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ESOL Strategies for Guidance Counselors Syllabus

Course Description

This course is designed to assist guidance counselors in learning their

role and responsibilities in supporting English Language Learners (ELLs) achieve academic success via equal access to programs and

services. This will be accomplished through mastery of the four ESOL Standards for Guidance Counselors:

Standard A

The Guidance Counselor shall possess and demonstrate effective counseling skills which focus on understanding and promoting

development and achievement of limited English proficient students. Given the counselor’s role as the academic advisement leader, the

participant will:

Competencies for Standard A: 1. Possess individual and group counseling and communication

skills to implement a balanced approach in order to assist ELL students and their families.

2. Recognize unique differences among ELL students, including their language proficiency (both native and English), aptitudes,

intelligence, interests and achievements, and incorporate an understanding of this information into the delivery of services.

3. Assist ELL students and their families in dealing with the social and emotional concerns and problems that may hinder their

educational development. Collaborate with teachers, student service specialists (e.g., psychologists, social workers), other

educators, and related community representatives in addressing the challenges facing ELL students and their families.

4. Demonstrate ability to counsel ELL students regarding their individual rights as afforded to them under state and federal

regulations. 5. Demonstrate ability to improve and extend services to ELL

students who are under-represented in special programs and services, including but not limited to gifted, vocational,

specialized academic and career magnets/academies, advanced placement, dual enrollment and career exploration.

6. Demonstrate knowledge of the federal and state requirements regarding the provision of services to ELL students. Including;

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but not limited to their roles and responsibilities in the ELL

Committee process; development of ELL Student Plans, and implementation of the District ELL Plan.

7. Demonstrate ability to advocate for the educational needs of ELL students and implement processes to ensure that these needs

are addressed at every level of the ELL students' school experience.

8. Demonstrate knowledge and ability to provide training, orientation, and consultative assistance to teachers, school

administrators, and other school-level personnel to support them in responding to the academic development, and guidance and

counseling needs of ELL students.

Standard B The Guidance Counselor shall demonstrate the ability to counsel

limited English proficient students in the fulfillment of their academic potential by recognizing and appreciating cultural differences, and the

unique instructional needs of English Language Learners. Given the counselor's role as the academic advisement leader, the participant

will:

Competencies for Standard B: 1. Demonstrate sensitivity to multicultural and diverse student

populations; recognize major differences and similarities among various cultural groups in the U.S., the state of Florida, the local

school district, and the individual school. 2. Demonstrate outreach efforts to connect ELL students and their

families to school personnel and community members that will facilitate accessibility to resources and services available to them

within the school and the community. 3. Demonstrate ability to collaborate with teachers, school

administrators, and other instructional personnel in ensuring that appropriate and effective instructional services are provided to

ELL students to ensure their academic success. 4. Demonstrate an understanding of the effects of race, gender,,

age, and socioeconomic status on assessment results, and the ability to identify linguistic and cultural bias.

5. Demonstrate the ability to acquaint ELL students with the school-based and outreach services and support systems

designed to address their unique academic needs. 6. Demonstrate knowledge of federal and state mandates

including:

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Identify regulations of the most recent reauthorization of the

Elementary and Secondary Education Act as they apply to ELLs. [NCLB]

Identify major U.S. Supreme Court decisions (e.g., Brown v. Board of Education, 1954; Lau v. Nichols, 1974; Plyler v.

Doe, 1982) that have affected the education of ELLs. Identify major court decisions, legal agreements, legislation,

and state administrative rules that have affected the education of ELLs.

7. Apply the major components and modification of the League of United Latin American Citizens (LULAC) et al. v. State Board of

Education Consent Decree, 1990, to specific situations

Standard C The Guidance Counselor shall demonstrate the ability to develop,

collect, analyze, and interpret data and information to effective positive change in delivering of counseling services to limited English

proficient students. Given the counselor’s role as the academic advisement leader, the participant will:

Competencies for Standard C.

1. Demonstrate an understanding of the proper administration and use of assessment instruments, and the ability to interpret test

scores and test-related data to ELL students, teachers, school administrators and parents. These assessments should include,

but not be limited to the following: English language proficiency assessments; annual assessment of English language

development; diagnostic assessments, and statewide assessments of academic content.

