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Get to know the students to identify ELs, SWD, and FY/HY. Provide supports - such as technology, accommodations, modifications - and pair students with stronger peers. Also collaborate with paraprofessionals and colleagues to learn how to best support students.

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We look on IC to identify SWDs and Els.

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It could be daily changes to seating.  Frequent breaks or check ins.  Ask parents what they like to do.  Students can fill out assessment stating their likes and dislikes.  Reduce work. Picture support and pair them with a buddy.

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Provide sentence templates/sentence starters to provide scaffolding support for all students. Allow collaborative settings for teaching and learning among peers. Frontload content vocabulary and spiral back frequently.

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We create partnerships with a fully bilingual student. I frequently check on the relationship between the partners and ask about their vocabulary discussions.

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I peer group students (high/low) with interactive activities that gives them the confidence and accountability to better understand the topic.

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Roster in Infinite Campus (I have a list that I create from the Roster.)
I purposefully do not have the information on my seating chart so that the information is kept private.

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I identify them through IC and they are seated in a group pf 4 where there's a mix of learners (from very strong to struggling)

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I make sure that students are sitting with other students that can also support them, and for FY/HY I make sure that they are aware of where I have snacks that they can get whenever they need

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I make sure that students are sitting with other students that can also support them, and for FY/HY I make sure that they are aware of where I have snacks that they can get whenever they need

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Identify- Check my rosters on Infinite and make notations on my seating charts.
Situate- I seat students next to each other that I think will work well together and/or seat students in an area that's easier for me to monitor them at.

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Work with families on identifying appropriate IEP goals.

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I always try to sit the students close to me for extra help. I also try to have helpful students next to them.

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I always try to sit the students close to me for extra help. I also try to have helpful students next to them.

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EL students are paired with a Spanish Speaker (who can translate cultural and concepts) and a Fluent English speaker to expose them to a variety of levels.

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I place EL students near English proficient students for added assistance

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They are seated in close proximity to me and next to a strong student. I am constantly checking on them.

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They are seated in close proximity to me and next to a strong student. I am constantly checking on them.

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I identify these students through infinite campus data as well as through a Google survey they complete for me in class. I situate these students throughout the room with close proximity to higher learners and my most organized students. Additionally, I insure their success through additional supports such as option to do work independently from home if need be and additional tutoring as well.

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I situate them in a peer-supportive group where I am available to oversee the group (near me).

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I situate them in a peer-supportive group where I am available to oversee the group (near me).

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Careful consideration of seating and proximity to other students and teacher

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Identify thru IC and personal communication for language levels.  Balance LTELs, STELs, and EOs in groups of 4

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Foster/Homeless are situated in spots that they can "catch up" with missed work due to absences either near strong peers, near support materials (class notebook, class binder, etc.) or near the teacher for regular check-in

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We place them with students who are fully bilingual and create a partnership between these two students. I check on their relationship frequently and ask for details concerning class vocabulary.

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For SWD I ensure that the student is sitting with a strong group and in a position where I can constantly check on the student during class.

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Peer group students that are struggling and sit them near me to be able to support them (one on one).

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I ensure EL students sit with a strong bilingual student, and I deliver instructions in both English and Spanish, verbally and written.

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I ensure EL students sit with a strong bilingual student, and I deliver instructions in both English and Spanish, verbally and written.

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Allocate resources that target needy populations

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place EL students near proficient English speaking students for added assistance

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place EL students near proficient English speaking students for added assistance

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All of my students are ELD, therefore, I try to make sure they are seating according to their level of attention or need.

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All of my students are ELD, therefore, I try to make sure they are seating according to their level of attention or need.

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I sit ELs and SWDs with students they feel comfortable with. I do this to lower the affective filter, which is often the first obstacle standing in their way.

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I sit ELs and SWDs with students they feel comfortable with. I do this to lower the affective filter, which is often the first obstacle standing in their way.

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In addition to strategically seating them in the room, some assignments are modified to support academic vocabulary and scaffold learning.

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I communicate with their other teachers to make sure that we are collaborating for their academic and social-emotional success. 

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I communicate with their other teachers to make sure that we are collaborating for their academic and social-emotional success. 

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I ensure that EL students are identified (to me) and make sure that they are grouped with a strong bilingual student (who is social/willing to support)

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ELs (depending on level) are placed with other students who correctly match their level for discussions and group activities

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SWD are put in proximity to me, tutors, or strong peers to support their learning. I check in with them more frequently and monitor their engagement as a measurement of the class as a whole

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I maintain a seating chart (transparency on top of paper) which has symbols for EL, SWD, and/or FY/HY in each of my class period.