THE LAW AND ESOL REQUIREMENTS

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1 English for Speakers of Other Languages THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA Multicultural Education Department THE LAW AND ESOL REQUIREMENTS This document is available at:

2 Table of Contents Page Introduction 2 Florida Consent Decree: Synopsis 3-4 Approval of Consent Decree Modification 5-6 ESOL Training Requirements/Timelines 7-8 ESOL Certification or Endorsement: Differences 9 ESOL Certification 10 ESOL Training: District In-service and/or College Credit ESOL Endorsement Options 13 ESOL In-service Training Objectives ESOL Training Plan of Study Checklist

3 Introduction The mission statement of the School District of Osceola County is To Provide education which inspires all to their highest potential. The academic achievement of our growing numbers of English Language Learners (ELL) is a challenge for all of us. The planning and implementation of an effective, comprehensible instructional program for ELL students will empower them to also achieve their highest potential. The purpose of this guide is to provide necessary and valuable information regarding opportunities available to help you complete your specific ESOL training requirement. As educators, the commitment we make to professional growth and development is reflected in the success attained by all of our students. We thank you for this commitment. You make a big difference everyday in the lives and future of the diverse student population of Osceola County. 2

4 1990 FLORIDA CONSENT DECREE League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, United States District Court for the Southern District of Florida, August 14, The Consent Decree is the State of Florida's framework for compliance with the following federal and state laws and jurisprudence regarding the education of Limited English Proficient (LEP) students: Title VI and VII Civil Rights Act of 1964 Office of Civil Rights Memorandum (Standards for Title VI Compliance) Of May 25, Requirements based on the Supreme Court decision in Lau v. Nichols, 1974 Equal Education Opportunities Act of 1974 Requirements of the Vocational Education Guidelines, 1979 Requirements based on the Fifth Circuit court decision in Castañeda v. Pickard, 1981 Requirements based on the Supreme Court decision in Plyler v. Doe, 1982 Americans with Disabilities Act (PL ) Florida Education Equity Act, 1984 Section 504 of the Rehabilitation Act of 1973 Florida's authority for the implementation of the Consent Decree is found in Section , F.S, English Language Instruction for Limited English Proficient Students and Rules 6A to 6A , F.A.C., Programs for Limited English Proficient Students. The Consent Decree addresses the civil rights of LEP students, foremost among those their right to equal access to all education programs. In addressing these rights the Consent Decree provides a structure that ensures the delivery of the comprehensible instruction to which LEP students are entitled. Section I: Identification and Assessment Synopsis: All students with limited English proficiency must be properly identified and assessed to ensure the provision of appropriate services. The Consent Decree details the procedures for placement of students in the English for Speakers of Other Languages (ESOL) program, their exit from the program, and the monitoring of students who have been exited. Section II: Equal Access to Appropriate Programming Synopsis: All LEP students enrolled in Florida public schools are entitled to programming which is appropriate to their level of English proficiency, their level of academic achievement, and any special needs they may have. LEP students shall have equal access to appropriate English language instruction, as well as instruction in basic subject areas, which is understandable to the students given their level of English proficiency, and equal and comparable in amount, scope, sequence and quality to that provided to English proficient (or non-lep) students. 3

5 Section III: Equal Access to Appropriate Categorical and Other Programs for LEP Students Synopsis: LEP students are entitled to equal access to all programs appropriate to their academic needs, such as compensatory, exceptional, adult, vocational or early childhood education, as well as dropout prevention and other support services, without regard to their level of English proficiency. Section IV: Personnel Synopsis: This section details the certificate coverage and in-service training teachers must have in order to be qualified to instruct ESOL students. Teachers may obtain the necessary training through university course work or through school district provided in-service training. The Consent Decree details specific requirements for ESOL certification and inservice training and sets standards for personnel delivering ESOL instruction. Section V: Monitoring Issues Synopsis: The Florida Department of Education is charged with the monitoring of local school districts to ensure compliance with the provisions of the Consent Decree pursuant to federal and state law and regulations including Section , Florida Statutes (Educational Evaluation Procedures) and Section , Florida Statues (Florida Educational Equity Act). This monitoring is carried out by the Office of Multicultural Student Language Education (OMSLE), Division of Public Schools, Florida Department of Education. Section VI: Outcome Measures Synopsis: The Florida Department of Education is required to develop an evaluation system to address equal access and program effectiveness. This evaluation system collects and analyzes data regarding the progress of LEP students and includes comparisons between the LEP population and the non-lep population regarding retention rates, graduation rates, dropout rates, grade point averages and state assessment scores. 4

