EL Instruction & Professional Development
Resources
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.
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 guidance document outlining USDE guidance for selecting and applying evidence-based practices to English language acquisition program.
OSDE guidance document on selecting and applying evidence-based practices to reading
OSDE guidance on considerations when selecting curiculum to support English language development.
Serving and Supporting Oklahoma's Dually Identified English Learners *New Spring 2024*
OSDE guidance intended to provide Local Education Agencies (LEAs) a common framework to accurately identify and serve English learners (ELs) who qualify for special education and related services.
OSDE Connect English Learner Courses
MTSS for ELs: The PLUSS Framework
Crafted within the Project Lee initiative, the PLUSS model serves as an evidence-based enhancement to a literacy intervention program, targeting the instructional needs of ELs across all tiers, including special education. It caters to both large and small groups. Participants will acquire actionable strategies to deliver impactful MTSS for ELs, including analyzing relevant data for instructional planning and intervention, embedding a culturally and linguistically responsive approach, and leveraging the components of the PLUSS Model. 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 4 hours to complete. To access this course, please click here.
Crafted within the Project Lee initiative, the PLUSS model serves as an evidence-based enhancement to a literacy intervention program, targeting the instructional needs of ELs across all tiers, including special education. It caters to both large and small groups. Participants will acquire actionable strategies to deliver impactful MTSS for ELs, including analyzing relevant data for instructional planning and intervention, embedding a culturally and linguistically responsive approach, and leveraging the components of the PLUSS Model. 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 4 hours to complete. To access this course, please click here.
Serving & Supporting Oklahoma’s Newcomers
This course delves into understanding the diverse characteristics of newcomers, focusing on their personal and educational backgrounds, as well as the circumstances they face. It emphasizes creating a welcoming environment in schools and classrooms for newcomers and providing effective instructional strategies tailored to their needs. Additionally, the course highlights the importance of engaging newcomer families to facilitate academic success, recognizing the crucial role they play in supporting their children's education journey. 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 5 hours to complete. To access this course, please click here.
This course delves into understanding the diverse characteristics of newcomers, focusing on their personal and educational backgrounds, as well as the circumstances they face. It emphasizes creating a welcoming environment in schools and classrooms for newcomers and providing effective instructional strategies tailored to their needs. Additionally, the course highlights the importance of engaging newcomer families to facilitate academic success, recognizing the crucial role they play in supporting their children's education journey. 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 5 hours to complete. To access this course, please click here.
ESL Certification Exam Prep Course
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.
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.
