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Modeling how to integrate the WIDA standards with the CCSS standards, how to use the descriptors when planning lessons.

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As a special education teachers, I will use this as a way to guide instruction for my English language learners that I provide services to. I also think bringing the standards to MTSS/GT meetings to analyze whether or not a student that is ELL should be assessed for special services is important.

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I will try to use the WIDA standards with my colleagues to stress how vital they are to supporting not just ELL students but for all students.

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I will try to use the WIDA standards with my colleagues to stress how vital they are to supporting not just ELL students but for all students.

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I will use to drive collaboration across grade levels.

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We have comprehensive unit plans--these standards needs to be integrated and the language descriptors should be attached as a resource.

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We will implement the WIDA framework in our EL pull-out groups, and I will be introducing it to my team as I do our annual refresher on the SIOP model, intentionally showing how the two work in tandem with each other. I will also be using it in conversations with my classroom teachers on how to best meet the needs of EL students in their classrooms, and how the framework provides concrete expectations and examples for supporting the students in their language acquisition growth.

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Asking genuine questions around planning for language use in the classroom. Planning for PD.

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Present to all staff in PD and PLCs. Every educator is integrating these practices in their instruction.

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In my role, the framework will help me to keep track of EL students progression and monitor their learning in a more effective way. I will also be using it to help guide my teaching and make sure that my teaching is effective for all students in my classroom.

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Planning lessons with the standards

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Present these standards to all educators, so everyone is teaching them. Best practices across the board. Every students belongs to every staff member.

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It can serve as a template for how to structure lessons for EL students to access and show mastery of the content learning. It can guide conversations on where the students are, what they can do, and where we can push them so their language can grow and develop.

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Start with pre-assessing levels of skill development based on standard being taught. Use the PLD as a tool for backwards planning to be more intentional and focused on small group and/or 1:1 instruction.

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As a special education teacher, I feel it is important to collaborate in order to best meet the needs of our students. Some of my experiences have been wonderful when the everyone comes together to develop plans that support students. This mean incorporating the strategies that help students learn a new language as well as strategies that support and work well for the student based on the disability.

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makes sense, but totally new to me since I last worked directly with MLs 10+ years ago. Need to get schooled!

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Collaboration resonates the most with me. Our building works really hard to make sure there is a smooth transition from grade to grade since we only have one classroom for each grade. Having that collaboration in the school makes it easier for the students learning of skills in every subject area.

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Equity resonates with me. I work in a Title 1 school with many ELL students. The need for them to have access to ALL resources before they can thrive is the foundation of their success (e.g. more ELL staff, etc…).

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Equity resonates with me. I work in a Title 1 school with many ELL students. The need for them to have access to ALL resources before they can thrive is the foundation of their success (e.g. more ELL staff, etc…).

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How can I effectively collaborate across grade levels and involve the EL personnel in grade level collaboration. What will their role be?

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Equity and integration. I am struggling with how to word why

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I'm interested in the collaboration piece, because I feel like it takes an entire team of educators to make this learning happen. This will be my goal with my grade level team this year and in the future as I become an ELL teacher :)

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Working with staff to make sure everyone is on the same page regarding the standards.

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Equity resonantes most with me because it is an area where we are focusing our inclusion work in my district. All students being present does not mean they are being given the same opportunities, and a focus on how supporting students language enhances equity will foster their sense of belonging in the learning process.

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The big idea of Equity stands out for me the most. It is critical to honor a student's assets, potential, and resources. Our society is becoming more diverse and we need our classrooms to reflect this richness. Every child has a strength in which we can build success, this is the best way to do so.

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Both Equity and Integration resonate with me as there is a need for both in schools today.

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It is critical to know the language development of students and their growth in order for them to experience success both academically and socially while honoring their home language. It's also important to understand students' proficiency levels and where to be more intentional in targeted instruction.

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Standards give us another lense to look a learning for ALL students. It also helps validate the need to look at language as a crosscutting skill in the eyes of all teachers.

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Gives something to drive instruction. No matter where you teach, we know these standards are what is best for students :)

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As an evaluating administrator, I will want to ensure that my staff have the tools to be able to utilize this tool in supporting their instruction. I will also want to use this tool when facilitating conversations with teachers around student development and success. Finally, I will use this when reaching out to parents in providing tools for them to support their own child at home.