6 STATE BOARD OF EDUCATION August 19, 2003 SUBJECT: Approval of Settlement Agreement modifying the Consent Decree in LULAC. et. al v. State Board of Education, et. al. PROPOSED BOARD ACTION Approval of Settlement Agreement AUTHORITY FOR STATE BOARD ACTION Section (2), F.S. BACKGROUND INFORMATION LULAC, et. al v. State Board of Education, et. al. settlement agreement In August of 1990, the State Board of Education entered into a settlement agreement with the League of United Latin American Citizens (LULAC) relating to a federal lawsuit that had been filed in the Southern District of Florida alleging that the state was not providing equal and appropriate educational services to students for whom English was a second language. The settlement agreement was accepted by the Court and became a Consent Decree that is still in effect today. On January 17, 2003, LULAC moved to enforce the terms of the decree alleging that the state was violating Section IV of the decree by allowing teachers to gain certification to teach English for Speakers of Other Languages (ESOL) by passing the subject area examination without the requirement of either a college degree in that subject or the training/education hours outlined in the decree. The Department first allowed applicants without an ESOL degree to sit for the ESOL certification exam in July of 2002 pursuant to the legislature s enactment of Section (4), F.S., which allowed teachers to be certified in a specific subject area by passing the subject area examination. ESOL is one of those subject areas and since the July 2002 exam there have been two more ESOL certification exams given. After LULAC moved to enforce the consent decree, the Court ordered the parties to attempt to mediate the dispute. The parties met in Miami and were able to reach a settlement agreement to modify the consent decree with certain conditions. The agreement is attached hereto and basically provided for the state to continue to allow teachers without ESOL degrees to sit for the subject area exam and receive certification under the following conditions: 5

7 1) The teachers who pass the test must have had at least 120 in-service training hours within three years of certification in ESOL. Hours earned prior to the test may be a part of the 120 hours required. 2) The state would allow some of LULAC s designated experts to review the current tests and provide input as to their content for the upcoming review of the test. 3) All administrators and guidance counselors would need to have at least sixty (60) hours of in-service training hours in ESOL. The Department believes this modification of the decree will continue to allow our districts to successfully recruit new ESOL certified teachers, while ensuring that those teachers are properly qualified to provide educational services to all Limited English Proficient students. Supporting Documentation: Settlement Agreement available at: 6

8 TIMELINES FOR COMPLETION OF THE ESOL TRAINING REQUIREMENTS CATEGORY I CATEGORY II CATEGORY III CATEGORY IV Primary Language Arts/English Teacher Social Studies, Mathematics, Science and Computer Literacy All other subjects not included in Categories I or II School Administrators 2 & Guidance Counselors REQUIREMENTS ESOL Endorsement: 15 semester hours or 300 inservice credit points 1 3 semester hours or 60 in-service credit points 3 semester credit hours or 18 in-service credit points 3 semester hours or 60 inservice credit points. or K 12 ESOL Coverage: Bachelor s or Master s Degree in TESOL and Basic Subject Area Coverage or K 12 ESOL Coverage: Passing Score on ESOL Subject Area Test; Basic Subject Area Coverage, and 120 hours/points in ESOL TIMELINES Experienced Teacher: Experienced Teacher: Experienced Teacher: Hires Prior to September 5, years or more allowed for completion of ESOL Endorsement. 3 years for K-12 ESOL Coverage obtained by a passing score on ESOL Subject Area Test. 1 year to complete 1 year to complete 3 years to complete from September 5, 2003 Beginning Teacher: Beginning Teacher: Beginning Teacher: Hires After September 5, 2003 Same as above for experienced teachers 2 years to complete 2 years to complete 3 years to complete from date hired as school administrator or guidance counselor. Note 1 : For ESOL Endorsement only - 3 semester hours or 60 in-service credit points within two years after the teacher first becomes responsible for the Language Arts instruction of a LEP student. 3 semester hours or 60 in-service credit points each subsequent year that the teacher continues to be responsible for the Language Arts instruction of a LEP student, until a total of 15 semester hours or 300 in-service credit points have been earned. 2 All other administrators (district-level) are required to receive training in the terms of the Consent Decree, Cross-Cultural communications and delivery of comprehensible instruction. However, no specific numbers of in-service points or hours are required. 7

