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There have been many policies and legal battles when it comes to English Language Learners. For every policy, then will inevitably be a case to challenge it, as it is difficult to define what is truly equitable for every ELL student. Programs for English Language Learners (ELLs) have struggled to get the needed recognition and support from school district offices of our public schools. One piece of legislation that was passed to help end the inequality of education for these students was the Equal Education Opportunity Act or EEOA. The EEOA mandated that all students that are identified as an English Language Learner are to receive individual English only instruction. This is a good start to offering the right kind of instruction that is needed for students who are struggling to learn a second language.

Transitional Bilingual Education Program Design Sierra Chandler Joel Knoblock Tammy Leigh Sofia Mills Kristen Pavlak Elizabeth Peterson LTIC 535 Dr. Samantha Morley December 8, 2015 Transitional Bilingual Education Program Design PROGRAM NAME & GOAL/VISION The primary goal of any school district’s English Language Learner policy should be to ensure that all students receive equitable access to the curriculum. The Office

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success.

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

All children should be able to participate in all school activities, whether they need additional support or they require the environment to be adapted to meet their needs e.g. wheelchair access or individual learning plans etc.

When it comes to students that have not officially mastered the English Language, schools should give students the opportunity to learn it. Schools are supposed to arrange services for students who are not familiar with the English Language. All students should be treated with the same respect and all students

Section 305(a)(2) states that “school districts and county offices of education shall, at a minimum, provide English learners with a structured English immersion program.”(CSU, 2017, p. 554). The immersion program designed with English learning students in mind will allow the use of the students home language for clarifications and to check for understanding(Buenrostro. 2017, p.2). The

Florida ESOL Consent Decree Gumary Prado Broward College Florida is a state composed of diverse cultures and languages. Prior to 1990 there were not any modifications or accommodations in the classroom for English Language Learners (ELL), which had become an increasing issue. During this decade Florida was the third largest state with residents that were not native-born. Historically, Florida has become the home for many individuals who migrated from Central and Latin America (MacDonald, 2004). According to the Consent Decree (n.d.), the Florida English speakers of other languages (ESOL) Consent Decree was a result of the case, LULAC et. al v. State Board of Education, August 14, 1990. This case addresses the civil rights of English Language Learners (ELLs). The plaintiffs in this case were LULAC and Multicultural Education, Training and Advocacy (META) and the defendant were Florida Board of Education. LULAC and META came together to bring justice to students whose native language was not English. The plaintiffs’ sought to implement policies to protect students whose native language was not English in order to create an equal learning environment. For example, English was the only means of communication in the classrooms and students who did not speak or understand the language would find themselves at a disadvantage. Due to the lack of modifications in place, students would eventually fall through the cracks of the school system. This case brought

As the ELL services grow to service the increasing number of students who require them, the organization will need to continue to examine practices and make educated decision about how

Various assessments will be used in order to provide instruction for all students with inclusion of ELLs. Teaching methods that that must definitely be incorporated in the mainstream/ELL/LEP classroom are: assessments, gathering, identifying, and interpreting information about the achievements of students.

The G/T coordinator also pinpointed three areas where the program could improve. At Plummer Middle School, she said there could be more assessments for ELL students. She added that there has been a lower focus for these students since the main priority is for them

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

This section of the handbook included the following subcategories: Curriculum, Elementary School Program, Junior High School Program, High School Program, Alternative Education, Special Accommodations, Special Education, Gifted Education, ELL (English Language Learners), Title I, Response to Intervention (RtI)/Teacher Support Team (TST), Homebound Instruction, Health/Sex/Family Education, and Abstinence-only Sex Education.

C.2. Implementing a Major ELL Program “Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English. The best program organization is one that is tailored to meet the linguistic, academic, and emotional needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.” (Colorin Colorado, 2014)

Growth? Identify students who made tremendous gains. What is different about this child’s instructional experience. How can we emulate that for other children?