Support English Learners

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Support English Learners

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Our Approach to Support English Learners

 Effectively teaching language acquisition is complicated. Teachers want their students to succeed, but may not always have the time or techniques needed to differentiate for language needs while keeping up with demanding curriculum expectations. To address the needs of English Learners, districts must look at

  1. Scheduling and placement solutions
  2. Programmatic and product solutions
  3. Ongoing instructional practices
  4. Administrative support and expectations

english-learnersAn effective EL support plan involves all teachers in engaging students in the first-best instruction, with practices that can be used regularly and effectively. In addition to supporting the first tier of instruction, programmatic supports, interventions, and feedback through data must be installed for a fully developed approach. Results emerge when all teachers see themselves as models for language development in every day interactions and in the design of their day-to-day instruction.

Systematic improvement for EL subgroups will engage district and administrative leaders in more effective programming protocols for students and alignment of programs to students needs. Administrators will also engage in clear expectations for instruction and feedback for students and teachers. Teachers will engage in collaborative efforts to set goals, share best practices, and adjust instruction based on results.

While programs and strategies offer teacher resources, collective efficacy develops for teachers when they work together setting goals, developing expertise, exploring strategies, and measuring results. The uses of sentence and response frames (Dutro, Kinsella), the use of communication objectives (Educators Cooperative), and the emphasis on strong scaffold ELD programs (Saunders) must be in place, but even more importantly, teachers need to understand the research behind language acquisition. Installing programs or techniques will not build long-term capacity without engaging teachers in a learning process to review research, reflect, practice, and share techniques.

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School Design

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Balanced Instructional Design

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Common Core State Standards

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Global Competencies

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Collaboration Cycle

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Rel. Communities of Learners

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Response To Instruction

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Instructional Coaching

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Support Special Education

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Support English Learners

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By | 2016-05-12T22:46:23+00:00 October 15th, 2015|Comments Off on Support English Learners

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