9 ESOL In-service or Coursework must include all of the following areas: Methods of Teaching English to Speakers of Other Languages (ESOL) ESOL Curriculum and Materials Development Cross-cultural Communication and Understanding Testing and Evaluation of ESOL Applied Linguistics Recertification Flexibilities: ESOL in-service credit points and/or ESOL College credits count as in-field for recertification of any coverage Banking of ESOL Points Any points earned in excess of 6 semester hours or 120 points within one validity period may be banked towards the renewal of a certificate in subsequent renewal periods. 8

10 THE DIFFERENCE BETWEEN THE ESOL ENDORSEMENT AND THE ESOL CERTIFICATION An endorsement is an attachment to a current certification. You can't add an endorsement unless you already hold certification in a subject area. The ESOL Endorsement can only be added by completing the 5 ESOL college courses or the 300 hour district ESOL in service program (or a combination of the two). You can't add an endorsement by passing a subject area exam because exams do not exist for endorsements. The ESOL Endorsement works along with the subject listed on the certificate to enable the teacher to instruct ESOL students. For instance, if someone has English 6-12 on their certificate, they can add the ESOL Endorsement to their certificate to make them eligible to teach ESOL in grades Under the new certification law recently passed, teachers may add a subject area that requires a bachelor s degree to their certificate by passing the appropriate subject area exam. ESOL K-12 certification was, then, included in this law since a bachelor's degree is required, and there is a subject area exam available. However, as of school year , teachers that pass the ESOL K-12 Certification area exam are also required an additional 120 hours of ESOL training in order to be certified in ESOL. This was determined by a court modification to the Florida Consent Decree made in September, Teachers have three years from the date they obtain the ESOL Certification to complete the additional required training. Once obtained, the ESOL K-12 Certification allows a teacher to instruct ESOL students in grades K-12. This coverage will work in place of the ESOL Endorsement. The District is providing teachers with in-service opportunities to prepare for the exam. Professional Development is currently offering test prep classes for out-of-field teachers wanting to take the ESOL K-12 Area Test. Teachers may sign up on the Intranet for these classes. Taking the prep class does not guarantee that you will pass the test, but it should better prepare teachers for the certification test. Teachers already taking the 300 hour ESOL training should continue their coursework, as required by their out-of-field agreement, just in case they are not successful on the exam. To summarize, the ESOL Endorsement is an add-on to a valid Florida teaching certificate. When the teaching certificate is renewed, the endorsement does not require additional in-service points in order to keep the coverage on the teaching certificate. It will automatically be added on each time the teaching certificate is renewed. ESOL K-12 Certification is a subject area certification that requires passing the ESOL K-12 Area Test and an additional 120 hours of ESOL training. As with other subject area certifications, when you renew your teaching certificate, a determined amount of in-service points are required to keep it on your teaching certificate (120 pt. minimum for up to four subjects 180 pts. for five or more subjects). 9

11 MEETING THE ESOL TRAINING REQUIREMENT THROUGH CERTIFICATION Specialization Requirements for Certification in English for Speakers of Other Languages (Grades K-12) A bachelor s or higher degree with an undergraduate or graduate major in English for Speakers of Other Languages (ESOL) shall satisfy the specialization requirements for certification in ESOL (Grades K-12). Certification subjects available for certification on July 1, 2002, that require a bachelor s or higher degree, and for which there is a subject area test may present either documentation of completion of the specialization requirements for the subject area, or a passing score on the subject area examination to satisfy subject requirements for issuance of a Temporary Certificate. Thus, a passing score on the subject area examination satisfies the subject area requirements, for issuance of the Temporary Certificate and also the subject area mastery for a Professional Certificate. Teachers who pass the test must have at least 120 in-service training hours within three years of certification in ESOL. Hours earned prior to the test may be a part of the 120 hours required. This requirement may be met through two 60 hour district ESOL approved in-services, or 6 semester hours of ESOL approved college courses. All administrators and guidance counselors may meet their new ESOL training requirement through sixty (60) hours of approved in-service training in ESOL or a passing score on the ESOL Certification Test without the need of further ESOL training. Reminders: The option to pass a subject area examination does not apply to endorsements since an endorsement does not require a subject area examination. To use the option of presenting a passing score on the subject area examination to establish eligibility for Temporary Certificate or to add a subject to a valid Professional Certificate, the applicant must submit an application for the subject July 1, 2002, or later and earn a passing score on the appropriate subject area examination after July 1,

