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It takes 5-7 years to be proficient in Eng - also, I never gave much thought on ELL/LD diagnostics.
All the collaboration with teachers to ensure progress/goals are achieved - does this really happen in schools with high ELL populations??

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I decided that he best way for me to have language objectives like Mr. Nelson would be to break it down by level because I really do not have a lot of time (20 class periods)  with each student so it is hard to develop individualized ones for every student I have. Having a baseline would help me individualize from there.

I thought that it was a great idea to do an in depth 5 week look at a student. Giving them the focused attention will probably allow you to help them feel comfortable in transitioning into the regular school culture. I think it also should be the perfect amount of time to determine that a student does not have a learning disability rather than just labeling their disconnect or lack of understanding of the language as an additional Learning Disability in addition to language barriers.

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I feel as though the RTI model would be helpful in identifying whether an ELL has a true learning disability or just a language barrier.

In the WIDA article, it was clear that teachers need to differentiate instruction in order to insure that ELL's can succeed.  Scaffolding students knowledge and using supports and tool help to break down how to prepare a lesson.

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The case study showed how important it is for teachers to collaborate, and find what works best for individual students.
It is a lot of work and planning, however in the end it benefits the student.

The WIDA article clearly explained the steps of differentiating content and language instruction for ELLs.  This was helpful in seeing how to plan specific instruction for ELLs based on their language proficiency levels.

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Assessment of English Language Learners with Disabilities is a great article to introduce RTII. This article focuses on the different tiers and differentiation at each level. The teachers must try accommodations prior to recommending a student for special education services. The teacher should document what they've tried and what was unsuccessful.

The WIDA article focuses on helping all student be successful in the classroom. ELLs should be instructed on the same material, but the classroom teacher must differentiate and scaffold to help ELLs be successful. Each student is different, and teachers must look at individual students, instead of just looking at assessment scores.

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I worked with RTI when I was an instructional aide in the public school. It was very effective for those students who were struggling. The small groups helped to build their confidence. Data was collected and reviewed on a bi-weekly basis and the groups were adjusted accordingly. The teachers were in contact (collaboration) throughout the process and shared their feedback. As for ELLs, the RTI model is an effective way to identify if the student is struggling as a result of a language barrier or a true learning disability.

The WIDA article talked about how to differentiate instruction based on language and content objectives.

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Too often ELL students are incorrectly identified. All staff members must follow correct procedures in order to provide effective strategies and interventions so students can succeed to their highest potential. One item I found extremely important was the fact in keeping parents updated on student progress so they won't think the school district is neglecting their child. Also the approach to co-teaching was an interesting aspect with many steps to consider.

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The responsibility of correctly diagnosing an ELL with an LD is huge and can affect the student's entire life. A team approach is essential, but I know that it can be challenging, or even impossible, to coordinate the efforts of a whole team.

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*It is important to focus on the big idea of the lesson and give proper scaffolding and support to meet the needs of the ELLs.
*Constant monitoring of progress and need is imperative-collaboration of all instructors should take place and changes of instruction accordingly

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We use RTI in our district and this model really works for our struggling students. In my reflection, I discussed how I never thought about using the RTI model for ELL students, but it completely makes sense. This model would really help ELL students and would help teachers and administrators to determine if the reason the ELL is struggling is because of a learning disability or just the language barrier.

In my reflection, I also discussed how the "differentiated assignment/assessment template" would be useful when/if I have an ELL student. The language-based expectations also helped make the "language objective" from class clear to me and this template would be helpful when determining what scaffolding and support I would use with my ELL student.

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Although it can take 5 to 7 years for ELL's to attain academic English, identifying LD's could still occur early if there is a collaboration between Special education teacher, ESL teacher and classroom teacher. This collaboration is extremely important in identifying the specific needs of the ELL.
I also found the use of Language-based Expectations for all students to be especially helpful when planning a lesson. By writing the Language expectations, along with the supports needed for each level of ELL and native English speakers, we can maximize academic success for all students.

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In the case study it was stressed the importance of identifying LD in students who are ELL as early as possible.

In the WIDA article, as a general education teacher, it is just as important to know not just the background of your ELLs, but also their ELP so you can differentiate and individualize their  instruction.

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-Instruction needs to be differentiated when dealing with ELL students. Not only instruction, but assessment as well so as to address the language needs of ELLs
-Concerning learning disabilities and ELLs I agree at times it may be difficult to differentiate with an ELL student, but I believe educators have enough instruments in their hands in order not to misdiagnose an ELL as having a learning disability. Collaboration between teachers and parents is essential.

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-I did not know that it can take 5 to 7 years for ELLs to attain academic English skills... and I found that to be a challenging number for students who also need to be identified for a LD, since the younger the interventions begin, the more successful.
- The WIDA focus on differentiation article made a good and interesting point about how even though two students may display the same overall composite score, they may reflect two very different student profiles. It is extremely important to look further into the language domains and how they scored in each of those to identify the strengths and weaknesses of each individual student.