College of Education Tallahassee, Florida 32307 COURSE ... Syllabi... · College of Education...

TSL 5700 ESOL ISSUES AND STRAT for SCH Personnel - OFFICIAL-11 5/6/2011

FLORIDA A&M UNIVERSITY

College of Education

Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: TSL 5700

Course Title: ESOL ISSUES AND STRATEGIES FOR OTHER

PROFESSIONAL EDUCATORS Course Credit: 3

Clock Hours: 3 Prerequisite: None

Department: Educational

Leadership and Human Services

College: Education

Required Textbook(s) and Materials:

Lachat, Mary Ann (2004). Standard-Based Instruction and Assessment for English Language Learners. Thousand Oaks, CA: Corwin Press. ISBN 0-76193893-1. Reader for all students.

Ovando, C.Combs, M. and Collier, V (2006). Bilingual and ESL Classrooms. 5th ed. Mcgraw-Hill Companies, New York, NY: McGraw-Hill Companies. ISBN 0-07-298236-5.

Main Text for all students

Brown, Douglas H. (2004). Language Assessment: Principles and classroom practices. Longman. (Longman.com). ISBN 0-13-098834-0 For School Physiologist Majors Only (Select Chapters)

Other Texts /Readings Henze, R., Katz, A, Norte, E. et. al. (2002). Leading for Diversity: How school leaders

promote positive interethnic relations. Thousand Oaks, CA: Corwin Press. ISBN 0-7619 7898-4

Florida Department of Education (2004). Florida School Laws. New York; Lexus Nexus. Web-based materials including the Florida Consent Decree, Journal articles, State of

Florida DOE documents (Sunshine State Standards, Language Arts Through ESOL).

Faculty Member:

Gloria T. Poole, Ph.D.

Term and Year: Spring _____Summer ____ Fall _______

Office Location: 202-C GEC

Campus Telephone: (850) 599-3749 E-mail Address:

[email protected] [email protected]

Office Hours

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Others by Appointment 3:00- 6:00pm 3:00- 6:00 pm

COURSE DESCRIPTION

This course focuses on major issues in the administration of programs designed to serve English language learners

in the public schools Pk-12. It addresses specific legal, sociological, psychological, and philosophical issues concerning

program development, administration and program maintenance to serve English language learners. Emphasis is placed

on the roles and responsibilities of school administrators, school psychologists, guidance counselors and social workers

regarding issues of language development and learning, curriculum and instructional management, testing and assessment,

cross-cultural communication and sensitivity, and school-community awareness. Students will be involved in field

experience opportunities as a means of applying concepts and research to real-life issues. ESOL Standards for

Administrators, Language Arts Through ESOL, Florida Management and Leadership Licensure competencies for the

Florida Educational Leadership Program, and appropriate NCATE Guidelines serve as a basis for this course.

mailto:[email protected]

mailto:[email protected]


The PEU Conceptual Framework

Florida A&M University Professional Education Unit Conceptual Framework

The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to

providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with

the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the

kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual

Framework.

The Conceptual Framework for the FAMU Professional Education Unit is grounded in a combination of directed, constructivist,

developmental, and social learning theories derived from the writings of system theorists, educational philosophers, social scientists,

practitioners, and developmental theorists. Concepts from these writers and from the varied educational learned societies help form

the knowledge base for the unit’s curriculum components and principles of its Conceptual Framework.

Selected Conceptual Framework Proficiencies

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will: 1.1 (K) Understand diverse backgrounds of individuals. F: 5,6,7 I: 3 1.2 (S,D) Acquire the skills & dispositions to understand & support diverse student learning. F: 5,7 I: 3,8 1.3 (S,D) Accept and foster diversity. F: 5,6 I: 3,8

1.4 (S) Practice strategies such as: acceptance, tolerance, mediation & resolution. F: 5,6 I: 3 1.5 (K, S) Establish a comfortable environment in which all students can learn. F: 5, 7, 9, 10 I: 5

TECHNOLOGY

•CF 2 •Through this focal area, the FAMU professional education candidate will: 2.5 (S) Use fundamental concepts in technology. F: 12 I: 6


VALUES •CF3 •Through this focal area, the FAMU professional education candidate will: 3.2 (S) Interact with students, families and other stakeholders in a manner that reflects ethical and moral standards. F:11,6 I: 9,10

CRITICAL THINKING•CF4

•Through this focal area, the FAMU professional education candidate will:

4.2 (S)

Use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance.

F:2,7 I: 4

PROFESSIONALISM

CF 5

Through this focal area, the FAMU professional education candidate will:

5.4 (K,S) Use major concepts, principles, theories & research related to the development of children and adults. F: 7 I: 2

URBAN/RURAL EDUCATION

•CF6 •Through this focal area, the FAMU professional education candidate will:

6.3 (K) Understand the conditions of both rural and urban students and families. F: 5, 11 I: 2,3

6.4 (S) Communicate effectively with students’ parents and the community. F: 5,11 I: 6 F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S) Skill (D) =Disposition

Professional Education Unit (PEU)

Course Artifact and Standards in Course Syllabi and Task Stream E-Portfolio

Three artifacts are identified for TSL 5700. These artifacts will be posted in your course syllabi and program portfolio in

Task Stream to assist students with their portfolios as well as improve our program assessments. Please select the

appropriate standards to match each artifact specified for the course.

*Standards Name of the Artifact 1 Name of the Artifact 2 Name of the Artifact 3

Personal Philosophy for Working with ELL Learning Community

Research & Analysis of AYP For ELL’s

Reflective Review: Ch. 3: Applying Accountability Reform – Cecil Golden

Requirement

PEU CF 1(1-5) 3.2, 6.3 1(1-5), 6.4 1.3

ESOL/FTCE 1(3), 5(5, 11), 6(6), 8(4) 3(2), 4(8), 5(8,11), 6(6),

8(4), 11(9,10), 12(9)

5, 8, 11. 12

FPLS 1(1.1) 2(2.2) 3(3.2) 2(2.2) 1(1.1), 2(2.4), 3(3.2)

*Legend: PEU CF= Professional Educational Unit Conceptual Framework; ESOL=English for Speakers of Other Languages;

FPLS=Florida Principal Leadership Standards


COURSE CROSSWALK

BEHAVIORAL OBJECTIVES ASSIGNMENT Conceptual Framework

ESOL/ (FTCE)

FPLS FELE

1. Candidates develop required historic, legal, and procedural knowledge, skills, and dispositions to conduct programs within the parameters of federal and state regulations including the Consent Decree and No Child Left Behind.

Personal Philosophy

1(1-5) 3.2 6.3

1(3), 5(5,11)

6(6) 8(4)

1(1.1) 2(2.2) 3(3.2)

2. Candidates Identify roles and responsibilities for corresponding discipline (Psychology, Counselor Education, and Educational Leadership) with duties related to Leadership in educating English Language Learners including placement and equal access, support, and monitoring for the learning community of ELLs to make continuous improvement..

-Analyzes of LEP Plan for 2 different school districts

-Crosswalk between ESOL Standards and specific professional standards.

