*NEW! DISTANCE LEARNING SUPPORT*
WELCOME TO Luis P. UNTALAN MIDDLE SCHOOL !
the first thing you need to know is that You are an Esl teacher. Every teacher is an esl teacher.
ABOUT HALF OUR SCHOOL POPULATION IS ESL. YOU MAY HAVE 20-40 ESL STUDENTS TO WORK WITH.
You will BE PROVIDED a list every quarter BY YOUR ESL COORDINATOR. ([email protected]) via google drive and email.
the first thing you need to know is that You are an Esl teacher. Every teacher is an esl teacher.
ABOUT HALF OUR SCHOOL POPULATION IS ESL. YOU MAY HAVE 20-40 ESL STUDENTS TO WORK WITH.
You will BE PROVIDED a list every quarter BY YOUR ESL COORDINATOR. ([email protected]) via google drive and email.
September 2021 Update
As Per district recommendations, I will be following their protocol for the ESL Modifications Report. Basically, the Electronic Modification Form will be generated using PowerTeacher Pro. Teachers input their Modification Codes via the comment section. I will give everyone a window to input codes after report cards are printed. See instructions BElow.
I will schedule meetings with teams to provide further guidance. - L. Chen
nEW!!! hOW TO INPUT YOUR esl MODIFICATION CODES WITH POWERTEACHER PRO.
reference_guide_for_powerteacher_pro_e-code_input.pdf | |
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powerteacherpro_esl_mods.pdf | |
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Use this Quick mod Guide to assist you with your Distance Learning Modifications.
YOU WILL receive PROGRAM 4 Consultation students.
These students range from intermediate to higher levels of proficiency.
IF YOU ARE AN ELECTIVE TEACHER, YOU MAY ALSO RECEIVE PROGRAM 3 SHELTERED STUDENTS. These students have minimal to low language proficiency. THEY REQUIRE MORE ACADEMIC ASSISTANCE.
PROVIDE alternative assessments and differentiated instruction to ensure equity for all eNGLISH LANGUAGE LEANERS
ABOUT YOUR ESL STUDENTS
- EVERY ESL STUDENT IS ENTITLED TO ACCOMMODATIONS OR MODIFICATIONS.
- They may have communicative language But lack academic language. Consider that a student with good conversational skills may not Be proficient.
- THEY MAY NEED MORE TIME TO DECODE AND PROCESS.
- THEY MAY ALSO HAVE LIMITED SCHEMA (BACKGROUND KNOWLEDGE) . Example: Snow, saddle, and curling are concepts not all students are familiar with.
- PLEASE USE ALTERNate ASSESSMENTS AND DIFFERENTIATED INSTRUCTION TO ACHIEVE EQUITY IN THE CLASSROOM.
Aim: Students are in a least restrictive environment
What is an accommodation ?
Accommodations are just an adjustment to your lesson.
Examples: Extended time, reduce number of items, seating
What is a modification?
This is when you TRULY change what is taught.
examples: reducing skills expected to learn, providing alternate assessments, changing the rubric for what is expected for the individual student
Modifications/Accommodations are
Remember to Focus on Mastery of CONTENT AND SKILLS RATHER THAN ON LANGUAGE.
MODIFICATION FORMS
- Misplacements WILL Be Addressed. SEE ESL COORDINATOR
- THERE SHOULD NOT BE Backward moBility/regression
What is an accommodation ?
Accommodations are just an adjustment to your lesson.
Examples: Extended time, reduce number of items, seating
What is a modification?
This is when you TRULY change what is taught.
examples: reducing skills expected to learn, providing alternate assessments, changing the rubric for what is expected for the individual student
Modifications/Accommodations are
- Limitless and determined By the teacher
- proactive and progressive
- support what students lack in proficiency
- utilize different language domains (listening, speaking, reading, Writing)
Remember to Focus on Mastery of CONTENT AND SKILLS RATHER THAN ON LANGUAGE.
MODIFICATION FORMS
- is a system of documentation FACILITATED BY YOUR ESL COORDINATOR.
- DUE 3 WORKING DAYS AFTER 1ST QUARTER AND 3RD QUARTER GRADES ARE DUE.
The esl student
may Be lacking in any of the language domains:
Listening, speaking, reading, writing.
may Be lacking in any of the language domains:
Listening, speaking, reading, writing.
How to Accommodate when a student is weak in a language domain. (click below)
WHAT IS EQUITY?
EQUITY MEANS GIVING YOUR STUDENTS WHAT THEY NEED TO SUCCEED. Every student has different needs, so how can you treat them all the same?
EQUITY MEANS GIVING YOUR STUDENTS WHAT THEY NEED TO SUCCEED. Every student has different needs, so how can you treat them all the same?
Esl and Grading with sBG (Standard Based grading)
* DID YOUR ESL STUDENT MEET THE LEARNING GOAL?
* sBG GIVES STUDENTS MANY CHANCES TO DEMONSTRATE THAT THEY CAN MEET THE LEARNING TARGET. THIS MEANS IF THEY FULFILLED THE LEARNING TARGET AT THE END OF THE QUARTER, THEY ARE NOT PENALIZED BY THE SCORE IN PREVIOUS ASSIGNMENTS.