2. Demonstrate knowledge and the ability to implement formal and informal methods of assessment/evaluation of ELL students,

including measurement of language, literacy and academic content metacognition.

3. Demonstrate knowledge and understanding of how individual and group data and statistics are used in building student,

course/class and school profiles, constructing student transcripts, and preparing reports.

4. Demonstrate knowledge and ability to review and evaluate transcripts from foreign-born students, and ensure proper and

equitable credit accrual, and appropriate grade/course placement of ELL students.

5. Demonstrate knowledge of the indicators of learning disabilities, especially hearing and language impairment, as compared to the

process by which students acquire a second language.

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6. Demonstrate an understanding of the difference between

language proficiency and content-based academic knowledge. 7. Demonstrate knowledge of second language acquisition (applied

linguistics) theory and its applicability to the instructional process.

8. Demonstrate the ability to communicate with ELL students, their families, and the community to assess the relevance of the

curriculum and adequacy of student progress toward standards established by the Florida Department of Education and the

curriculum established by the school district.

Standard D The Guidance Counselor shall demonstrate the ability to integrate

post-secondary and career development guidance and counseling at any academic level in the fulfillment of limited English proficient

students’ academic success. Given the counselor’s role as the academic advisement leader, the participant will:

Competencies for Standard D:

1. Demonstrate ability to provide information appropriate to the particular educational transition: from elementary school

through high school; from high school to post-secondary or career/vocational programs, and assist ELL students in

understanding the relationship that their curricular experiences and academic achievements have on their future educational

and employment opportunities. 2. Possess and demonstrate an understanding of the current

admission requirements, admission options, and application procedures of colleges, universities and career/vocational

institutions, and the ability to effectively counsel ELL students in the pursuit of their post-secondary desires.

3. Demonstrate ability to assist ELL students in evaluating and interpreting information about postsecondary educational and

career alternatives so that appropriate options are considered and included in the decision-making process.

4. Demonstrate knowledge and ability to understand and interpret forms and data-driven documents that are a part of the post-

secondary admission and financial aid processes, including: admission applications; student questionnaires; letters of

recommendation, and acceptance; and other needs assessment documents.

5. Demonstrate a familiarity with available technology and the ways in which it may support guidance and counseling process,

including: guidance information systems; financial aid

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information and eligibility; relevant record-keeping and follow-

up, and Internet services. 6. Demonstrate ability to use historical admission patterns and

trends to assist students in measuring the appropriateness of their applications to particular colleges, universities or

career/vocational institutions. 7. Demonstrate ability to apply vocational and career counseling

strategies at every level with age and grade appropriate activities for students.

Materials

All materials are accessed via the CaseNEX website

http://www.casenex.com using the PIN provided and the user name/password you create.

All readings listed can be found by going to the Virtual Library and looking under the case you are reading that session. When pdf files are

linked, we recommend printing them for easier reading. If you do not have the following three pieces of software, please

download them from the given sites. You will find detailed instructions under the ‘Tutorials’ link.

RealPlayer:

http://www.real.com/realone/index.html?src=player_redct

Adobe Reader: http://www.adobe.com/products/acrobat/readstep2.html

QuickTime: https://www.apple.com/quicktime/download/

Cases Used

Melting Pot: LEP Gifted Student Newcomers’ High

The Real World Columbus, New Mexico

What’s Happening? Culture and Communications Resource Center

Match Makers

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Course Requirements and Grades Professional Development Requirements

Discussion Discussion postings require application of the session's readings to

the discussion prompt and work in dialogue fashion. Your first post should respond to the session prompt. Subsequent postings should address and respond to the comments of your colleagues. Submit three posts on two separate days each session; each post is worth

up to 2 points.

Participate in

Discussions each session on two different days, 9 total, for 54

possible points. (39%)

Journal

Journals use components of the 5-Step Method to connect the session’s readings to your professional and personal experience. Journals have a suggested length of 250 words and are worth 7 points each. See details on how your Journal will be evaluated by clicking “Journal Rubric” in your course newsflash. The journal can be viewed only by you and your instructor. When citing sources, be sure to reference them appropriately using APA style. (See APA

Style.org, Electronic References http://www.apastyle.org/elecref.html).