1.1 1.5 5.4 6.3

1(3) 2(1) 3(2)

5(5,11) 10(9,11) 11(9,11)

1.1 2.2 2.4 3.4

3. Candidates develop knowledge, skills and dispositions to work with elements of cross-cultural communication and sensitivity within various constituents of the ESOL community and across communities.

Field Experience and School Participation

1.1 2.5

6(6) 7(7) 8(4) 9(7)

12(9)

2.2 2.4 3.2 3.3

4. Candidates develop knowledge of appropriate ESOL curriculum delivery models and monitoring for English language learners including school site visits and classroom observations in ESOL settings.

-Reflective Review: Ch. 3 Applying Accountability Reform

(Cecil Golden Requirement also Ch.1,2)

1.1,

1.5

5.4

6.3

1(3) 3(2) 4(8)

5(5, 11) 6(6) 8(4)

10(9, 10) 11(9, 10)

12(9)

1(1.1)2(2.4) 3(3.2)

5. Candidates develop knowledge and skills related testing and assessment for placement of ELLs as well as counseling and other related support for children and families using funds of knowledge and other available community resources.

Group presentation and select topics related to professional field

4.2 5.4

1(3), 2(1), 3(2) 5(5,11)

7(7) 8(4) 9(7)

10(9,10)

1(1.1) 2(2.2) 2(2.4) 3(3.2)

6.Demonstrates knowledge gained through various measures including midterm and final examinations

Final Examination and Midterm

1(1-5) 4.2

1-12 SugT#1 (1,6,12,14,17)

SubT#2 (12,14)

SubT#3 (1,3,6,7,8,9)

7. Candidates develop knowledge of testing and assessment of ESOL learners and programs including data analysis for program improvement and student progression to implement a system of program improvement.

-Research & Analysis of AYP For ELL’s

1(1-5) 6.4

3(2), 4(8), 5(8, 11), 6(6),

8(4), 11(9,10),

12(9)

2(2.2)

e-portfolio


COURSE GOALS and OBJECTIVES

The course enables school administrators, school psychologists, guidance counselors and social workers to

acquire ESOL competencies and skills for appropriate leadership and management of programs in Pre-K –

12 for children whose heritage language is other than English and whose home culture is other than the

culture of the school.

THE SCHOOL PSYCHOLOGISTS WILL . . . (Objectives are DOE-specific ESOL Competencies)

CATEGORIES STANDARDS

UNIT #1 FLORIDA CONSENT DEGREE Rights, Responsibilities, Programming, Placement, compliance, etc.

1. Demonstrate knowledge of the requirements of the 1990 ESOL Agreement regarding the appropriate roles and responsibilities of school psychologists.

UNIT #2 Roles and Responsibilities

2. Demonstrate knowledge of the school psychologist's role and responsibility as a participant in the LEP Committee.

UNIT #3 Cultural Sensitivity: Family, School, and Community Awareness

3. Demonstrate ability to develop positive interpersonal and communication skills in relationships with LEP students and their families.

4. Develop and implement strategies for using school, community, and home resources of LEP students to enhance their emotional well-being, school adjustment and academic performance.

5. Demonstrate ability to promote community, parent, and school involvement and partnership; demonstrate ability to assist in promoting cultural awareness and sensitivity in the community.

6. Demonstrate ability to work cooperatively with the community and express to the community that its participation is wanted and needed.

11. Recognize major differences and similarities among various cultural groups in the U.S., in Florida, and in the local community; demonstrate ability to counsel students, parents, school personnel and community members on these differences and similarities.

12. Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to create a positive and supportive environment to accommodate the various cultural backgrounds of students.

UNITS # 4 & 5 Language Issues

10. Recognize the characteristics of second language acquisition; recognize characteristics of language acquisition and learning stages.

UNIT #6 TESTING / ASSESSMENT

7. Demonstrate familiarity with culturally sensitive assessment and evaluation instruments which assist in complying with the legal obligations of the district serving LEP students.

8. Demonstrate ability to administer and interpret test results, recognizing the effects of race, gender, age, ethnicity, socioeconomic status, and religion on the results; demonstrate ability to identify linguistic and cultural bias in the test content.

9. Demonstrate knowledge of current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques.


COMPETENCIES FOR SCHOOL ADMINISTRATORS

(Distributed at Sanibel Leadership Conference 2005) The school administrator will . . .

STANDARDS COMPETENCIES INDICATORS UNITS #1 & 2

A. Establish a system that

is accessible to all

LEP students, in

compliance with

federal and state

regulations and the

Consent Decree.

1. School administrators

shall establish a system

that is welcoming and

accessible to all LEP

students and their families,

as well as in compliance

with federal and state

regulations and the

Consent Decree.

1. Sensitivity to multicultural and diverse

student populations and the cross-cultural

issues facing LEP students and their

families.

2. Knowledge of the background of the

Consent Decree and related legislation

and litigation.

3. Outreach efforts to connect LEP students

and their families to school personnel and

community members that will facilitate

accessibility to resources and service. UNITS # 3 & 4

B. Establish a system that

properly identifies,

ensures proper

placement, and

accurately accesses

the language of LEP

students.

1. School administrators

shall establish a system in

which the school site

appropriately identifies the

needs of LEP students;

ensures their proper

placement; and accurately

assesses the progress of

English language

acquisition and academic

achievement of every LEP

student within the school.

1. Knowledge of the district’s LEP plan,

which indicates the chosen model (s) of

delivery of services to LEP students.

2. Knowledge of the indicators for student

identification and participation in gifted

programs regardless of English

proficiency.

3. An understanding of the difference

between language proficiency and content

based academic knowledge.

UNIT # 5

C. Establish and monitor

school site procedures

to ensure equal access

and comprehensible

instruction.

1. Establish and monitor

school site and staff

procedures to ensure that

LEP students enjoy equal

access to available

programs and

comprehensible

instruction.

1. Knowledge of appropriate teaching

strategies and methodologies to deliver

comprehensible to LEP students.

2. Ability to evaluate school site staff to

ensure they are using these appropriate

strategies in the classroom.

3. Knowledge of identification procedures

regarding LEP students.

UNIT # 6

D. Properly evaluates

student progress and

be able to implement

system improvements.

1. Properly evaluate

student progress, and be

able to identify and

implement system

improvements.

1. Current knowledge of relevant,

scientifically-based research and effective

practices regarding second language

acquisition.

2. Knowledge of methods of disaggregating

and analyzing data on the achievement of

all subgroups, including LEP students,

and apply system improvement strategies.


ESOL COMPETENCIES FOR GUIDANCE COUNSELORS

(Distributed at Sanibel Leadership Conference 2005) Developed based on: The requirements in law and national standards for guidance counselor The focus on competencies to address the unique educational and academic

needs of LEP students

STANDARD COMPETENCIES UNITS # 1 & 2

A. The Guidance

Counselor shall possess

and demonstrate

effective counseling

skills which focus on

understanding and

promoting development

and achievement of

limited English

proficient students.

