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The teacher seeks out various means of communication with families in a language understandable to them and in a manner that is accessible to those families.

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The teacher seeks out various means of communication with families in a language understandable to them and in a manner that is accessible to those families.

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The teacher's explanation of content is appropriate to students' ELP levels and is thorough and clear.

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The teacher's explanation of content is appropriate to students' ELP levels and is thorough and clear.

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Students appropriately and effectively use technology to support their learning of language.

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Students appropriately and effectively use technology to support their learning of language.

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Teacher demonstrates extensive knowledge of EL specific strategies and modifications and adaptation of connect is consistently evident.

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Teacher demonstrates extensive knowledge of EL specific strategies and modifications and adaptation of connect is consistently evident.

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Each student has an EL/ML plan. It includes students current scores, where students are at instructionally, where they need to be, and instructional strategies for teachers to use to help ML students be successful in the classroom. Teachers are emailed each ML student's EL/ML plan at the beginning of the school year, to include Special area teachers.

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Artifact 2: Back to School Staff Presentation

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Artifact 2: Back to School Staff Presentation

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I presented to Parks staff at a Staff Meeting in September. This Power Point was used in the presentation to go over my role as an ESOL/ELD teacher, the laws in place to protect ML students, as well as the expectations for teachers teaching ML students.

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Activities are designed to engage students in high-level cognitive activities along with appropriate scaffolding for ELP.

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Activities are designed to engage students in high-level cognitive activities along with appropriate scaffolding for ELP.

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I have created this Padlet to share with staff members. While I have given each teacher a copy of my instructional schedule, it is included in this Padlet so that teachers can view it anytime. I also have lots of great resources that classroom teachers can use for ML students.

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Artifact 1: Talking Points Communication

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Artifact 1: Talking Points Communication

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Communicating equitably with families is so important. Using Talking Points, I am able to send out messages and it translates to families' languages that are listed in Synergy. We have many different languages at our school, so all parents are able to communicate this way. When parents message back, it translates their messages to English. Family engagement is important and the first step is communicating with them so that they can understand what is happening at the school and in the classroom.

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The ELD department purchased a new curriculum for ML students. While it is great having a curriculum to follow, the activities are not differentiated for different level learners. I have created PowerPoint lessons to go along with the curriculum that use SIOP strategies to help ML learners.

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The teacher makes an accurate assessment of a lesson's effectiveness through referencing student data derived from some of the following: Student profile, ACCESS scores, annotative notes, formative assessments, and progress reports.

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The teacher makes an accurate assessment of a lesson's effectiveness through referencing student data derived from some of the following: Student profile, ACCESS scores, annotative notes, formative assessments, and progress reports.

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Progress Reports are sent home quarterly for each of my ML students. A copy is also placed inside of their Purple ESOL folder.

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Ms. Newford, Ms, Garner, and I worked together to put on our Hispanic Heritage Night.

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Students often need a launch activity or video to introduce our standard or skill. Students love to sit on the carpet circles to watch video clips or listen to stories.

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I have presented Messy Objectives to the entire staff and the importance of helping ML students understand what they will be learning. I have worked with ILT to also give support to teachers working with Messy objectives.

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Culturally relevant instructional space and resources are accessible and used by students when possible

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Culturally relevant instructional space and resources are accessible and used by students when possible

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The teacher's spoken and written language instruction addresses all three levels of language (vocabulary, linguistic complexity, and language forms).

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The teacher's spoken and written language instruction addresses all three levels of language (vocabulary, linguistic complexity, and language forms).

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Additional Responsibilities: Anchored 4 Life

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Additional Responsibilities: Anchored 4 Life

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I was asked to be an Advisor for the Anchored4Life program. This is a wonderful program, and I am excited to help students be leaders at J.C. Parks. This year we have begun working on a community garden for our school.

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Here are a few examples of the Messy objectives that I have used with my ML students. Many of my objectives are embedded in PowerPoints, but I think it is important to have them posted so that students can also refer to them during our lessons.

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Ms. Yammine has 12 ML students in her classroom. I push-in to help support her students every Thursday. I often teach phonics lessons to Ms. Yammine's entire class, or I work with my ML students in small instructional groups depending on their need at that moment. This is an example of my Messy Objective from a phonics lesson that I taught in Ms. Yammine's class.

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Students sit at our kidney shaped table to go over our language objectives and work on activities with language supports posted.

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I have the opportunity to help coach the Unified Basketball team. We practiced after school on Wednesdays from 4:00 pm-5:00 pm. Games were held on Saturdays at Billingsley Elementary School. It was a great opportunity to work with students in a different setting and cheer them on.

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Charles County Public Schools hosts an ESOL Community Event each year. In October, I created a board about a festival from a country that is represented at Parks to be displayed at the event. I then worked that evening, and we created a craft with families from the Festival Del Maiz.

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The work samples are created by ELD teachers based on the new curriculum standards. Extra supports are added to the activities. They are differentiated based on students' proficiency levels.