Scenario:

You are an administrator of a school. The school has 500 students, 100 of which are
eligible for your ELL/ESL program. There are 4 different languages, just about equally
divided among the 100 ELL students. Out of the 100 students at each grade level, 20 of
them are ELL. A majority of the ELL students are at Stage 1/Stage 2 of English
language development. There are 5 grade levels (A-E) in your school, 4 classrooms at
each grade level. Each of your 20 classrooms has approximately 25 students1
classroom teacher per room.
1. Describe the general structure of your school. Account for the 4
major subject areas (Lang. Arts, Social Studies, Math, and Science). Create
a general schedule that represents a school day/week. Does ELL support
factor into that schedule?
a. Lincoln High School is a Junior/Senior High school including
grades 8-12 with 5 floors. Each grade is assigned to one floor and all their
classrooms are on that floor. There 6 periods (the four disciplines, lunch,
and study hall). One ELL teacher will be assigned to one grade/floor. On
Mondays, the teacher will be assigned to Social Studies classrooms,on
Tuesdays, Science, Wednesdays Math, Thursdays English, and on
Fridays to the ELL Resource Room for students who are in Study Hall.
Each grade of 100 students will be in 4 classes(A,B,C,D) of 25 students
with 5 ELL students per class. Each class will follow a set schedule shown
in pictures on Prezi.
b. ELL support will be available to students in each subject
classroom on one particular day. On fridays, the ELL teacher will be in the
ELL resource room for students who are in Study Hall to come to and be
given support
2. You have the funds to account for 5 teachers for ELL support. How
do you use these funds (they dont necessarily all need to be spent on
teachers (for instance, if you use 4 teachers, how do you use the leftover
money? How do you assign the teachers? What are their responsibilities?
How do they interact with/support the classroom teachers?
a. The funds will be used to hire 5 ELL teachers, one to serve
each grade level. The teachers will be assigned to one floor and work with
that grade level all year. Their responsibilities include being with one
teacher each day (SS on Monday, Sci on Tuesday etc.) and on Fridays
being in the ELL Support Center for students who are in study hall. They
interact with the one teacher all day and help adjust and support their
lesson plans during a prep period each day from Monday-Friday when no
ELL students need support at that period. Their prep period will coincide
with the teacher they are working with that day, allowing them to
collaborate and work together.

3. How do you assign the ELL students across the classrooms? (How
many ELL students in each classroom?...there does not need to be an
equal number in each classroom)
a. Our aim in our school is to have 5 ELL students per 20
English-speaking students to allow room to support those who are new to
the country and need extra support. Similar to an inclusive classroom with
IEPs, we do not want to have a disportionate ratio (having more ELLs)
because this would cause an unhealthy imbalance, taking away from
instructional time.
4. What is the level of parental involvement? How do you account for
potential language gap when communicating with parents (letters, email,
face-to-face, etc)? What do you do to support the parents (help them
help their children, and potentially themselves).
a. Aim to have high parental involvement because it has been
shown to allow students become more immersed in their curriculum and
language development.
b. Offer once a month, nightly courses in English offered to
both parents and students, no prior experience would be necessary.
c. Due to the fact that the school only has Spanish or English
speakers, we can also send home letters translated into Spanish for
parents that are not proficient in English.
d. At the beginning of the year, we can send home a brochure
highlighting strategies and resources that can help ELL parents get their
children the assistance they need for homework and other school-related
activities (Ex. After-school tutoring program information; community
resources, web-based resources, etc.)
e. Provide an optional after-school tutoring program to assist
students with homework to help with the new language, especially if the
parents do not feel that they can help their students in this area.
5. What is your approach to instruction? English Only (or variations)?
Bilingual Ed (or variations)? A hybrid? Once you decide on your
approach, what 3 strategies, methods, etc will you embed into your
instruction? (There is a lot of wiggle room herejust be sure to support
your choices with facts/details/research/etc). Have at least 3
documented sources to back up your plan.
a. Lincoln Memorial High School uses the English Only
approach to education. Our school has five highly qualified ELL teachers
employed to support all of our ELL students in all five grades.
b. Our non-ELL teachers have all taken seminars and classes
on which methods to use during their teaching to help support ELL
students so they will have support during all of their classes throughout
the day.
c. One of the methods we chose to use in the school plan in
heterogenous grouping over homogenous grouping. Research from the
National Education Policy Center
(http://nepc.colorado.edu/files/Chapter05-Glass-Final.pdf) shows that

heterogeneous grouping helps destigmatize differentiated ability groups,

maintains higher standards for classes from teachers, and that students
are offered an equalized curriculum which prevents them from being given
inappropriate curriculum.
d. Another method Lincoln Memorial High School uses Total
Physical Response. Total Physical Response is activities greatly multiply
the language input and output that can be handled by beginning English
language learners.TPR activities elicit whole-body responses when new
words or phrases are introduced.
e. http://www.colorincolorado.org/article/oral-languagedevelopment-beginners
f. http://www.njtesolnjbe.org/handouts10/DoveHonigsfeld_Methods.pdf
g. http://nepc.colorado.edu/files/Chapter05-Glass-Final.pdf
Be sure to thoroughly answer the questions above. Fill in the blanks with any other
information that is necessary.
References
Gene, G. V. (2002). 5: Grouping Students for Instruction.
Retrieved from http://nepc.colorado.edu/files/Chapter05-Glass-Final.pdf
Hongingsfield, A., & Dove, M. (2008). Co-teaching in the esl
classroom. NJTESOL/NJBE. Retrieved from
http://www.njtesol-njbe.org/handouts10/DoveHonigsfeld_Methods.pdf
Oral language development for beginners Colorn Colordo.
Rerieved from
http://www.colorincolorado.org/article/oral-language-development-beginners