Complete 9 Journals, for a total of 63 possible points. (46%)

Workbook

Workbooks allow you to apply course concepts to your unique school situation. Each Workbook is worth 25 points; see the Workbook Assignment Rubric for details. When citing sources, be sure to reference them appropriately using APA style. (See APA Style.org, Electronic References http://www.apastyle.org/elecref.html).

Complete any 1 Workbook for a total of 25 possible points. (15%)

Total Possible Points 142

Professional development students must participate in ALL course sessions to earn credit for this course.

Professional development students must also earn a minimum of 121

points in order to earn credit for this course.

CaseNEX Honor Code

Course Schedule

Find session dates by selecting Syllabus on the top menu bar. For typical courses, final Discussions, Journals, and Workbooks are due by

Sunday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

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Session 1: Introductions and Law and Policy in Meeting the

Needs of the ELL student

Case None this session

Readings

School District of Palm Beach—ESOL Procedures Manual

http://www.palmbeachschools.org/multicultural/ESOLProceduresManual.asp

META Consent Decree http://www.fldoe.org/academics/eng-language-

learners/consent-decree.stml NCLB and ELLs

http://www.colorincolorado.org/educators/background/nclb Legal Background on TESOL

http://www.docstoc.com/docs/37032791/Legal-Background-on-TESOL

Lau v. Nichols http://www.ed.gov/about/offices/list/ocr/ell/lau.html

A Brief History of Bilingual Education http://www.urbanedjournal.org/sites/urbanedjournal.org/files/pd

f_archive/61-72--Nieto.pdf

Policy: Linking Language Policy to Practice for English Language Learners

http://www.brown.edu/academics/education-alliance/teaching-diverse-learners/policy

Discussion

Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience,

relevant personal information, or why you are taking this course. (In 100 words or less). What are the top three things you wish to take

away from your course experience?

Then, using the knowledge gained from the history of Bilingual Education, Lau vs. Nichols, META consent decree and NCLB, explain

how these laws impact your role as a guidance counselor in supporting the academic needs of English language learners in your school and

the services ELL students receive/should receive.

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Journal

No Child Left Behind requires that English language learners receive

quality instruction for learning the English language as well as academic content. How will your actions as a guidance counselor have

an impact on fulfilling those requirements? What actions can you take to help ELL students succeed?

Workbook

None this session

Note

Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the top menu bar

and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list.

Select the instructor’s name and then compose your message and hit ‘Post Message.’

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Session 2: The ELL Committee Meeting and Program Models

Case

The Real World

Readings

School District of Palm Beach – ELL Plan

http://www.palmbeachschools.org/multicultural/ELLPlan.asp

School District of Palm Beach – ESOL Procedures Manual

http://www.palmbeachschools.org/multicultural/ESOLProceduresManual.asp

Strategies and Resources for the Mainstream teacher- Instructional Methods and Program Models for Serving English

Language Learners: An Overview for the Mainstream Teacher Instructional programs for ELLS

http://www.colorincolorado.org/educators/background/programs English Language Learners in the Southeast (chapter 2: Types of

ELL instructional models and chapter 3 Research on Instructional Models for ELLS)

Discussion

Describe the program model employed by your school as well as the curriculum used to support English language learners. Are they

effective? How could they be improved? Then, share the perspective of your students and staff on the model and materials. How is the

program and curriculum meeting or not meeting their needs? What evidences this assertion, e.g., students’ GPA, their rate of language

acquisition (as measured by scores on the district’s oral language proficiency test), scores on the FCAT, teacher observations and

anecdotal records, a portfolio system, etc.? Finally, compare and contrast the program model in this week’s case, with the program

model used at your school. Use knowledge gained from this case to suggest actions for improving both programs and materials for your

school.

Journal

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Think back to a previous ELL committee meeting you have attended.

What role did you play? In your perspective, did the meeting follow the criteria laid out in the district ELL plan and the ELL procedural

handbook? What consequences might occur if the guidelines for the ELL committee meeting are not followed? If the meeting took place

again, what actions would you take to ensure that the student’s needs were being met?

