They Don't Speak English; They'll Ruin Our Scores! HELP! | Margaret Thiele
Program Description
This program addresses federal regulations pertaining to LEP students and provides insights and strategies to use in developing programs to facilitate their meeting federal, state, and school division standards of achievement.Virginia Standard(s) Addressed
Instructional Leadership (ISLLC standard 1)Safety & Organizational Management for Learning (ISLLC standards 2 & 3)
Communication and Community Relations (ISLLC standard 4)
Program Goals and Objectives
By the end of this program participants will be aware of
- various models of ESL instructional programs
- intake procedures to identify LEP students and their levels of English proficiency
- the impact of cultural differences on learning
- means to evaluate annual progress made by LEP students
Program Format
This program is designed to encourage discourse among the participants and the presenter throughout the session which will begin with sharing questions and concerns relevant to ESL in the various school divisions. This group discussion will focus on the inappropriateness of "one-size-fits-all programs" for LEP populations. A review of federal, state, and local mandates for LEP students will be addressed. The importance of uniform intake procedures to determine students' proficiency levels will be stressed. Participants will be acquainted with several ESL instructional models from which to choose the closest fit. How cultural differences affect classroom instruction will be considered. The administrator's role in providing support to ESL teachers, students, and parents will be examined. Finally, evaluation and assessment of student progress will be discussed.Target Audience
School-based or central office administrators and teacher leaders.Self-Selection and/or Identification Through School Division
No/yes. The interaction and group discussions are an integral part of the seminar. Any designation or group performance needs would suffice.Duration of Program
- An overview of the program can be given in a 3-4 hour session which will heighten awareness of the dimensions of an effective ESL program.
- Additional activities can be added to meet particular needs: student scheduling, materials selection, teacher workshops, and faculty meetings.
- Follow-up coaching sessions of 1-2 hours are available to assist with individual problems.
Outcomes Measured
- Participants will recognize various ESL programs and identify one best suited to their LEP
- students.
- Participants will understand the importance of uniform identification procedures.
- Participants will demonstrate an awareness of the effect of cultural differences on learning.
- Participants will identify means of evaluating annual progress of LEP students.
Program Evaluation
Participant evaluation forms.Contact Information
Margaret Thiele
1604 Fraford Court
Virginia Beach, VA 23455
Phone: 757-464-3406
Email: Boothiele@aol.com