1. PLd/Accommodations Training & Introduction to Navigating the ELPS
Katy ISD
PLd/Accommodations Training
& Introduction to Navigating the ELPS

2. Introduction Purpose: provide Katy ISD demographics

3. Kahoot!
accommodation-intro/d36ce c-aa09-c496141b2e4f
Introduction:Kahoot (Slide 3): This Kahoot will provide participants with background information about the Katy ISD ESL Program Demographics.(Estimated time: 5 minutes)
Have Kahoot up on the board so teachers can log in as soon as they arrive.
Play the Kahoot and discuss misconceptions.

4. ESL Terminology Purpose: Preload ESL Vocabulary
Review ESL Terminology (Estimated time: 5 minutes) (Reference 1 and slides 4-10)
Discuss
Currently Served vs. Denials vs. Monitored Students.
Accommodations vs. Modifications
Acronyms associated with ESL
Direct teachers to pull out Reference 1- ESL Terminology

5. ESL Program Parent Denial Monitored Moses Beginner (B)
Currently Served ESL
Newcomer Program
Belinda
Intermediate (I)
Currently Served ESL
Sheltered content courses
Angela
Advanced (A)
Currently Served ESL
General Education courses
Parent Denial
Monitored
Isak
Advanced (A)
Parent Denial
General Education courses
Isabelle
Exited ESL
Monitor Year 1
General Education courses

6. Currently Served in the ESL Program
Students currently served in the ESL Program are . . .
provided linguistic accommodations and the English Language Proficiency Standards (ELPS) according to English proficiency level
required to take TELPAS and expected to grow one English proficiency level each year in speaking, listening, reading and writing
monitored 6x per year by LPAC for grades and accommodations
Moses
Beginner (B)
Currently Served ESL
Newcomer Program
Belinda
Intermediate (I)
Currently Served ESL
Sheltered content courses
Angela
Advanced (A)
Currently Served ESL
General Education courses

7. General Education courses
ESL Parent Denial
Students who qualify for the ESL program, but parents deny participation are . . .
provided the English Language Proficiency Standards (ELPS) according to English proficiency level
not required to have linguistic accommodations documented
required to take TELPAS and expected to grow one English proficiency level each year in speaking, listening, reading and writing
monitored 6x per year by LPAC for grades
able to accept ESL program services at any time during the school year
Isak
Advanced (A)
Parent Denial
General Education courses

8. General Education courses
Monitored Year 1 and 2
Students who have exited the ESL program within the previous two years are . . .
monitored 6x per year by LPAC for grades
Isabelle
Exited ESL
Monitor Year 1
General Education courses

9. Present Slide 9.
Mastering the TEKS and the English language are the goals for all English learners. Linguistic accommodations are the vehicle by which English learners gain access to and build comprehension of new content and academic language. Where they are on the path toward mastery varies by their current English language proficiency (as noted by the Proficiency Level Descriptors - B, I, A). Students at the beginner level of English proficiency require more linguistic accommodations than students at the Advanced level of English proficiency. As students acquire more language, fewer accommodations are needed. The level of accommodations needed can vary by student and by subject area also as a result of the students’ background knowledge in the content and the student’s level of literacy in his/her native language.

10. Important ESL Terminology (reference #1)
Slide 10 - Review key terms that have been used on slides 5-9

11. Accountable Talk Listening/Response Stems Speaking Stems Partner B:
Partner A:
One thing I realized during the presentation of ESL Terminology is ________________. I was unaware of ______________.
One similarity/difference between ________________ is _________________.
Currently Served/Denial/Monitor
ELPS/PLDs
Accommodations/Modifications
Listening/Response Stems
Partner B:
After listening to what you said I think______ because __________.
Something else I would like to know about _________ is ________.
After you said __________, I wonder ________.
Another thought I had about _____________ is __________.
Slide 11 - Provide an opportunity to discuss new learning about
the vocabulary, ESL program, or acronyms with accountable
talk.

12. Linguistic Accommodations and PLDs
Purpose: Learn how to help English Learners in your classroom
Linguistic Accommodations and PLDs (slides 12,13) - How do we help students? (Estimated time: 20 minutes)
Ask teachers to get into teams of four. Give each team a set of Reference 4 – PLD & Accom Practice.
Teams will either get speaking or writing.
Ask groups to decide who will do the beginner, intermediate, advanced, or advanced high. Option two: highlight the column ahead of time.
Ask each member to look at the PLDs Reference 2 to fill in the section about what your student can do. Then use Reference 3 to fill out the section for “What Can you do to Help?” practice.
Provide teachers with sentence stems formed out of questions. After all teachers have filled out their assigned column, they discuss in a group what a B, I, A, H speaker or writer can do and how they can help them.
Teachers are selected randomly to share out to the group utilizing the sentence stems provided. They can share something they said or something they heard from a group member.
If time allows, teachers form pairs by proficiency level. Ask B speaker to find B writer. I speaker will find I writer, A speaker will find A writer, H speaker will find H writer. Teachers discuss what their students can do in different domains (speaking and writing) and how we can help them.
If time allows, teachers are asked to reflect on how looking at a student’s PLDs across domains is beneficial. Teachers are randomly selected to share what they/their partner stated using sentence stems.

