ELL UPDATES
SST Meeting: May 14, 2021
May Reminders
- Continue to work with ELL/ESD students and their teachers.
- Seek opportunities to create inclusive, collaborative learning supports in Tier 1
- Make sure a hard copy of a student AIP and ELL Report is included in the yellow file
- Make sure a schedule of support is included in the yellow file (no last names)
- Update digital AIPs as needed
- Log consultation and support in ELLMS
- Spring Assessment (draft writing pieces, oral language quick scales, connect to PARS and ELIS data with reading quick scales).
Remember that ELL Assessment is to inform our AIP goal development for continuing students. Align with what is currently happening in your schools/classrooms as much as possible. We never wish to over assess our ELLs when we have good data already.
ELL Transition to Secondary
Cedar: Carey Mark
LSS: Lindsay Rose
Barsby: Adam Lowry
NDSS: Lindsay Rose and Nancy Sheehan
Wellington: Danica Wood
Dover Bay: Sherilene Quezada
If your ELLs moving to Secondary need special considerations, please make sure to connect with the secondary specialist ASAP if you have not done so already. This includes students that are 5+ that still need to be supported.
While whole class secondary tours are not permitted, small groups of 3-4 ELLs can arrange to visit the school accompanied by their ELL specialist. Times need to be set up in advance and cannot be over lunch breaks.
Promoting an Asset-Based Approach to ELLs
Pro-D Money to Spend? BOOKS!!
Resource Round Up
Eyes Open: An Anti-Asian Racism PSA
Building Community and Peer Interaction
Teachers have long known that feeling safe and secure in school helps students focus their energy on learning. When teachers deliberately foster a sense of belonging they see “significant improvements in academic engaged time and reductions in disruptive behavior”.
Below is a quick, low-key way to build community in your classroom on a daily basis.
Windows, Mirrors and Doors Booklist
Speaking of Teacher Librarians...
A Little Pro-D
Culturally sustaining pedagogy honors the humanity and identity of young people and their communities.
"This type of teaching and learning is an act of freedom, which releases teachers and students from the confined power structures of the monotonous classroom. Culturally sustaining pedagogy encourages teachers to learn from and with their students as they seek to sustain and revitalize learning opportunities in the classroom, local community, and beyond. In turn, teachers and students may collaborate together to reimagine the classroom as a place of transformative social change."