A Digital Guide for ELL Specialists by

A Digital Guide for ELL Specialists by https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu By: Deanna Delaurentis en-us 2023-06-29 00:53:43 UTC 2025-09-27 23:01:04 UTC hello@padlet.com https://padlet.net/icons/png/1f642.png English Language Learning Policy Guidelines delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634693433 The Policy Guidelines aim to ensure consistency, high-quality standards, and equitable access to ELL services, while also accommodating flexible and adaptable approaches.

ELL Planning & Services

To identify a student as an ELL, an initial assessment of their language proficiency in all areas of development (oral language, reading, writing) should be conducted.
Ongoing assessments should also be carried out periodically to track language acquisition progress and determine eligibility for ELL Supplemental Funding in subsequent years.
The initial assessment can take place upon the student's arrival or at any point when there is an indication that ELL services may be required for them to access the curriculum effectively.
Assessments should be age-appropriate, consider cultural and linguistic diversity, avoid discrimination, and acknowledge varying levels of proficiency across different language areas.
Assessment methods can include oral interviews, review of written samples, evaluation of reading and listening comprehension, observation reports, and standardized language proficiency tests.
Parents should be informed about their child receiving ELL services, and an ELL Specialist should be involved in writing or reviewing the AIP.
ELL services should focus on enabling students to achieve curriculum outcomes, develop their potential, and acquire language proficiency and skills for academic success and societal contribution.
Discontinuation of ELL services should be determined by the board of education based on individual student needs, even if the maximum five years of ELL Supplemental Funding have been received.

ELL Funding

The Ministry provides supplemental funding to eligible school districts for ELL services.
The funding is available for up to five years for each English language learner.
Consistent service must be provided throughout the ten months of the school year to qualify for funding.
The level of service should be proportionate to the student's level of need.

Teachers of ELL Students

Work collaboratively to identify, plan and provide services to ELL students
Provide effective ELL and/or integrated instruction
Provide ongoing ELL assessment / review
Update Annual Instructional Plans (AIPs)
Report progress

B.C. Ministry of Education. (2018). English language learning policy guidelines 2018. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf

]]> 2023-06-29 01:01:34 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634693433 Guidelines for Co-Teaching delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634750365 Practice The 4 P's
1. Pause

- Pause before responding to allow time for thinking discussion, and decision-making
2. Paraphrase

- Acknowledge/clarify to better understand one another

3. Pose questions
- Explore and specify thinking. Inquiring into others’ ideas before advocating one’s own.

4. Presume positive presuppositions
- Facilitates meaningful dialogue and discussion, and prevents unintentional put-downs.

Communicate Often

Commit to constant and consistent communication when co-teaching. Both teaching partners should participate in all decision making regarding lesson planning, curriculum selection, instructional strategies, assessing student work and reflecting on previous lessons or practices.

Respect

Clear, open, and respectful communication helps build a better co-teaching relationship. When co-teaching respect each others comfort zones, but encourage each other to be adventurous.

Identify Roles and Responsibilities

Administrators will help teachers in understanding co-teaching expectations and responsibilities.Regardless of the co-teaching model used, teachers will need to thoughtfully plan who will take on what responsibilities. A successful co-teaching team has a plan and sticks to the plan.

^{Corwin. (2021, May 27). Honigsfeld & Dove: Collaboration for English learners [Video]. YouTube. https://www.youtube.com/watch? v=0UPxCPA4aXE&t=7s}

^{Ellevation Education. (Host). (2020, September 22). Co-planning, co-teaching, and collaboration for EL instruction with Andrea Honigsfeld and Maria G. Dove (S5 E14) [Audio podcast]. https://ellevationeducation.com/podcast/co- planning-co-teaching-and-collaboration-el- instruction-andrea-honigsfeld-and-maria-g-dove}

^{Honigsfeld, A., & Dove, M. G. (2019). Collaborating for english learners: A foundational guide to integrated practices. Corwin Press.}

]]> 2023-06-29 02:04:53 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634750365 Video on Collaborating for English Learners delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634775330 2023-06-29 02:28:05 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634775330 delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634776852 2023-06-29 02:29:55 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634776852 ELL Standards delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634801480 The ELL Standards document is a tool for educators to help support ELL students in accessing the provincial curriculum and succeeding in the academic environment.

