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Professional Perspective
I am currently a kindergarten teacher. I work with children that come from all over. From this past year 17 out of 20 of my students were ELL learners. I chose this topic because I was able to further research what are laws that only support my students, but also their families. I find this topic to be very interesting to learn about in the education field. Myself, being in the classroom providing instruction to all my students. I decided to make my audience teachers with ELL students. Why? Because children that are considered to be an English Language Learner is a child that spoke another language prior to learning english. Therefore, most parents are unaware of what their child's rights are, and how they can be serviced for them to be most successful.

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Summary of Topic
ELL students are important to this specific field of education because we are see an increase of students that speak more than one language. More than we think, we have  student that does not speak any English. This legal topic is impacting education because some students and their families are not being notified their rights, and opportunities within the educational system that their child may receive to help, and assist them as they continue. An issue that is brought up that educators should watch out for is the "No child Left Behind Act". If a child comes in the classroom that does not speak any english how do you react? If they do not participate or turn in any work, should the child be retained? If so, is this fair? How can we protect the child? Teachers, need to make sure they are keeping record of students work and progress throughout the year. Any data that a child gathers is important.  Educators keeping up with the current laws within education for children that qualify for ELL students.

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Professional Association
This article I have found talks about how can educators be an advocate for their ELL learners. This article was written by a teacher herself, and discussed solutions and resources that can help educators be more observant to students that need more attentive structure learning the english language. This article provides steps to make sure that as an educator you are more than prepared, and how to get prepared for when an ELL student is in the classroom. One topic that i noticed was the very first one. She recommended that not just the ELL instructor, but the assigned teacher as well know all the laws state and federal when servicing these children.

https://www.ascd.org/el/articles/be-an-advocate-for-english-language-learners

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language. I never knew exactly what my students did when they were with the ESL teacher; nor was I sure whether she knew what they were doing when they were with me.

Fast forward to the present and my current activities-working with teachers across the U.S. to strengthen their knowledge and skillset for serving students who are learning English as an additional language. From this vantage point, I can see that my early years as a teacher did not provide a great structure for teaching content or language and that all educators need to know how to serve all students.

The problem is that English learning specialists may be preaching to the choir. We gather on Facebook groups, Instagram, or on Twitter to share information with one another. But we need to spread this mission to our educator friends-those who may not see themselves as ELL specialists yet need to know more about teaching students who are learning English as an additional language. We have to become advocates for English language learners. Here's how:

Learn all that you can about the laws and policies concerning ELLs in your state.

How we serve English language learners is mandated by federal law. From that, states build their own laws and policies. Knowing these laws will help you to serve students and teachers. Educators need to understand these important considerations:

Attend meetings that involve English language learners.

While attending PLCs, RTI meetings, etc. use your knowledge about laws and policies regarding ELLs to advocate for students' rights. Be a voice for students during such meetings and share these rights with families of ELLs. One way to connect with ELLs families when there is a language barrier in the messages you send home is through Talking Points , a free app that translates messages into senders home languages.

Volunteer to present strategies that support ELLs.

English language learners spend most of their day in classrooms with mainstream teachers who may or may not be certified to teach ELLs. Either way, ongoing professional development on strategies that support language and content acquisition will help teachers understand how to leverage language to maximize academic growth. Ask your administrator if you can present at a professional learning meeting. Select research-based strategies that are powerful for all students but necessary for ELLs. Even if you share an article or facilitate a book study, your teachers will benefit.

Plan with grade-level teachers.

Regular grade-level planning is the best way to make an impact on instruction. You can support mainstream teachers on the spot with accommodations and scaffolds that meet the needs of their students. If weekly planning is not possible, try long-term planning on a monthly basis. Virtual planning also becomes a feasible option when meeting in real time is impossible. Some teachers use shared lesson-planning templates on Google Drive or other sharable platforms. Planning together is a great opportunity to sneak in small bits of professional learning, too. It can provide a casual space for educators to share teaching techniques that improve student achievement.

Seek professional learning opportunities within and outside your district.

Several years ago, I worked as a professional development specialist in a suburban district with a large ELLs population. We offered to send ESL and content teachers to a Title III symposium for two days to learn about research-based information that would help them serve English language learners. Many coteachers attended together and were able to build relationships while learning as a team. When we only train EL specialists on strategies, we limit the potential for their use and for student gains. , , , your local TESOL affiliate, and ASCD offer opportunities for in-person PD.