12 ESOL TRAINING THROUGH DISTRICT IN-SERVICE AND/OR COLLEGE CREDIT Florida teachers are required by a legal agreement to participate in training when they have a Limited English Proficient (LEP) student assigned to their class. There are three categories of teachers, each with their own training requirements. When determining your appropriate category, keep in mind that the teaching assignment, not the area of certification, is the deciding factor. Note: An endorsement is a rider on a Florida certificate with full subject coverage and denotes a particular expertise in an instructional level or methodology. An endorsement cannot stand alone on a certificate. CATEGORY I Primary English or Language Arts Teachers Any teacher instructing one or more ESOL students as the "primary English/Language Arts" teacher is considered a CATEGORY I teacher. CATEGORY I, requires the addition of the Florida State ESOL Endorsement to your valid certificate. The endorsement requirements are as follows: State ESOL Endorsement Requirements Certification in another subject appropriate to the teaching assignment 15 semester hours, 300 ESOL in-service points, or a combination of both, with ESOL credit in: Methods of Teaching English to Speakers of Other Languages ESOL Curriculum and Materials Development Cross-Cultural Communication and Understanding Testing and Evaluation of ESOL Applied Linguistics CATEGORY II Math, Science, Social Studies, or Computer Literacy Teachers Training Requirements: Hold certification in a subject appropriate to the teaching assignment Complete 60 ESOL in-service points or 3 semester hours of college credit in ESOL CATEGORY III All other subjects not included in Category I & II (To include Pre-K, Media Specialist, and School Psychologist) Training Requirements: Hold certification in a subject appropriate to the teaching assignment Complete 18 ESOL in-service points or 3 semester hours of college credit in ESOL 11

13 Category IV School-based Administrators & Guidance Counselors Training Requirements: Hold certification appropriate to position Complete 60 ESOL in-service points or 3 semester hours of college credit in ESOL OR obtain a passing score on the ESOL K-12 Subject Area Test without the need for any further training Transferring In-service Points from another Florida School District If a teacher has worked in another Florida School District, in-service points can be transferred to the Osceola County In-service System. A teacher must request the former employing district to transfer the points. 12

14 ESOL ENDORSEMENT OPTIONS FOR ALL CATEGORY I TEACHERS OPTION HOUR INSERVICE TRAINING Empowering ESOL Teachers Vols. I & II OPTION 2 15 SEMESTER HOURS (COLLEGE) OPTION 3 COMBINATION 1 Empowering ESOL Teachers Vols. I & II OPTION 4 COMBINATIO N 2 Broadcast Video 1 ESOL Curriculum & Instruction Broadcast Video 1 Broadcast Video 2 Broadcast Video 2 ESOL Curriculum & Instruction Broadcast Video 3 ESOL Testing & Evaluation Broadcast Video 3 ESOL Testing & Evaluation Content Video 1 Content Video 1 Content Video 2 ESOL Methods Content Video 2 ESOL Methods Laser Disk & Laser Disk & Resource Resource Kit Kit Teach 1 & 3 Applied Linguistics Applied Linguistics Teach 1 & 3 Teach 2 & 4 Cross cultural communication & understanding Cross cultural communication & understanding Teach 2 & 4. 13