13. Activity- Dive into the proficiency Level Descriptors(PLDs Reference #2)and Linguistic Accommodations (Reference #3)
Complete: The Model Student Assignment- (Reference #4)
Think:How can you use these to help students reach success in your classroom?

14. Sentence Stem Creation
Purpose: provide a way for teachers to facilitate student learning
Sentence Stem Creation (slide 14-20) A way for teachers to facilitate student learning (Estimated time: 10 minutes)
Slide 14-Sentence stems are a way to facilitate student learning.

15. While you watch…
Think about questions you would ask students after watching the next video clip.
Slide 15- Tell participants that they will be watching a video clip.  While they watch they should think about questions that would create good discussion in a classroom.   

16. Click on the image. Watch The Video. Be ready to discuss.
Slide 16- Think about the quote.  Click the link imbedded in the quote.  Participants will watch a video clip on the Power of Giving.  This will provide them with a common discussion starter. This same strategy can be used with a course specific video, clip, reading, or topic.  

17. Practice Discussion In the video the man gave... The Dr. gave...
Beginning
Intermediate
Advanced
Advanced High
In the video the man gave...
The Dr. gave...
Giving is...
Giving can....
The gift at the beginning was different from the gift at the end because...
I can justify the boy’s act of theft at the beginning by...
It ultimately led to giving because...
Slide 17- Practice model sentence starters with each level.  How do they differ? How are they the same? As the levels increase more vocabulary is needed to expand on their thinking.

18. After viewing...
Use one of your questions to create sentence stems to help improve student responses.
Create two sentence stems: one for a beginner student and one for an advanced student.
Share your sentence stems with your accountable talk partner.
Slide 18- Ask participants to think back to the question they thought about when watching the clip.  

19. Word Bank: inspire, gift, choices, power, happiness, receive
Now you try. Use the following questions to create a sentence starter for each level to discuss the video clip.
Word Bank: inspire, gift, choices, power, happiness, receive
Beginning
Intermediate
Advanced
Advanced High
What?
When?
Where?
List the three…
Define….
Select…
Which one…?
Can you recall?
Can you explain_____?
What can you say about______?
Locate the following_____.
Describe_____.
How would you restate the lesson in your own words_______.
Why do you think? What are the parts of?
What are the consequences of?
How?
Why?
What evidence can you find?
Can you make the distinction between___ and ___?
How would you classify?
What would you choose?
Why was it better than?
In your opinion will it work? How?
Select a part and tell why you did or did not like it?
What choice would you have made?
How would you justify?
Slide 19- Participants will use slide 19 to create sentence starters for their question.

20. Navigating the ELPS Check out Resource 3-
This source provides sentence stems to help students speak using a variety of structures. ELPS 3(c).
Implementing these will help you begin navigating the ELPS in your classroom!
Navigating the ELPS
First: Find them!
Access eduphoria.
Access Forethought.
Start Planning your Lesson.
Add your TEKS.
Scroll to the bottom of the TEKS.
You will See the ELPS to add to your Lesson.
Slide 20- Show teachers where to find the ELPS. Guide them to resource (Navigating the ELPS using the new Standards to Improve Instruction for English Learners by John Seidlitz). This resource provides sentence stems to help English Learners speak using a variety of structures. After participants have practiced creating sentence stems, this source will contribute more sentence stems for a variety of structures and ideas of ways to incorporate them into the classroom.

21. ESL Professional Development Path
ELL Professional Development Path (Slide 21)(Estimated time: 2 minutes)

22. SCHOOl ESL Team contact information
ESL Lead Teacher:
ESL Teacher:
ESL Paraprofessionals:
ESL Administrator:

23. If time allows, this slide can be moved to the end and the teacher can share additional quick tips/strategies.

24. Adjust YouTube settings
Adjust speed
Turn on
Closed
Captions
Quick Tips/Strategies (as time allows)
Share ways to help make TED talks comprehensible to all learners. (speed and language captions)
Share ways to preload vocabulary (sample link on slide), and take notes using transcript with a Cloze passage (sample link on slide)

25. Ted Talk- Matt Cutts- Try Something New for 30 Days
Front Load Vocabulary
Cloze Activity with the transcript