Local School Leads

Local School Lead Responsibilities

Each Cobb County school will identify one local ESOL teacher and one administrator who will work together to ensure the following:

Download PDF of Local ESOL Lead Responsibilities

Account for all Active, IEL, Monitored, and former EL students in the building while maintaining permanent records.
Identify Dually Identified Students (ESOL & Special Education) and ensure ESOL teacher representation at IEP meetings.
Notify teachers of the Monitored Students in their classes and provide ongoing support as needed for the identified students.
Distribute, collect, and file Monitoring Forms throughout the year.
Ensure ESOL teacher representation at RtI and retention meetings.
Establish procedures for identification of students for ESOL assessment and students new to the local school.
Assist with scheduling ESOL students according to the ESOL program delivery service within federally established timelines. (30 days from 1st day of school, 2 weeks after 1st day)
Inform parents/guardians of the language services provided to the student(s).
ESOL lead will complete all required paperwork and forms in a timely manner.
Organize English Language Testing Participating Committee (EL/TPC) and the deferment form (if applicable) for all students. File in green folders and keep a copy for your records. (Active, Monitored, Waived)
Communicate to classroom teachers that accommodations are provided with fidelity within the classroom setting throughout the year.
Send all Initial Paperwork to the ESOL/Title III Department by county mail. (Cobb Initial, Score Summary sheet/Testing document, Parent Notification of ESOL services with home language on back)
Maintain records of all ESOL documents/forms in green folders for compliance.
Ensure that a Waiver Rescindment form is sent to parents at the beginning of the school year and filed locally in the green folder for all Waived students.
Accurately report FTE data on required FTE forms and documents and submit to the ESOL/Title III Department by deadline.
Contact the ESOL/Title III Department to report any inaccurate data in OnTrack.
Dissemination of information from ESOL/Title III Department to local school staff and administration.
Collaboration with other ESOL staff, content teachers and special education teachers on differentiation strategies for EL-Active and EL-Monitored students
Inform staff of guidelines for EL students based on CCSD Grading System (IHA-R)
Provide classroom/content teachers with WIDA standards to post in their classroom.
Build connected, culturally inclusive communities within the classroom and school setting.
Effective communication of ESOL information with the community and all stakeholders.
Facilitate school-wide communication in the home language of EL students.
Notify staff of translation services provided by the IWC
Assist administration with organizing schedule for translation services during conference week.
Assist local school test coordinator/administrator with accommodations for ACCESS and all other assessments
Assist administrators with becoming familiar with the CCSD ESOL/Title III TKES-aligned observation tool for ESOL teachers
Consistent implementation of WIDA English Language Proficiency standards, MPIs, Can Do Descriptors and SIOP
Coordinate with ESOL/Title III Department to schedule and organize school-based professional development
Provide in-house professional development to content area teachers regarding research-based strategies for ELs and integration of the WIDA English Language Development Standards in content lessons and activities.

