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Sample ELL Community Report

1083 Words5 Pages

Though there is a low percentage of ELLs in this district, there is a strong importance placed on the district’s ELL program. The district views their ELL program as a way to enhance the general education classroom experience for their students. The district has a positive view of their ELLs, stating on their website, “We value the native language, culture, and background knowledge of each of our students” (Sycamore Community School District #427, 2017). The district does not seem to have a specific definition for what defines an ELL in their district. When we asked the ESL director how the district defines English language learners, he just told us that an ELL in the district is any student who qualifies for services. He did make it a point …show more content…

The team has been described by the ELL Director as “capable, smart, hard-working, passionate and professional within the learning community.” The team consists of the ELL Director, three certified ESL teachers, and one mainstream teacher. There is one certified ESL teacher placed at Southeast, one certified ESL teacher at North Grove and West, and the other ESL certified teacher is at the Middle school and High school. The ELL Director is stationed at North Grove since he is also the principal. There are two schools that do not have an ESL program because there is only one student at South Prairie Elementary School, and five students at North Elementary …show more content…

According to Janisch, the MAP (measure of academic progress) test is one of the more important ones that is looked at. This may be in part because this test adjusts the difficulty of its questions based on the student’s previous answers and therefore comes a bit closer in evaluating specific areas of ability. The ELL page on the Sycamore website states that their programs place an emphasis on English vocabulary, reading, and writing. This is likely not very effective. According to Jim Cummins’ theory of common underlying proficiency, literacy skills do not need to be taught twice (de Jong, 2009). Therefore, for optimal results, any and all literacy skills the student has in their first language should be built upon and later bridged into English. In the middle and high school ELL programs, every student will have one period per day that is taught by a certified ELL teacher who is also fluent in Spanish. This helps to ensure that students are getting at least some comprehensible input each day they come to

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737 Words | 3 Pages

The WIDA ELD standards address the needs of current ELL students at South Fork Elementary. These standards are designed to support the language development of students who are learning English as an additional language, providing them with the necessary language skills to succeed academically. The WIDA ELD standards focus on various aspects of language development, including listening, speaking, reading, and writing, and they provide educators with a framework for assessing and supporting students' language proficiency levels. By implementing the WIDA ELD standards, educators can ensure that ELL students receive targeted instruction that meets their specific language needs, helping them achieve academic success and fully participate in classroom

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819 Words | 4 Pages

What I needed to learn in school was that I had the right…to speak the language of los gringos” (985). Rodriguez justify that if he weren’t forced by his teachers to speak in English at school, he would have never had the chance to master it. As a result, practicing English at school settings would be helpful for bilingual students and motivate them to use it more frequently. Tan believes that it’s significant to be inspiring and supportive of individuals who are learning the English language. She learns that describing beginners English as broken, is discouraging and would negatively influence them.

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169 Words | 1 Pages

In summary, as Latino’s English language learner students lag in communication skills and in science vocabulary, it is vital that educators are knowledgeable on how to prepare the students to compete in the 21st century economy. Poplin and Phillips (1993) argued that often students are wrongfully labeled as “learning disabled” due to what some educators thought as a language difference in Latino English language learners, and inadequately recognizing the relationship between vocabulary knowledge and comprehension of text. On the contrary, Campos, Delgado and Huerta (2013) suggested that educators need to recognize the misconception about English language learners and provide accommodations to support their teaching and learning in the classroom,

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445 Words | 2 Pages

What did they gain in World War II? G1 Bill was passed which provided the veterans with low-interest mortgages and payments for attending college or trade schools. It also provided year of unemployment compensation First time in the history of the world women fought war first hand. They gained respect and slowly became equal part of society with men. Fighting in WWII gave them a leeway in fighting the racism and Jim Crow laws.

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1691 Words | 7 Pages

The struggles ELL students face within the education system may have been a bit different than blatant racism, but the core idea of poor quality assurance is rampant. Florida's own consent decree was created to help ensure the identification and processes for students in need of help with the language to better prepare ELL students for their schooling career. The struggles of course still remain as the students will need to overcome barriers of language in an environment where the teacher may or may not be ESOL endorsed. This of course is the major problem students will face in Florida, to teach in the state a teacher must have an ESOL endorsement within two years of getting their first student of another language (FDOE, 2017, p. 24). While teachers of English or language arts have to have training within their degree, teachers of science, math, social studies, and other secondary classes do not, and are only required to seek the training you once a student classified as an ELL is placed into their class.

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1433 Words | 6 Pages

I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?

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966 Words | 4 Pages

“The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.

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750 Words | 3 Pages

Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,

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559 Words | 3 Pages

As a result, these students perform poorly on tests, the underlining cause of which, is low vocabulary knowledge. Consequently, Ajayi conducted a study at a Southern California high school, which focused on the vocabulary instruction of two highly effective ELA teachers with respect to their bilingual students. These teachers utilized multimodal strategies such as; word

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313 Words | 2 Pages

As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.

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830 Words | 4 Pages

The assessment summarizes key features of the PLDs in terms of how well ELLs can understand and/or use English in social and academic settings at each of four levels. These key features are beginning (little or no English ability); intermediate (limited ability, simple language structures, high frequency vocabulary, routine contexts); advanced (grade appropriate, with second language acquisition support); and advanced high (grade appropriate, with minimal second language acquisition support). Students at the beginning level have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Intermediate students do have some ability to understand and use English.

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614 Words | 3 Pages

Growing up learning two languages may sometimes be difficult but it will benefit the person learning in many ways. Not only will learning two languages help in getting higher paying jobs, but it will give a better view of both cultures and their history. I agree with Alarid’s statement that Mexican Americans in the United States should learn both English and Spanish. Alarid shares his view on why it is important to learn English and Spanish. Being bilingual is only a way we can prosper in our society by being able to have a better understanding in communicating with our peers.

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517 Words | 3 Pages

Numerous factors have motivated me to want to become a school leader, such as colleagues who are role models in my life, my desire to make a change and to be an advocate for students who may struggle to support themselves. However, one project that I have been involved with that has ignited my desire to become a school leader was becoming the first English Language Learner (ELL) educator in my building in my first year as a full-time teacher. In previous years, my district had struggled with ELLs entering our middle school because we were such a low-incidence district. Due to a lack of enrollment and being on the cusp of the RETELL initiative, we did not have any teachers who were SEI endorsed or prepared to meet the various needs of the incoming ELL students. However, after some time as a long-term substitute English Language Arts educator, my administration asked if I would be interested in pursuing a master’s degree that would align with the needs of the ELL students.

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1421 Words | 6 Pages

It is a hard journey for both the students, families, and the teachers. But, their journey is not taken alone since there are about 5 million English language learners in the United State. ELL, or English

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864 Words | 4 Pages

English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.

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