The ELL Standards:

Support existing approaches for ELL student support in school districts
Establish a common language for describing language proficiency across schools and districts
Facilitate communication with ELL students and their parents
Foster collaboration among educators to address language proficiency and support needs of ELL students.

The ELL Standards are organized into continua:

Reading (and viewing)
Writing (and representing)
Oral Language (listening and speaking)

Students needing literacy support may:

Lack literacy skills in their first language
Have little or no experience with print and sound/symbol relationships
Be unfamiliar with the mechanics of writing utensils
Have no concept of reading and writing proceeding from left to right and top to bottom
Show limited awareness of school organization or culture
Feel discouraged from even attempting tasks due to insufficient language

This may be due to any number of factors, including:

Schooling being interrupted because of war, poverty, or migration
Coming from a remote or rural setting
Coming from low-literacy communities
Having little previous opportunity for formal schooling.

^{BC ELL Standards.}^{https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standards-full.pdf}

]]> 2023-06-29 02:56:17 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634801480 delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634805988 Assessing ELLs' language and literacy development requires a varied approach that considers listening, speaking, reading, and writing skills. By applying a combination of assessments strategies, teachers can gather insightful information about students' language abilities. When assessing, it is always important to ensure you approach assessments with cultural sensitivity, provide necessary accommodations, and use assessment data to inform instructional planning. Frequent collaboration with other teachers will further enhance assessment practices and support ELLs' language and literacy competencies.

Assessment principles guide educators in conducting fair, valid, and meaningful assessments that support ELLs' language and literacy growth. By applying the principles, teachers can gather accurate information about students' progress and provide targeted instruction to meet their unique needs.

Key Assessment Principles:

Assessment as a Tool for Learning: Assessment should be viewed as an ongoing process that supports student learning and provides feedback and guidance to students to help them improve their language and literacy skills.
Authentic Assessment: Assessments should reflect real-life language and literacy tasks and contexts. They should involve meaningful and purposeful activities that allow students to demonstrate their language abilities in relevant and authentic ways.
Multiple Measures: Assessments should employ a variety of measures and sources of evidence to gather comprehensive information about students' language and literacy development. This may include observations, interviews, student work samples, portfolios, and standardized assessments.
Collaboration: Collaboration among teachers, ELL specialists, and other stakeholders is essential for effective assessment practices.
Differentiated Assessment: Assessments should be tailored to meet the individual needs and abilities of ELLs.

^{B.C. Ministry of Education. (2018). English Language Learning Policy Guidelines 2018. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade- 12/english-language-learners/guidelines.pdf

LearnAlberta. Considerations for Assessing Language Proficiency – Language Proficiency Assessment. (n.d.). https://www.learnalberta.ca/content/eslapb/languageproficiencyassessment_consider ations.html}

]]> 2023-06-29 03:00:32 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634805988 Differentiating Instruction: A Guide for Teaching English-Language Learners delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634824916 The video explains the importance of differentiating instruction to meet the needs of every student. The goal is always to make your lesson accessible to all students and this video suggests ways in which educators can succeed in doing so.]]> 2023-06-29 03:25:19 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634824916 Equity Audits delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634836051
An equity audit is a powerful tool that helps schools identify and address inequities that may be deeply ingrained in their systems. Brown outlines four steps for conducting an equity audit: conducting focused observations, analyzing data, leading equity-conscious professional learning, and reflecting on the auditing process. The ultimate goal is to achieve systemic equity by addressing disparities and implementing sustainable changes in schools. By questioning prevailing assumptions and examining access and outcomes, schools recognize barriers that hinder students' opportunities and aspirations. Through surveys, analysis of data, and courageous conversations, an equity audit facilitates the identification of inequities and the development of strategies to promote equity and excellence for all students.

