D018 Task 3
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School
Western Governors University *
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Course
D018
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by hpack966252
Hannah Pack
D018: Leading Inclusive Schools
Task 3
June 30, 2023
A.1. When looking at the data given in the scenario, there are 1,256 total students that attend West Oak Cove High School, around 756 students are considered English language learners. This shows that over half of the student body speaks a language other than English. These numbers don’t only justify an ELL program, but it requires one to be implemented. A result from the Lau v. Nichols court case in 1964 and additionally according to the Department of Education, “Public schools must ensure that ELL students can participate in meaningful and equal educational programs. English language learning students are entitled to appropriate language assistance services to become proficient in English and participate equally in the standard instructional program within a reasonable period of time” (page 1). In order to achieve this, some adjustments will need to be made within the school district to supplement our English Learner program and English learning students. A.2. Suggestions include that a survey should be sent home to students who could be assessed
as an English language learner in the West Oak Cove School District. According to the US
Dept. of Education, for a student to be identified as an English language learner and accepted into the school district’s program, the student must be identified through, a valid/reliable test that assesses English language proficiency in speaking, listening, reading, and writing, (pg.1). Once the student has been identified and placed a school district can choose a program designed for educating and instructing ELL students provided the program is educationally developed in theory and effective practices (pg.1). Court cases: Lau v. Nichols in 1974 and Catenada v. Pickard in 1981, the school districts legally have the obligation to provide, create, and maintain a quality education for ELL students to ensure they will succeed.
In chapter 1 of the English Learner Toolkit, “LEAs must identify, EL students in need of language assistance services, timely and effectively” (pg. 1). To identify the level of English proficiency, one of the following proficiency assessments should be used: Language Assessment Scales, IDEA Oral Language Proficiency Test, or Basic Inventory of
Natural Language. When an EL student has been identified based on need, the classroom instruction can be determined. The main model of instruction is English as a second language, transitional bi-lingual education, or English immersion. Based on the type of instruction the EL student requires will be based on how included they will be in the typical
English classroom. According to the English Learner Toolkit, the newcomer program is short-term and only designed to last no longer than 1 year. The educational programs provide different educational goals for the ELL student that has been assessed into the program. The English as a second language program and the structured English immersion programs are similar- they are designed to provide small amounts of instruction in the EL’s primary language. It is to teach the ELL the English language and develop English language proficiency in all areas: speaking, listening, reading, and writing. The goal is to transition the ELL student into the mainstream English classroom once reaching proficiency in the program. The transitional bilingual education and dual language programs provide tools to aid the student in maintaining their primary language while introducing and developing new skills in English. Supporting English language learner student effectively and engaging them in learning, when looking at the Danielson model, the core-content teacher should be the primary person in providing the content in English, but resources should be provided in the student’s primary language for a better understanding of the content being provided.
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During a unit of study, the English language learner should receive the core-content, the teacher should provide supplemental materials in English that are the correct proficiency level that the English language learner is learning currently, and then additional materials should be provided in their primary language for better understanding of the material being taught. When using this method, scaffolding should take place last and the English language learners should be placed together so that they may collaborate and discuss the meaning of the materials being taught in their primary language. Ensuring success, the correct stakeholder is necessary to achieve the educational objectives in the programs. This can include qualified teachers to teach and support the ELL effectively, competent core-content teachers, and trained principals who can effectively evaluate the teachers. It is important to note that assistants/paraprofessionals are
considered a class resource to ELL students, but they should not be the ones delivering the class content to the ELL. Qualified teachers should frequently check the checklist, to maintain compliance with the program needs. This makes it possible for teachers to reflect on what they are doing in the classroom and what should be changed, re-taught, and then re-evaluated. A.
3.
There are several changes that need to happen to successfully implement a new EL program. These changes come from the 2 most popular English language learner court cases that caused change in the education system. The 2 famous EL court cases are: Lau v.
Nichols in 1974 and Castenda v. Pickard in 1981. To verify each English language learner is receiving the best education possible, staffing needs to be assessed so the appropriate number of teachers are available. 50% of West Oak Cove High School is English language
learners, at least 2 EL staff needs to implement the new EL program. The main reason is
because it is a new program and to implement it to its fully capability one, EL staff member is not enough to demonstrate it well. Another reason is to cover all of the EL students effectively, and one EL staff is not enough to cover half of the student body. This will require several hours of professional development to explain and pick apart the new procedures and expectations of the program, as well as the best way to execute each of the 4 programs. There are similarities in each program, but there are variations that appropriate stakeholders need to be able to identify the differences and know why each of the 4 types of programs is important when you have EL students in your classroom.
All staff will be implementing the new programs, most staff will likely not have the in depth professional development, so the educators will need resources and support will be essential in making the programs successful. Resources for each program will need to be provided with a clear expectation with objectives of the programs. There should be meetings with the EL staff and core-content teachers at least monthly to provide open collaboration and give updates and feedback regarding the ELL in the regular classroom environment. When the decision was made that a new EL program needed to be added to West Oak
Cove High School, the discussion about funding is necessary. The administration/LEA would submit all necessary paperwork to the stat for additional funding or grants. This allows for hiring additional staff, or at the minimum professional development opportunities for all necessary stakeholders to make the new goals and objectives achievable. Additional funding could also make professional development opportunites available for other teaching staff to be trained on the new program appropriately.
Resources
US Department of Education (ED). (2018, January 24). English learner toolkit (OELA). Home. https://www2.ed.gov/about/offices/lsit/oela/english-learner-toolkit/index.html
Zacarian, Dr. D. (2012). Laws, policies, and regulations- Colorín Colorado. https://www.colorincolorado.org/sites/default/files/Policy_Guide_Final.pdf
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