The following services are available through BE/ESL Title III Cooperative.
Cognitive Understanding for Teaching ELLs (C.U.T.E.) (PreK-12) NEW!
This service will assist districts in the implementation of higher order thinking skills when working with second language learners. These higher order thinking skills are embedded in the learning strategies. Hence, the delivery of this service will focus on one of the learning strategies listed below to be identified by the requesting campus as an area of high need. These focused campus consultations are specifically designed to be conducted during teachers' conference periods; follow up classroom observations may also be arranged as an additional benefit to participants.
* Using prior knowledge and experiences to understand meanings in English;
* Monitoring oral and written language production and employing self-corrective techniques or other resources;
* Using strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
* Using learning strategies through spoken language such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution;
* Internalizing new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
* Using accessible language and learning new and essential language in the process;
* Demonstrating an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and
* Developing and expanding repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
In conclusion, this service will emphasize the development of ELPS cross-curricular second language acquisition learning strategies during classroom instruction. Helping English Language Learners learn how to learn and apply this valuable skill to master rigorous academic content is an essential student expectation that paves the way towards achieving commended status.
Recommendations for follow-up sessions: Metacognitive Strategies for the ELL and Engaging the Disengaged.
Charter Chat Cadre NEW!
This service assists charter school personnel in best practices for the Bilingual, ESL, and Migrant Programs. Short lunch meetings will provide campus administrators and BE/ESL/Migrant personnel with the most current updates in education in each of these areas. These “brown bag” luncheons will take place every other month and focus on topics relating to ESL, dual language, parent involvement, the migrant program, and compliance as they relate to the Charter School systems. School personnel will have opportunities to ask questions and interact with Region10 personnel, as well as, one another.
Creating a District BE/ESL Policy Manual (PreK-12 Program Administrators) NEW!
Tier I -Key Components
Tier II-Peer Review, Feedback, and Follow-Up
Tier III-Customized Consultations
Districts and schools are required by the state to have written guidelines regarding Bilingual/ESL programs. The Tier I service provides information on how to ensure that your manuals and guidelines are in compliance with state law and district policies. Guidance is provided on how to create new manuals and how to redesign or modify existing ones. The Tier II service provides an opportunity for follow-up and peer review for those who have participated in the Tier I service and need feedback on their newly written or revised manuals. Finally, the Tier III service provides customized consultations on an individual and small group basis for more targeted support.
Dual Language Networking System (PreK-12 Program Administrators) NEW!
This Group is for directors, coordinators, and/or administrators currently implementing, or looking to implement a Dual Language program. Sessions will be held throughout the year and will allow participants to learn from each other and support each other as we move toward a global world requiring students to be bilingual and bi-literate.
Dual Language Service: Supporting the Gomez and Gomez Dual Language Enrichment Model (PreK-12) NEW!
This comprehensive Dual Language Service is offered to help with the implementation of the Gomez and Gomez Dual Language Enrichment Model. It is tailored to meet the needs of the individual district or campus. To support the implementation of the model, Region 10 consultants will work with administrators and staff to conduct observations, clarification, and discussion as needed for each of the components of the model, such as Language of the Day, Interactive Word Walls, and Specialized Vocabulary Enrichment Activities.
ELPS Instructional Support Service (PreK-12) NEW!
Districts are required to implement the English Language Proficiency Standards alongside the content standards for English language learners. This service provides support as your district moves through the implementation process. Guidance is provided on how to incorporate the ELPS into classroom lessons, how to use the Proficiency Level Descriptors (PLDs), how to accommodate for each proficiency level and much more. Finally, this service will provide customized support to move your district through your implementation plan.
PBMAS Staging Support (PreK-12 Program Administrators)
Districts who are staged for intervention for PBMAS BE/ESL indicators will receive technical assistance and support with staging interventions including accessing and working with reports and intervention templates and other assistance as necessary.
SIOP CAR: Collection, Analysis and Response to Data (PreK-12)
This comprehensive SIOP implementation process is a service offered to help design and implement a model that is tailored to meet the needs of your individual district or campus. To ensure SIOP implementation, Region 10 consultants will utilize the following components: Collection of Data (observations reported); Analysis of Data (data compiled and analyzed); Response to Data (report supplied based on observations with recommendations for further implementation).