Recent Changes

Monday, September 12

  1. 12:38 pm

Wednesday, August 31

  1. 12:56 pm
  2. 11:55 am
  3. 11:55 am

Tuesday, June 7

  1. page D. Assessment and Reporting edited ... Initial Assessment Initial assessment begins when new students register for school at the Sch…
    ...
    Initial Assessment
    Initial assessment begins when new students register for school at the School Board Office at Central Registration. The parents are asked if a language in addition to or other than English is used at home. If so, the family is given an appointment for an assessment at the ELL Reception Centre. Here, usually within a week of arrival but generally sooner, the student is given several short language assessments to determine the ELL support level. In addition, the families are provided with information about the school system and are given an opportunity to discuss any concerns or questions pertaining to their children’s education usually through the support of a Settlement Worker. Immigration and residential documents are checked and recommended grade placements are confirmed. Note that even a proficient Level 5 student will most typically lack understanding of Canadian history, geography, government, traditions, and customs and the specialized academic language that accompanies this information. The Level 5 designation not only provides targeted support for this specialized academic language but also provide SWIS support to the newly arrived family, an essential service for newcomers.
    ...
    registration: what language(s) is/arelanguages are used in
    When new students arrive at school after their ELL assessment, they receive ELL support based on the level determined at the Reception Centre. In elementary schools, all ELLs are immediately and fully integrated into a “regular” classroom and receive ELL support through in-class or pullout from the ELL specialist teacher or from the Resource teacher in a “blended” support model. The amount of time and attention such students receive in elementary schools depends upon a number of site-specific factors, but generally the lower the ELL support level number, the higher amount of direct ELL support. The Ministry of Education does not specify a minimum number of minutes of ELL necessary for support, allowing for the intensity of support to vary during the year. In Secondary schools, ELL students receive specific ELL support through separate ELL blocks of instruction, and thus, the support blocks feel and look like “regular” course blocks. Again, the lower the ELL support level, the more blocks of ELL support provided.
    Each spring, all ELLs participate in a district-wide assessment known as the Spring Census. The primary purpose of this assessment is to determine the ELL support needed for the upcoming school year. This is especially important for students moving from elementary to secondary schools or changing schools. This census also assists the District in anticipating and confirming September ELL staffing needs for each school site.
    (view changes)
    3:19 pm

Friday, November 27

  1. page J. Support Delivery Models edited ... Allows flexibility as staff may target specific level or needs over a specific period of time.…
    ...
    Allows flexibility as staff may target specific level or needs over a specific period of time.
    Some students would only be monitored while other needs are being addressed.
    ...
    of model needs toshould be a
    ...
    staff and administration and based onadministration. As well, the availability
    ...
    needs of students. Itstudents should be taken into consideration. The support model should also
    ...
    flexible enough to be able to accommodate
    (view changes)
    5:33 pm
  2. page J. Support Delivery Models edited ... Support for Levels 1 and 2 can be separate programs that focus on targeted language skills and…
    ...
    Support for Levels 1 and 2 can be separate programs that focus on targeted language skills and strategies for a period of time. Typically at Levels 3 and 4, teachers focus on instruction of reading and writing strategies and support in classroom content and projects.
    In-class support usually focuses on providing help with regular classroom assignments. This may involve front-end loading of vocabulary, building background knowledge, teaching and reviewing of comprehension and word attack strategies, providing additional instruction or reteaching of concepts/content, or editing and proofreading. This support may be provided to the whole class, small groups or to individual students within the classroom.
    Co-teaching to an entire
    Service Delivery Models
    Schools organize their support services in a variety of ways based on the needs of students and teachers and the qualifications of support staff. Some schools designate specific teachers to specific roles (e.g. ELL, LA and RT), each providing service to the entire school. Some combine the roles with each Resource teacher providing the necessary support to all students in specific classrooms. Other schools use a combination of these two organizational methods. A semi-blended model could mean that divisions are shared. Learning Assistance teachers still work with low-incidence students and case manage their files but ELL teachers pick up high incidence special needs students, as well as ELL students.
    ...
    Pullout
    Each teacher specialist works in the chosen field of expertise. ELL teacher can enhance the in-class delivery with parallel instruction or direct instruction, working on classroom content or strategies.
    ...
    supportive of pullout.their child leaving the classroom for support.
    Blended
    Specialist teachers get to know classes in depth and directly work with the content. Students remain in-class, making for smooth transitions and consistent use of strategies.
    (view changes)
    5:30 pm
  3. page J. Support Delivery Models edited Support Delivery Models ... needs that could may change from staff and administration input …
    Support Delivery Models
    ...
    needs that couldmay change from
    staff and administration input
    ...
    and support levelslevel needs
    percentage of ELL students to the whole school population
    resource model in place at the school
    ...
    To avoid conflicts with other activities, schools are encouraged to arrange ELL support before finalizing other timetables. This request could be referred to the school's SCC.
    Program delivery may be one or a combination of the following:
    ...
    targeted language acquisition skills and strategies for a
    ...
    of time. Support forTypically at Levels 3 and 4 provide4, teachers focus on instruction inof reading and writing strategies and support
    ...
    background knowledge, teaching and reviewing of comprehension and word attack strategies, providing additional
    ...
    or science. This isResearch shows this to be the best
    Service Delivery Models
    ...
    divisions are shared,shared. Learning Assistance
    The table below shows some of the advantages and disadvantages of each model.
    Model
    ...
    Disadvantages
    Pullout
    ...
    works in theirthe chosen field
    ...
    delivery with sharedparallel instruction or direct instructioninstruction, working withon classroom content
    Workload distribution between ELL and Resource teachers could be uneven. Planning time with multiple classroom teachers can be difficult to arrange. Classroom teachers may have to meet with two or more support teachers. As well students may be reluctant to leave the classroom and parents may not be supportive of pullout.
    Blended
    ...
    ELL teacher may not feel qualified delivering LA/ Resource. Planning time is needed to make this model work well.
    In-class
    ...
    classroom content orand strategies. This
    ...
    students, and allows forpermits both the
    ELL teachers are not whispering radiators, i.e. it is not advisable for the ELL teacher to sit side by side the ELL student and do the work together. Planning time is essential to this model as both teachers play an equal role.
    Semi-Blended
    Allows flexibility as staff may target specific level or needs over a specific period of time.
    Some students would only be monitored while other needs are being addressed.
    ...
    diverse needs inof the school. The decision ofon the choice
    ...
    and administration and based on
    ...
    be flexible enough to accommodate
    ...
    the school.
    (view changes)
    5:26 pm

More