Recognize unique differences among LEP students, including their

language proficiency (both native and English), aptitudes, intelligence,

interests and achievements, and incorporate an understanding of this

information into the delivery of services.

1. Possess individual and group counseling and communication skills to

implement a balanced approach in order to assist LEP students and

their families.

2. Recognize unique differences among LEP students, including their

language proficiency (both native and English), aptitudes,

intelligence, interests and achievements, and incorporate and

understanding of this information into delivery of services.

3. Assist LEP students and their families in dealing with the social and

emotional concerns and problems that may hinder their educational

development. Collaborate with teachers, student service specialists

(e.g., psychologists, social workers), other educators, and related

community representatives in addressing the challenges facing LEP

students and their families.

4. Demonstrate ability to counsel LEP students regarding their individual

rights as afforded to them under state and federal laws and

regulations.

5. Demonstrate ability to improve and extend services to LEP students who

are under-represented in special programs and services, including,

but not limited to gifted, vocational, specialized academic and career

magnets/academies, advanced placement, dual enrollment and career

exploration.

6. Demonstrate knowledge of the federal and state requirements regarding

the provision of services to LEP students. Including, but not limited

to their roles and responsibilities in the LEP Committee process;

development of LEP Student Plans, and implementation of the

District LEP Plan.

7. Demonstrate ability to advocate for the educational needs of LEP

students and implement processes to ensure that these needs are

addressed at every level of the LEP students’ school experience.

8. Demonstrate knowledge and ability to provide training, orientation and

consultative assistance to teachers, school administrators, and other

school-level personnel to support them in responding to the

academic development, and guidance and counseling needs of LEP

students.


STANDARD COMPETENCIES UNIT # 3

B. The Guidance

Counselor shall

demonstrate the ability

to counsel limited

English proficient

students in the

fulfillment of their

academic potential by

recognizing and

appreciating cultural

differences, and the

unique instructional

needs of limited English


1. Demonstrate sensitivity to multicultural and diverse student populations;

recognize major differences and similarities among various cultural

groups in the U.S., in the state of Florida, the local school district,

and the individual school.

2. Demonstrate outreach efforts to connect LEP students and their families

to school personnel and community members that will facilitate

accessibility to resources and services available to them within the

school and the community.

3. Demonstrate ability to collaborate with teachers, school administrators,

and other instructional personnel in ensuring that appropriate and

effective instructional services are provided to LEP students to

ensure their academic success.

4. Demonstrate an understanding of the effects of race, gender, age, and

socioeconomic status on assessment results, and the ability to

identify linguistic and cultural bias.

5. Demonstrate the ability to acquaint LEP students with the school-based

and outreach services and support systems designed to address their

unique academic needs. UNIT # 6

C. The Guidance

Counselor shall


to develop, collect,

analyze, and interpret

data to effective positive

chance in delivering of

counseling services to

limited English


Must develop and implement a LEP student case study, including

implementation of strategies to address academic needs of LEP

students.

1. Demonstrate an understanding of the proper administration and use of

assessment instruments, and the ability to interpret test scores and

test-related data to LEP students, teachers, school administrators and

parents. These assessments should include, but not be limited to the

following: English language proficiency assessments; annual

assessment of English language development; diagnostic

assessments, and statewide assessments of academic content.

2. Demonstrate knowledge and the ability to implement formal and

informal methods of assessment/evaluation of LEP students,

including measurement of language, literacy and academic content

metacognition.

3. Demonstrate knowledge and understanding of how individual and group

data and statistics are used in building student, course/class and

school profiles, constructing student transcripts, and preparing

reports.

4. Demonstrate knowledge and ability to review and evaluate transcripts

from foreign-born students, and ensure proper and equitable credit

accrual, and appropriate grade/course placement of LEP students.

5. Demonstrate knowledge of the indicators of learning disabilities,

especially hearing and language impairment, as compared to the

process by which students acquire a second language.

6. Demonstrate an understanding of the difference between language

proficiency and contents-based academic knowledge.

7. Demonstrate knowledge of second language acquisition (applied

linguistics) theory and its applicability to the instructional process.

8. Demonstrate the ability to communicate with LEP students, their

families and the community to assess the relevance of the

curriculum and adequacy of student progress toward standards


STANDARD COMPETENCIES established by the Florida Department of Education and the

curriculum established by the school district.

UNIT # 4 & 5

D. The Guidance

Counselor shall


to integrate post-

secondary and career

development guidance

and counseling in the

fulfillment of limited

English proficient

students’ academic

success.

Mastery may be documented by successful completion/implementation of

LEP student case study and content instruction (in-presence or on-line)

1. Demonstrate ability to provide information appropriate to the particular

educational transition; from middle school to high school; from high

school to post-secondary or career/vocational programs, and assist

LEP students in understanding the relationship that their curricular

experiences and academic achievements have on their future

educational and employment opportunities.

2. Possess and demonstrate an understanding of the current admission

requirements, admission options, and application procedures to

colleges, universities and career/vocational institutions, and the

ability to effectively counsel LEP students in the pursuit of their

post-secondary desires.

3. Demonstrate ability to assist LEP students in evaluating and interpreting

information about post-secondary educational and career alternatives

so that appropriate options are considered and included in the

decision-making process.

4. Demonstrate knowledge and ability to understand and interpret forms

and data-driven documents that are a part of the post-secondary

admission and financial aid processes, including: admission

applications; student questionnaires; letters of recommendation, and

acceptance; and other needs assessment documents.

5. Demonstrate a familiarity with available technology and the ways in

which it may support the post-secondary guidance and counseling

process including: guidance information systems; financial aid

information and eligibility; relevant record-keeping and follow-up,

and Internet services.

6. Demonstrate ability to use historical admission patterns and trends to

assist LEP students in measuring the appropriateness of their

application to particular colleges, universities or career/vocational

institutions.


FLORIDA PRINCIPAL LEADERSHIP STANDARDS

Florida’s school leaders must possess the abilities and skills necessary to perform their designated tasks in a high-performing manner. The school leader, commensurate with job requirements and delegated authority, shall demonstrate competence in the following standards:

1. Instructional Leadership 1.1 Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.

2. Operational Leadership 2.2 Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.

2.4 Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

3. School Leadership

3.2 Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.

3.4 Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.

SBE Rule 6B-5.0012, Approved April 19, 2005


COMPETENCIES AND SKILLS REQUIRED FOR CERTIFICATION in Educational Leadership in Florida (Florida Educational Leadership Examination - FELE) 3rd edition

Select Competencies and Skills Related to ESOL

COMPETENCIES SKILLS

Subtest #1: Instructional leadership

(Instructional Leadership; Managing the Learning Environment; and Learning, Accountability and Assessment) (1) 1. Knowledge of instructional leadership standard as related to curriculum development and continuous school improvement process.

(4). Identify functions and implications of various curriculum designs.

(5). Given grade-level data on reading, identify strategies to align curriculum, instruction, and assessment.

(1) 6. Knowledge of instructional leadership standard as related to federal and State law in education and schooling.

(2). Given a scenario, identify employee and student rights and responsibilities under federal statutes.

