This year, we organized the time of our ELL and Resource Teachers in a different way to maximize support for our ELL students at the upper intermediate level and for our students needing additional literacy support.  This model is a hybrid of combined and separate ELL/Resource models.

We assigned one ELL Teacher to the upper intermediate students in beginning levels of ELL, instead of organizing by division.  Another ELL/Resource Teacher also helped the students in higher ELL levels and students needing additional supports.

We also created dedicated time in the schedules of three Resource Teachers who were trained to deliver the UFLI Program to struggling readers.  This allows for 6-7 groups to run all year, drawing identified students in Grades 1-4 from different classrooms.

All Gr. 6/7 beginning ELL students received a double block of pull-out support three times per week.  Intermediate-level students received one block of pull-out support three times per week and students in the higher levels of ELL were divided and provided with in-class support.

The groups were tailored to needs of students, and as needs in group arose, they were addressed.  There was a wide range of activities based on the district matrices including games, novel studies, projects, and classroom curriculum through holistic learning and direct teaching. 

We also had UFLI groups at different levels pre-identified from word list assessments.  Students received 20-25 minutes per day of literacy instruction, Monday to Friday, in groups of no more than six students.  The program targets the development of foundational reading skills.