Evidence-based English Learner Instruction (30 hours)
- Strand 1: The Science of Reading Awareness includes: (1) phonological awareness training in early reading for beginning readers; (2) reading comprehension skill development, including decoding for developing readers; and (3) response to intervention techniques for struggling readers.
- Strand 2: Vocabulary Instruction in the Academic Content Areas includes: (1) intensively teach academic vocabulary in depth using multiple modalities (i.e., reading, writing, speaking, listening); (2) facilitate structured discussions to increase opportunities for students to talk about and use academic words; and (3) teach word-learning strategies to help students independently figure out the meaning of words, including looking for language that has cross-language potential.
- Strand 3: Oral Language Support for Written Language includes: (1) use strategic instructional tools—such as videos, visuals, and graphic organizers—to help students communicate through writing; (2) teach students to use the writing process for a variety of purposes including descriptive, narrative, persuasive, and informative writing; and (3) foster student fluency in spelling, sentence construction, and word processing.
- Strand 4: Using Small Groups to Develop Language and Literacy includes: (1) utilize early intervention strategies within small groups to focus upon reading across genres; (2) promote intensive and extensive reading, writing, listening, and speaking skills through the strategic use of instructional tools to help students make sense of content; and (3) provide daily oral and written opportunities for student groups to discuss content, extend student learning, and understand the content material.
Fostering English Learner Family and Community Engagement (30 hours)
- Strand 5: Building an Understanding of English Learner Family and Community Engagement includes: (1) getting to know key demographic characteristics of EL families in schools, (2) understanding the influence of educators’ own cultural lens, and (3) acknowledging cultural differences.
- Strand 6: Building a Cultural Bridge to English Learner Families and Communities includes: (1) identifying EL family and community strengths; (2) designing collaborations opportunities with EL families, leveraging family and community assets; and (3) establishing partnerships with families using types of involvement aligned to families’ assets.
- Strand 7: Building Trusting Relationships with English Learner Families and Communities includes: (1) understanding and applying the facets of trust with EL families, (2) enhancing communication strategies to advance family and community engagement; and (3) strategies for two-way communication with EL families and inclusion of EL voice in classroom and school practices.
- Strand 8: Communicating the Language of Schooling and English Learner Language Proficiency and Academic Achievement includes: (1) reviewing EL data terms and definitions, (2) determining if current EL data sources are meaningful to EL parents, and (3) reflecting on data sharing with EL families.
Foundations of Professional Development Design (18 hours)
- Strand 9: Professional Learning Components and Design includes: (1) adult learning theory, (2) the Standards for Professional Learning and professional learning components, and (3) collaboration structures for inquiry and reflection
Implementing ELITE at the School and School District Level (18 hours)
- Strand 10: Creating a Plan to Implement ELITE at Your School or District includes: (1) use of EL data to inform professional learning activities, (2) determine job-embedded contexts and needs of professional learning participants, and (3) determine ELITE implementation structure (school or district) and associated activities and resources needed.