Some questions that could be used to conduct an equity audit at schools with ELLs include the following:

Are ELLs' individual needs being considered in instructional planning and assessment practices?

This question addresses the need to ensure that ELLs' individualized learning needs are taken into account when creating instructional plans. Are educators differentiating instruction, providing accommodations and modifications for ELLs, and taking into consideration ELLs' language proficiency levels when designing plans? This information might be acquired by reviewing instructional plans, scanning student work samples, and conducting focus groups with ELL students to gather their perspectives on instructional support.

What resources and support are provided to ELL families to ensure their equitable engagement in their child's education?

This question focuses on checking the school's efforts to involve and support ELL families. Are schools providing information on translation and interpretation services? Are culturally responsive communication strategies being used? What family involvement opportunities are being presented? This information might be acquired through surveying ELL families and/or by reviewing all communication records.

What professional development opportunities are available for teachers to support ELLs' academic and linguistic needs?

This question assesses whether teachers have access to training and resources to effectively support ELLs. Are teachers being given feedback? Are teachers reviewing data on student performances? This information might be acquired by reviewing the professional development opportunities available to teachers, conducting surveys and/or by analyzing student performance data.

How culturally responsive is the curriculum for ELLs?

This question examines whether the curriculum reflects the cultural backgrounds and experiences of ELLs. Are culturally diverse material and resources being used in the curriculum? What strategies are used to integrate students' cultural backgrounds and experiences into the curriculum? This information might be acquired by conducting interviews or surveys with teachers, by examining instructional materials for cultural relevance and by collecting feedback from ELL students.

^{Brown, K. & Williams, D. (2019). Equity Audits: A Powerful Tool to Transform Teaching and Learning. Texas Elementary Principals and Supervisors Association. https://www.tepsa.org/resource/equity-audits-a-powerful-tool- to-transform-teaching-and-learning/

Fisher, D. & Frey, N. (2022). Making Equity Audits Matter. ASCD. Retrieved from https://www.ascd.org/el/articles/show-and-tell-a- video-column-making-equity-audits-matter}

]]> 2023-06-29 03:44:58 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634836051 Universal Design for Learning delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634847460 The Universal Design for Learning framework supports

ELLs and their language development and academic success. The UDL guidelines are based on three principles: providing multiple means of representation, action and expression, and engagement. ELLs have diverse backgrounds, needs, and attributes, including varying English proficiency levels, limited first language proficiency, cultural expectations, shyness or gregariousness, and exceptional needs. The UDL framework is presented as a way for teachers to design instruction that addresses the needs of all learners, including ELLs, while also addressing core content and skills. It provides a set of guidelines that allow teachers to create flexible instruction and offer options that engage students and support their language learning processes. UDL can be applied at various levels of the curriculum and supports academic learning across content areas.

Examples of UDL-Aligned Strategies

Multiple Means of Representation:

Visual aids, such as images and videos.
Written instructions as well as verbal explanations to accommodate different learning styles.
Offer a variety of resources, including books, online articles, and interactive websites, to cater to diverse interests and preferences.

Multiple Means of Engagement:

Incorporate hands-on activities and experiments.
Allow for student choice by offering different topics to investigate.
Foster collaboration and discussion by incorporating group work and peer sharing opportunities.

Multiple Means of Action and Expression:

Provide options for students to express their understanding through various modes, such as writing, drawing, or presenting orally.
Offer scaffolding and support for students who may need assistance with organizing and presenting their findings.
• Encourage creativity and individuality in how students demonstrate their knowledge.

^{CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Goalbook Toolkit. (2023).}^{UDL-Aligned Strategies}^{. Goalbook Toolkit. https://goalbookapp.com/toolkit/v/strategies}

^{RAO, K.; TORRES, C. Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning.}^{TESOL quarterly}²⁰¹⁷^,⁵¹^{(2), 460–472. https://doi.org/10.1002/tesq.342.}

]]> 2023-06-29 04:06:13 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634847460 Multi-Tiered Support Systems for ELLs delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634854345 Supporting Multilingual Learners through MTSS is crucial as it recognizes their unique needs and challenges. By considering their cultural and linguistic backgrounds, educators can provide appropriate support, focusing on language development and literacy skills. This ensures that multilingual learners receive effective instruction in general education and targeted interventions if needed, before considering special education. Prioritizing oral language development and explicit English instruction helps these students succeed and bridge the gap between languages. A comprehensive MTSS framework enables multilingual learners to reach their full potential and thrive in their education.

