Examples Of Data Collection Procedures

In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

It is important to understand that the instruction of ELs is not only a matter at the school setting, but at the same time, it is an ongoing process that develops outside the school building. It is not only an inside the school venture, but most importantly, an outside the school. All educators must see themselves as equal stakeholders who must strive to positively influence the education of ELs in the classroom as well as outside of school (Fenner, 2014, p. 28). The PLCs may be a venue to organize partnerships between school and the community at large in order to provide better educational opportunities for ELs, such as enrichment activities that will enhance their language

School board members across the country want to better serve the students who are English language learners. Because countless English language learner students spend part of their academic day in a regular classroom, the general education teachers need to be trained to understand instructional strategies and techniques to aid in advancing this population of students (Stover, 2015). Consequently, it would also be beneficial for school board members to support the bilingual and English Language Learner Specialist in training all teachers in the district on ways to better serve this population.

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

S. school system despite speaking, reading and writing English. The classroom environment was foreign. Not only did I need to learn academic content, I had to learn the cultural nuances as well. I remember feeling overwhelmed and sometimes overburdened. The use of pictures, artifacts, diagrams and video clips during lessons help to some extent, even so, the study “suggests three ways that teachers can enhance knowledge construction of ELL students: (1) Teachers should take time to understand the cultures of their ELL students, (2) Teachers should be open to new possibilities of meaning, and (3) Teachers should take time to listen to the storylines each ELL student brings into the classroom learning environment” (Strickland, 2012, pp.

Roughly 23% of students in New Jersey originate from a home where a dialect other than English is talked. Roughly 5 out of 6 New Jersey school areas have English language learners (ELLs) in their schools. In 2013, there were 63,739 ELLs in New Jersey schools which were almost 1 out of each 21 state funded school students. Starting 2013, the main 5 dialects talked by ELLs in New Jersey were Spanish, 41,943; Arabic, 2,137; Chinese, 1,368; Haitian/Haitian Creole, 1,262; and Korean, 1,155 understudies. In New Jersey, ELLs are enlisted in a scope of projects including full-time bilingual, double dialect, bilingual instructional exercise, bilingual asset, protected guideline, ESL, and ELS (Bilingual/ESL Education, 2014, p.1).

The Joplin School District located in Joplin, Missouri has eleven elementary schools, three middle schools, and one very large high school. There are around 7,000 student enrolled in the fifteen schools the district has to offer. As one can imagine this could bring the possibility of a very diverse student population. In Joplin’s schools there are many diverse studnets, but the numbers within this demographic limits the need for many English as a Second Language (ESL) teachers within the district. Moreover, with little ESL staff available, the schools have their work cut out for them because they have to assess, file, and evaluate all of the students. Currently, the Joplin ESL teachers and department officials are starting their school year.

Throughout the program, my placement was set at the Abraham Friedman Occupational Center. The students were predominantly Spanish-speaking adults who lived in downtown Los Angeles. The program was ESL Intermediate High B that integrated language skills. Since October last year, I devoted seventy hours to observation and taught four lessons totaling five hours. The guiding teacher Mr. Buckley was an inspiring educator who created a variety of classroom activities.

The plan of action to take in order to share the information found in WIDA is going to depend of the school’s nature. This information can be shared during various faculty meetings if the school faculty is not big. In a school like mine, where the faculty ranges from 100-130 approximately the plan of action needs to be performed differently. Having a big faculty it is preferably to share this information during the teacher’s planning period as a PD. During this PD each teacher has the opportunity to have access to a computer and navigate the WIDA website with the direction and supervision of the ESL teacher. In a big school like mine I don’t have the opportunity to get to know every faculty member. It is difficult to know for certain the critical areas of need in my school setting that are related to the teacher’s knowledge of information/data provided by WIDA or ACCESS. Unless I ask the ESL teacher about what is going in my school with ELL and their teachers I don’t get to know that information. As teachers we do not have meetings or PD’s related to ELL students. In one occasion I had the opportunity to lead an ESL PD session along with two of my coworkers, one of them the ESL teacher, but only six teachers attended the PD session. I know for certain that teachers need to show more interest toward ELL students. Teachers are not familiarized with the ACCESS test and the use of English language proficiency standards and grade-level

Throughout the data collection process, there were some surprising results considering how little correlation there seemed to be between the different variables that were collected about the ecocolumn. Due the lack of collecting data at a constant rate, it is hard to tell exactly how the ecocolumn acted between times such as when there was a five day break between data collection days. The ecocolumn did not necessarily follow my original predictions about the variables that were chosen to be recorded. Certain predictions were wrong such as the livelihood the spotted roaches. It was originally assumed that the two roaches put into the terrestrial chamber would survive longer than they did, but they died sometime between October 1st and October

Ms. Sullivan is a third grade teacher at an elementary school where English language learners (ELLs) make up approximately 85 percent of the student population. The majority of the third graders she teaches are of Asian, African American, and Hispanic ethnicities and seem to be within the intermediate stages of English language proficiency. In the video lesson, Ms. Sullivan presents a whole group math lesson measuring temperature using a thermometer. In this lesson, Ms. Sullivan utilizes a wide variety of sheltered instructional strategies to improve her ELLs’ language development.