Appendix- Interview Transcripts

Personnel:
Q. What is the size of the ESL department and who is involved in the
process/policy decisions?
3 teachers, all ESL certified, plus guidance plus administration. Includes the VP and
Director of Curriculum.
Q. How are ELL proficiency levels determined?
Use the WIDA test, students are interviewed for admission by Skype.
Q. What model does the school utilize for the instruction of ELLs?
Pull-out, sheltered instruction. There is a need to support the staff so there are
requirements for staff to follow when planning instruction for ELLs.
Q. What programs are aimed at assimilation into the school?
Pairing with student council students- tours, walk-throughs. They stay paired in the
first few days. They are there for the ELLs needs and to also anticipate what is needed.
Q. How does the school involve parents/families?
Emails home, social events planned, such as a BBQ, graduation activities for
seniors, contact for help with cultural holidays
Q. What, if any, changes are needed?
Much more content teaching support and training. They dont know what to do so
they definitely need trained. More ESL-certified staff.



Teacher 1:
Q. How do you support your ELLs academically?
I am a big fan of small groups and I use lots and lots of different media. My students
seem to be moving within the room very often. I make sure that I have different
materials constructed for all different levels.
Q. How do you support your ELLs socially?
The club and activity go-to person is me. I can direct students about the purpose of
each group, who to talk to and when, etc. I spend time helping students match up with a
club they may find interesting. I dont think there would be the ELL participation that
there is if I did not do this.
Q. Do you do any retesting throughout the year or perhaps at the end?
I do not in my classes but the school gives the WIDA again at the end of the year.
My classroom assessment is ongoing always.
Q. How often and what are the ways with which you interact with families?
Weekly emails, a formal report at least once per quarter. I like to think of the weekly
emails as waving a flag, just so they know I am here and available. I will Skype if
families want, but that doesnt happen too often.
Q. How do you involve your ELLs with the community and vice versa?
I support these students in and out of school activities. I go with them on local
college visits, take them to events at the library, etc.



Teacher 2:
Q. How do you support your ELLs academically?
Helping students take charge and be involved in their own education is important to
me. They create boards and posters, etc. I like to make learning fun- we play games, do
quick-hand raises, identify certain elements in a lightning-round style, etc. They like the
competition. I allow students to use phones to take pictures in class or work or activities
(one leader per day, although this doesnt happen daily) to send home.
Q. How do you support your ELLs socially?
I help students find their way around the required service hours. I help them find
good opportunities to interact socially while meeting their hours. Highway cleanup isnt
for everyone, and neither is the soup kitchen. I try to facilitate matching up their interests
with opportunities.
Q. Do you do any retesting throughout the year or perhaps at the end?
Not for me, formally. It is something I monitor throughout the year and try to draw
conclusions at the end of the year regarding progress.
Q. How often and what are the ways with which you interact with families?
I do allow students to send emails and pictures home in real time. I think the
students and families appreciate this. I email twice per month, regardless of new info.
Q. How do you involve your ELLs with the community and vice versa?
I try to get ideas from other ESL teachers locally and once or twice we have
combined to create an out-of-school event. Again, because service hours are required
of the ELLs, this is my main goal- aiding them in getting out there in the community for
the benefit of both parties.