REFLECTIONS: Build Programs that prevent the creation of Long Term English Learners

B. Elementary schools: To what degree do we implement approaches that are consistent with preventing the development of LTELs?

Consistently & well implemented / Many classrooms, at times uneven / Some teachers, sometimes / Not really evident
Alignment of PreK-kinder instruction and curriculum
Supports for transition from preschool to kinder
Biliteracy program option
Complex, precise academic vocabulary development
Multiple opportunities for structured oral interactions
Interactive read-alouds
Opportunities, activities and materials to support narrative retell
Books available in area of room where children select and voluntarily read books
Multiple forms of and frequent checks for understanding that guide instruction
Use of graphic organizers and visuals to build understanding and schema
Dramatic play (PreK/K) linked to themes
Thematic curriculum units built around science and social studies standards
Children as writers and authors
Emphasis on collaborative team work and groupwork
Facilitated socio-emotional dialogue
Climate supportive of bilingualism

English Language Development:

 All English Learners in elementary grades receive ELD instruction that is based on new ELD standards, addresses iinguistic challenges ELs encounter in the academic curriculum, and uses content and material from the academic curriculum

 We have ELD assessments that regularly, validly and effectively inform instruction.

 ELD instruction is delivered on a daily basis during a dedicated ELD time, and instruction focuses heavily on oral and listening skills – but also includes reading and writing as appropriate.

 English language development occurs across the curriculum (explicit language objectives, focus on academic language and vocabulary, multiple opportunities to produce language through oral and written forms).

Curriculum and Instruction:

 English Learners are receiving a full curriculum (e.g., daily schedule includes dedicated instructional minutes for social studies, science and the arts in addition to language arts and math)

 Our teachers use SDAIE strategies and modify lessons/ curriculum as needed to support English Learners to access the curriculum.

 A hallmark of instruction in the school is structured activities that elicit high levels of student talk and interaction focusing on academic content and tasks. The language students are exposed to, taught and use is high level, complex and precise academic language.

 Classroom and school activities promote children as readers – providing access to literature and text of multiple genres, and opportunities for students to select text and read on their own.

 Classroom pedagogy emphasizes collaborative inquiry, active engagement in groupwork, and teamwork.

 All teachers have received professional development in understanding the needs of English Learners, instructional strategies for scaffolding access to the curriculum for English learners, approaches for developing academic language and promoting student engagement.

 Instructional coaching is available and is used by teachers for support in implementing instructional strategies effective with English Learners.

 Across the school and grade-levels, teachers focus together on a set of key high-leverage instructional strategies that promote language development and access for English Learners to the academic content.

 School has regular collaborative structures for teachers to focus on curriculum planning, lesson study, instructional planning, and professional dialogue about English Learner issues.

 Books, glossaries and materials tied to academic content are available in the home language to enable students to receive primary language support.

Home Language:

 School policy and practices affirm the value of bilingualism – and, whenever possible provides support for the development of bilingualism.

 Our programs at the elementary level include bilingual programs, Dual immersion programs, Spanish for Native Speakers or other opportunities for students to develop their home language to threshold levels of rich oral language and literacy

 The bilingual program (if provided) pairs high quality ELD with sustained home language development through to high levels of biliteracy competence.

Interventions and Support:

 Interventions and support services/support classes are available that are designed for and meet the specific needs of English Learners, including a focus on their language development needs, rich oral language, functions and forms of English, academic language, and writing.

 We identify students who are not actively participating or using much oral language in the classroom – and provide small-group support or intervention to increase participation and oral language skills.

Parent Information, Education, Engagement:

 The school provides information to parents upon enrollment in the school about the goals and outcomes of the specific English Learner programs provided at the site, and the research behind those models.

 The school administration ensures that English Learner parents know about the waiver process and their rights to apply for a waiver for an Alternative bilingual program.

 We hold meetings, publish materials, and fully expect that all administrators, teachers, English Learner students and their parents know about and understand the reclassification criteria.

 We report annually to English Learner parents on their child’s status compared to the number of years that research indicates English Learners need to achieve English proficiency and compared to district expectations. These reports include longitudinal data for their child indicating growth.

 Parent education is provided regarding strategies parents can use to support their child’s academic development, English development, the role and importance of developing the child’s home language.

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