15 ESOL IN-SERVICE TRAINING SEQUENCE AND OBJECTIVES *Note: This is the recommended sequence. Empowering ESOL Teachers: An Overview, Volume I & II Maximum Point Value: 60 General Objectives: The purpose of this workshop is to assist teachers in developing attitudes, skills and knowledge which will enable them to identify students who are Limited English Proficient (LEP) and to provide and justify effective instruction for LEP students. Upon completion of this component, participants will be able to modify curriculum and offer instruction and evaluation compatible with student language diversity. This must be the first ESOL in-service class taken by Category I teachers toward the ESOL Endorsement. This class also fulfills Category II teacher ESOL training requirement. Introduction Providing Equal Education Opportunity for the ESOL: National and State Efforts Developing Cultural Awareness Bridging the Home/Community and School Gap Language Acquisition Characteristics of Language and the Learning Process Integrating Language and Literacy Integrating Language, Literacy, Culture, and Content Instruction Assessing ESOL Students and Monitoring Student Progress Putting it all Together Teach Language Learning 1 & 3 (Applied Linguistics) Maximum Point Value: 60 General Objectives: The purpose of this seminar is to enable teachers who are obtaining the ESOL endorsement to use knowledge about language and language learning in determining instructional methods and strategies to be used in the classroom. Upon completion of this component, participants will be able to integrate language learning strategies into the classroom instruction of LEP students. Language Learning Discourse Phonology Semantics Morphology and Syntax Language Acquisition Review First and Second Language Acquisition ESOL Instructional Method for Second Language Acquisition Major ESOL Program Models Evaluating and Adapting Text Material ESOL Strategies in the Content Areas Testing Language vs. Testing Content ESOL Resources 14

16 Broadcast Video 1- Language Learning in the Interactive Classroom Maximum Point Value: 19 General Objectives: The purpose of this video and study guide is to assist persons who are pursuing the ESOL endorsement in developing knowledge and skills to create a classroom environment and utilize appropriate instructional techniques to facilitate second language acquisition. Upon completion of the study guide, facilitated activities and individual or group project, the participant should be prepared to create a learning environment, which facilitates language learning. Elements of Language Language Development/Acquisition- Lower Elementary Classroom Examples- Older Secondary Learners Language Learning in the Mainstream Classroom Summary: Language Learning Broadcast Video 2- Curriculum and Materials Maximum Point value: 19 General Objectives: The purpose of this video and study guide is to assist persons who are pursuing the ESOL endorsement in developing knowledge and skills in the selection and use of ESOL curricula and materials. Upon completion of the study guide, facilitated activities and individual or group project, participants should be prepared to select and use appropriate ESOL curricula. Program Models Curriculum Goals and Objectives Individual Classrooms and Student Needs ESOL Strategies ESOL Materials and Resources Major Syllabi Types Student Assessment Collaboration and Decision Making Teach Cross Cultural and Understanding Maximum Point Value: 60 General Objectives: The purpose of this seminar is to enable teachers who are pursuing the ESOL endorsement, to acquire and use knowledge of the cultural characteristics of students to enhance instruction. Upon completion of this component, participants will be able to modify instruction and the classroom environment in a manner, which builds an understanding and appreciation of cultural diversity of students. Immigration Patterns Cultural Diversity Perceptions and Behaviors Learning Styles and School Environment Cultures in Contact American Culture 15

17 Culture Study Groups The Culture of the American School Classroom Implications Case Studies Language Variation and Stereotypes Taboo Activity Prejudice Reduction Culminating Activity Content Video 1- Cross-Cultural Communication and Understanding Maximum Point value: 19 General Objectives: The purpose of this video and study guide is to assist persons who are pursuing ESOL in using knowledge of LEP students cultural and family backgrounds to enhance student success. Upon completion of the study guide, facilitated activities and individual or group project, the participant should be prepared to apply ESOL strategies to communicate effectively with students and parents of diverse cultures. US Montage Florida Montage Goals, Expectations, and Concerns of Parents of ESOL Students Goals, Expectations, and Concerns of ESOL Students Enrollment in School as an LEP Student Enrollment in an English Speaking Elementary School Enrollment in an English Speaking Middle School Primary Level Classrooms Middle School Classrooms High School Classrooms Experiences and Advice from High School Students Home-School Connections Success Stories Content Video 2- Integrating Methods for ESOL Instruction Maximum Point value: 19 General Objectives: The purpose of this video and study guide is to assist persons who are pursuing the ESOL endorsement in developing knowledge and skills related to ESOL methods and techniques in classroom instruction. Applying ESOL Techniques and Methodologies Using Role Play and Drama Literacy Development for LEP Students Developing and Integrating the Four Language Skills Cooperative Strategies and Discovery Learning Utilizing Technology Accommodating Learning Styles and Cultural Backgrounds of Students Strategies for Using School, Neighborhood, and Home Resources Key Features of Second Language Teaching 16

