1 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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ESOL Strategies for Guidance Counselors · 2015. 3. 3. · Education Consent Decree, 1990, to specific situations Standard C The Guidance Counselor shall demonstrate the ability to
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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.
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
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.