CONT 940 1.3 Policies and Procedures by Amanda MacCaskell

Teachers need to be connecting, checking in and reviewing student progress

Meet needs of students and follow their needs, based on assessment and observations, with 5 year government funding in mind, DEFINITELY keep accurate and current data collection

Celebrate Indigenous Culture through literature, story, professional development, and whole school art enrichment activities

Celebrate holidays like Halloween, Diwali, and other cultural identities

Board of Education

Funding given, Policies and Guidelines given

District

Allocate funding

Have specialized staff available (ELL specialists, Settlement workers, critical care counsellors)

School Level

Access resources and advocate for students

Communication between school team, family and student

Connect to student backgrounds to build competent and confident young people, in order to become functioning and economically independent members of society

Families and parent involvement are key (6)

Care ABOUT students, their SEL and academic success & families (WITS program, Family Friday Reading, school wide digital assemblies, Facebook page, Secret Reader, multi-cultural texts in library)

Capitalize on L1 and differentiate instruction and lessons to integrate all ELL's

Collaboration with peers & cooperative learning opportunities to practice CALP in lower risk situations, graphic organizers to support academic language development across curriculum

How can we show more respect and value towards individuals' first language and culture?

Effective Special needs and ELL programming in Elementary (consistent across all environments) alongside government funding for students with special needs who don't have a formal diagnosis, or are in the process of accessing services at Sunnyhill, Children's Hospital etc.

Effective access to trauma counsellors for Refugee students and SLIFE's

Translators, technology (text to voice, or voice to voice translators for instance), available to families with another L1 at any time to remove barriers to communicating with the school and staff and maintain family dignity.

Assessment of student first language suggested as a possibility in the BC Guidelines. Resources are not available for this

Ministry of Education "monitors student performance and reports the results to the public" (17). Where is this information reported? Does the public have the BICS and CALP learning processes and different stages of language acquisition explained to them, to understand ELL performance?

“Research from Collier and Thomas (1995) has shown that it may take children with no prior instruction or no support in native language development at least seven years to develop CALP.” What are BICS and CALP? (2019, May 10). Colorín Colorado. Retrieved August 12, 2022, from https://www.colorincolorado.org/faq/what-are-bics-and-calp

Data and assessments are inputted into MyEd for teachers to access right away in September (like a digital ELL report card with student writing, reading level and comprehension level work samples)

Refugees and SLIFE's (students with limited or interrupted formal education) are considered a totally different category of ELL and have access to extra supports and resources throughout entire schooling