18 Broadcast Video 3- Assessment Issues and Strategies Maximum Point value: 19 General Objectives: The purpose of this video and study guide is to assist persons who are pursuing the ESOL endorsement in developing knowledge and skills related to ESOL assessment materials and techniques. Upon completion of the study guide, facilitated activities and individual or group project, the participant should be prepared to select and use appropriate formal and informal assessment instruments and techniques appropriate for use with ESOL students. Cultural Characteristics To Consider When Planning Instruction Student Language and Instructional Strategies Trends and Issues: Testing of Linguistically and Culturally Diverse Students Test Administration and Interpretation of Results Formal and Alternative Methods of Assessment and Evaluation Indicators of Special Learning Needs Among LEP Students Teach Laser Videodisk and Resource Kit Maximum Point value: 25 General Objectives: The purpose of this laser disk and resource kit is to assist persons who are pursuing the ESOL endorsement in developing knowledge and skills related to ESOL instructional techniques, media, and technology. Upon completion of the resource kit and of A World in Harmony, facilitated activities and individual projects, the participant should be prepared to integrate information from the training into their own instruction to reach students at various language levels. All other ESOL in-service classes are prerequisites. This must be the last in-service class taken toward the ESOL Endorsement. The Professional Connection: Professional Development of the ESOL Teacher Feature the Teacher: ESOL Instructional Strategies that Work Celebrate Students: Perspectives and Experiences of LEP Students Community News: Community Programs for LEP Students and Their Families Questions and Answers: Frequently Asked Questions Answered by Florida s ESOL Experts Research Information: Current Research in ESOL 17

19 Empowering ESOL Teachers 18 Hrs. Category III (only) Maximum Point Value: 18 General Objectives: The purpose of this in-service class is to develop an awareness of the importance of demonstrating a sensitive and caring attitude toward LEP students. Cultural background characteristics will be used to enhance instructional and classroom management techniques. Participants will gain knowledge of language proficiency, and the relationship between second language acquisition, literacy, and subject area learning. Upon completion participants will be able to modify curriculum, materials, and assessment to meet the needs of LEP students. Cultural awareness Second Language Acquisition and Strategies ESOL Methodology Assessment Putting it all Together Category IV (only) Enriching Content Classes for ESOL Students Administrators/Guidance Counselors Maximum Point Value: 60 General Objectives: This in-service meets the new ESOL training requirements for Administrators and Guidance Counselors. It is a computer-based training that includes 4 face-to-face sessions. The purpose of this in-service class is to increase competency and broaden knowledge of strategies for instruction of ESOL students, and to correlate this with the role of the administrator or guidance counselor. Upon completion of this component, participants will be able to: Describe the Florida Consent Decree, its main requirements, and implications for the role of the administrator and guidance counselor at the school site. Gain awareness of the educational implications for the changing demographics in Florida and the U.S. Gain/broaden an understanding of first/second language learning and the considerations for the planning/delivery of classroom instruction and LEP student program placement. Consider cultural differences and similarities as a factor in the classroom setting and in personal, school and community interactions. Culture, collaboration, and decision-making. Recognize and apply techniques and strategies appropriate for LEP content area instruction. Compare/contrast classroom and standardized assessment. 18