For no-cost, virtual PD, access these resources:

<LINK URL="https://sites.google.com/view/virtuel/home?authuser=0" LINKTARGET="_blank">VirtuEL</LINK> (a free, online conference for teachers of English language learners)

Podcasts (<LINK URL="https://anchor.fm/highest-aspirations" LINKTARGET="_blank">Highest Aspirations</LINK> by Ellevation or <LINK URL="http://voiced.ca/the-boosting-achievement-esl-podcast-with-carol-salva/" LINKTARGET="_blank">Boosting Achievement</LINK> with Carol Salva)

Twitter (EL leaders to follow: <LINK URL="http://www.twitter.com/LarryFerlazzo" LINKTARGET="_blank">@LarryFerlazzo</LINK>, <LINK URL="http://www.twitter.com/TanELLclassroom" LINKTARGET="_blank">@TanELLclassroom</LINK>, <LINK URL="http://www.twitter.com/emilyfranESL" LINKTARGET="_blank">@emilyfranESL</LINK>, <LINK URL="http://www.twitter.com/MsSalvac" LINKTARGET="_blank">@MsSalvac</LINK>, <LINK URL="http://www.twitter.com/Toppel_ELD" LINKTARGET="_blank">@Toppel_ELD</LINK>)

Online Book Studies like #ELLChat_BkClub (to learn more about this, visit <LINK URL="http://ellchatbkclub.blogspot.com" LINKTARGET="_blank">ellchatbkclub.blogspot.com</LINK>)

Facebook Groups such as Advocating for ELLs, Leading ELLs, Colorin Colorado's ELL Educator Group

Consider sending out an email regularly to spotlight an instructional method that supports ELLs. One colleague created a Padlet with resources (all tied to ELLs instruction) that he's curated. He shares this with content teachers in his district. Another ELL specialist creates a Smore page where she regularly highlights three instructional strategies that teachers can access in either 1, 5, or 15 minutes.

Build a team and momentum.

No matter your role, you can gather a team to support ELL students. Every educator (along with the parents) that works with the students on your campus is a part of their success. The team has a higher success rate when each member recognizes that we can't do it alone. A team can also provide the structure to make this work ongoing. What is regularly discussed and revisited is remembered. We have to bring ELLs and the instructional methods that are most powerful to the forefront, not just at the beginning of the school year and then again at testing season, but all throughout the year.

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Be an Advocate for English Language Learners

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I began my teaching career in 1997 as a mainstream, 3rd grade teacher at a suburban public school near Houston, Texas. Our school had one teacher designated to serve English language learners (ELLs) through a pull-out setting. I understood my job as teaching students the general education curriculum while she taught my ELLs the English language.

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News Article
Pew Research Center

This current issue is related to my topic because of the not knowing about how to support ELL, also how to identify an ELL.

- Communicates on were can find ELL students in our schools.
-  Discuss what is the first language with ELL learners.
- Discuss number of students across the United States that enroll into public schools that are considered to be ELL.
- Encourages that educators are well aware of the laws that support ELL students.

https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools/

Bialik,K., Scheller,A, Walker, K. (2018). 6 Facts about English Language Learners in U.S public schools.https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools

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News Article
The Conversation

This article is related to my current issue because this article shows growth in these students that are provided the right services. How successful these non-English speaking students can be with the correct assistance.

- Students are learning and mastering more than they have before.
- Most ELL students get reclassified between the grades of 4-8. This is allowing the students to master most of the language.
- They are allowing these students the time that is needed, and not pushing more content and language on a ELL students.
We are providing them not only the opportunity to learn the language but also giving time to use the language as well.

https://theconversation.com/multilingual-learners-doing-better-in-us-schools-than-previously-thought-98919

Thompson, K. , Kieffer, M. (2018). Muiltilingual Learners doing better in US schools than pervisouly thought. https://theconversation.com/multilingual-learners-doing-better-in-us-schools-than-previously-thought-98919

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Local Administrative Law/Policy/Rule

San Angelo Independent Schools
Student Handbook.
Pages 52-53

English Learners (All Grade Levels)
A student who is an English learner is entitled to receive specialized services from the district. A Language Proficiency Assessment Committee (LPAC), consisting of both district personnel and at least one parent representative, will determine whether the student qualifies for services. The student’s parent must consent to any services recommended by the LPAC. However, pending the receipt of parental consent or denial of services, an eligible student will receive the services to which the student is entitled and eligible. To determine a student’s level of proficiency in English, the LPAC will use information from a
variety of assessments. If the student qualifies for services, and once a level of proficiency has
been established, the LPAC will designate instructional accommodations or additional special programs that the student will require to eventually become proficient at grade level work in
English. Ongoing assessments will be conducted to determine a student’s continued eligibility
for the program.

