified ESOL and ESOL-M students at the school (RTI, IEP, Retention Committee, et al)

Lexile Framework for Reading

Click here to find out more about the Georgia Department of Education's Lexile Framework for Reading

See below for information regarding a free webinar on LEXILES:

Lexile Online @ Webex

Web Session: The Lexile Framework for Reading - An Overview for Educators

Get a glimpse of the Lexile Framework! This online, facilitator-led demonstration will provide you with a high-level overview of how Lexile measures can be used to match students with targeted text to support reading growth.

• History and development of The Lexile Framework for Reading
• Understanding Lexile measures as measures of text demand and reading ability
• Applying Lexile measures to instructional materials and student reading ability
• Using Lexile measures to match readers to text and forecast comprehension
• Using Lexile measures to monitor student educational attainment in relation to performance standards and growth over time

Upcoming Web Session will be held on:

• Tuesday, July 27, 2010 03:30 PM EST

Summer Workshop on Lexiles for Middle and High School Teachers

Lexile Framework Workshop

When:  June 23, 2010

                8:30 AM to 4:00 PM

Where: Martha J. Moore

Workshop Description:

Teachers who are interested in knowing more about Lexiles may come to Martha J. Moore on Wed., June 23^rd for this one day only (no PLU credit).  Please email Carolyn.waters@cobbk12.org to reserve your space. Middle or high school teachers, including other core discipline teachers, are welcome to attend. (Limit: 50. Please bring laptops.) This workshop is designed to enhance educator awareness of the Lexile Framework and demonstrate how to integrate its important components into day-to-day and year-to-year decision-making. The facilitator will present participants with information and tools fundamental to making maximum use of the Lexile Framework. Workshop topics include:

• Development of the Lexile Framework for Reading
• Understanding Lexiles as measures of text demand and reading ability
• Applying Lexiles to instructional materials and student reading ability
• Using Lexiles to match readers to text and forecast comprehension
• Using Lexiles to monitor student educational attainment in relation to performance standards and growth over time.  

 

Limit: 50 teachers (Middle/High School ELA, social studies, science, or math (core curriculum)

 

Action: Email Carolyn.waters@cobbk12.org to register for this free workshop.

Click here to download a flyer for this event: Download Lexile Framework Workshop Flyer

High School ESOL Overview

Katherine Stocking's High School ESOL Overview presented to Cobb's school psychologists on Friday, March 13, 2009 at Rose Garden: 

ppt version Download High School ESOL

pdf version 

Enrollment Guidelines

Enrollment guidelines for ESOL students follow the general education rules. Therefore, students are eligible for enrollment in the appropriate general education programs if they have not reached the age of twenty (20) by September 1st or received a high school diploma or the equivalent. See O.C.G.A. § 20-2-150.

What can schools do to assist adolescents with interrupted schooling?

In the article "English Language Learners with Interrupted Schooling: Do Self-Efficacy Beliefs in Native Language Proficiency and Acculturation Matter?," Rebecca K. Fox, Ph.D., Anastasia Kitsantas, Ph.D. & George Flowers discuss the role that self-efficacy and acculturation play in the success of adolescents with interrupted schooling. They also provide the following five guidelines for schools with adolescents with interrupted schooling (AIS):

Understand the backgrounds of AIS and acknowledge the resources they bring to the school and the classroom.

Provide opportunities for ELLs to access academic content in their L1 to support L2 acquisition.

Encourage literacy activities in the home.

Encourage students to join school clubs, sports, and organizations.

Provide opportunities for both parents and students to understand new school systems.

For the complete article, go to http://www.ncela.gwu.edu/accellerate/index.html#fox

ESOL Course Offerings with Textbook Alignment

This file is ONLY A DRAFT of recommended textbook alignments with current ESOL courses offered for school year 2008-2009.Download ESOLCourses.doc .

ELL Graduation Guidance

The Georgia Department of Education Title III Department in collaboration with the Academic Standards Division has created an ELL chapter of the Georgia high School Graduation Rule Guidance document.  Click here to download this chapter of the document: Download state_ell_grad_guidance

The complete guidance document can be located on the Academic Standards at http://www.gadoe.org/ci_services.aspx under "New Graduation Rule."

HS Language Arts Courses

All high school language arts classes that are sheltered ESOL (i.e. 9th Lit ESOL, 10th Lit ESOL, etc) should utilize the same GPSs as the the regular ed equivalent. The ESOL courses should also utilize the same County-approved teaching resources. The current textbook adoption has an ELL Supplement that can be ordered. See the English Department Chair at your local school for details. To download the list of consumables provided as a supplement for the textbooks, click here: Download consumable_workbook_order_ela_esol_08.doc

Resources from Gail

Websites for Working with ESOL/ELL Students:
High School

1.      www.gaudetwc.com/drama/index.htm
Florida high school drama site- click on ESOL modifications

2.    www.alliance.brown.edu/db/ea_catalog.php#12640186a
Scroll down to"  Meeting the Literacy Needs of Adolescent ELLs through Content Area Learning
Part 1- Focus on Motivation and Engagement
Part 2- Focus on Developing Academic Literacy Habits and Skills Across Content Areas
    You can download these or order free print version

3.      www.ncte.org/collections/secell
NCTE page with resources for both content and ESOL teachers of middle and high school ELLs.

4.    www.state.nj.us/education/bilingual/pd/pp/mses12.htm
Powerpoint on teaching reading to MS ELLs.

5.    ncela.gwu.edu/pubs/resources/ells/language.htm
(type "social.htm" for social studies, "science.htm" for science )
Working with ELLs in HS Language arts, social studies or science)

6.    www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2005/Article1/tabid/634/Default/aspx
Article on key concepts for ELLs in academic areas

7.      www.bbc.co.uk/worldservice/learningenglish/
BBC's learning English site, with a blog for students

8.      grammar.ccc.commnet.edu/grammar/quiz_list.htm
21 online grammar quizzes

9.     www.daltonstate.edu/Internet_instruction_in_esl.htm
Dr. Saylor's list of ESOL websites

10.      www.linguanet-europa.org/plus/en/level/tltools.jsp?tl=en
Language tests and self-assessments in several languages, including English

11.    tech.worlded.org/docs/cesol/lessons.htm
Info on teaching computer skills to ELLs, including blogging and podcasting

12.    www.esl-lab.com/
General listening quizzes, organized by level of difficulty and purpose

13.    www.james.rtsq.qc.ca/Virtgram
Grammar-oriented quizzes for ELLs

Gail A. Johnson                        August,  2007