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Teaching academic language is vital - processing about how to stop and address micro-aggressions was very helpful.

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Thrive-micro agressions
EL-Levels and WIDA

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I had a wondering about the SPPS data for the amount of students receiving ELL services. Why does the ELL population rise in HS? New immigrants? I understand that students may exit ELL services after elementary (which is why the pop. is lower in the middle level). But why are there higher numbers of ELL students in HS compared to Middle School?

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Had a courageous conversation about the inclusivity of ELL student languages in courses but the lack of inclusivity of Black language/culture of students. Brett allowed us the space to reflect and debrief and it helped a lot to create a circle.

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I'm going to focus more of my attention on the intentionality of academic writing for my EL Learners in hope to get them to Level 6, where the district has very few students.

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SEAB input for student perceptions of how teachers are supporting students in the classroom.
Beyond equity to inclusivity.
Dr. Keith Mays
Getting rid of barriers.
"Through the Iron Curtain." on Romania

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I came in a little late from my daughter's diabetes appointment, but the value of teaching academic language in the classroom is vital. I have been so grateful for all the work we have been doing with Academic Language this year. We've been very lucky at Farnsworth to have Wendy Aro at our school (and next door to my classroom) so I felt the things today have mostly been solidifying things she has mentioned to our staff and/or me

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Was interested in hearing about upcoming changes in ELL expectations.

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I am going to dedicate more of my attention to my students' writing, as a very small percentage (perhaps 0%) of our ELL students are at Level 6 in writing.

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The 2.0 version of WIDA is more challenging for students, therefore dropping scores

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I learned that we need to develop a common academic language throughout our social studies department. I also learned that most ELL learners plateau at level 3 and 4 and that we need to come up with ELL strategies to promote continued growth.

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I learned that we need to develop a common academic language throughout our social studies department. I also learned that most ELL learners plateau at level 3 and 4 and that we need to come up with ELL strategies to promote continued growth.

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Students who have excellent social vocabulary, don't necessarily have strong academic vocabulary.

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Even if I feel as though I don't want to be hurtful, it's still very possible for me to commit a microaggression.  As a teacher (and a human being), I have to be aware of my own biases.

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Using the rubric will be helpful from WIDA to assess my ELL and beyond students Awesome!

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Having the toolkit will be helpful. I liked hearing some of the different examples of what they may be doing in class. I also really appreciated the 6 levels handout that we could use in our class to evaluate students on our own and can use it for discussions with our admin & ELL teams.

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Microaggressions from staff and peers create barriers to learning. Turn these into teachable moments, always address them, and always be reflective on your own inclusivity in the classroom.

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I was not aware of what students are expected to achieve at each ACCESS level, so that is helpful for me as I support my students at each level.

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Thank you for the Academic Language Functions Toolkit. This is going to be very helpful, especially when supporting students with their speaking and writing.

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As social studies teachers, we have authentic opportunities within our curriculum to scaffold students towards academic language and writing. History, and all the social studies, requires students to use deep context when explaining complex ideas. Through daily goals and warm-ups, along with assignments that require extended writing, we can naturally fold more strategies for academic language acquisition into our daily practices which will benefit all learners.

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Students are platooning at the WIDA 3 and 4 levels.

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We have done a lot of work ay Harding surrounding EL students and WIDA, but the academic language toolkit is AWESOME!

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I was not aware how students exit the ELL program.  I also think I could use the rubric to assess speaking and writing.

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I really liked the idea shared that students who are native English speakers need a focus on academic language, too. Focusing on academic language will help all students.

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Reading and Listening are (INPUT)
Writing and Thinking are (OUTPUT?)
THINKING about Thinking what are good criteria for thinking?
Student is able to provide quality evidence.
Student is able to provide reasons for their thoughts and conclusions.
Students have many reasons for their thoughts that they can identify.
Students can identify THE reason for their thoughts.
Students understand how to identify relevant examples.
What else or otherwise?

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-WIDA
-Four Domains Emphasis - Reading, Listening (Input)
Writing, Thinking (Output)
-Identifiers for ACCESS levels

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The need to address as a district the proper procedures to increase the proficiency of our EL students.

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The need to address as a district the proper procedures to increase the proficiency of our EL students.

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Glad to have time dedicated to important discussions today.

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Glad to have time dedicated to important discussions today.

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From Hannah @Central

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Our focus will be on the discourse level starting with the END IN MIND.
Area of collaboration is a UNIT of HUMAN GEOGRAPHY.

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Many students have interrupted education, and we need to remember that whole years have been lost for many EL students. 

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Many students have interrupted education, and we need to remember that whole years have been lost for many EL students. 

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READ was a great way to involve more language & speaking development with EL students.

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We learned about READ as part of the discourse level
RECOUNT
EXPLAIN
ARGUE
DEFEND
and the difference between ORAL output and INTERACTION