EL Instruction & Professional Development
We are excited to team with your district/site to provide integral training to your staff in working with Oklahoma’s English Learners.
This guidance document explores how to serve and support Oklahoma's Newcomers, including legal obligations, programming options, instructional strategies, recommendations for family engagement, and suggested professional development.
Resources for Welcoming and Educating Afghan Refugee Students
Oklahoma will soon be welcoming more than 1,800 Afghan refugees. It is likely that children in these families will be enrolling in districts throughout Oklahoma. In order to assist districts in preparing for their arrival, the Office of English Language Proficiency has created this list of resources.
Oklahoma will soon be welcoming more than 1,800 Afghan refugees. It is likely that children in these families will be enrolling in districts throughout Oklahoma. In order to assist districts in preparing for their arrival, the Office of English Language Proficiency has created this list of resources.
English Learner Guidebook: Changing Educational Outcomes for English Learners
OSDE-created guidance document discussing the legal responsibilities involved in serving ELs as well as instructional and administrative best practices regarding EL-specific supports and services.
OSDE-created guidance document discussing the legal responsibilities involved in serving ELs as well as instructional and administrative best practices regarding EL-specific supports and services.
Professional Development Requirements Related to English Learners
OSDE guidance document outlining the professional development activities that an LEA must implement when serving one or more English Learner students.
OSDE guidance document outlining the professional development activities that an LEA must implement when serving one or more English Learner students.
OSDE Connect English Learner Courses
Developed by the Oklahoma Foundation for Excellence and supported by the Oklahoma State Department of Education, this self-paced course is aligned to the Oklahoma ESL certification framework. Staff completing all course modules will gain a conceptual understanding of the content assessed through the CEOE ESL certification exam.
In this course, educators of English Learners (ELs) will learn effective strategies and methods to explicitly teach, reinforce, and assess academic vocabulary and language features and how this frontloading of language prepares English Learners to successfully comprehend and participate in lessons and units. The target audience for this course consists of EL educators, mainstream educators with ELs, and administrators seeking a turnaround training model. This course takes up to 3 hours to complete.
In this course, educators of English Learners (ELs) will learn how the utilization of all language modalities (reading, writing, speaking, and listening) contributes to successful language acquisition. Additionally, participants will be introduced to effective strategies for integrating all language domains into lessons. The target audience for this course consists of EL educators, mainstream educators with ELs, and administrators seeking a turnaround training model. This course takes up to 3 hours to complete.
In this course, educators of English Learners (ELs) will learn the importance of building background before lessons or units and helpful strategies to activate prior knowledge and construct background. In addition, EL educators will develop an understanding of the role comprehensible input plays in language acquisition and how to make lessons more comprehensible through differentiated instruction. The target audience for this course consists of EL educators, mainstream educators with ELs, and administrators seeking a turnaround training model. This course will take up to 3 hours to complete.
In this course, educators will learn about formative, interim, and summative assessments for English Learners (ELs). In addition, they will take away methods for modifying and differentiating formative and interim assessments and strategies for preparing ELs for the English Language Proficiency (ELP) summative assessment. The target audience for this course consists of EL educators, mainstream educators with ELs, and administrators seeking a turnaround training model. This course takes up to 3 hours to complete.
Developed by the Office of English Language Proficiency, this resource is both an introduction to the new WIDA English Language Development Standards Framework and a guide to assist educators in aligning WIDA ELD and Oklahoma Academic Standards (OAS)-based instruction. This series places a strong focus on determining the critical Language Features that are common in both the WIDA ELD and Oklahoma Academic Standards.
Developed by OSDE's Office of English Language Proficiency, this resource is an overview for new and returning EL Districts Coordinators of the state ELP Assessments. This series focuses on initial screeners, annual assessments, WIDA secure Portal and WIDA AMS.
Gifted and Talented English Learners
Appropriate Identification Practices and Support for Gifted and Talented English Learners New 7.5.23
These guidance documents provide school districts with evidence-based recommendations to improve inclusive approaches for nominating, identifying, screening, selecting, placing, and serving Oklahoma’s ELs in GT programming.
These guidance documents provide school districts with evidence-based recommendations to improve inclusive approaches for nominating, identifying, screening, selecting, placing, and serving Oklahoma’s ELs in GT programming.