^{Jechevarria. 2021. Supporting Multilingual Learners Through MTSS. https://www.janaechevarria.com/?p=2950}]]> 2023-06-29 04:19:36 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634854345 Leading Equity Efforts in Our Schools delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634858214 ^{Honigsfeld, A., & Dove, M. G. (2021). Co-planning : Five essential practices to integrate curriculum and instruction for english learners. (pp. 96-137). Corwin Press.}^{https://ebookcentral-proquest-com.proxy.queensu.ca/lib/queen-ebooks/reader.action?docID=6709821&ppg=16}

^{National Education Association (2015). How educators can advocate for English Language Learners.}^{National Education Association.}

^{SupportEd, LLC. (2018, April 23).}^{How teacher can advocate for English learners webinar}^{[Video]. YouTube.}^{https://www.youtube.com/watch?v=gfdUV5m0ANY&ab_channel=SupportEd%2CLLC}

^{Vintan, A., & Gallagh, T. (2020). Effective Collaborative Practices in ESL Education: Conditions That Nurture Best Practices.}^{Education Canada}^,⁶⁰^{(2), 41–43.}

]]> 2023-06-29 04:25:44 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634858214 delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634888467 Dr. Django Paris, a professor at Michigan State University, developed the concept of culturally sustaining practice, which builds upon culturally responsive instruction. This approach recognizes and values various aspects of culture, including popular, youth, local, and ethnic culture. By embracing culturally sustaining practices, educators aim to honor and extend the languages, literacies, and practices of their students' diverse communities, preparing them for a pluralistic and multicultural society.

Culturally sustaining practice in education is about valuing and leveraging the diverse backgrounds of students, particularly those who are ELLs. It involves celebrating and utilizing students' cultures and backgrounds as strengths to support their learning. Educators can familiarize themselves with four main tenets: building cultural competence, maintaining high expectations, fostering critical consciousness, and sustaining pluralism.

To practice cultural competence, educators reflect on their own cultural beliefs and biases, and actively learn about the linguistic skills and practices of the populations they work with. Maintaining high expectations involves recognizing and building upon students' strengths, including their linguistic abilities, and providing appropriate supports and scaffolding. Fostering critical consciousness entails addressing inequities and advocating for change, challenging dominant narratives that may be biased or exclusionary.

In culturally sustaining classrooms, learning goes beyond personal and cultural experiences. It also provides a window to understand the perspectives of others, fostering empathy and expanding students' worldview. Moreover, it offers a doorway for students to explore new possibilities and equips them with the necessary skills to navigate a changing world. Literacy educators play a crucial role in creating culturally sustaining environments by providing mirrors that reflect students' experiences, windows that expose them to different perspectives, and doorways that lead to academic rigor and growth.

^{Dunham, H., Murdter‐Atkinson, J., Nash, B., & Wetzel, M. M. (2022). Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher.}^{The Reading Teacher,}^75(6),^{677–684. https://doi.org/10.1002/trtr.2094

International Literacy Association. 2017. Characteristics of Culturally Sustaining and Academically Rigorous Classrooms. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-culturally-sustaining-classrooms-brief.pdf}^{Snyder, S. C., & Fenner, D. S. (2021).}^{Culturally responsive teaching for multilingual learners : Tools for equity.}^{Corwin Press.}
]]> 2023-06-29 05:05:40 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634888467 Culturally Responsive Pedagogy delaurentisdl https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634895547 2023-06-29 05:13:55 UTC https://padlet.com/delaurentisdl/mp36z7s7oh1knjzu/wish/2634895547