Timeline of Responsibilities

ESOL Caseload/Teacher Duties by Month

Download PDF of Timeline for the School Year

Month	Duties
August - September	Identify all of the ESOL students in your building by running an OnTrack report (EL-Active, EL-1, EL-2, EL-3, EL-4, EL-Waived, Dual Identified, IEL). All ESOL students must be verified (see admin for details). Complete the trainings for the WIDA screener online for grades 1-5 and the W-APT and WIDA Screener (if applicable) for by July 31st. Provide your ESOL administrator with a copy of your certificate and keep a copy. https://www.wida.us/ You will need a login. Contact your ESOL administrator to request a login for you. Make sure all of the ELs in your building are accounted for and served in a state approved ESOL delivery model. Waivers are parent initiated and must be completed annually. Please refer to the bottom of the TPC form for distribution instructions. If a parent wishes to discontinue the Waiver, you will need to send home a Waiver Rescindment form home to have signed by parents in order for their child to partake in ESOL classes. Send a copy to Gaby Wyant at Oakwood- ESOL/Title III Department and keep the original in the student’s green folder. Review ACCESS scores and share with all teachers who teach ELs. Establish intake procedures with your school clerk to ensure effective communication is in place regarding newly enrolled ESOL students. (Refer to information sheet) Middle and high school teachers ensure that newcomers make an appointment with the IWC for intake purposes. Students take W-APT at the IWC. Provide teachers with CAN DO descriptors. Explain in detail regarding how to use the CAN DO descriptors to differentiate instruction based on English language proficiency (ELP) levels. Collaborate with Student Support Administrator, special education team leader, and special education teachers/case managers to establish a protocol to ensure ESOL representation at IEP and RTI meetings (refer to Dually Identified forms on CCSD ESOL website). Begin to schedule testing participation Committee (TPC) meetings with content area teachers and related stakeholders to determine EL student testing accommodations for the new academic school year. TPC meetings should be held prior to testing (refer to bottom of the TPC form for distribution instructions). Make sure testing accommodations are in place prior to the first scheduled assessment. Elementary school teachers complete 1st Monitoring cycle for EL-Monitored year 1 and 2 students. (August 31-September 8) Place original forms in ESOL folder. Attend 1st ESOL Lead Quarterly meeting with your ESOL administrator. (August 22 – Elementary school ½) and (August 24 – Elementary school ½) Attend 1st ESOL Lead Quarterly meeting with your ESOL administrator. (August 28 – Middle school) Attend 1st ESOL Lead Quarterly meeting with your ESOL administrator. (August 29 – High school) Prepare to submit first cycle of FTE. Instructions will be sent from the ESOL/Title III Department. Middle and high school teachers complete 1st Monitoring cycle for EL Monitored year 1 and 2 students. (September 8-15) Place original forms in ESOL folder. Ensure ESOL representation at all meetings (parent conferences, RTI, IEP) regarding the academic interest of ALL identified EL-Active, EL-Monitored, EL-Waived, IEL, and dually identified students. Continually collaborate with content area teachers to provide evidence based instructional strategies to support the linguistic and academic development of EL students. Complete and submit the accommodations to the ESOL/Title III Department for all Active and Monitored students on the ESOL shared drive under the ‘accommodations’ tab.
October	Ensure accommodations spreadsheets are accurate in the shared drive. Finalize folders for students on your caseload (TPCs, parent and teacher notification of accommodations/waiver) Assist classroom teachers with implementing accommodations/ELD standards and MPIs Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify Continue to hold TPC meetings and complete TPC accommodation forms for new students Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and Monitored students (RTI, IEL, Retention, et al) Mentor new ESOL staff members Collaborate with ESOL Administrator to go over accommodations and testing plan. Collaborate with ESOL Administrator to schedule ESOL Professional Development Partake in the parent conferences during Conference Week.
November	Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify Continue to hold TPC meetings and complete TPC accommodation forms for new students Elementary school teachers complete 2nd Monitoring cycle for EL- Monitored year 1 and 2 students. (November 10-17) Place original forms in ESOL folder. Prepare ESOL students for the ACCESS test-practice sample test items, hold meetings, etc. Work with classroom teachers to develop ESOL instructional plans using the WIDA Can do descriptors/Model Performance Indicators (MPIs) Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members Attend 2nd ESOL Lead Quarterly meeting (Elementary Leads only) November 1st Attend 2nd ESOL Lead Quarterly meeting (Middle and High School Leads only) November 2nd Collaborate with ESOL Administrator to schedule ESOL Professional Development