* RETEACHING AND RETESTING IS ENCOURAGED.
* AS LONG AS A STUDENT IS TRYING AND SHOWING SOME UNDERSTANDING, THEY SHOULDN'T SCORE LESS THAN A 1.0
* PROGRESSIVE INTERVENTIONS MUST BE DOCUMENTED if A STUDENT IS BELOW 1.0. SUCCESSFUL PARENT COMMUNICATION WITH THE DATE MUST BE DOCUMENTED ON THE MODIFICATION FORM.
* UTILIZE PARENT OUTREACH PROGRAM IF YOU ARE UNABLE TO CONTACT PARENTS BY PHONE.
* IF THE ISSUE IS RELATED TO BEHAVIOR, TEAMS MUST FOLLOW THE TEAM DISCIPLINARY PLAN, CONTACT YOUR GRADE LEVEL COUNSELOR, AND WORK ON A BEHAVIOR INTERVENTION PLAN.
failure_prevention_worksheet_.pdf | |
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IF YOUR ESL STUDENT ISN'T MEETING THE PROFICIENCY STANDARDS. CONSIDERATIONS:
ATTRIBUTED TO ACADEMICS?
* AM I DOING THE SAME ROUTINE FOR EVERY STUDENT?
* HAVE I ONLY BEEN USING ACCOMMODATIONS LIKE ADJUST SEATING, EXTENDED TIME, EXTENDED DUE DATES, REDUCING OF ITEMS, ETC?
* DO I NEED TO USE MODIFICATIONS SUCH AS SCAFFOLDING, ALTERNATIVE ASSESSMENTS, AND DIFFERENTIATED INSTRUCTION?
* IF I RECOGNIZE THAT A LESSON IS INEFFECTIVE, DO I MAKE A CONSCIOUS EFFORT TO CHANGE THE LESSON?
* HAVE I SOUGHT GUIDANCE FROM MY ESL COORDINATOR FOR STUDENTS FAILING IN MY CLASS?
ATTRIBUTED TO BEHAVIORS?
* AM I WORKING WITH THE STUDENT'S PARENT(S)/GUARDIANS TO CORRECT THE BEHAVIORS PRIOR TO FAILURE?
* HAVE I CONTACTED COUNSELING REGARDING THE STUDENT'S BEHAVIOR?
* HAVE I CHECKED THE CUMULATIVE FOLDER FOR POTENTIALLY UNDERLYING PROBLEMS?
* HAVE I COMMUNICATED WITH MY TEAM TO EXAMINE TRENDS IN BEHAVIOR IN ORDER TO CREAT A BEHAVIOR INTERVENTION PLAN?
OTHER CONSIDERATIONS
* HAVE I REALLY ASSESSED IF THE STUDENT KNOWS THE CONTENT? CLASSWORK AND HOMEWORK ONLY ACCOUNT FOR 5%, ERGO FAILURE TO SUBMIT ASSIGNMENTS CANNOT BE ATTRIBUTED TO FAILURE.
* HAVE I MADE A CONSCIOUS EFFORT TO PROVIDE EACH STUDENT WITH WHAT THEY NEED TO SUCCEED?
ATTRIBUTED TO ACADEMICS?
* AM I DOING THE SAME ROUTINE FOR EVERY STUDENT?
* HAVE I ONLY BEEN USING ACCOMMODATIONS LIKE ADJUST SEATING, EXTENDED TIME, EXTENDED DUE DATES, REDUCING OF ITEMS, ETC?
* DO I NEED TO USE MODIFICATIONS SUCH AS SCAFFOLDING, ALTERNATIVE ASSESSMENTS, AND DIFFERENTIATED INSTRUCTION?
* IF I RECOGNIZE THAT A LESSON IS INEFFECTIVE, DO I MAKE A CONSCIOUS EFFORT TO CHANGE THE LESSON?
* HAVE I SOUGHT GUIDANCE FROM MY ESL COORDINATOR FOR STUDENTS FAILING IN MY CLASS?
ATTRIBUTED TO BEHAVIORS?
* AM I WORKING WITH THE STUDENT'S PARENT(S)/GUARDIANS TO CORRECT THE BEHAVIORS PRIOR TO FAILURE?
* HAVE I CONTACTED COUNSELING REGARDING THE STUDENT'S BEHAVIOR?
* HAVE I CHECKED THE CUMULATIVE FOLDER FOR POTENTIALLY UNDERLYING PROBLEMS?
* HAVE I COMMUNICATED WITH MY TEAM TO EXAMINE TRENDS IN BEHAVIOR IN ORDER TO CREAT A BEHAVIOR INTERVENTION PLAN?
OTHER CONSIDERATIONS
* HAVE I REALLY ASSESSED IF THE STUDENT KNOWS THE CONTENT? CLASSWORK AND HOMEWORK ONLY ACCOUNT FOR 5%, ERGO FAILURE TO SUBMIT ASSIGNMENTS CANNOT BE ATTRIBUTED TO FAILURE.
* HAVE I MADE A CONSCIOUS EFFORT TO PROVIDE EACH STUDENT WITH WHAT THEY NEED TO SUCCEED?