Articulation and Action: Planning for Language Support Services

1. Articulation and Action: Planning for Language Support Services • Presented by: Dominic James Ledesma Perzichilli & Amy Christianson • Pre-WIABE Conference Workshop • April 11th, 2014

2. Articulation and Action Planning for Language Support Services During this session participants will examine an articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations for providing Language Support Services in an educational setting.

3. Outline of Presentation • Welcome and Introductions • Articulation Planning • Direct Language Support vs. Indirect Language Support • Who are your English Language Learners? • How are Language Support Services delivered? • Organizational Techniques for LSS • Survey for Reflection on LSS in your educational setting • Action Planning • Short Term and Long Term Goals • Wrap Up: Learned, Affirmed & Wondering

4. Welcome and Introductions Please Share Out: Name School / District Position / Role Languages you speak/read/write

5. Articulation Planning Direct Language Support occurs when the communication process between schools and students/families does not need the assistance of an intermediary resource Indirect Language Support occurs when the communication process between school staff and students/families is aided by an intermediary resource, usually a third party

6. Articulation Planning – Turn and Talk Questions for Reflection: What languages other than English are spoken at your school? Direct Language Support: Does your school have bilingual staff who can engage in communication with students/families in languages other than English? Yes / No / Don’t Know Is there a need for your school to hire someone who can engage students/families in their respective first languages? Yes / No / Don’t Know

7. Articulation Planning – Turn and Talk Indirect Language Support *Is there a need for interpretation services at your school? Yes / No / Maybe *Are interpretation services provided at your school? -Parent–Teacher Conferences: Yes / No / Don’t Know -Meetings held by your district: Yes / No / Don’t Know -IEP meetings: Yes / No / Don’t Know -Counseling / student support: Yes / No / Don’t Know -Individual meetings: Yes / No / Don’t Know Other(s):____________________________________

8. More Questions for Reflection Is interpretation used in the classroom to facilitate communication and instruction between a teachers and ELL students? Yes / No / Don’t Know Is there a need for translation services at your school? Yes / No / Don’t Know

9. More Questions for Reflection Are the following documents available to students/families in a translated format? *IEP Documents: Yes / No / Don’t Know *Letters from Superintendent & Board of Education: Yes / No / Don’t Know *Code of Conduct: Yes / No / Don’t Know *Health Forms: Yes / No / Don’t Know *School Policies: Yes / No / Don’t Know *Field Trip Permission Slips: Yes / No / Don’t Know *School Newsletters: Yes / No / Don’t Know *Classroom letters and other progress reports: Yes / No / Don’t Know

10. More Questions for Reflection Who provides Language Support Services in your school or district when there is a need? *Bilingual staff (designated role to provide Language Support Services) *Bilingual teacher(s) or other bilingual certified staff *Family liaison *Volunteers *Local Translation/Interpretation Agencies *Students *Other: ___________________________________________ *None provided

11. Which ELLs in your school or district receive Language Support Services? Planning Template

12. Schedule template for staff providing Language Support Services (as available)*: (*Flexibility is essential when creating a schedule for staff providing LSS)

13. Example of Oral Interpretation Log:

14. Example of a Call Log:

15. Example of Written Translation Log: Requests for written translation must be submitted in advance of the due date to allow time for Language Support Services staff to complete the document with accuracy. (Two weeks advance notice is preferred to ensure ample time for the translation process.) Translated documents should be disseminated at the same time the English versions are shared.

16. Survey for reflection on Language Support Services at the school/district: • Do staff and administrators recognize the need for Language Support Services? Yes / No / Don’t Know • Are there staff (or a person) designated to provide Language Support Services? Yes / No / Don’t Know • Is the amount of Language Support Services adequate to meet the needs of students/parents/families in the school or district? Yes / No / Don’t Know • Is communication equitable and consistent for students/parents/families who speak languages other than English? Yes / No / Don’t Know

17. Action Planning Short-Term Goals: Long-Term Goals: (Including Staff Development Needs)

18. Time for Reflection Affirmed? Questioned? Learned?

19. Question and Answer Share Out New Learning, Affirmations, and Questions!? ********************************** Thank You for Your Participation! Dominic James Ledesma Perzichilli & Amy Christianson