Does your ESOL program struggle with assessing student readiness to progress to the next class level in a way that is authentic and holistic, but also consistent and reliable? In this workshop, instructional leaders from three ESOL programs will present some of their practices, tools, and structures for end-of-cycle student transitions. They have created space for discussion and engagement in hands-on activities to try to answer this question. By the end of the workshop, you will have an understanding of some essential programmatic elements for assessing student progress and determining transitions to the next level, as well as strategies and planning tools for implementation within your own educational contexts.
- ESOL Program leaders, lead teachers, instructional leadership teams
This professional development activity/course is designed for:
Which tools and processes does your ESOL program have in place to determine if students are ready to move to the next class level?
- Do teachers work together to decide this, or are they on their own?
- Are the assessments used authentic and holistic, but also consistent and reliable?
- Do teachers all use the same tools and criteria (e.g., the MA ELPS) to make these decisions?
- How do advisors and students participate in the process?
- What processes would make sense for your program given staffing, budget, and time?
These are some questions we face as we try to set our students up for success and support them as they transition through program levels and towards their goals.
Join colleagues from ESOL programs across the state as we share programmatic practices for setting up end-of-year student transitions. In this workshop, instructional leaders from three ESOL programs will present some of their practices, tools, and structures for end-of-cycle student transitions. They have created space for discussion and engagement in hands-on activities to try to answer some of the above questions.
Between sessions, you will meet with your program's instructional leadership team, begin to fill out a mapping tool provided by the facilitators, and prepare to share with your colleagues. The facilitators will be available to support and guide you during the interim sessions.
By the end of the workshop, you will have an understanding of some essential programmatic elements for assessing student progress and determining transitions to the next level, as well as strategies and planning tools for implementation within your own educational contexts.
Total PD Hours = 8-10 total hours (three two-hour facilitated sessions, plus two to four hours of independent work)
Note: Before the course opens, registrants will receive a separate email with instructions on how to access the synchronous sessions via Zoom and how to access the self-paced modules in Canvas. If you do not receive these instructions, please check your Spam folder and/or send an email to nruskin@edc.org. You cannot access the online course from the SABES website.
- Identify key programmatic elements (e.g., level objectives, evidence of progress, an agreed-upon transition process) for assessing ESOL student progress and determining transitions to the next level
- Self-assess your program’s existing processes for student transitions from one level to another
- Set goals and determine next steps for implementing those essential elements within your own educational contexts
Upon completion of this professional development activity/course, you will be able to:
United States
