Ottumwa-+Wilson

5. Do you believe the implementation of your ELL initiative influenced student achievement at your school? What evidence to you have to support your response?

Yes, it influenced student achievement at our school. We had about 40% of our ELL students receive a score of 4, 5, or 6 (which would place them on transition or exited) and our ITBS results showed growth.

7. Do you have evidence of changes in teacher practices or behaviors that you attribute to the implementation of your ELL initiative or the English Language Learner Leadership Academy?

Yes, we have evidence of changes in teacher practices/behaviors. We are more aware of language objectives and we expand on our language when students use simple language. We also use more nonlinguistic representation, advance organizers, and realia.

8. As you reflect upon the four English Language Learner Leadership Academy sessions, what concepts / approaches did you find the most helpful? Which one’s were least helpful?

The nine categories of instructional strategies were most helpful to us and our district. Some of the leadership components were not as beneficial because of our particular situation and staff development. Teachers are most interested in strategies they can use immediately with their English Language Learners.

Taking for credit: Lauren Herrick, June Schneckloth, Katie Larson

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