9/5/19

Needs assessment: Identified by Lindsay, ESL Coordinator

● Goals: Special education/ EL protocol
● Para training
● Classroom teacher training
● K-5 ESL curriculum

9/13/19: Cathy Trinh, Sara Dalton, Lindsay Makidon, Maria Mesenbrink

● MTSS/ RtI/ IRIP Protocol review

● Plan to meet on Wednesday, Sept. 25th to draft a protocol for Keys Grace

9/18/19: Lindsay and Leila Farouche

● WIDA Score Analysis/ Strengths/ weaknesses
● Comparison with WIDA skills by level
● Need for next time: ESL Curriculum review and start

9/25/19: Cathy Trinh, Lindsay Makidon, Maria Mesenbrink

● Created MTSS/Special Education protocol
● Reviewed IRIP materials; added links for parent resources

9/30/19
● WIDA Can Do statements: Vertical and horizontal: See, think, wonder
● Deep dig: K-8 ESL Curriculum materials with Can Do in mind
● Goals for implementation

10/14/19
● Meeting with Zena: Parent Engagement Night
○ Does not want Community outreach organizations to attend
○ Is fine with food through RAG grant- simple snacks
○ Christy/ Ashelin to conduct event in media center
● Vertical alignment ESL materials
○ Vocabulary: Sight words, content words, phonemic awareness
○ Reading strategies: Phonemic awareness, vowels, personal word wall, alphabet/
vowel books
● Consulted on/ read with 5th grade student: DRA 4, struggled to read level 10 picture
book. Recommendation to staff him and set him up with interventions. Discussed how to
meet his needs with current ELD support.

11/4/19
● Parent Engagement tasks
● Routines/ vertical alignment/ scheduling for 6th-8th ESL groups
● Looking at unit 2 in 6th/8th text
11/18/19
8:15-8:45: Lindsay: Roles and purpose setting
■ EL instruction: Lindsay and Leila have been using vocabulary magnet cards to make
sentences with sight words/ grammar concepts throughout units
■ Paras: Current schedule and uses
● K-1: Full time para in each room
● 2-5: 1 per grade, in rooms 50/50
● 6-8: Content areas have one per subject
● Current Uses: Small groups, running a station with a group of students, translating,
helping teachers, keeping students on track individually
■ Paras needs/ goals:
● K-5, levels 1 and 2 need supporting in the classroom. Levels 3-5- small group
literacy and content support. 6-8: Regular schedule with levels 1 and 2 students.
● Tighter schedules for specific students; set amount of minutes to record on log and
have teachers sign to show they saw students; regular conversations with teachers
■ Content teachers: How are needs met in class, and how do we want them to be?
● Teachers want strategies for ELs in classroom
● Many completed SIOP but do not continue the strategies
● Need ongoing support for SIOP
● Can attend SIOP TOT to build building capacity

■ Actions:
Lindsay:
● Discuss SIOP TOT in order to schedule new teachers and sign up a building team
● Schedule a meeting with administrators and OS consultant to discuss classroom
strategies, para training and EL services for middle school (levels 1-5) and
elementary (levels 3-5)
Christy:
● Observe and coach Leila and Lindsay
● BVAT protocol/ special education considerations
● Facilitate Conversations with building leadership: Topics and timelines for
classroom teachers, paras and EL services
■ 8:45-9:45: Leila
■ Observation: Silent observer
● Materials, use of text
● Strategies: Vocabulary, sentence level, discourse level
● Speaking/ writing rubric
● Supporting with routines: Speaking strategies

12/2/19
Observe and model writing lesson: 5th grade with Leila harfouche
● Personal sight word wall, modeling talk: Questions and answers about weather
● Mixing up sentence strips, dictating questions and answers and writing one set on
own
12/4/19

● BVAT Training: Cathy Trinh, Nasreen, Lindsay

● Observation: 1st grade classroom
○ Mohammed A: Level 1 student
■ Teacher Concerns: Not understanding simple commands, simple
routines, using simple oral language (even though he has been in the
country for 10 months)
■ Observations: The teacher led small reading groups at front table while
students engaged in independent centers. First activity: letter/ picture
sort. When not engaged in one on one help, student looked around the
room to observe others. Played with materials on desk and did not
attempt to try assignment. When teacher intervened to model, student
learned routine of what he should do (but did not have skills to complete
assignment independently). Did not know letters, would repeat letters and
sounds when prompted. Did not know vocabulary to find pictures to
match words in sort. Listened to students and tutor help his table partner.
When the student was not engaged, he sat quietly and watched
television, adults or peers. When centers switched, student slowly
cleaned up materials and put his notebook away. He watched classmates
until everyone had finished gathering next center materials. He walked to
the front, grabbed any paper he saw (did not take from correct center
under his name), and took it back to his desk. Colored two letters (did not
know letters); asked to go to the bathroom. Student approached teacher
and said “ouch” while pointing to finger to get a bandaid. When teacher
gave directions (1-2 sentences) he repeated the word “me” which was in
the middle of her sentence (the one word he knew).
■ Vocabulary unknown: Mad, sad, colors, fan, pan, can
■ Social language observed: “There” (while pointing), “what this one,” (to
table partner), “color” (I asked where he should color and he pointed to
the correct spot), ‘s’ sound, “Hey, that eraser.”
■ Recommendations: Classroom accommodations
■ Recommendations: Considerations for communicating with parents
○ Mohammed K
■ Level 2 student
■ Teacher Concerns:
■ Observations: Worked only when he had one on one support. Would call
out to a teacher for help before attempting on own. Would play with
materials and partner without attempting work or looking at work. Would
work with teacher, but when teacher walked away would not continue on
his own. When time for the next center, he asked his teacher which paper
to get. Complied, then asked to go to the bathroom. Before starting, got
teacher’s attention to help.
■ Recommendations: Classroom accommodations
 ■ Recommendations: Considerations for communicating with parents

○ Ameer
■ Teacher Concerns:
■ Observations: Picture/ short a word sort. Student Sat quietly without
attempting assignment. When prompted with “what’s the assignment,”
student said “some words are same.” Was unable to identify any of the
letters. I showed him how to look at the end and gave him a choice:
“Which of these end the same?” Student selected correct words. Modeled
how to line words up. Student completed -ad and -an words
independently. Could not match pictures (was unable to sound out
words). I gave him three sounds and he was able to blend ryme (but not
onset). Example: c-a-n, student says “an.” repeat “C-an” and student said
“can” and found the picture. Engaged with one on one help. In book work,
student completed what he could within book and asked for help when
needed.
■ Recommendations: Classroom accommodations
■ Recommendations: Considerations for communicating with parents

1.13.20 Keys Grace Service Plan: Cathy, Christy & Lindsay

● Train Jared: WIDA Can Dos, student scores, ESL instruction
● ESL Goals for 2nd semester (See Keys Grace Goals)