What We Do
ELL Made Simple currently provides onsite and online professional development and coaching that specifically recognizes the challenges that teachers are facing as they close the English Learner achievement gap exacerbated by COVID-19. We also understand the additional challenges that teachers may face when providing a virtual or hybrid education experience directly to EL students.
The key to successful language acquisition and high-level student engagement for EL students is ensuring that the learning environment is seen as a variable rather than a barrier. ELL Made Simple's PD cohorts follow a 3-stage process to give teachers the confidence and competence they need to close the Post-COVID-19 Achievement Gap.
3 Stages to Success
Stage 1: Building Capacity
Building Capacity focuses on building the critical pedagogical capacity focusing on the six ELL Levers, reading and math diagnostic assessments, H.E.A.T., and the existing digital assets to promote the change process aligned with English Language Proficiency Standards.
Stage 2: Implementing Change
Implementing Change involves the assisted implementation of the ELL Levers and H.E.A.T. in the classroom.
Stage 3: Sustaining Independence
Sustaining Independence involves full-scale implementation of H.E.A.T. and the ELL Levers with a high level of fidelity and consistency impacting language proficiency and academic achievement.
At the conclusion of each stage of the process, teacher cohort members will be experts at strategies for closing the COVID-19 Achievement Gap.
Building Capacity Outcomes
Introducing the ELL Levers to elevate the amount of student H.E.A.T. in the classroom
Developing classroom expectations aligned with H.E.A.T. and ELL Levers
Establishing classroom routines for continuous improvement through targeted onsite and/or remote professional development and coaching
Creating Next Steps plans aligned with targeted campus academic goals
Implementing Change Outcomes
Implementing the ELL Levers through instructional coaching and feedback
Elevating the level of rigor based on the tenets of H.E.A.T. and the ELL Levers
Creating a process for self-monitoring individual H.E.A.T. levels in the classroom
Sustaining Independence Outcomes
Achieving targeted goals for language proficiency and academic achievement based on state language (e.g., TELPAS) and academic achievement (e.g., STAAR) assessments.
Implementing the tenets of H.E.A.T. and ELL Levers in all cohort classrooms
Focusing the professional learning community process on greater rigor, differentiated instruction, and small group learning based on the ELL Levers
PD Cohorts are Supportive and United by a Common Goal
Accelerates self-directed learning
Virtual/Onsite cohort workshops clarify personalized learning
Promotes EL online, hybrid, or in-class discussion, dialog, and questioning
Virtual/Onsite cohort workshops and resources maximize teacher participation
Promotes differentiated lessons aligned to the ELPS
Cohort database streamlines differentiation
Expands learning connections in a virtual, hybrid, or in-class learning environment
Virtual/Onsite cohort resources create personal connections for ELs
Facilitates virtual, hybrid, or in-class collaboration for ELs
Virtual/Onsite cohort workshops simplify online, hybrid, or in-class collaboration
Leverages non-linguistic communication for critical thinking and engagement
Virtual/Onsite cohorts leverage audio/visual options for engaging ELs in critical thinking