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- Be sure students are using testing accommodations
- Put in a Google Doc

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District level—first year no grades, non-negotiable on providing accommodations.
If the assessing the skill of reading no accommodations (besides level of text) however if assessing a reading skill i.e. Main idea—accommodations should be provided (like oral admin)

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Readworks/RAZ kids to differentiate reading levels

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Readworks/RAZ kids to differentiate reading levels

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How do we reiterate to content teachers that ELs CAN miss some direct instruction if it's truly over their head...pulling them aside with differentiated levels or putting them on these programs for a few minutes may actually be more beneficial...reminding Ts that EL experts can and will offer ideas on differentiation and accommodations  

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How do we reiterate to content teachers that ELs CAN miss some direct instruction if it's truly over their head...pulling them aside with differentiated levels or putting them on these programs for a few minutes may actually be more beneficial...reminding Ts that EL experts can and will offer ideas on differentiation and accommodations  

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Provide a model for teachers with assessments

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Helping content teachers know we are here to support them and how important collaboration is-we need administration to advocate for us and to remind teachers we are experts willing to share strategies 

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Helping content teachers know we are here to support them and how important collaboration is-we need administration to advocate for us and to remind teachers we are experts willing to share strategies 

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Finding time to actually collaborate-we can not get to their PLCs; we work with multiple grade levels so how do we collaborate with everyone

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Finding time to actually collaborate-we can not get to their PLCs; we work with multiple grade levels so how do we collaborate with everyone

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Chrome extension that reads to students

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Share with classroom/content teachers how to differentiate, show them specific strategies, esp ones that help students develop foundational reading skills and vocabulary

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Share with classroom/content teachers how to differentiate, show them specific strategies, esp ones that help students develop foundational reading skills and vocabulary

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Somehow we often end up more "glorified tutors" or teacher's assistants rather than experts

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Somehow we often end up more "glorified tutors" or teacher's assistants rather than experts

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Content teachers find it difficult to accommodate out of fear of not following district policy (read the test to them vs   not reading it to them)

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Content teachers find it difficult to accommodate out of fear of not following district policy (read the test to them vs   not reading it to them)

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Have conferences with teachers to determine accommodations for students so they are involved in the process & also accountable for providing accommodations for students on an ongoing basis

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Have conferences with teachers to determine accommodations for students so they are involved in the process & also accountable for providing accommodations for students on an ongoing basis

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Primary EL teachers get caught up with phonics per the request of content teachers, but really need to be able to teach context/vocabulary

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Primary EL teachers get caught up with phonics per the request of content teachers, but really need to be able to teach context/vocabulary

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Meeting with content teachers weekly to plan together

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Using songs, stories, repetition, etc and being mindful of teacher talking vs student talking time...AKA students need to talk MORE (for every 2 min of teacher talk, there should be 5 min of student talk)

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Using songs, stories, repetition, etc and being mindful of teacher talking vs student talking time...AKA students need to talk MORE (for every 2 min of teacher talk, there should be 5 min of student talk)

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Content teachers sending plans in advance to help with pacing

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Choose a teacher each year that needs more TLC

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When the focus is on the kids teachers are more receptive

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ACCOMMODATE and help content teachers know that it is OK

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ACCOMMODATE and help content teachers know that it is OK

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Reading assessments - can't help the kiddos but for other types of assessments, make sure the way you assess students mirrors how you instruct them

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Reading assessments - can't help the kiddos but for other types of assessments, make sure the way you assess students mirrors how you instruct them

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When Admin understands the role of ESOL teachers the better it is

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Use the "Names" chart to help teachers know how students fall into the WIDA descriptors (on wida.us website, under "Standards" go to "Can Do Name Charts 2012")

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Use the "Names" chart to help teachers know how students fall into the WIDA descriptors (on wida.us website, under "Standards" go to "Can Do Name Charts 2012")

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Concrete, written (laws/policies) for all to see, easily accessible to make things more clear

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Concrete, written (laws/policies) for all to see, easily accessible to make things more clear

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Stations in rooms work well when teachers have rotations established

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Stations in rooms work well when teachers have rotations established

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Be active in the ESOL committee at your school because that is where you discuss the relative progress of students who are on a consultative or monitor status

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Be active in the ESOL committee at your school because that is where you discuss the relative progress of students who are on a consultative or monitor status

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Sentence starters/frames/guiding support and scaffolding 

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Sentence starters/frames/guiding support and scaffolding 

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Simplified expressions-don't use idiomatic expressions unless being taught! 

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Simplified expressions-don't use idiomatic expressions unless being taught! 

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Set grading guidelines for ELs mandated from the district.

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Using different level passages

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Students talk to three different partners
Each time their talking got more advanced and elaborate

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Grading for ELs needs to be consistent and well thought out; consider using rubrics for work, not just for completion but for effort, language use, application of vocab, use of sentence frames, completion of CLOZE activities, speaking activities, etc.

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Grading for ELs needs to be consistent and well thought out; consider using rubrics for work, not just for completion but for effort, language use, application of vocab, use of sentence frames, completion of CLOZE activities, speaking activities, etc.

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Lots of informal assessing for primary ages-use checklists, etc

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Lots of informal assessing for primary ages-use checklists, etc

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Have students have a special item to hold when speaking
- going over active listening strategies (sitting up straight, turning to look at person talking)

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Logistics in accommodating-time restraints, etc...could we have time in a PD which allows us to collaborate?

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Logistics in accommodating-time restraints, etc...could we have time in a PD which allows us to collaborate?

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differentiating the sophistication of the frames depending on language level

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Be mindful of activities that are busy work and instead help teachers understand that it's ok for a student not to listen to an entire lesson that is incomprehensible and instead have them work on something that will support their language acquisition & building of background knowledge (it's ok to be creative and to have less grades for EL's...the key is to work and grades is to be purposeful & to assess what students know/can do & to inform future instruction) - copying another student's worksheet doesn't really help anyone

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Be mindful of activities that are busy work and instead help teachers understand that it's ok for a student not to listen to an entire lesson that is incomprehensible and instead have them work on something that will support their language acquisition & building of background knowledge (it's ok to be creative and to have less grades for EL's...the key is to work and grades is to be purposeful & to assess what students know/can do & to inform future instruction) - copying another student's worksheet doesn't really help anyone

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Having students repeat sentences
This shape is ___________

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How do we communicate with teachers? Every school is different but it would be nice to have one place to retrieve information. 

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How do we communicate with teachers? Every school is different but it would be nice to have one place to retrieve information. 

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Having students set goals for themselves
Challenge students in a supportive way
"You're working so hard...." "You are learning so much..."

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Push in limits us on differentiation strategies. Having a space where we can pull kids, use manipulatives, do activities without feeling like we are disturbing classroom teachers struggling to refocus ELs is much more effective.

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Push in limits us on differentiation strategies. Having a space where we can pull kids, use manipulatives, do activities without feeling like we are disturbing classroom teachers struggling to refocus ELs is much more effective.

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Can send out assignments specific to certain students

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Great for communicating with parents

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Use graphics, videos, music, and realia-pair with vocabulary. Have students repeat and apply.

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Establish rapport and credibility so collaboration comes more readily.

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Be mindful that students do not know even simple vocabulary terms.

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IXL has been a great help with assessing the levels each EL learner is capable of preforming. Being able to watch them live helps to know when to assist and when to allow them to work independently. 

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IXL has been a great help with assessing the levels each EL learner is capable of preforming. Being able to watch them live helps to know when to assist and when to allow them to work independently. 