Workbook

Understanding the ELL Plan

Part one

Using the readings and an interview with the ESOL compliance teacher or district compliance specialist assigned to your school, answer the

following:

Describe the various purposes of the ELL committee meeting. Who is required to attend?

Describe the process of exiting and monitoring a student. What documentation is required for a student’s ELL plan?

Summarize the information gathered from the readings and the

interview.

From the perspectives of the various committee members, why is an ELL committee meeting important? As the guidance counselor, what

actions can you take to ensure that all parties involved are valued?

Part two Review the ELL student plans for several students in your school.

Choose one student plan in order to answer the following questions (you may need to consult with your ESOL compliance teacher and the

student’s classroom teachers for a clearer picture):

Does this plan meet the needs of this student? How should the plan be improved/ changed?

In which program model is this student? Evaluate whether this model is meeting the needs of this

student.

Part three

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Review language proficiency assessment results for several students,

including those at beginning, intermediate and advanced levels of proficiency (you many need to consult with the ESOL compliance

teacher or district compliance specialist assigned to your school). Then, choose one student’s results and include the following:

Assessment name

Purpose of the assessment Interpretation of results

Implications for the student

Reflect on your role in advising this student and his/her family in improving these results.

Due by the end of Session 9

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Session 3: Appropriate Placement and Dropout Prevention

Cases

Match Makers The Real World

Readings

A Guide for Placement of Foreign Born Students

http://www.palmbeachschools.org/multicultural/TranscriptGuidelines.asp

School District of Palm Beach ELL Plan http://www.palmbeachschools.org/multicultural/ELLPlan.asp

Dropout Demographics in Florida Public Schools and Dropout Rates

Dropout Prevention Dropout Prevention for Students with Disabilities

A Nation Accountable: Twenty Five Years After a Nation at Risk (section III)

Discussion

Pages 4-6 of the District ELL plan indicate additional criteria to consider when placing students born in other countries to the

appropriate grade levels. Along with using A Guide for Placement of Foreign Born Students, which criteria would pose the greatest difficulty

in appropriate placement? What consequences might improper placement cause for the student, teacher, other students and parents?

Respond from the perspective of each group and suggest actions that can/should be taken to help ensure successful placement of

foreign-born students.

Journal Looking at national, state, and/or district dropout rates for ELL

students, what knowledge is needed to understand and effectively address this problem? Share the perspectives of those impacted by

the problem (students, teachers, parents, community) What are some actions that counselors, parents, teachers, students and community

members can take to counteract this trend? What are the potential consequences if these issues are not addressed?

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Session 4: Understanding Culture / School Culture Competency

Case

What’s Happening? Culture and Communications Resource Center

Readings

English Language Learners: Florida and the Nation

NCLB accountability report (view school data compared to district and state, including number of ELLs, graduation rate,

dropout rate, FCAT) http://doeweb-prd.doe.state.fl.us/eds/nclbspar/year0809/main0809.cfm

Data Publications and Reports Cultural Differences in Non-Verbal Communication

Various articles under the “Understanding Culture” section of the Culture and Communications Resource Center

Culturally Responsive Teaching The Expressive Arts in Counseling

Reluctance and Conflict in the Classroom

Discussion

Focus on Scene Five from this session’s case. How might the communication norms of the respective cultures of the students and

teacher play a part in the dynamics of their interaction? Explore the perspectives of each and any misinterpretations they might have had

due to differences in nonverbal communication norms. Propose actions the teacher might have taken to minimize these

misinterpretations. What might be the consequences of your proposed actions? If these students were sent to you for counseling,

what actions would you take to best assist them and what do you consider would be the consequences of those actions? How might

you help the teacher better understand the cultural differences in the classroom?

Journal

In the article "Reluctance and Conflict in the Classroom" the author

suggests ways educators might respond to conflict in the classroom. Do the suggested tactics for conflict resolution relate it to a situation

that may have occurred in your school? Share the issues from one of the scenarios. As a guidance counselor, what actions would you add

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to this list to help resolve the conflict? What consequences might

occur if the issues are overlooked?

