Some of the best practices include:

·         Collecting and analyzing data to create the best course of action to support ELL students. 

·         Emphasizing to staff and students that representation matters in all practices with English Language Learner students in order for the student to feel valued and heard. 

·         Create an effective program to ensure the federal and state guidelines are accomplished. 

Link: https://www.nea.org/resource-library/english-language-learners

Summary: The information provided by the NEA gives educators resources to ensure there is a connection between mentors and students. By understanding the issues non-English speaking students face in education, gives the NEA the opportunity to provide resources and ensuring every ELL student is granted an opportunity to be successful. 

Link: https://www.edweek.org/teaching-learning/schools-lean-on-staff-who-speak-students-language-to-keep-english-learners-connected/2020/04

Summary: 

·         Various school districts are leaning toward providing multilingual staff to support English Language learners and immigrant families during pandemic. 

·         11 members of Burlington School System’s multilingual team switched to “round-the-clock” schedules to support non-English speaking families.

·         There was already a lack of communication with schools and English learner parents before the pandemic.

·         With consistent communication, parents feel more involved and part of the community.

·         Parents faced many challenges during the pandemic, not just with communication with teachers but with technology as well. 

Mitchell, C. (2020, April 27). Schools lean on staff who speak students’ language to keep English-learners connected. Education Week. https://www.edweek.org/teaching-learning/schools-lean-on-staff-who-speak-students-language-to-keep-english-learners-connected/2020/04 

Link: https://www.edweek.org/teaching-learning/schools-lean-on-staff-who-speak-students-language-to-keep-english-learners-connected/2020/04

Summary: 

·         Various school districts a

Link: https://www.k12dive.com/news/el-assessment-challenges-remain-despite-testing-flexibilities/595337/

Summary: 

·         Due to the pandemic, the federal government provided flexibilities for English Learners in order to aid students. 

·         Flexibilities come in the form of allowing school districts the opportunity for adjustments to their testing window. 

·         Research has shown that there was a difficulty in online learning for EL students. 

·         School districts understand the importance of identifying EL students in order to provide a service that they are entitled to under the federal law. 

·         Some of the difficulties have been communication with families, parents that are uncomfortable with in-person testing, and educators unaware of how much trauma EL students have through. 

·         Educators question if there will be a benefit from testing given the dangers of coming in-person to test during a pandemic. 

·         Nonetheless, educators are committed to give all their effort to ensure best practices are in effect. 

Citation: (Brown v. Board of Education, 1954)
Link: https://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-landmarks/brown-v-board-education-podcast

·         Segregation was unconstitutional 

·         Separate is not equal

·         Violated the 14^th amendment

Source of Law: Administrative Law

Citation: (Equal Educational Opportunities Act, 1974)

Link: https://uscode.house.gov/view.xhtml?req=equal+educational+opportunities+act&f=treesort&fq=true&num=102&hl=true&edition=prelim&granuleId=USC-prelim-title20-section1701

·         Prevents discrimination from the educational agency

·         Requires schools to incorporate instruction that prevails over language barriers

·         Regardless of language, students are able to receive an education that is tailored to their needs

Source of Law: Statutory Law

Citation: (Tex. Educ. Code § 29.051)

Link: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#B

·         Emergent bilingual students is the term used in place of English Language Learners

·         Public schools are responsible to providing full opportunity to all students to become competent in speaking, reading, writing, and comprehending English. 

·         The state of Texas will provide financial assistance to public schools to ensure emergent bilingual students meet their needs in bilingual education and special language programs. 

Source of Law: Constitutional Law

Citation: (US Const. Amend. XIV).

Link: https://www.law.cornell.edu/constitution/amendmentxiv

·         No state shall create of enforce laws that take away the right and privilege to the citizen of the United States of America.

·         Federal court cases refer to this amendment which applies to racial and ethic groups that face discrimination. 

Local Policy/Rule: English as a Second Language Program

Citation: (Uplift Education Programs, 2021). 

Link: https://www.uplifteducation.org/Page/17168

·         Uplift Education recognizes the state policy in providing students who’s primary language is not English an opportunity to participate in a bilingual program or English as a Second Language (ESL) Program as required by (TEC) Texas Education Code.

·         Uplift Education is an International Baccalaureate (IB) school that promotes supporting multilingualism as a fundamental aspect in understanding cultural mindedness and providing instruction for all student from various backgrounds and cultures.

Citation: 19 Tex. Admin. Code § 247.2 (2018) Standard 1.7

Link: https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

·         English Language Learner students deserve to have an education that is tailored to their needs and it is up to all educators involved to ensure that is taking place. 

·         Given that it is the state policy to ensure students whose primary language is not English should have the opportunity to received bilingual program to aid their learning, the educator must comply with the policy through Standard 1.7 of the Texas Administrative Code. 

·         The connection I have towards this standard is having students that are English Language Learners in my classroom and understanding the support they need in order to succeed and advance along with their peers. 

·         This standard has paved the way for myself by achieving my goal in ensure all student with English as their second language are learning and receiving adequate instruction as needed. 

·         After collection of data, find the best method to providing a service to ELL students. 

·         Create methods of evaluation to ensure all student are identifying and supported. 

·         Create relationships with students and create a welcoming environment for ELL students. 

·         Remain consistent with upholding policy, procedures, and methods to support students. 

·         Ensure that staff is properly trained in the support of ELL students. 

Tex. Educ. Code § 29.051 https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#B
Uplift Education. (2021). English as a Second Language Program. Special Populations. https://www.uplifteducation.org/Page/17168
U.S. Const. amend. XIV.