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Are we required to upload the MLWD Checklist to the documents page on EdPlan?

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For students that are a 1 or a 2 have a disability especially those that have a considerable amount of service minutes or are in sub seperate and require full time special education minutes and there are not enough minutes in a day... What do you do?

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Can a student with an IEP receive rules-based reading (OG or Wilson) and ESL services simultaneously? I had always assumed not, but I have heard otherwise from some teachers.

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All questions answered

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All questions answered

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All questions answered

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All questions answered

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All questions answered

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All questions answered

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Can you explain more about the Graphic Organizer you mentioned? Is this on the COSE end? When is this used?

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Aspen

Entering teachers into classrooms. Can you share how we remove old ESL teachers too!

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Why are we testing K1 and K0 students who have an N under LEP on Aspen? 

Why are students with only English listed in Aspen receiving an L in the LEP column?

What do we do when half of our students are X4 and non-verbal for K0-K1 screening?

Are we pulling out or pushing in for level 3?

Why are level 1 students required to take LAS Links?
Or who is required to take the LAS links exactly?
Lots of questions I would love answers to.

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Has the graphic organizer been shared with COSEs?

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All questions answered

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K0/K1 Guidance

*With MLWD Update that we will speak to in the K0/K1 Screener Training 1:45-2:45.

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On the dashboard, it seems like students are grouped incorrectly but that’s due to the way elementary schedules appear in Aspen.

For example, in grades 1 & 2, the ESL teacher services one group during the grade level reading block and another group during acceleration block. However, there isn’t a way to distinguish these two separate blocks on Aspen. So it’s flagged on the dashboard because it appears as one group in Aspen. Can we add Acceleration Block to Aspen? Or how can we indicate these 2 separate groups?

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Will approved modifications for groupings be corrected on the dashboard?

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If a student is non-verbal due to a disability, how is that addressed with this assessment that required an oral response?

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RESOURCES/LINKS:

Participant Guide: https://docs.google.com/document/d/1KJmCyKS3rFPKNWllO7PBtxwjW5MjG4VsmPJL0aMT65A/edit?tab=t.0

Slides: https://docs.google.com/presentation/d/1tNhMhxoHhWcdetU6buVQF8Zco7jBcBMbDzocWcFYzfs/edit?slide=id.p9#slide=id.p9

EXIT SURVEY (Will be shared @ 3:00)

Use this Padlet to post any questions related to today’s sessions.
Please share any feedback through the exit survey—thank you!
Our team will review all questions. Any shaded in red have been flagged for follow-up.

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Slides: https://docs.google.com/presentation/d/1nYNB0t_hRCNPKn5MMbNe7HMMPcnVqMpopZfpdkVJQC0/edit?slide=id.g366110ed13d_1_0#slide=id.g366110ed13d_1_0

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LAS Links Guidance: https://docs.google.com/document/d/149cOim2pJ7g0i3yO_gXwOgsWWvgnVUP6-kf-hXa4l4M/edit?tab=t.0

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Could you please share information for teachers that do not have their SEI Endorsement. (Retell Class Schedule and other ways to become endorsed).

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When we are creating our schedules, students that are in the same sub seperate classroom ( because they are allowed to be in the same class within 24 months of each other). are we allowed to pull them together as long as their levels align?

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We have students who don't have 3 favorites animals or toys to tell us (ie. they only have 1).

I made an executive decision that they pass this question, since we are assessing their language abilities, not how many things they should have as favorites.

Example #1 that this assessment needs better questions.

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Drawing is the vessel to assess receptive and expressive language, but it won't work for students who can't/won't draw.

Can future version of this assessment attach a kid's drawing for these children to just TELL us what they see?

Example #2 that this assessment needs better questions to address multiple abilities beyond language.

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Mid Year SDD for new to Boston students

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Ellis Region 3


Will there be an easy way to identify students  new to Boston with out SDD's or do we have to look at each student to identify those who may benifit from Mid year SDD's

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Request - Please add "homeroom" to the student list and filter options. For high schools and larger schools this really makes a difference.

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I have SDD 2 and 3 students in the same classroom and both are getting push-in ESL instruction for the appropriate number of minutes. Why is the dashboard flagging this? I was told that it would not be an issue to have both those SDDs with the same instructional type if that was what was actually happening.

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There are also 12 teachers getting flagged for not having the SEI endorsement on the compliance dashboard even though all the teachers do have the endorsement.

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When will ILP forms be "live"?

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We recently looked up DESE guidance on co-teaching (two-teacher) model, which allows service delivery to multiple ELD levels (not just the adjacent two) in the same grade.

Can you confirm if this is allowable since this is a DESE-approved service delivery method?

If so, can you please update Compliance Dashboard to not flag these groupings? And, if necessary, add a "Co-teaching" (currently umbrellaed under "Push-in") method to use with this specific multi-level grouping?

Thank you!

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We have A LOT of ELL students with "English" listed on their ELLevation. What should I do about this? Some of our parents are upset with their students being labeled at MLL.

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"L1 Literacy Skills" question on the MLWD checklist - what data are we to use to answer this question?

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Question re: the mid year SDD process. If a student has been assigned an ELD level 2 but the teacher feels that the student appears more to be at an ELD level 1 - should we wait until the access test and the EOY determination since the service delivery is the same?

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ILP parent letters. After generating letters, we also need to send a physical copy to families or a digital copy through ParentSquare?

