OCECD Multicultural program is an integral component of the organization. We are aware of the constantly changing demographics in the state of Ohio. Through the Multicultural program we provide training on IDEA 04, as well a variety of trainings that address the cultural needs of these various groups. We also provide informational services to the families of children and youth with special needs through our staff of bilingual multicultural specialists/trainers. Call 740-382-5452 for Chantelle Blackburn. She will be able to assist you and/or refer you to a bilingual staff member who serves your part of the state. Look to the right for materials in several languages.
Ohio Department of Education Revised Accommodations for English Learners 1-24-2019 Notification
Following a review of the Department’s commitment to English learners and appropriate assessment accommodations, the Department updated its Accessibility Manual, Ohio’s State Test Rules Book and Ohio Graduation Tests (OGT) Test Administration Manuals. The updates ensure accommodations for English learners, including language translation, are not determined by time enrolled in U.S. schools or the number of years a student has been identified as an English learner. Please reveiw the notification above for a complete listing of revisions.
U.S. Department of Education Releases Guidance on English Learners
https://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=
Dear Colleague Letter: English Learner Students and Limited English Proficient Parents - Forty years ago, the Supreme Court of the United States determined that in order for public schools to comply with their legal obligations under Title VI of the Civil Rights Act of 1964 (Title VI), they must take affirmative steps to ensure that students with limited English proficiency (LEP) can meaningfully participate in their educational programs and services.1 That same year, Congress enacted the Equal Educational Opportunities Act (EEOA), which confirmed that public schools and State educational agencies (SEAs) must act to overcome language barriers that impede equal participation by students in their instructional programs. Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public schools in the nation, they constitute nine percent of all public school students, and their numbers are steadily increasing. It is crucial to the future of our nation that these students, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. We applaud those working to ensure equal educational opportunities for EL students, as well as the many schools and communities creating programs that recognize the heritage languages of EL students. See Document Here!
Do You Use the Lucy Calkins Writing Program with your English learners?
Follow Susan as She Shares Her Experiences! |
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Check out Susan's blog posts here!
Part I: A Journey Towards Implementing the Lucy Calkins Writing Project
Part II: Reluctant Writers
Part III: Writing Language Objectives for Lucy Calkins Writing Project, Step
One: PANIC!
Share your experiences teaching writing by emailing us at [email protected]. We will compile the ideas and share. |
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Ohio Department of Education Revised Accommodations for English Learners 1-24-2019