(1) 12. Knowledge of managing the learning environment standard as related to student and parental rights

(2). Given a scenario, identify standards and procedures applicable to United States Citizenship and Immigration Services and students attending public schools.

(1) 14. Knowledge of learning, accountability, and assessment standard as related to State law for education and schooling.

2. Given a scenario, identify the standards and procedures applicable to the META Consent Decree.

(1) 17. Knowledge of learning, accountability, and assessment standard as related to diagnostic tools to assess, identify, and apply instructional improvement

(1). Given a data set of reading test results for students in ESE or ESOL, identify diagnostic tools appropriate for assessing student learning needs. (2). Given a data set of reading test results for students in ESE or ESOL, identify appropriate instructional strategies to improve student performance in reading.

Subtest #2: Operational Leadership

(Technology, Human Resource Development, Ethical Leadership, Decision-Making Strategies) (2)12. Knowledge of decision-making strategies standard as related to federal and/or State law for education and schooling.

(1) Given a scenario, identify standards and procedures applicable to federal and/or State statutory provisions for accomplished practices, pupil progression, compulsory school attendance, sexual harassment, charter schools, alternative schools, safe schools, curricula, and facilities.

2(14) Knowledge of decision-making strategies standard as related to data analysis

(2). Given a school improvement plan, identify criteria for learning gains of varying subgroups using disaggregated data.

Subtest #3: School Leadership

(Community and stakeholder Partnerships, Diversity, Vision) (3) 1. Knowledge of community and stakeholder partnerships standard as related to community relations.

(1) Select strategies to promote community cooperation and partnerships.

(3) 3. Knowledge of community and stakeholder partnerships standard as related to State law for education and schooling.

(2) Given a scenario, interpret school advisory committee requirements as identified in State statutes.

(3) 6. Knowledge of diversity standard as related to federal and State law for education and schooling and organizational communication.

(1). Given a scenario, apply legal interpretations of the purpose and intent of federal statutes related to equal access and the prohibition of all forms of discrimination in public schools. (2) Given a scenario, identify effective, research-based communication strategies

(3) 7. Knowledge of vision standard that works to relate State standards, the needs of the students, the community, and the goals of the school.

(1) Identify effective strategies for communicating relevant information about State standards, student needs, community needs, and the goals of the school to appropriate stakeholders.

(3) 8. Knowledge of vision standard as related to data analysis. (1). Given school data, develop and organize a school action plan that includes methods and approaches to communicate the need for the plan to teachers, students, and the community.

(3) 9. Effective writing and data analysis for a school-based application.

(1). Given a scenario including data, analyze, interpret, and evaluate data for a specific target audience.


Academic Learning Compact

1. Content Knowledge/subject matter - Graduates will have a basic understanding of the subjects they teach and how a subject is

linked to other disciplines as well as how content can be applied to real world integrated settings.

2. Communication Skills-Graduates will demonstrate the ability and desire to remain current with development in the art of music and

teaching, to make independent, in depth evaluations of their relevance, and use the results to improve oral and written communication skills, musicianship, teaching skills and competencies related to pedagogical content knowledge as established by the Florida Education Standards Commission.

3. Critical Thinking Skills – Graduates will demonstrate the ability to reach logical conclusions based on the student-driven information that

is derived from multiple sources and moral and ethical implications of policy options.

4. Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

5. Professional and Career Success- (Role of the Teacher) Graduates will demonstrate the ability to work with various education

professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students as well as maintaining personal and professional goals and becoming members of local, state and national professional educators’ organizations.

University Policy Statements

Policy Statement on Non-Discrimination

It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment.

Academic Honor Policy

The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.

ADA Compliance

To comply with the provisions of the Americans with Disabilities Act (ADA), please be advised of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.


CULTURE(Cross- Cultural

Communication)

1 standard

LANGUAGE and LITERACY

(Applied Linguistics)3 standards

METHODS OF TEACHING ESOL (English to Speakers of

Other Languages)3 standards

ESOL CURRICULUM

AND MATERIALSDEVELOPMENT

2 standards

ASSESSMENT(ESOL Testing and

Evaluation)

3 standards

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT

5 DOMAINS

12 Standards2.1

3.1

2.22.3

4.1

3.33.2

5.1

1

4.2

5.3

5.2

2

34

1

5

The course model consists of 6 units that are inclusive of the standards, competencies and indicators established by Florida Department of Education for professional school educators including Guidance Counselors, School Administrators, and School Psychologists. Each domain/unit contains related readings, issues for discussion, expected products, and experiences as described in the course activities segment and under Methods for Assessment.

The following 12 ESOL Standards endorsed by the Florida Department of Education are used.

COURSE OBJECTIVES

The objectives for the course are reflected in selected Florida Department of Education ESOL Standards FTCE Competencies as follows:

1. Candidates develop required historic, legal, and procedural knowledge, skills, and dispositions to conduct programs within the parameters of federal and state regulations including the Consent Decree and No Child Left Behind.

2. Candidates Identify roles and responsibilities for corresponding discipline (Psychology, Counselor Education, and Educational Leadership) with duties related to Leadership in educating English Language Learners including placement and equal access, support, and monitoring for the learning community of ELLs to make continuous improvement..

3. Candidates develop knowledge, skills and dispositions to work with elements of cross-cultural communication and sensitivity within various constituents of the ESOL community and across communities.

4. Candidates develop knowledge and skills in language acquisition and language learning including elements of applied linguistics that critical to the progression of language for academic success.

5. Candidates develop knowledge of appropriate ESOL curriculum delivery models and monitoring for English language learners including school site visits and classroom observations in ESOL settings.

6. Candidates develop knowledge and skills related testing and assessment for placement of ELLs as well as counseling and other related support for children and families using funds of knowledge and other available community resources.

7. Demonstrates knowledge gained through various measures including midterm and final examinations

8. Candidates develop knowledge of testing and assessment of ESOL learners and programs including data analysis for program improvement and student progression to implement a system of program improvement.


ESOL PERFORMANCE STANDARDS & Correlated FTCE Standards

Domain 1: Culture (Cross-Cultural Communications)

Standard 1 (1.1): Culture as a factor in ELLs’ Learning

Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Performance Indicators

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

1.1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels.

1.1. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction.

1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.

1.1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families. 1.1. f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for

students from diverse backgrounds and at varying English proficiency levels. FTCE Standard 3: Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues

Domain 2: Language and Literacy (Applied Linguistics)

Standard 2 (2.1): Language as a System

Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English. Performance Indicators 2.1. a. Demonstrate knowledge of the components of language and understanding of language as an integrative and

communicative system. 2.1. b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and

sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English.

2.1. c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning.

2.1. d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.

2.1. e. Identify similarities and differences between English and other languages reflected in the ELL student population.

FTCE Standard 1: Knowledge of heritage language and English language principles

Standard 3 (2.2): language Acquisition and Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’


learning. Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. Performance Indicators 2.2. a. Demonstrate understanding of current and past theories and research in second language acquisition and

bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. 2.2. b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a

foundation for learning English. 2.2. c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’

learning of English. 2.2. d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as

a second language. FTCE Standard 2: Knowledge of first and second language acquisition theorists and classroom application

Standard 4 (2.3): Second Language Literacy Development

Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.

