Meetings and Monitoring Visits

Alternative Language Services (ALS) Directors’ Meetings 

Updated Schedule 2020-2022

Based on COVID-19, all further ALS meetings will be Interactive Webex Meetings
Time: 9 a.m. - 11 a.m.

Subscribe to ongoing professional learning at the Utah State Board of Education Title III Student Services YouTube Channel below: 

• Supporting Students Learning English
  YouTube

School Visit Schedule (Classroom observations, Not an Audit)

How does each student learning English have access to grade level content?

These visits will be coordinated with the Utah State Board of Education Title I and School Improvement Teams to alleviate any undue burden on schools:

• Esperanza School with School Improvement
• Freedom Academy
• Pacific Heritage Academy with School Improvement

2020-2021 Visits (To be determined)

• Ogden School District
• Iron County District
• San Juan School District
• Washington County School District
• Duchesne Consortium
• Provo School District
• Tooele School District

Personalized Technical Assistance for Targeted Support and Improvement (TSI)/English Learner (EL) Schools

• Murray School District
• Granite School District (Revisit)
• Salt Lake School District (Revisit: All Secondary Schools)

Note: Title III Specialist will schedule with Wasatch; North and South Sanpete; Millard; South Summit; American Leadership.

The following Local Education Agencies (LEAs) have been visited and official Utah State Board of Education reports uploaded into Utah Grants.

1. Granite (Cottonwood Feeder)
2. Salt Lake (West Feeder)
3. Canyons (Hillcrest Feeder)
4. Entheos (Kearns and Magna)
5. Guadalupe Charter School
6. Jordan (West Jordan High Feeder)
7. Davis (Northridge Feeder)
8. Uintah (Uintah High Feeder)
9. Dual Immersion Charter
10. Endeavor Hall Charter
11. Utah International Charter
12. Alpine School District
13. Weber School District
14. Logan School District
15. Box Elder School District
16. Cache School District
17. Nebo School District

Evidence-Based Practices

Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of Every Student Succeeds Act (ESSA)
WestEd

This guide provides an initial set of tools to help school districts understand and plan for implementing evidence-based improvement strategies.

Non-regulatory Guidance: Using Evidence to Strengthen Education Investments
United States Department of Education

This guidance seeks to help State Educational Agencies (SEAs), Local Education Agencies (LEAs), schools, educators, partner organizations, and other stakeholders understand the four levels of evidence and recommends a step-by-step process for choosing and implementing interventions that improve outcomes for students.

The Evidence Provisions of the Every Student Succeeds Act (ESSA)
Results for America

ESSA's definition of "evidence-based" includes 4 levels of evidence:

• Level 1: Strong
• Level 2: Moderate
• Level 3: Promising
• Level 4: Under Evaluation

Frequently Asked Questions (FAQs)

Ensuring English Learner Students can Participate Meaningfully and Equally in Educational Programs

Information on the Rights of all Children to Enroll in School: Questions and Answers for States, School Districts and Parents

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)

Refugees, Asylum Seekers, Immigrants, Migrants

Resources

Council of Chief State School Officers (CCSSO)

English Language Development (ELD) Standards
World-Class Instructional Design and Assessment (WIDA)

Every Student Succeeds Act (ESSA)
United States Department of Education

Language Codes

Professional Learning

Communities of Practice Course Catalog
Canvas

Online courses, modules and other learning experiences will be updated through the Utah State Board of Education (USBE) Canvas for educators to learn with and from each other through intentional Communities of Practice to focus on:

1. Using strategies that build relationships with each student as a capable learner;
2. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;
3. Supporting opportunities for Social Emotional Learning to increase the well being and academic success of Utah’s diverse students;
4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to create a future for Utah that we all love.

USBE English English as a Second Language (ESL) Endorsement Canvas Courses

COVID-19 Support

ESL Endorsement Courses are offered on USBE Canvas during 2020-2021.

All Massively Integrated Data Analytics System (MIDAS) USBE sponsored ESL Endorsement Courses are aligned with University Courses that are accredited based on the domain and standards in the pre-k through 12 Teacher Preparation competencies in the Teaching English to Speakers of Other Languages (TESOL).

MIDAS credit is not university credit and all decisions about salary lane change are decided by the policies of each local district/Local Education Agency (LEA) and not USBE. There is no cost for the courses.

Important: Since each course is self-paced with open self-enrollment due to COVID-19, credit is provided only at the completion of each course.

USBE Title III Specialist will verify completion of all required assignments along with the final assessment.

Students with Limited/Interrupted Formal Education (SLIFE)

A Guide for the Placement and Transcript Evaluation of Foreign-Born Students

Remote Learning

Supporting Students Learning English in Times of Crisis

How can schools and districts ensure that (English Learning (ELs) and their families are included in all communications and school closure plans related to COVID-19 and other times of crisis? 

Here are some considerations that can help individual educators, schools, and districts:

• Community-Based Learning in the Time of COVID-19
  Learning Policy Institute
• Language Accessible Resources
  Utah Division of Multicultural Affairs
• National Clearinghouse for English Language Acquisition (NCELA)
• Unit Planning Template for the Digital Classroom
  CORWIN
• Utah Leads Together
  State of Utah
  • Addendum to Utah Leads Together: Phased Guidelines for the General Public and Businesses to Maximize Public Health and Economic Reactivation Version 4.4

United States Department of Education

Provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success. In addition to preserving heritage languages and cultures, Office of English Language Acquisition (OELA) is committed to prompting opportunities for bi-literacy or multi-literacy skills for all students.

• EdTech for English Learners
  Office of Education Technology
• English Learner Tool Kit | Newcomer Tool Kit
  Office of English Language Acquisition (OELA)

Webinars

Social, Emotional, Learning (SEL) Resources During COVID-19
Collaborative for Academic, Social, and Emotional Learning (CASEL)

WestEd:

• Building Capacity for School Success in Families of Young English Learner Students
• Center to Improve Social and Emotional Learning and School Safety COVID-19 Resources
• How Schools Ensure Social Connections During Physical Isolation
• Structuring Meaningful Home-School Partnerships with Families of Young English Learner Students

YouTube

Collaborative Planning for Remote Learning with ELs

What is Visible Learning for Mathematics