Workbook

Case Study Choose an English Language Learner at your school who is struggling

emotionally or socially, and academically. From your sessions with the student, create a plan to help him/her improve.

What are this student’s emotional, social and academic strengths and weakness? Offer both your perspective as well

as the student’s. What are teachers currently doing to support the student?

How can you support the student? What tools, strategies and resources can you provide to the

teachers? What services are available within the school or community

that may assist this student and possibly his/her family?

Implement your plan through the remainder of this course. Use the reading from this course, the CaseNEX virtual library and any other

sources you may have to help with your research.

Then reflect on how the student has changed and how you have changed as a counselor.

Due at the end of session 9.

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Session 5: Building Community in the School and the Family

Case

Newcomers’ High Columbus, New Mexico

Readings

We Need to Talk – Communication Strategies for Effective

Collaboration Facing Up to Stereotypes in the Second Language Classroom

Multicultural Awareness Issues for Academic Advisors Managing Culturally Diverse Classrooms

Multicultural Counseling Competencies and Standards Cross-Cultural Competencies and Objectives

Additional Optional Readings

Reaching out to Diverse Populations: What can schools do to foster family-school connections

http://www.sedl.org/connections/resources/rb/rb5-diverse.pdf Diversity: School, Family and Community Connections (Chapter

4) http://www.sedl.org/connections/resources/diversity-synthesis.pdf

Discussion

Focusing on the Newcomers’ High case, what actions do the teachers

in that school take to help students develop shared values and create a climate of openness, mutual respect, support, and inquiry? Based

upon your own professional knowledge, knowledge you’ve gained in this course and the information presented in the case, what would you

suggest they do next to facilitate communication and collaboration in order to further support these goals? What role might the school

counselor play in this process?

Journal

Consider the current relationship your school has with families of English language learners and the community. From their

perspectives, do they feel welcomed on campus? What are some issues they may face that prevent them for feeling welcomed? In your

position as a guidance counselor, what are some actions you might take to create a climate of openness and acceptance for families and

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communities? What services might your school consider to further

support ELL’s parents?

WORKBOOK

Community Resources

Search within the community for resources for English Language Learners and their families to assist with social, emotional and

academic needs. What outreach services are available at the school? From the school district? Other local organizations? Describe these

resources and how the students and parent would access them.

Develop a plan for creating awareness of these programs for ELLs and their families. This could be in the form of a brochure, parent night

event, newsletter, etc. Create any necessary handouts and include them in your workbook.

Due at the end of session 7.

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Session 6: Second Language Acquisition

Case

The Real World

Readings

Second Language Proficiency Levels (Locate the ELDC section of the ESOL Procedures Manual)

http://www.palmbeachschools.org/multicultural/ESOLProceduresManual.asp

Making Content Comprehensible for English Language Learners -SIOP Model – Sheltered Instruction – for Academic Achievement

Chapter 1: Key Concepts of Second Language Acquisition Chapter 2: How Students Acquire Academic and Social Language

CALLA Overview Stephen Krashen’s theory of Second Language Acquisition

Second Language Acquisition - Essential information

Discussion

In this session’s case, which model of instruction is evidenced by Lena’s teaching? According to knowledge from the readings, at which

stages of language acquisition do her students appear to be? What actions is she taking to address the needs of the ESOL students, and

what else might you suggest? Be sure to provide a rationale for your choices.

Journal

After reviewing the readings on second language acquisition, apply

Cummins’ theory about 1) BICS and CALP and 2) comprehensible input and comprehensible output to the stages of language acquisition. How

might this knowledge benefit you in understanding the student population at your school? Do you feel your teachers have a solid

foundation in understanding the role social language plays in developing academic language? What are some of the consequences

that might occur as a result of teachers believing their students fully understand academic English (CALP), but may actually only be

performing at a basic or social language level (BICS)?