Performance Indicators 2.3. a. Understand and apply current theories of second language reading and writing development for ELLs from

diverse backgrounds and at varying English proficiency levels. 2.3. b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second

language) literacy development. 2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support

ELLs’ learning. 2.3. d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’

L2 literacy development in English. FTCE Standard 8: Knowledge of literacy development and classroom application

Domain 3: Methods of Teaching English to Speakers of Other

Languages (ESOL)

Standard 5 (3.1): ESL/ESOL Research and History

Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs.

Performance Indicators 3.1. a. Demonstrate knowledge of L2 teaching methods in their historical context. 3.1. b. Demonstrate awareness of current research relevant to best practices in second language and literacy

instruction. 3.1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for

ELL instruction. FTCE Standard 5: Knowledge of instructional models

FTCE Standard 11: Knowledge of federal and state mandates

Standard 6 (3.2): Standards-Based ESL and Content Instruction


Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. Performance Indicators 3.2. a. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and

at varying English proficiency levels. 3.2. b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes. 3.2. c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes. 3.2. d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English. 3.2. e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency

levels. 3.2. f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency

levels. 3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository writing. 3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and

instructional technology). 3.2. i. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying

English proficiency levels. 3.2. j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in

learning academic vocabulary and content-area material. 3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English

proficiency levels. FTCE Standard 6: Knowledge of instructional methods and strategies

Standard 7 (3.3): Effective Use of Resources and Technologies

Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies.

Performance Indicators 3.3. a. Use culturally responsive/sensitive, age-appropriate, and linguistically accessible materials for ELLs of diverse

backgrounds and varying English proficiency levels. 3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-

area skills. 3.3.c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and

content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.

FTCE Standard 7: Knowledge of instructional technology

Domain 4: ESOL Curriculum and Materials Development

Standard 8 (4.1): Planning for Standards-Based Instruction of ELLs

Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. Performance Indicators


4.1.a. Plan for integrated standards-based ESOL and language sensitive content instruction. 4.1.b. Create supportive, accepting, student-centered classroom environments. 4.1.c. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and

integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 4.1.d. Plan learning tasks for particular needs of students with limited formal schooling (LFS). 4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for

individuals and small groups to successfully meet English language and literacy learning objectives. FTCE Standard 4: Knowledge of curriculum, curriculum materials, and resources

Standard 9 (4.2): Instructional Resources and Technology

Teachers will know, select, and adapt a wide range of standards-based materials,

resources, and technologies.

Performance Indicators 4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials. 4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing

English language and literacy. 4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs

of diverse backgrounds and at varying English proficiency levels. FTCE Standard 7: Knowledge of instructional technology

Domain 5: Assessment (ESOL Testing and Evaluation)

Standard 10 (5.1): Assessment Issues for ELLs

Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. Performance Indicators 5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and

at varying English proficiency levels. 5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English

proficiency levels. 5.1.c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse

backgrounds and at varying English proficiency levels. 5.1.d. Demonstrate understanding of the advantages and limitations of assessments, including the array of

accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education needs. FTCE Standard 9: Knowledge of assessment FTCE Standard 10: Knowledge of exceptional student education (ESE) issues related to ELLs

Standard 11 (5.2): Language Proficiency Assessment

Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction.


Teachers will understand their uses for identification, placement, and demonstration of language

growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will

articulate the appropriateness of ELL assessments to stakeholders.

Performance Indicators 5.2.a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of

ELLs from language support programs, including requirements of the Florida Consent Decree. 5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English

proficiency levels. 5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. 5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English

proficiency levels. 5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence.

FTCE Standard 9: Knowledge of assessment

FTCE Standard 10: Knowledge of exceptional student education (ESE) issues related to ELLs

Standard 12 (5.3): Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and

summative assessment tools and techniques to inform instruction and assess student learning. Teachers will

understand their uses for identification, placement, and demonstration of language growth of ELLs from

diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of

ELL assessments to stakeholders.

Performance Indicators 5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language

and literacy development. 5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse

backgrounds and at varying English proficiency levels. 5.3.c. Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for

ELLs at varying levels of English language and literacy development. 5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5.3.e. Assist Ells in developing necessary test-taking skills. 5.3.f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic

assessments, e.g., portfolios, checklists, and rubrics. FTCE Standard 9: Knowledge of assessment


TOPICAL OUTLINE AND COURSE CONTENT

Spring/Fall/Summer Day/

Wk

TOPIC

Expectations and Class

Activities

Tuesday

#1

COURSE OUTLINE AND EXPECTATIONS

UNIT #1: HISTORY, POLICY, ACCESSIBILITY, AND COMPLIANCE

Main Text

Ch1. and 2: Students, Policy and programs

Demographics and types of language minority students

Historical development of ESOL/Bilingual Education in the

United States of America

Legal enactments, legislative mandates, court decisions and

policies regarding the rights and services for ELLs (English

Language Learners), participation and achievement in U.S.

schools, and the responsibilities of school leaders.

ASSIGNMENTS MUST BE POSTED IN TASK STREAM ON THE DUE DATE AND MUST BE COMPLETED ACCORDING TO THE EXPECTATIONS OF THE CORRESPONDING RUBRIC

Course Overview - Course expectations - Materials needed - Assignments

Active Participation in The Summary Reviews

- Ask and respond to questions - Initiate discussions

#2

Ch1. and 2: Students (Cont.)

Program frameworks to serve ELLs and their sociological,

philosophical and psychological implications o Program models and design, pros and cons, research and

outcomes

o Social, political and educational trends that have affected the education of ELLs.

o Testing and placement

o Issues of compliance, other.

Brief course overview

Active participation in lecture and discussions

- Ask and respond to questions

- Initiate discussions

Discussion of assignments

#3

UNIT #2: PROFESSIONAL STANDARDS ROLES &

RESPONSIBILITIES, GOALS, PROGRAMS 1. ROLES AND RESPONSIBILITIES OF THE SCHOOL

ADMINISTRATOR, SCHOOL PSYCHOLOGISTS, GUIDANCE

COUNSELORS AND SOCIAL WORKERS

o Critical analysis of standards for the Professional

designation

o Participation and specific role and responsibility on the

LEP Committee

o Developing appropriate programming to serve the ELLs

o Elements of the LEP Plan

o Monitoring and implementing the LEP Plan

Due Analysis of District LEP

Plan with

Crosswalk/summary

linking to Standard for

Professional

Responsibility

#4

UNIT #3: CROSS-CULTURAL COMMUNICATION AND SENSITIVITY: INDIVIDUAL, SCHOOL AND OMMUNITY

Ch 5. Culture Culture Concept

Development of Cultural Identities

o Characteristics of different stages of cultural adjustment and analyze elements of surface and deep culture and their impact on instruction and student and socialization


Day/

Wk

TOPIC


Activities

o Major components of dominant cultures that affect ELLs’ learning.

o Levels of cultural adaptation (e.g., assimilation, acculturation, accommodation). Identify ways home culture affects student participation, learning, and adjustment.