20 ESOL TRAINING PLAN OF STUDY Date: Name: Social Security #: Worksite: Areas of Certification: Category I Primary Language Arts/English Teacher Option 1 - District 300 In-service Training Option 3 - In-service Training + College Courses (60)Empowering ESOL Teachers Vols. I & II (60)TEACH 1 & 3: Applied Linguistics (60)TEACH 2 & 4: Cross-cultural Comm. (19)Broadcast Video I - Language (19)Broadcast Video II - Curriculum & Materials (19)Broadcast Video III - Assessment (19)Content Video I - Cross-cultural (19)Content Video II - Methods (25)TEACH Laser Disk & Resource Kit * Numbers in parenthesis indicate in-service hours. (60)Empowering ESOL Teachers Vols. I & II (19)Broadcast Video I - Language (19)Broadcast Video II- Curriculum & Materials (19)Broadcast Video III - Assessment (19)Content Video I - Cross-cultural (19)Content Video II - Methods (25)TEACH Laser Disk & Resource Kit Applied Linguistics Cross-cultural Communication Option 2 - Five College Courses Applied Linguistics (ESOL) Cross-cultural Communication ESOL Curriculum and Instruction Testing and Evaluation (ESOL) ESOL Methods CATEGORY II Mathematics, Science, Social Studies, and Computer Literacy Teachers (60) Empowering ESOL Teachers Vols. I & II *(OR) Any One Option 2 College Course Option 4 - Three College Courses + In-service ESOL Curriculum and Instruction Testing and Evaluation (ESOL) ESOL Methods (60) TEACH 1 & 3: Applied Linguistics (60) TEACH 2 & 4: Cross-Cultural Comm. CATEGORY III All other subject areas, Pre-K, Media Specialist and School Psychologist (18) Empowering ESOL Teachers 18 Hrs. *(OR) Any One Option 2 College Course Date of LEP student assignment: Training Category: Requirement completion deadline: Office Use Only District ESOL Contact: District Certification: Requirement completion: 19

21 CATEGORY IV ESOL TRAINING PLAN OF STUDY Date: Name: Social Security # Worksite: Areas of Certification: Category IV School-based Administrator/Guidance Counselor Option 1- District 60 hr. in-service training *(60 pts.) Empowering ESOL Teachers Vol. I & II *(60 pts.) TEACH 1 & 3: Applied Linguistics *(60 pts.) TEACH 2 & 4: Cross-cultural Comm. *(60 pts.) ESOL Concepts for Educators **(60 pts.) Content Area ESOL for Administrators and Guidance Counselors Option 2- College Course-3 sem. hrs. (only one required) Applied Linguistics Cross-cultural Communication ESOL Curric. & Instruction ESOL Testing & Evaluation ESOL Methods Other (ESOL approved) * May be used to meet the new Category IV 60 hr. ESOL training requirement for Administrators and Guidance Counselors only if completed: A.) Prior to hire as an Administrator or Guidance Counselor, B.) After hire as an Administrator or Guidance Counselor, but completed prior to school year **Starting school year , Administrators and Guidance Counselors, with no previous 60 hr. ESOL inservice or course work, will be required to take specific in-services that cover new Administrator and Guidance Counselor competencies. District ESOL Contact: Date: Requirement Completion Date: Comment(s): 20

22 ESOL TRAINING PLAN OF STUDY Date: Name: Social Security #: Worksite: Area(s) of Certification: ESOL K-12 Certification Plan of Study for Required 120 Hours of ESOL Training Option 1 - District In-service Training Option 2 - In-service Training + College Course Any two (60)Empowering ESOL Teachers Vols. I & II (60)TEACH 1 & 3: Applied Linguistics (60)TEACH 2 & 4: Cross-cultural Comm. * Numbers in parenthesis indicate in-service hours. Any one in-service + college course (60)Empowering ESOL Teachers Vols. I & II (60)TEACH 1 & 3: Applied Linguistics (60)TEACH 2 & 4: Cross-cultural Comm. ESOL approved college course (3 sem. hrs.) Option 3 Any Two of Five College Courses Applied Linguistics (ESOL) Cross-cultural Communication ESOL Curriculum and Instruction Testing and Evaluation (ESOL) ESOL Methods Comment(s): Note: Teachers who pass the ESOL K-12 Certification test must have had at least 120 in-service training hours (or option 2, 3 equivalent) within 3 years of certification in ESOL. Hours earned prior to test may be used toward the required 120 hrs. Office Use Only Date of ESOL Certification: District ESOL Contact: Requirement completion deadline: District Certification: Requirement completion: 21

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