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? Do you think the placement options sufficiently meet the needs of ELLs in the district? Why or why not?
The Strawberry Point School has some placement available in the ELL program. Here what they have:
• Pull out – children are pull out of their classroom for 30 minutes around 3 days of the week.
• Push in – this program is for the Transition
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Also, the ELL program is evaluated trough the year, which the ELL staff has monthly meeting to discuss on improvement or change in the program. I think the district has a good placement program because the district has a low number of English Learners. Most of the English Learners in the Mill Valley district are Koreans and Russians, which the district could have a huge impact in the ELL program next year, especially at the Strawberry point school. The reason of that is the Seminary Theology University located in the Strawberry neighborhood is closing and the majority of their population is Korean.
• What organizational structures at the school and classroom level provide support to ELLs? (e.g., pullout programs, instructional aides, grade level collaboration, cooperative grouping in the classroom). Do you think these organizational structures sufficiently meet the needs of ELLs in the classroom? Why or why
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If so, what are the levels? Did the teacher know the reading CELDT level? Did the teacher modify the lesson based on the CELDT level of the student? Do you think the teacher had clear language objectives for the lesson?
The school finished to apply the CELDT in the end of October. They followed the law of 60 days after the school starts. Monica agreed that the way CELDT provides the scores are confusing and not clear, and the results can take forever to show up. She and the other ELL Aide made their own evaluation then they can work with the ELLD children right the way. Their evaluation sheets are based on the CELDT test, and it evaluates reading, writing, speaking and listening, and the general score. The school tested all levels in the entire district, and the Aides spent weeks doing these test around the district. Monica said she is advantage related to the other aide in the district because she stays in the Strawberry Point School the entire time, and then she have chances to talk with the classroom teachers, and share and collect information about the ELL children. She can give them extra material for the ELL students and hear from the classroom teacher what she should emphasis her lessons for specific groups. For example, the kindergarten kids that I observed are in the classroom that I used to work. I saw some extra work for the ELL students in their home folders (specific folder saying “ELL homework”). The
Focus: Anthony and family will learn and demonstrate increased honesty, compliance with rules, control over impulses, and acceptance of responsibility for his behaviors and actions. Ms. Smalls (MHP), Ms. Givens (MHS) and Anthony discuss disruption of placement. Intervention: MHP and MHS discuss school incidents that were recorded, however were not reported to her from the school. MHP review the school documents for SAFY records.
I chose to read, “Dragons Love Tacos,” and “The Giving Tree” to two ELL students at Hope Community Charter School. “Dragons Love Tacos,” according to scholastics, has an interest level from grades K to 2nd while its reading level is 3.1. “The Giving Tree” is also geared towards grades k through 2nd. However, its reading level is 2.6. “The Giving Tree,” is a classic story about a young boy growing up and his relationship with a female tree.
Over my short, seventeen-year lifetime, I have had passions in many areas, from geography to soccer to leadership. However, as I have grown older, I have had a growing passion for the schools in my area because they taught me everything that I know and have given me all the opportunities that I have taken advantage of. Because of this growing passion, I became involved in two very important organizations that influence the future of the Sartell – St. Stephen School District: the Community Schools Planning Initiative and the Sartell – St. Stephen Board Of Education. The Community Schools Planning Initiative was launched at the start of 2015 in order to come up with a vision for the future of the Sartell – St. Stephen School District and a plan to match that
He absolutely loves his experience so far, and it has enabled him to thrive in his education. I flourish on the ability to hear all of his stories when he travels back home. Eric is also involved in cheerleading, and he loves the school spirit. I want a school with opportunities to extend my knowledge but also a fun environment with
The dedicated and passionate Staff of the Lewiston Independent School District believe that the educational process should center on the success of its students. With the support of parents and teachers the ISD fosters a safe and positive learning environment for all its students. With the continued support of the community the Lewiston Independent School District continues to make strides and improve the quality of the education provided to its many students. Relocating To Lewiston?
2. You are a new principal and are setting up interviews for a vacant position at your school. You will have an interview team comprised of 3 teachers, a parent and a board/ LSC member. You want to be sure they understand what questions can be asked of prospective employees and what is prohibited from being asked. You are working on the guidelines you will go through with the team regarding appropriate and inappropriate questions.
“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.
In these next few paragraphs, I hope that you may consider my decision into allowing me to transfer districts. I am presently enrolled in the Public Safety Academy. The school is known for its strong
Ms. Bryant states that she uses 21st skills in her lessons, provide one on one support, reteach materials and student input to address learning problems in her classroom. Finally, Ms. Bryant was asked how she feels about students with intellectual and learning disabilities being required to take the same End of Grade Test (EOG) as their non-disabled counterparts. She finds the situation to be unfair. Students who read on a first or second grade level have to take 6th grade EOG’s does not make any sense.
To my disadvantage the counselors did not care about my previous grades in Puerto Rico. Seeing that my parents were only able to speak Spanish, the school deduced my English was not well-developed enough and consequently I was placed in English-language learner (ELL) classes. After testing me in reading, writing, and hearing I was
Class Observation Summary #1 My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker.
Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.
I believe as teachers of English language we first get our understanding of the English teaching methods and techniques that would later affect our decisions about teaching our own students long before than official academic training begins. In fact, I, as a non-native speaker of English language, have spent at least twelve years learning it, which also means twelve years observing my teachers’ methods and strategies. Therefore, I would first like to describe my experience as a learner of English, then proceed with describing my personal teaching experience and conclude with a reflection on how these influences shaped my beliefs about language and language learning. Traditionally, teacher in Russia is regarded as an authority figure, and learners tend to rely on them to a large extent, therefore approaches that Russian professors adopt are mostly