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Liholiho services ELL kindergarteners and first graders in an after shcool program involoving ILE and tutoring services. Due to the large number of students they switch off between the two so that all students get the benefit of both online services and teacher interaction.
* Liholiho School

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Get shy ELL students involved in friendship groups or lunch buddies to get them socializing in English with friends.

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Creating positive relationships with  teachers as well as the students. A positive culture is essential  to helping students learn.
* Wilson School

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all share RTI time and do small reading/language groups together (ELL+general ed)
***Puuhale Elementary

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From Linapuni:
High attendance in after-school ELO. Students are working with their own teacher. Students are being escorted.

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Make communication with teachers/SSC a priority, for added resources to reach out to ELL parents.

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RtI with "tipping point" students, focusing on the Writing domain (which is usually the weakest of a student's scores) and using GLAD strategies.  -- From Kalihi Waena

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Concentrate on 1 student and provide support to make gains.
(Kalakaua Middle school)

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Creating a positive learning environment for ELLs by fostering positive relationships through - greeting students at door, checking in with students while they work, and giving the students work appropriate for language level.

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Students feel safe at school, build rapport & relationships.

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Relating student's culture to school content to feel comfortable and bridge connection for student learning.

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Learn more about and try to get OG training

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Finding students' identities and explore what needs student might have - I try to help students feel welcome and comfortable learning in new school during the first week -  during recess time,
pair them up with new friends who speak the same first language.

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RTI group with ELL monitored students
*Kalihi Uka El.

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I would like to expand our plans for an Orientation Program for new ELL students by having current ELL students be Ambassadors to the new students (Thank you, Kalihi Kai!)

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Look at the data from last year's data workshop plus this year's ACCESS scores and understanding specific students' needs (writing) to be addressed in small group pullouts for the following year.
(from Kalihi Waena)

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RTI with M-status students to reinforce skills using small groups with PTTs (from Kalihi Uka)

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( From Dole Middle) compile students data from various sources such as STAR, WIDA Access, etc, to better monitor students progress.

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Describe the Scalable Bright Spot and what school you got it from for future reference.