Self-Assessment of Universal Access: Teaching English Learners (E-2.6a)
DIRECTIONS: With your support provider, discuss the standard below referencing any information discovered when
reviewing the Conversation Guide Universal Access: English Learners (E-3.6a).
Universal Access (IPS 6)
a) Teaching English Learners
To ensure academic achievement and language proficiency for English Learners, participating
teachers adhere to legal and ethical obligations for teaching English Learners including the
identification, referral and re-designation processes. Participating teachers implement district policies
regarding primary language support services for students. Participating teachers plan instruction for
English Learners based on the students’ levels of proficiency and literacy in English and primary
language as assessed by multiple measures such as the California English Language Development
Test (CELDT), the California Standards Test (CST), and local assessments.
Based on teaching assignment and the adopted language program instructional model(s), participating
teachers implement one or more of the components of English Language Development (ELD): gradelevel academic language instruction, ELD by proficiency level, and/or content-based ELD.
Participating teachers instruct English learners using adopted standards-aligned instructional materials.
Participating teachers differentiate instruction based upon their students’ primary language and
proficiency levels in English considering the students’ culture, level of acculturation, and prior
schooling.
DIRECTIONS: Self-assessment completed for the CSTP elements provide support information for Induction Program
Standard reflection. Read and review evidence collected (Context for Teaching and Learning, observations, student work) and
describe how you are applying this standard to your classroom today.
Reflection Planning Prompts:

Assessment
How do I use measures of English language proficiency to make
instructional decisions?

Instruction
How do I support my students’ development of academic language and
English language development?

Differentiated Instruction
How do I differentiate instruction based on my students’ culture, levels of
acculturation, proficiency in English, and/or prior schooling?
Initial Self-Assessment Date/Comments:
January 20, 2009
Strengths
At the beginning of the year I received the CELDT test scores for the students who are classified as EL in my class. With this
information I was able to pinpoint different areas where my students need interventions and focus. I also just recently
received the CELDT test scores for this year, which allowed me to see where the students have grown and the areas where
they still need to improve in. Using this assessment is useful for me because each student needs their own plan to meet their
individual needs. I have been able to use the SmartBoard to guide my instruction and to give all students, especially EL
students the hands on instruction that they need. One of my Spanish speaking EL students is pulled out of my class two times
per week to receive individual instruction from a Spanish-speaking specialist. Gloria XXX works with my student on
reading, spelling, grammar, math, and writing. I use the EL standards to meet the needs of several of my students. Almost a
quarter of my class is classified as EL, and they benefit from the EL standards and using TPR (Total Physical Response)
strategies. I pull students for small group instruction for reading and writing. Students also receive math instruction at their
ability levels with all of the third grade teachers teaching a different level of math.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning: Self-Assessment: Universal Access – English Learners E-2.6a
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Challenges
It is challenging a times to work with our Spanish specialist’s schedule because she is only at our school site 2 days per
week and she has several other students that she has to work with as well. Her schedule is very busy and often times she is
unable to work with my Spanish speaking EL student during the scheduled times. This has taught me to be very flexible and
make sure that I am ready if she comes, and I also have a back-up plan when she doesn’t. Unfortunately, our school was
broken into and severely vandalized. The projector in my classroom was smashed and broken; therefore, I am unable to use
my SmartBoard. This has in turn caused me to greatly modify my teaching and how I was doing things prior. While I know
my students are still learning, I definitely see the benefits of having the SmartBoard to use as a teaching tool for engagement
and student interaction.
Application in the Classroom
The most useful strategy that I use in my classroom to reach out to English Learners is Total Physical Response (TPR). I use
this when we are doing our morning work to emphasize a concept. For example, when the students need to use a capital letter
or a comma I have them repeat why we need to use them and then I also have them use their bodies to do some type of
motion. Using TPR has helped all learners in my classroom to be able to recall and retain information. I also use TPR in my
language arts program. The students come up with motions for their vocabulary with key words and movements for each
word. I have seen a dramatic increase in test scores since I have used these strategies with my EL students.
Revisit Date(s)/Comments:
Final Self Assessment Date/Comments:
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning: Self-Assessment: Universal Access – English Learners E-2.6a
Page 2 of 2