I chose this institution and how is approaches my topic because it provides a very clear step by step what is going to be done to make sure a student is placed where they need to be to receive any assistance they may have.

https://resources.finalsite.net/images/v1609949031/saisdorg/g3am1duqv5snuljppgcm/StudentHandbook2020-2021.pdf

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Statutory Law

EEOA- Equal educational Opportunity Act

This act was put into place to provide all students with the right to an education. This act was

signed in 1974. No public institution can turn someone away for not speaking the English

language. This act also protects other topics such as race, gender National Origin. This is to be

followed in all states

- Provides students to the same chance to pursue an education regarding what language they speak.

- Students are given the chance not only to pursue an education, but they are also provided time to learn the language.

Equal Education Opportunity Act 20 U.S.C. § 1703

https://www.congress.gov/bill/93rd-congress/house-bill/40

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Administrative Law

Right To Learn English

Students must have a form of assessment done. Once the assessment is done, these students will then get placed in a program, or class to provide them time to learn the language. As an educator, I see this a lot within my class. Most of my students are ELL students. They are pulled to be

service throughout the day. They are serviced on the language and course work as well. We are

providing a specific time throughout every day to work on them practicing and learning the

English Language.

- Provide a time out the school day to learn english.
- Adjustments made for students that do not know english.

19 Tex. Admin. Code § 89.1201

https://ncela.ed.gov/faqs/view/6

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Constitutional Law

14th Amendment

The Equal Protection Clause of the 14th Amendment provides that a state may not “deny to any person within its jurisdiction the equal protection of the laws". All students must be treated and granted the same rights as any other student regardless of disability, language barrier, or other obstacle

- Students with language barriers could not be excluded from school.
- Students who do not speak english cannot be excluded from school.
- This ties with the EEOA. Providing the same chance to all students regardless of their background or learning hurdle they may have to overcome.

https://www.crf-usa.org/bill-of-rights-in-action/bria-7-4-c-education-and-the-14th-amendment

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ESSA: Every Student Success Act

This act does include ELL learners. This law was put into place to by President Obama. This act

recognizes the needs of all students. With this act in place, it brought up the “No child Left

Behind”. This is allowing the students to be serviced with their specific need in hopes that they

will continue their education. No student should be left behind. This is all in hopes that we will see a decrease in the learning achievement gap.

S.1177 - Every Student Succeeds Ac Every Student Succeeds Act, Pub. L. No. 114-95, S. 1177, 114th Cong. (2015)

https://www.govinfo.gov/content/pkg/PLAW-107publ110/pdf/PLAW-107publ110.pd

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Ethical Principle

"I Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly."

I chose this code of ethics  because it ties into not being bias to students that speak english. We cannot just put aside the students that need help learning the language and focus on the students that have it already  mastered. Students do not all have the same needs, or struggles as one another.  Treat all students the same, make sure all have the same opportunities to learn.

https://www.nea.org/resource-library/code-ethics-educators

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Recommendations / Best Practices for Compliance

When in the classroom it is very important to support, and know the rights of students and their parents.

1.  Develop a better understanding of what rights ELL students have.

2.  Be mindful of other resources and ideas on what can be implemented to make sure the needs of the ELL students are being fulfilled.

3.  Make sure parents know their rights as well. Inform them on the placement of their child and what is going to be the next step in placing them in a program where they are going to learn the English language.

4. There are trainings and workshops available  for educators to take to make sure that they are up to date and informed on information how to make accommodations for students, and what steps will need to be taken to make sure that they are provided with opportunity.

5. Be aware of laws not being the same in every state. Depending on the state and school policy these may change. Make sure accommodations  are being made.

6. ELL students are not behind. They are learning a new language while also, trying to get an education in a language they are still trying to master. Be mindful and provide resources to encourage them. No child left hind act, service them and their needs.

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Non- Law

Providing Language Assistance to EL Students

School allowing and encouraging students to participate in programs regardless of the

language barrier.

School districts must have procedures in place to accurately and timely identify potential

EL students. Most school districts use a home language survey at the time of enrollment

to gather information about a student’s language background and identify students whose

primary or home language is other than English

https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf