B. Recognizing that there is School School School programs, School programs, Connections: no single EL profile and no programs, programs, curriculum, and curriculum, and one-size-fits-all approach curriculum, and curriculum, and instruction are instruction are that works for all English instruction are instruction are adaptive to the tailored toward learners, programs, the same for all somewhat individual student. each individual curriculum, and instruction English adaptive to suit School programs, student in order to must be responsive to learners. the students. curriculum, and promote the different EL student Some options instruction provide greatest amount of characteristics and are provided but some options for learning for each experiences. EL students they may not be individualization individual. entering school at the responsive to based on student Programs, beginning levels of English the strengths strengths and curriculum, and proficiency have different and needs of all needs. instruction provide needs and capacities than EL profiles options for students do students entering at represented at that embrace their intermediate or advanced the school. strengths and are levels. Similarly, students responsive to their entering in kindergarten have individual needs. different needs than students These options entering in later grades. The respond to all EL needs of long term English profiles represented learners are vastly different at the school. from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students.
B. Recognizing that there is no single EL profile and no one-size-fits-all approach that works for all English learners, programs, curriculum, and instruction must be responsive to different EL student characteristics and experiences. EL students entering school at the beginning levels of English proficiency have different needs and capacities than do students entering at intermediate or advanced levels. Similarly, students entering in kindergarten have different needs than students entering in later grades. The needs of long term English learners are vastly different from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students. School programs, curriculum, and instruction are the same for all English learners. School programs, curriculum, and instruction are somewhat adaptive to suit the students. Some options are provided but they may not be responsive to the strengths and needs of all EL profiles represented at the school. School programs, curriculum, and instruction are adaptive to the individual student. School programs, curriculum, and instruction provide some options for individualization based on student strengths and needs. School programs, curriculum, and instruction are tailored toward each individual student in order to promote the greatest amount of learning for each individual. Programs, curriculum, and instruction provide options for students that embrace their strengths and are responsive to their individual needs. These options respond to all EL profiles represented at the school. Connections:
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