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Session 7: Transition and preparing for life after high school

Case

Newcomers’ High

Readings Florida Virtual Campus: https://www.flvc.org/

Florida Counseling for Future Education Handbook Parent Primer on Career Exploration

http://www.fldoe.org/core/fileparse.php/3/urlt/parent_primer06.pdf

Creating a College-Going Culture for English Language Learners Resources for Guidance Counselors

Ensuring Successful Student Transitions from Middle Grades to High School

Discussion

Florida Virtual Campus (https://www.flvc.org/) was created to help students plan and track their educational pathways from middle school

up to college. Using the perspectives of an ELL and his/her parent read through the website. What issues would having limited English

proficiency have in understanding this website? What consequences might this create for the student’s future? As the student’s guidance

counselor, what actions would you take to help enhance their understanding? Give specific examples.

Journal

Create a summary of the actions you would take to prepare an ELL

for transitioning to middle school, high school or college. Utilize the documents provided by your district and any additional resources you

may have to create the summary. What actions may be unique to this specific population? What issues does transition create for parents?

What kind of support would you offer to them?

Workbook

Community Resources due at the end of this session

and

Case Study due at the end of session 9

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Session 8: Assessment and Accommodations

Case

No case this session

Readings Florida Comprehensive English Language Learning Assessment

http://www.fldoe.org/aala/cella.asp FCAT and ESOL Students

http://plaza.ufl.edu/bmutlu/inc/mod6/distancelearningFCAT.htm Alternative Assessment and Second Language Study

http://www.cal.org/content/download/1804/20001/file/AlternativeAssessmentandSecondLanguageStudy.pdf

English Language Learners and High Stake Tests http://files.eric.ed.gov/fulltext/ED470981.pdf

ELL at SERVE http://www.serve.org/FileLibraryDetails.aspx?id=74

Research and Reports: Assessment and Accommodations http://www.colorincolorado.org/research/

Discussion

Review the testing accommodations available for ELLs on the FCAT

(FCAT AND ESOL Students). What actions do you take/might you take in best preparing teachers to support ELLs for this standardized test as

well as with appropriate ongoing assessment? What are the consequences of these accommodations not being available to these

students on a daily basis? Respond from the perspective of the student, teacher and counselor.

Journal Meet with your school’s ESOL contact. Review a student’s CELLA

results. When you consider these scores and other data available to you, what issues would you address if you were to counsel this

student? In your perspective, what is your role in ELLs achieving academic proficiency in English? What actions must you take to

support these learners in the classroom?

Workbook

Case Study due at the end of session 9

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Session 9: English Language Learners and Special Education

Case

Melting Pot: LEP Gifted Student

Readings School Counselors and School Psychologists: Collaborating to

Ensure Minority Students Receive Appropriate Consideration for Special Education Programs

Helping English Language Learners who Struggle in School Infusing Multicultural Content into the Curriculum for Gifted

Students English Language Learner Students and Gifted Identification

Assessing Limited English Proficient Students for Eligibility for Gifted Programs

Talents, Schooling and English Language Learners A Guide to Learning Disabilities for the ESL Classroom

Practitioner Response to Intervention in Reading for English Language

Learners A Cultural , Linguistic, and Ecological Framework for Response to

Intervention with English Language Learners Topics from A-Z: Learning Disabilities

Additional optional readings

Assisting Students Struggling with Mathematics: RtI for Elementary and Middle Schools

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_math_pg_042109.pdf

Assisting Students Struggling with Reading: RtI and Multi Tier Intervention in the Primary Grades

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

http://www.nccrest.org/Briefs/Pre-referral_Brief.pdf

Discussion

According to the article, English Language Learner Students and Gifted Identification, English language learners are underrepresented in

gifted programs. What are some of the issues for this underrepresentation? How might you as a guidance counselor

overcome these barriers within your school population? Consider the

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perspectives of the student, teacher and parents, in addition to your

own when proposing your actions.

Journal

According to the reading, Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions,

English Language Learners are overrepresented in special education programs (except Gifted). Using knowledge from the reading

Response to Intervention in Reading for English Language Learners, A Cultural, Linguistic, and Ecological Framework for RtI with ELLs, and

any other readings or resources you may have, describe the RtI process and actions for assisting teachers in the process of

supporting and properly identifying students with disabilities in the ELL population. How are language learning issues sometimes

mistaken for special education needs? What actions might be taken to prevent this? Additionally, describe how you would support the

students and their families throughout this process.