Demonstrates need by using the oral IPT, reading (PM Benchmarks), and writing IPT as assessment tools
ELL rubrics (student must be within levels 1-4)
Students who are no longer in need of ELL considerations:
Have received five years of service
Are Level 5 proficiency (Bridging)
Fully meeting in BOTH reading and writing
Stage of proficiency and the degree of assistance needed for each ELL: We use BCs ELL Standards to set goals for learning. Printable Benchmarks
The below recommendations are examples taken from Alberta’s Programming Information: Organizing for Instruction Guide.
• an English language learner’s proficiency influences the level and type of support he or she needs • the subject influences how much support an English language learner needs • the types of support required change as a student’s English language proficiency increases • students require a balance throughout the day of sheltered/explicit instruction opportunities and opportunities to interact with their English‐speaking peers.
Other learning needs in addition to ELL assistance:
Speech and Language Pathologist
Learning Assistance
Resource
Counselling
DATA COLLECTION, ANALYSIS AND INTERPRETATION
How the program addresses ELLs’ needs (accommodations and/or modifications for ELLs)
A variety of grouping strategies used (one level, multi-leveled)
Supports in place for some in class teaching (not in all classrooms)
Small group pull out lessons working on specific skills
Appropriateness in relation to the school as a whole
Collaboration with all teachers and administration
ELL Teacher is part of small group instruction time already in place
Data is also taken from in class work/samples/testing
Thorough and well-rounded student assessment practices using many approaches such as:
IPT oral and written assessments
PM Benchmarks
ELL rubrics
BC Performance Standards
Writing samples
Oral interviews
Self-assessment checklist
Ticket out the door
Thumbs up / thumbs down
Data to be used in decision-making at the administrative, instruction, and parental levels
Tracking progress on ELL rubrics checking for movement each reporting period
Assessment data tracked from oral / written IPT, PM Benchmarks reading level and ELL levels (oral, reading, and writing) year to year for full five years of service
Recording progress on student’s AIP (Annual Instruction Plan)
Anecdotal evidence
Foster a collective responsibility among students, teacher, administrators and parents through their inclusion in the ELL program
Cultural identities are honoured
Face to face communication
Phone calls home
Reports sent home with report card
Newsletter sent home or via email
Showcase of learning
Demonstration of images that represent all students in the school
Providing ELL professional development opportunities
Creating time for ELL issues in staff meetings
Providing parent sessions, modelling ways parents/guardians can help their child with reading