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Ellevation- ILP's

Can you please make save a copy automatically checked. This will eliminate any not saying. Teaches could always uncheck this option if we do not want a copy?

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A class is getting flagged for not having an ESL teacher. There is an ESL certified teacher co-teaching this class. Is there something we need to do in Aspen so that those students don't get flagged?

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How many goals are required for the ILPs

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Just wondering who should be filling out the ILPs? We've had some push back at our school asking homeroom/ESL teachers to do it. Of course, as LATFs, we are happy to help, but we don't always know the kids.

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Are ILPs goals included in IEPS?

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I am unclear how to attach to find and generate the appendix to attach to the ILP.

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Parent Letters - Batch Generated or ESL Teacher Generated?

There is a request for LATFs to batch generate ILP parent notification letters by home language, but then there is a parallel ask to have the correct ESL teacher as the contact on each letter. Is this possible with the batch generation?

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I have 19 students on my BOY dashboard for needing ILPs, but when I go to the ILP forms I have additional names and forms. Some of these are students who have FLEP'd, some of them are not.

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I would like to order Know Your Rights cards in various languages for my school. To whom at OMME do I direct this request?

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Is the ILP process the same for SLIFE students?

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What should I do as a LATF if some students are not in ESL class or ESL teachers are not scheduled appropriately resulting in noncompliance. What can I tell admin to rectify/what solutions can be made?

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First time LATF here, stepping in for LATF on leave. Wondering if there are any tips/tricks/hacks for ESL Scheduling. Let's say we have eight 3s and 4s receiving push in within the same HR -- same mins/same ESL teacher. On ASPEN I clicked all 8 students together within that classroom (hoping to group them and enter them all under the same mins/teachers). However, it is making me do it individually for each student. Is there a way to group students effectively? We have over 270 MLLs and we have been doing it 1 by 1.

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I am nothing on my Compliance Dashboard -- I need access

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If students are receiving more than the required minutes due to schedule blocks (Example: Student with SDD 3 is in ESL block 5x60) should 300 minutes be recorded? Or 225?

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In inclusive classrooms, how do we avoid an inappropriate grouping when the HR teacher is embedding for the 4s and the ESL teacher is providing push in services for Levels 1/2 or 3. That flags as inappropriate grouping on ASPEN but it's not in reality

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What instruction type does SLIFE get? Embeded HR?

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What does SP stand for and why would SP students not be diploma bound?

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Special education takes priority over ELD levels, correct (high school)? So 11th graders who are sub-sep can be in a class together even if they are 2s, 3s, and 4s - if the teacher has the appropriate licensure?

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Madison Park Technical Vocational High School

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For our DL schools, can we please get a personalized email (not the automated email telling us we are out of compliance). Our Dashboards will look "out of compliance" until changes are made to the system, and it looks like we (LAT-F) are not doing our work?

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When will licensure status of staff be updated? I am listed as not ESL certified (bahahaha) and I'm worried about my school getting flagged because the data is weird.

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There are alot of inaccuracies on my dashboard as far as tcher SEI endorsement which I believe is effecting groupings etc... how to proceed?

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My COSE said that the MLWD checklists had been used in the past, but they stopped using it years ago. When we met last year to begin use of the checklist again, she said the revived use of the checklist was never made clear to COSE in COSE meetings. She said at the start of this year again that COSEs still have not been made aware of the need to use this checklist.

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Training Audience

What kind of training is provided to staff who complete most of the scheduling on Aspen? The SIS/Aspen entry is not something that I do for our entire school and this seems like working backwards. Thanks!

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For ESL teachers who push-in, do we only count the time they are directly student facing the MLLs they are working with, or does their full time in the room count for their students?

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LAS Links

IS there a formal training or a video to learn how to administer the LAS links?

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Slidedeck: https://docs.google.com/presentation/d/1JsDbvlJv3WGeaPTfgAIlh9oU7tzLyHaCP82iAtWUazg/edit?usp=sharing

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Regarding BPS ESL curriculum 9-12, are there any plans in the future to better align each ELD level curriculum to grade level readings? For example, a student in an ESL 2 class is reading "The House on Mango Street" regardless if they are in 9th grade or 12 grade? Could we create curriculum based on grade-level clusters, such as 9-10 and 11-12?

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Are there plans to align the ESL curriculum to Fishtank Curriculum? We do not use the EL currculum at all.

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Hi! I am noticing on the dashboard that under staff compliance everyone is coded yes under "ESL license" and yet only a few teachers are showing up as SEI endorsed. I believe, based on what I know about the staff who holds an ESL license at our school, that this is backwards. There are a few teachers that hold the ESL license, and many that are SEI endorsed. Could you look into this for me as it is flagging some students as not being in compliance. Thank you!

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Confirming K0/1 classroom teachers also have a dashboard showing their students and they can do the assessment right in Ellevation?

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Where can the ILP parent appendices be found on ELLevation to accompany the letters once they have been generated?

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If you are screening a K0/K1 MLSWD that is non-verbal and you can't get parent input, can you get input from the teacher if the teacher speaks the same first language as the student?

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For the elementary LATF stipend, are FELs and K0/K1 students included in the count of MLs? What date is the number of MLs pulled from Aspen?

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Can Las Links be used as evidence for Mid-Year SDD Proposal?

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How soon can SDD changes be put in?