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#2 students have gotten better at oral communication (listening and speaking)

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#2 students have gotten better at oral communication (listening and speaking)

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Buso + intervention team

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i don’t think the parents have been more engaged with their students english level since the beginning. i think this is because they might not understand the importance or severity of the issue in some cases

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The linguistic accommodations have changed for my EB students by using less translation in the first language. The domains have changed in the listening, speaking and writing categories.

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3. They will continue to need translations during whole group instruction

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3. I would need more help navigating resources that support EB students so that I may support parent and students at home.

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3. I would need more help navigating resources that support EB students so that I may support parent and students at home.

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My EB students started out really shy not really speaking. As the year progressed they have gained confidence and speak openly in their first language. Now they have begun trying to speak more in English and responding back in English during whole group.

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2. Learning how to navigate the TEA website to increase my support for parents

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I will continue to send parents a progress how their child is doing and the progress their child is making. Resources on how they can support them at home.

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Parents have changed from concerned for their child's academic standing to be more relaxed.

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Parents have changed from concerned for their child's academic standing to be more relaxed.

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In my class I have noticed that through my patience and understanding. I they have gotten the chance to gain confidence to feel free to speak and communicate in the home language and their second language.

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3. Using more visual during lessons

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In my class I have noticed that through my patience and understanding. They have gotten the chance to gain confidence to feel free to speak and communicate in the home language and their second language.

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My instruction has changed from using the objective as the main assessment to then small group to now using the supporting objectives that can help students such as their vocabulary.

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My instruction has changed from using the objective as the main assessment to then small group to now using the supporting objectives that can help students such as their vocabulary.

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The supports that will continue to be needed in my classroom are visual aids paired with the reading, oral administration and a Spanish/English dictionary

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Use of sentence stems and vocabulary preview regularly in math  when using RDW

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Use of sentence stems and vocabulary preview regularly in math  when using RDW

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Increase clarity and frequency of data collection around language acquisition and progress of strategies in classrooms, regardless of content 

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Increase clarity and frequency of data collection around language acquisition and progress of strategies in classrooms, regardless of content 

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Speaking and Listening have been more clearly practiced yet needs for reading and writing remain. 

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Speaking and Listening have been more clearly practiced yet needs for reading and writing remain. 

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Parents need increase clarity and touched regarding their student's personal status in lang. acquisition, ideally through parent conferences. Updates using Summit K-12 as MOY touchpoints.

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Parents need increase clarity and touched regarding their student's personal status in lang. acquisition, ideally through parent conferences. Updates using Summit K-12 as MOY touchpoints.

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The linguistic accomodations have changed only slightly for my ELLs. What works for them works for all my other students as well. 

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The linguistic accomodations have changed only slightly for my ELLs. What works for them works for all my other students as well. 

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I have increased the usage of anchor charts and visual models for my students to reference as the year goes on. This has helped my EBs increase their academic vocabulary and grow more confident in their math skills

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I need to be more intentional and less afraid to follow my gut. I waited too long to act on my knowledge of EB methodology. 

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I need to be more intentional and less afraid to follow my gut. I waited too long to act on my knowledge of EB methodology. 

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The supports needed for students to continue to be successful is a lot of class and pair discussions. Providing them with more visuals (anchor charts and vocabulary).

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Parents need information from experts in the field. Also we need more experiences to use language as a way to connect. 

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Parents need information from experts in the field. Also we need more experiences to use language as a way to connect. 

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Use of math manipulatives and realia in STEM classrooms in order to increase understanding of abstract concepts - paired speaking or writing. 

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Use of math manipulatives and realia in STEM classrooms in order to increase understanding of abstract concepts - paired speaking or writing. 

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More communication from the school and from teachers on what the TELPAS and its importance would be more effective for student growth

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Instruction should be intentional for language learner. We need working materials and resources. 

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Instruction should be intentional for language learner. We need working materials and resources. 

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We don’t necessarily need more supports, but I’d love the opportunity to get stronger at existing supports we have learned.

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Targeted use of language objectives - where in the lesson script is it happening?

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Targeted use of language objectives - where in the lesson script is it happening?

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Dedicated interventions for ELL where they get focused instruction.

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Students are more vocal and open to sharing and discussing topics in class. Students were very shy at the beginning of the semester with very little knowledge of grade level vocabulary. Through lessons and vocabulary, they were able to learn more and share with more academic vocabulary.

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I think clear, purposeful language objectives can be useful in the classroom, so students can be aware that they are building their language skills.

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I realized the impact it has on my students to work in small groups, so I want to make sure I implement it as much as I can going forward.

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Spanish speaking bilingual students in my kinder class will continue to need translations, visual aids, and anticipated misconceptions addressed in my classroom and beyond

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FREE 2 Hour CPE Session- TXEL Website Overview

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FREE 2 Hour CPE Session- TXEL Website Overview

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Region 4 serves a seven-county area composed of 50 public school districts and 45 public charter schools, representing more than 1.1 million students, 87,000 educators, and 1,500 campuses.

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Continue TELPAS progress reports during the year and incorporate campus wide parent engagement opportunities

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It is important to be sure to communicate with parents in a way they are able to access and understand.

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I will continue to adjust my language for the students who do not understand the first time.

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I have always relied heavily on translating (which is very helpful), however the use of language objectives have been another way of setting intentions for EB students.

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Having students make connections in L1 and L2. Allowing students to feel comfortable asking questions im their native language to ensure they are still understanding. 

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Having students make connections in L1 and L2. Allowing students to feel comfortable asking questions im their native language to ensure they are still understanding. 