AEM2 TASK 3

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Jan 9, 2024

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1 AEM2 Task 3: EL Program Proposal Kristin Nilsen College of Education; Educational Leadership, Western Governors University Dee Miller November 23, 2023 A. Proposal To Members of the Governing Board of West Oak Cove School: I am creating a proposal for West Oak Cove school to adopt an EL (English Learner) Program to address the educational needs of all our students. When we began examining data at our school, we determined based on the breakdown of primary languages that an EL program was needed to address these challenges we see in our building. The following proposal is going to provide an overview of the data, a justification for the program, and provide a thoughtful analysis of how that program will be ran and operate. I will address any questions or concerns that arise during this process. A1. Justification of Need for an EL Program When we began looking at demographic data for our school, we saw a breakdown of primary languages for our student body; 25% spoke Spanish, 15% spoke Portuguese, 12% spoke Arabic, and 8% spoke Mandarin. Combined, this makes up 60% of our student body which equates to about 754 students who needs are not being met by our lack of resources. While it is best practice to adopt a program based on student needs, it is also a federal law to provide EL students with resources and programs they need. “No Child Left Behind Act of 20013 [NCLB], now known as The Elementary and Secondary Education Act (ESEA).” (Zacarian & Colorín Colorado, 2012) There are two pieces of ESEA that address EL students; Title I and Title III. Title I discusses high stakes testing and Title III defines the programs and education EL students must receive. (Zacarian & Colorín Colorado, 2012) In order to follow federal law, we want to ensure we have a policy in place to adhere to the needs of our students. Finally, the Supreme Court has made rulings based on EL students and educational requirements that districts and schools must follow. In 1974, the landmark Supreme Court case,
2 Lau v. Nichols (1974) , stated that, “school districts must take the steps needed to provide ELs with an instructional program in which they can be given equal access to an education.” (Zacarian & Colorín Colorado, 2012) This case directly addresses the justification our school needs to create an EL program because we are not giving our students and equal access to education, and we want to ensure we are following federal laws and Supreme Court rulings. A2. Description of EL Program Student Eligibility West Oak Cove Elementary School will determine eligibility for the EL program based on what federal law states. This is a student whose primary language is not English or whose home environment is not primarily English. They can be born in the United States or born in a different country other than the United States. (Zacarian & Colorín Colorado, 2012) Also, students are identified via testing data such as classroom data, where students struggle to understand English, or the inability to meet benchmarks for English on standardized tests. (Zacarian & Colorín Colorado, 2012) “In general terms, an English learner is a student who is in the process of acquiring English and has a first language other than or in addition to English.” (Zacarian & Colorín Colorado, 2012) Classroom Accommodations Some classroom accommodations made that will be made for students enrolled in the El program include some best practices that all teachers should have whether they have EL students in their room or not. The first accommodation is modeling, “model for students what they are expected to do or produce, especially for new skills or activities” (Ferlazzo, 2016) Modeling demonstrates to students a specific skill or thinking process that allows them to understand the methods required to complete the task. This method can promote active learning and self- confidence who struggle with language barriers. Another accommodation provided it both written and spoken directions. By using both written English and spoken English, this alleviates the anxiety of being able to understand what students are supposed to be doing. Perhaps there is a student who struggles with reading but can understand verbally, or vice-a-versa, by having both as an accommodation this will help students understand the material. Also, incorporating as a best practice the idea of clear, concise directions, and proper wait times to allow for processing. “…speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing.” (Ferlazzo, 2016) Finally, the last accommodation for classrooms we will focus on is providing learning materials in a variety of ways. “…use visuals, sketches, gestures, intonation, and other non- verbal cues to make both language and content more accessible to students.” (Ferlazzo, 2016) This allows students to understand learning materials in a variety of different ways in case there is a learning barrier that must be addressed. Teachers should follow the best practice of diversifying their lessons and creating hands-on, engaging lessons that focus on a variety of skills rather than just a traditional lecture format. Program Instructional Services The program will offer specific tiered levels of support for instruction. First, our program will focus on sheltered instruction, meaning that EL students will be in the same classes and same grade level content areas as their English-speaking counterpart students are. There will be teacher scaffolded lessons that support understanding of the material. And finally, teachers will create specific language lessons that are embedded into their content lessons as well to develop language skills for all students. For the tiered support in our program, students will be engaged in
3 specific EL courses to help them develop their English and promote English usage at home to help them on multiple fronts. These courses and selections will be based on long-term goals and short-term goals and data derived from classroom interventions and high-stakes testing. ( Empowering ELLs , 2023) A3: Implementation of the EL Program Human Resourcing Needs First, we will need to have an EL Director at the school or district level that will drive the EL Program at our building. They will be tasked with providing staff with resources and training and overseeing EL students’ goals, needs, and structured supports. After a director is put int place, we will need to ensure we have EL teachers to support students in the classroom and open to teaching tiered-specific EL courses that students will need to take for language development. Finally, we would explore hiring bilingual paraprofessionals in the language supports we need. Since our school has four specific languages, we will need to allocate staff accordingly to help all students and look for teachers and paraprofessionals with specific language skills, which could prove to be a challenge. Professional Development Teachers will be given time to engage in professional development. Specific sessions that target classroom scaffolding, language development lessons, and sheltered instruction will be the focus. Ideally, an EL Director will oversee orchestrating and organizing professional development. This could be during a staff meeting, after school hours for clock hours, etc. We can also integrate professional development into PLC time and collaboration time. Teachers can be tasked with developing lessons based on their own expertise and content knowledge that fit the requirements of our program, including language development, modeling, and multi-media lessons. Finally, we can also have language specific lessons in Spanish, Portuguese, Arabic, and Mandarin that allow staff to learn about the languages of their students and develop some basic skills to communicate with them. Again, this process would be spearheaded by the EL Director and offered as a before or after school clock hours opportunity for staff. Materials and Resources Some materials that may be needed for our program is bilingual materials. For example, perhaps the English department would want to look at adopting their books in multiple languages (offering the same book they are reading, but in Spanish for accessibility purposes). Or perhaps the adopted curriculums come in a variety of languages, so we can accommodate students in the same grade-level but adopt to fit their specific language needs. Other resources could be technology specific communication tools for staff and students. Perhaps a voice to text program that addresses a variety of language needs including translation needs. Again, looking into digital curriculums that have multiple language accessibility options so staff can accommodation lessons based on linguistic needs. Funding Source I would be looking into federal funding sources, such as Title III grants that could be applied to developing EL programs. Ideally, we would not want to hire people with grant money, because we do not know how long the funding will last or if that money will continue to be available, so reallocating budget money for hiring would also be key so we can ensure staff for a long-term basis. Also, helping individual departments develop budgets to purchase materials would be key in funding this program and these resources for our students. Works Cited
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4 Empowering ELLs . (2023, November 4). TanKHuynh. https://www.empoweringells.com/ Ferlazzo, L. (2016, November 3). Do’s & Don’ts for teaching English-Language learners . Edutopia. https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski Zacarian, D. & Colorín Colorado. (2012). Serving English Learners Laws, Policies, and Regulations. ColorinColoradao.org . Retrieved November 23, 2023, from https://www.colorincolorado.org/sites/default/files/Policy_Guide_Final.pdf#page=7

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