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The one pager helps teachers identify specific expectations for students depending on their level of understanding. This will help with lesson design and being more targeted.

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When teachers have ELs in their classroom their level of academic proficiency will vary greatly based on their level of English proficiency. Using the ELPS to desing differentiated instruction based on language proficiency will ensure that ELs are receiving not just the content in a comprehensible manner but they will also working towards improving and increasing in their language proficiency.

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The ELPS one-page is a great resource to help educators reflect on how they can connect and embed the student expectations into their content. I love that the student expectations are really good strategies for ALL learners, so i think this is more than just a resource for our EL learners but all kids.

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This ELPS Summary One-Pager is helpful as it summarizes the student expectations for the different domains of language (listening, speaking, reading and writing). It includes some basic strategies can serve as an additional resource to guide teachers' planning for instruction. This resource is a good starting point as teachers are wrapping their heads around incorporating ELPS in their lessons.

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I see the one-pager as a resource, especially when brainstorming. The one-pager highlights expectations and responsibility helpful in language development. I believe this one-pager is a universal tool because the student expectations are helpful strategies for any learner.

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I'd use the one-pager to introduce the concept of ELPS, PLDs, and linguistic accommodations. Seeing the student expectations helps non-ELAR teachers understand just how much goes into language development. I'd then go over the PLDs and linguistic accommodations with them. The one-pager with the student expectations is good, but combine it with guides on how to assess current performance (PLDs) and scaffold instruction (linguistic accommodations), and then you have a framework for teaching ELLs that is easy to use when designing instruction.

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For one, it iterates the expectation for districts to service EL learners in these 4 areas. It can also be useful for teachers to continuously ensure that students are receiving support to meet the student expectations in each section. I could use this guide during coaching to help teachers during designing, aligning the ELPS to lessons and differentiated activities.

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I can use it to as a resource to help in the brainstorming of options with coachees, so they can ensure they are adhering to how they are meeting the needs of their ELs. It can also be something that I expose to teachers, so they can use it as they design lessons and can pinpoint within their lesson designs where they are explicitly and intentionally incorporating the ELPS in them.

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This would be a great tool for helping teacher to work towards having their lessons be accessible to their English Language Learners. This one-page reference can help to steer a teachers resources and instruction to make sure they are being inclusive.

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This resource would be great to utilize when designing resources and activities for learners that align to the levels of the Buerk rubric!

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I think this is a great resource to use during coaching conversations as tools to share with the teacher so that we can help them make the connection between these strategies and best practices. I love the idea of adding this to my digital growth playbook too.

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I think the one pager would be a great tool when working with teachers on designing their rubrics. This can help them as they design differentiated supports for their students.

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The One-Pager would be a helpful tool when coaching teachers on aligning differentiated resources to their rubrics. Taking ELPs into consideration when planning for leveled support is an expectation.

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I think it would be beneficial to have in our playbook and utilize it in alignment with the best practices. Teachers can see that it is not one more thing, but strategies that would benefit students by scaffolding the learning, especially with the Differentiation/Scaffolding best practice.

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The one-pager is helpful in coaching teachers through the rubric design process, to include the choice of scaffolding and choice activities, as well as forms and choice of assessments.  During a coaching conversation, I can absolutely see us using the one=pager in helping us with options and identifying specific evidence for review and connections to students' language and content acquisition.

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The ELPS Summary One-Pager is an important resource to share with coachees not only during coaching conversations, but also to facilitate brainstorming options to support the needs of ELLs. I can use it to craft targeted and specific feedback for teachers (whether face-to-face or in writing) after visiting classrooms. It should be part of every coachee's e2L Coaching Playbook.

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It will be helpful in determining both Reality and creating goals.

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I have added it to my resources in Drive. I like the idea of printing a copy and adding it to my Playbook as a physical copy is often helpful to refer to with coachees. I plan to refer to this as needed when brainstorming options for teachers during coaching conversations as we work on BPs.

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The ELPS Summary One Pager is a great resource that can be used and shared with coachees during coaching conversations, especially during the options phase and as they design lessons by reviewing the ELPS student expectations.

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This would be a great resource to keep in our playbook. I can see using this during coaching conversations to connect best practices to the proficiency standards. It also gives me ideas of what to look for when observing in classrooms.

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I think it could be used to support conversations of planning and supporting students in small groups as well as to adjust the standards aligned rubric or add an additional column for Language support to the rubric.  The one-pager would be a great visual to reference to support options and goals.

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I can see utilizing it when looking at best practices. How can options and goals also include ELPS to better support all students? I also like the idea of using it to help guide conversation when designing.

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If I am familiar with the information on the summary, then as I am working with teachers to design lessons/units or looking at evidence, we can both refer to the summary to see where the teacher did or could ensure the integration of ELPS strategies. It will also show teachers that the ELPS strategies can benefit ALL students, not just ELLs.

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Used as a resource within our Growth Playbook. I love the idea of asking how they use or might use the ELPS during the design of lessons or to iterate their designs of lessons. It'd be a great resource to add a digital version to any appropriate options that are brainstormed, and also could be used to analyze and set goals during goal setting.

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I think it would be helpful to print this out and keep near by to bring to the attention of teachers. "How are you utilizing the ELPS during design?" Then being able to pull this out would be a great discussion starter.