December	Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify Continue to hold TPC meetings and complete TPC accommodation forms for new students Middle and high school teachers complete 2nd Monitoring cycle for ELMonitored year 1 and 2 students. (December 14-21) Place original forms in ESOL folder. Create ACCESS Testing Plan with ESOL Administrator and/or Testing Administrator Begin the ACCESS on-line training. All teachers (including experienced ESOL teachers) must certify or recertify each year. Certificates must be sent given to the testing administrator before administering the ACCESS Work with classroom teachers to develop ESOL instructional plans using the WIDA Can do descriptors/Model Performance Indicators (MPIs) Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members Collaborate with ESOL Administrator to schedule ESOL Professional Development.
January	Attend district level ESOL Lead Quarterly Training and redeliver the information to local school staff Send Letter of Notification of Access Testing to parents of ESOL students Begin ACCESS testing Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify Continue to hold TPC meetings and complete TPC accommodation forms for new students Attend 3rd ESOL Lead Quarterly meeting with your ESOL administrator. (January 9 – Elementary school ½) and (January 11– Elementary school ½) Attend 3rd ESOL Lead Quarterly meeting with your ESOL administrator. (January 16– Middle school) Attend 3rd ESOL Lead Quarterly meeting with your ESOL administrator. (January 17– High school) Work with classroom teachers to develop ESOL instructional plans using the WIDA Can do descriptors/Model Performance Indicators (MPIs) Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members. Collaborate with ESOL Administrator to schedule ESOL Professional Development
February	Complete ACCESS testing. Ensure coding is accurate and that all students have been tested Elementary school teachers complete 3rd Monitoring cycle for EL- Monitored year 1 and 2 students. (February 7-14). Place original forms in ESOL folder. Complete and submit FTE count via Shared Drive Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify. Continue to hold TPC meetings and complete TPC accommodation forms for new students Update accommodation spreadsheets via shared drive. Work with classroom teachers to develop ESOL instructional plans using the WIDA Can do descriptors/Model Performance Indicators (MPIs) Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members. Collaborate with ESOL Administrator to schedule ESOL Professional Development Middle and high school teachers complete 3rd Monitoring cycle for EL-Monitored year 1 and 2 students. (February 27-March 5) Place original forms in ESOL folder.
March	Submit ACCESS testing material to Testing Administrator to be shipped to the warehouse (all forms/checklists/etc.) Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify. Continue to hold TPC meetings and complete TPC accommodation forms for new students. Review TPC Accommodations forms with local testing coordinator Assist in creating the testing plan for state assessment with local test administrator. Work with classroom teachers to develop ESOL instructional plans using the WIDA Can Do descriptors/Model Performance Indicators (MPIs) Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members. Collaborate with ESOL Administrator to schedule ESOL Professional Development
April	Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify Continue to hold TPC meetings and complete TPC accommodation forms for new students Work with classroom teachers to develop ESOL instructional plans using the WIDA Can do descriptors/Model Performance Indicators (MPIs) Send out monitor forms to all classroom teachers, collect and review. Place forms in ESOL folders. Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Mentor new ESOL staff members. Collaborate with ESOL Administrator to schedule ESOL Professional Development. Elementary school teachers complete 4th Monitoring cycle for EL-Monitored year 1 and 2 students. (April 19-27). Place original forms in ESOL folder.
May	Middle and high school teachers complete 4th Monitoring cycle for EL-Monitored year 1 and 2 students. (May 1-7) Place original forms in ESOL folder. Run an ESOL active student report from Ontrack to identify all active/monitored ELs and verify. Continue to hold TPC meetings and complete TPC accommodation forms for new students. Ensure ESOL representation on all meetings regarding the academic interests of ALL identified ESOL and ESOL-M students (RTI, IEL, Retention) Review ACCESS test scores for Exits and progress Complete ESOL Exit forms for students who qualify and review with District ESOL staff. Send home ACCESS Reports, Parent Letters of continuation of services or exit from the ESOL program. Feeder School spreadsheet for upcoming students. Ensure all FTE coding errors have been corrected. Create scheduling option spreadsheets for ESOL AP/Scheduling administrator using ACCESS scores/grades/teacher suggestions. Complete and return all EOY checklist to ESOL/Title III Department. (further details will be sent to schools) Enjoy your summer!

Local ESOL School Leads

List of 2016-17 Local School Leads.

Green Folders

Please be sure that all EL students have a green folder with their permanent records.

If you need more folders, please email Maria.Barnette@cobbk12.org.