Cultural Pluralism in Education

Prejudice and Discrimination

Role of Culture in language

Ethnographic approaches to cultural understanding

Ch 10. School & Community

Historical context of language minority communities

Developing a portrait of a community

o Community structures

o Language use in the community

o Funds of knowledge and community-based research

Developing partnerships that integrates the entire learning

community

Readings

Ariza, Eileen (Spring 2002). Cultural Considerations: Immigrant parent

Involvement. Kappa Delta Pi Record. pp 134 - 137.

Discussion Board

post video viewing:

A Family of Many Nations

#5

UNIT #3: (Continued) Distance- conferencing/ Video-chat post view of

Video: Culture

School Visit #1:

At this point in the semester, inquire about schools in your area

where ELLs are served. Secure placement for a structured field

experience (See requirements under Methods for Evaluation).

DUE

Critique Chapters 1 & 2

Standard-Based Instruction and

Assessment (Reader) & Article: Cultural Considerations

Discussion Board

post video viewing:

RE: Cross Cultural Communication

#6

UNIT #4: LANGAUGE ACQUISITION FOR ACADEMIC SUCCESS Ch 4. Language Language acquisition

Interdependence of L1 and L2

Issues of applied linguistics PreK-5 and 6-12

(Including English morphology, semantics, syntax, grammar,

pragmatics; issues of dialect, phonology, phonemic awareness,

language interferences, etc. )

L2 acquisition as a natural process

Approaches to teaching L2

Teaching language arts in bilingual classrooms

Language and multicultural literature across the curriculum

Differentiating between appropriate practice for BICS and CALP

#7 DUE


Day/

Wk

TOPIC


Activities

Midpoint Review

Midpoint Review

CASE Study Application

Philosophy for working

with the various

constituents of the ELL

learning community

#8

UNIT # 5: CURRICULUM AND INSTRUCTIONAL MONITORING Ch 3. Teaching 1. Goals, Standards and Curriculum Mapping

o Goals and Objectives (National TESOL and DOE)

o Relationship between Language Arts Through ESOL and the SSSs.

* Curriculum and methodology o Trends in ESOL curriculum and methodology

o Traditional classroom vs. the 21st Century classroom

o Passive vs. active learning

o Inquiry-based learning

o Activating student’s prior knowledge

o Cooperative learning

o Accelerated learning

o Critical pedagogy

o Art and music

o Technology and resources for instruction

o Integration of strategies

Curriculum Implementation o Planning and working through the a change process

o Working with resistance to change and increasing receptivity

Planning and implementing the ESOL Curriculum

Needs assessment

Organizing for learning

Securing Personnel and utilizing Resources

Professional Developments

Procurement of Technology, Materials, and Resources

Identifying technological resources, materials and resources to

support instruction for ELLs

Examine DOE approved list of text and materials for ELLs and

conducts web quest search for other resources

Apply specific criteria for selection of materials ELLs

Evaluating the Curriculum in terms of Program Progress and Student

Learning

Formative and summative Program Evaluation

Examine and apply to program evaluation models as part of a case

study

Training, Supervision, and Evaluating Personnel for Appropriate

Programming for ELLs

- -Teachers, paraprofessionals, other administrators, psychologists,

guidance counselors, social workers, school service personnel

(custodians, cafeteria workers, office personnel, etc.)

DUE

Critique Chapters 4 & 5

Standard-Based Instruction and

Assessment (Reader) & create

a professional

development plan

#9

UNIT # 5: Continued

School Visit #2:

Continue to work on assigned activities for the structured experience (See

requirements under Methods for Evaluation).

GROUP PRESENTATIONS

(45 min- 1 hr. / 10pts.)

Use presentation scoring sheet.

Use Power Point, class


Day/

Wk

TOPIC


Activities

handouts and a presentation folio for the instructor.

The groups will include candidates for

School Psychologists, Administrators and

Guidance Counselors when these programs

ore combined in the course.

#10

UNIT # 6 : CONTINUOUS ASSESSMENT AND MONITORING

Ch 6. Assessment A context for Assessment and Impact of No Child Left Behind

National, state, local

Assessment Concepts

Validity, reliability

Types of assessments

Norm-referenced testing

Criterion-referenced testing

Performance based assessment

o Scoring rubrics for language development using indicators

for various language levels

School-based assessment

Identification and placement

Achievement testing/accountability systems

Program evaluation

Classroom based assessment

Traditional vs. student centered teaching

Fundamental assumptions

Operating principles

Assessment linked to instruction

o Oral language

o Reading

o Content areas

o Issues of English interference and applied linguistics in

instruction and assessment

Alternative (authentic) assessments / performance based

assessment

Professional development related to assessment

Readings

Educational Leadership (Dec 2004/Jan 2005). vol. 52, no. 4

Bielenberg, B. and Fillmore, L. W. The English they need for the test.

(pp 45- 49).

Florida State Board Rules 6A-6.09091: Accommodating for statewide

assessment program instruction for LEP students.

DUE

Critique Chapter 3 Standard-

Based Instructions and Assessment

(Reader) & State Board of

Florida Admin Rule 6A-

6.09091 Accommodations of the Stewide Assessment Program Instruments and Procedures for ELLs.

#11

UNIT # 6 : Continued School Visit #3

Continue to work on assigned activities for the structured experience (See

requirements under Methods for Evaluation). If you need an additional site

visit do so, but your work should almost be completed after this visit.

SCHOOL PSYCHOLOGISTS ONLY

Field experience should be

almost completed by this

date

GROUP PRESENTATIONS


Day/

Wk

TOPIC


Activities

Standardized Tests and School Psychology Majors

When included in the class, School Psychologists will explore deeper

issues regarding testing ELLs using standardized instruments for listening,

speaking reading and writing. Including issues of content reliability and

validity, backwash, etc. various instruments to measure language abilities

will be addressed.

Readings

Brown, Douglas H. (2004). Language Assessment: Principles and classroom

practices: Chapter 2: Principles of Language Assessment (19-41)

Chapter 4: Standardized Testing (66 - 103)

Chapter 6: Assessing Listening (116 – 139)

Chapter 7: Assessing Speaking (140 – 184)

Chapter 8: Assessing Reading (185- 217)

Chapter 9: Assessing Writing (218 – 250) This will be the basis of your group presentations – groups and presentations

depend on enrollment in the class)

(45 min- 1 hr. / 10pts.)


Use Power Point, class handouts and a presentation

folio for the instructor.





#12

Ch 9. Special Education Demographic information

Foundations for Bilingual/ESOL Special Ed.

Educational policies

Overrepresentation in Special Education and underrepresentation

in Gifted Education

Under identification and referral of ELLs in Special Education

The referral process and needed reform

#13

Ch 9. Special Education (cont.)

DUE.

Discussion Board

post video viewing:

Special Education

GROUP PRESENTATIONS

(45 min- 1 hr. / 10pts.)


Use Power Point, class handouts and a presentation

folio for the instructor.





