I meet with teachers on almost a daily basis to know what they're learning in class and ways I can work with their ELL students. We decide on times when I can come into the classroom to work with a small group of ELL students or mixed group (ELL & non-ELL) based on a skill or strategy, or one on one, or teaching together with the classroom teacher to the whole class (co-teaching). Coming into the classroom is called a "push-in" model. Some research has shown this is the most effective strategy for ELL students because students are learning in the context of their classroom in an inclusive environment with their peers. I will also be giving teachers progress reports bi-weekly based on my observations and student work.
Working with Students
I will get to know students- their background stories, their families, what they like and dislike, how they learn best and how I can encourage them to use a growth mindset. My goal is to meet frequently with them (4-5 days a week). The time per session might vary between 15-40 min. depending on the activity, lesson and level of English proficiency. Many activities center around reading and writing, pre-teaching vocabulary and using Guided Language Acquisition Design (GLAD) strategies which are highly visual and interactive.
Managing ELL students' language progression
As an English Language Learning (ELL) teacher, I track how ELL students are progressing towards the Washington State English Language Proficiency (ELP) Standards. There is a link to the ELP standards under the "Resources" tab at the top. I also determine how language proficiency is a contributing factor in a student's academic performance. Every year in February/March, ELL students will take the English Language Performance Assessment (ELPA) to test their proficiency in Listening, Speaking, Reading, Writing. Scores in each category range from 1-5. If students score a 4 or 5 in those categories they are scored "proficient" and we'll continue to check-in with their teacher about their academic performance for 2 years, which is under state law. If a "proficient" student is not meeting academic standards (receiving a 1 or 2- a 3 is "meets standard") in a subject area that student can receive ELL support again.
Collaborating with Families
I see the parents, classroom teacher and myself as a team working to support the success of the student, considering the child holistically- socially, emotionally, culturally, language, academics, interests, motivations, and other needs. I believe culture and language are assets to all students that they can share with others at school and in life. I want to work with families to connect them to resources the district offers such as interpreters, cultural and family events and meetings, translated documents, etc. I will also be available for parent-teacher conferences and at curriculum night.