14 PUTTING IT ALL TOGETHER

AYP Data Analysis and

Action Plan

School-based Field

Experience and Action

Plan

PUTTING IT ALL TOGETHER


Day/

Wk

TOPIC


Activities

#15

School site visit analysis and program assessment

Discussion and reporting.

Review/ Case Study

Discussion

FINAL EXAMINATION

AS DESIGNATED BY UNIVERSTY SCHEDULE

ASSIGNMENTS MUST BE POSTED IN TASK STREAM ON THE DUE DATE AND MUST BE COMPLETED ACCORDING TO THE EXPECTATIONS OF THE CORRESPONDING RUBRIC.

Review the Disposition Instrument posted in Task Stream


METHODS OF EVALUATION 1. CLASS PARTICIPATION ………………..……………..………(5 %) 5pts

The student pre-reads assigned materials, turns in class assignments on time, and participates in class discussions via distance learning and during site lectures and activities. All assignments and activities specifically designated for the course must be

completed accordingly to receive a passing grade for the course. YOU MUST BE PRESENT ON DESIGNATED SITE LECTURING DATES IN ORDER TO PARTICIPATE IN CLASS.

CLASS ATTENDANCE POLICY (University Policy Attached) UNIVERSITY POLICY WILL BE APPLIED

Please download grading rubrics for each assignment from Blackboard

2. CLASS DEVELOPMENTAL ACTIVITIES..................... (45%) 45 pts. ALL activities must be completed during the term

ALL activities must be turned in on specified due dates

A) Personal Philosophy for Working with the various constituents of the

ELL learning Community ………….……………………………….…………… 5 pts

The philosophy must reflect your value system in working with ELLs and their family as a result of the new knowledge gained in the course. Use the grading rubric as a guide.

ESOL/FTCE 1(3), 5(5, 11), 6(6), 8(4) FPLS 1(1.1) 2(2.2) 3(3.2)

CF 1(1-5), 3.2, 6.3

B) Developmental Activities ……………..……………………………………………20 pts

Reflective Book Study on Diverse Population “Standards-Based Instruction and

Assessment for ELLs” in response to Florida Department of Education

criteria to meet Cecil Golden requir1ement

Three (3) Chapter Combination Critique + Product assignment @ 5 pts each .….15 pts

The reader “Standard-Based Instruction and Assessment for ELL” provides the foundation critical analysis of various issues related to Educating Ells.

o Chapters 1 (Achieving Equity Through Standards and Assessment) and 2 (Understanding Today’s English

Language Learners) + the article Cultural Considerations for Immigrant Parents. o Chapter 3 (Applying Accountability Reforms) + Florida State Board Rule 6A-6.09091

Chapters 4 (Implementing Standard-Based Learning with ELLs) and Chapter 5 (Achieving the Vision of Higher Standards for ALL) use as a foundation for the development of a plan for professional development for self and subordinates.

Objective: The class will engage in the reading of assigned chapters during the course to provide critical analysis of a variety of issues affecting the diverse group of English Language learners in the context of instruction and assessment. Students will provide a critical analysis and participate in relevant class discussions in small and large groups. Include appropriate citation, thesis of the article, high points and value (to you) as a school leader. See grading rubric on Blackboard and Task Stream.

ESOL/FEAPS 1(3), 3(2), 4(8), 5(5, 11), 6(6), 8(4), 10(9, 10), 11(9, 10), 12(9) FPLS 1(1.1), 2(2.4, 3(3.2)

CF 1.1, 1.5, 5.4, 6.3

Analysis of District LEP Plan with Crosswalk linking to Standard for Professional

Responsibility …………………………………. 5 pts

Research and find the LEP Plan for a school district of your choice. Analyze and summarize your findings according the criteria on the rubric and reporting guide.

ESOL/FEAPS 1(3), 2(1), 3(2), 5(5,11), 10(9, 11), 11( 9, 11) FPLS 1(1.1), 2(2.2) (2.4), 3(3.4)

CF 1.1, 1.5, 5.4, 6.3


C) Group presentation on a topic related to providing services for ELLs ….. 10 pts

In groups of 2 to 3 students (dependent of the size of the class) select a subtopic from assigned by the

Professor. School administrators (Math development and teaching for ELLs, Science in the ELL classroom,

social studies Development, Special Education programs for ELLs, Community relations , etc.). School

Psychologists (Issues of testing protocol and principles in standardized testing for listening, speaking, reading

and writing). Guidance Counselors ( issues of culture sensitive discipline plans, outreach services programs,

working with various community funds of knowledge, etc. ). The presentation should be 45 min to 1 hr. in

length and should include at least 3 different references on the issue. .Use Power Point, provide class handouts,

and a presentation folio for the instructor. The groups will include candidates for School Psychologists,

Administrators and Guidance Counselors when these programs ore combined in the course.

ESOL (1(3), 2(1), 3(2) 5(5,11), 7(7), 8(4), 9(7), 10(9,10) FPLS 1.1, 2.2, 2.4, 3.2,

CF 4.2, 5.4

D) AYP Analysis and interpretation of State Standardized Test Scores for ELLs…10 pts

Research the AYP results for two (2) select Florida schools focusing on the outcomes of the ELL population. Analyze, Interpret, and compare the results focusing on reading/language and mathematics achievement for ELLs. Develop an improvement plan with goals and objectives, timelines and expected outcomes and other elements as indicated in the grading rubric.

ESOL/FTCE 3(20), 4(8), 5(8, 11), 6(6), 8(4), 11(9, 10), 12(9) FPLS 2(2.2)

CF 1(1-5), 6.4

3. FIELD EXPERIENCE and PARTICIPATION........ (10 %)10 pts. A) FIELD EXPERIENCE

Conduct a minimum of ten (10) hours of school-based structured experience including observation, participation in school

activities, interviews with administrators, document reviews including the LEP Plan, inquiry into issues of school climate

affecting the ELLS and their families, strategies for working with diverse cultural values and needs, etc. At least eight (8) hrs of on-site experience must be documented and two (2) hrs. of focus group interaction.

Interview/ site participation with School Administrator:

Expected Activities and Reporting

General Expectations

Identify a school where ELLs are served and secure permission to conduct a 6hrs field experience.

During the time of participation record the time spent participating in the required activities and secure the appropriate signatures before leaving the school/educational site

Gather appropriate information to develop a mini ethnographic study of the school site o Distribution of the ELL population served (grade level, language variations and countries of origin,

parental attitudes and participation in the activities of the school, attitudes of school personnel regarding the presence and involvement of the ELLs and their parents, general attitudes of the community regarding the ELLs, services offered to parents of ELLs and methods of encouragement for participation, and other related information, school strategies to harmonize the learning community.

Conduct a generic program assessment through interviews (principal, guidance counselor, school psychologist, etc.) and reviews of documents

o Develop a questionnaire to be used as a guide for gathering information as follows: Program model Placement and grouping of ELLs Level of training of school personnel Curriculum and materials used for ELLs Curriculum articulation between and among teachers at various grade groups,


administrators and teachers, the school and the parents.

Conduct a generic classroom observation of ESOL instructional practice Alignment of standards with instruction Use of Instructional strategies (foe vocabulary development, generic teaching, and

language focus strategies and practice)

Use DOE electronic information about test results for the school and conduct you AYP assignment. Take advantage of the opportunities to inquire about programs and strategies to improve test scores

ESOL 6(6), 7(7), 8(4), 9(7), 12(9) FPLS (2.2, 2.4, 3.2, 3.4)

CF 1.1, 2.5

NOTE: Although this is not intended to be a group project, small group of students are encouraged to visit the school together, but separate reports and views recording will be expected. This approach is encourages because of the limited number of ESOL programs in our area.

Specific Expectations -- NO SUBSTITUTIONS WILL BE ACCEPTED School Administrators

o Students in the Educational Leadership program will focus on the administrative responsibilities related to program issues.

School Psychologists

o Students in the Educational Psychology program will participate with a district school psychologist who serve ELLs and will place primary focus on the functions of the school psychologist, including testing, assessment, and recommendations of services for ELLs. However, school based participation is still expected in a balanced format.

School Guidance Counselors

o Students in the Counseling program will work directly with the guidance counselor at a school where ELLs are served, but not exclusively (note: the guidance counselor must be an active participant on the LEP committee and must serve as part of the school team in assessing and participating in other decisions concerning the ELLs

School Social Workers

o Students in School social work will participate directly with the assigned social worker assigned to schools where ELLs are served, but must still participate at the school site in a balanced format to gain school-based knowledge and experience.

Reporting the Field Experience Information Students are expected to complete and present the type written report in narrative form with the inclusion of all instruments used to gather the information. The report will be collected in a plastic binder/sleeve including the signed certification of participation and any other artifacts gathered during the experience. Please see grading rubric on Blackboard.

4. FINAL EXAMINATION............................……..... (40%) 40 pts. By Consensus, whenever a midterm is preferred by the students in the class, the

course will be modified to include both midterm and final examinations consisting of 20

points each for a total of 40 points.

C) FINAL EXAMINATION --------------------------------------------------------------- 40 pts. The final examination will be given at the time specified by the University and will include items related to the concepts and skills that frame the course as well as other activities and demonstrations during the course. The examination will be delivered via Blackboard for a designated period of time.

ESOL (1-12) FPLS SugT#1(1,6,12,14,17) SubT#2 (12,14) SubT#3 (1,3,6,7,8,9)

CF 1-5, 3.2, 4.2, 5.4, 6.3, 6.4

TOTAL (100%) 100 pts.

GRADING: Your grading in this course will be based on your performance and the identified learning activities (See weighted value above). The maximum number of points combined is 500. The grade distribution is as follows:

91-100 = A 81-90 = B 71-80 = C 61-70 = D 60 and below = F


ESOL REFERENCES AND RESOURCES AVAILABLE Annual Editions – Multicultural Education (2005). 12th edition. McGraw-Hill/Dushkin

Association of Supervision and Curriculum Development (December 2004/January 2005). Educational Leadership: Educating Language Learners. Volume 2, No 4.

Blanchard, Karen, and Root, Christine (2007). For Your Information – Reading and Vocabulary Skills. 2nd edition. Pearson Education, Inc.

Bulter-Pascoe, Mary Ellen, and Wiburg, Karin M. (2003). Technology and teaching English language learners. Pearson Education, Inc.

Cappelini, Mary (2005). Balancing Reading & Language Learning – A Resource for Teaching English Language Learners, K-5. Stenhouse Publishers.

Cooper, James M. and Bolick, Cheryl Mason (2003). An Educator’s Guide to Technology Tools. Houghton Mifflin Company.

Cooper, James M. and Borich, Gary D. (2004). An Educator’s Guide to Field-based Classroom Observation. Houghton-Mifflin Company.

Cooper, James M. and Grant, Carl A. (2003). An Educator’s Guide to Diversity in the Classroom. Houghton Mifflin Company.

Diaz-Rico, Lynn T. (2008). Strategies for Teaching English Learners, 2nd edition. Pearson Education, Inc.

Echevarria, Jana; Short, Deborah; and Vogt, MaryEllen (2008). Implementing the SIOP Model through Effective Professional Development and Coaching. Pearson Education, Inc.

Eschevarria, Jana; Vogt, MaryEllen; and Short, Deborah J. (2008). Making Content Comprehensible for English Learners – The SIOP Model, 3rd edition. Pearson Education, Inc.

Freeman, D & Freeman, Y. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, Grammar. Heinamann.

Gibbons, Pauline (2002). Scaffolding Language, Scaffolding Learning – Teaching Second Language Learners in the Mainstream Classroom. Heinemann.

Gollnick, Donna M. and Chinn, Philip C. (2002) Multicultural Education in a Pluralistic Society, 6th edition. Pearson Education, Inc.

Horwitz, Elaine Kolker (2008). Becoming a Language Teacher – A Practical Guide to Second Language Learning and Teaching. Pearson Education, Inc.

Justice, Paul W. (2001). Relevant linguistics – An introduction to the structure and use of English for teachers. CSLI Publications.

Lagan, John (2001). Sentence Skills with Readings, 2nd edition. McGraw-Hill.

Ovando, Carlos J., Collier, Virginia P., and Combs, Mary Carol. (2003). Bilingual & ESL classrooms – Teaching in multicultural contexts, 3rd edition. McGraw-Hill.

Reiss, Jodi, (2008). 102 Content Strategies for English Language Learners – Teaching for Academic Success in Grades 3-12. Pearson Education, Inc.

Reyes, Sharon Adelman and Vallone, Trina Lynn (2008). Constructivist Strategies for Teaching English Language Learners. Corwin Press.

Ryan, Kevin and Cooper, James M. (2007). Those Who Can, Teach. Houghton Mifflin Company.

Tompkins, Gail E. (2004). Literacy Strategies Step by Step, 2nd edition. Pearson Education, Inc.

Trudgill, Peter and Hannah Jean. (2002). International English – A guide to the varieties of standard English, 4th edition. Peter Trudgill and Jean Hannah, publisher.

Vogt, MaryEllen and Echevarria, Jana (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Pearson Education, Inc.

Web site Resources

Bookmark these sites and become familiar with the information they provide. Continue to add to this list and share with the class. Center for Applied Linguistics - http://www.cal.org Florida Department of Education - http://www.fldoe.org Florida Office of Multicultural Student Language Education (OMSLE) - http://www.fldoe.org/aala/ International Phonetic Association - http://www.arts.gla.ac.uk/ipa/ipa.html National Clearinghouse for English Language Acquisition - http://www.ncela.gwu.edu/ National Public Radio – stories about students learning English as a second language - http://www.npr.org/search.php?

http://www.cal.org/

http://www.fldoe.org/

http://www.fldoe.org/aala/

http://www.arts.gla.ac.uk/ipa/ipa.html

http://www.ncela.gwu.edu/

http://www.npr.org/search.php

College of Education Tallahassee, Florida 32307 COURSE ... Syllabi... · College of Education...

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