2023-2024 Program and Budget Handbook

Standard English Learner Instructional Coach, Elementary or Secondary

The District’s Local Control Accountability Plan (LCAP) identifies coaching as a critical component of a multi tiered approach to teaching and learning, also known as Multi-Tiered System of Support (MTSS). The role of the Standard English Learner (SEL) Instructional Coach is to build teacher capacity around Culturally and Linguistically Responsive Teaching (CLR) and Mainstream English Language Development (MELD) to increase academic English proficiency while promoting standards-based literacy across the content areas. Under the direction of the school-site principal, the SEL Instructional Coach will work collaboratively with general and special education teachers and administrators, program coordinators, and other staff to promote standards-based literacy and numeracy across the content areas aligned to CA Content Standards, using a multi-tiered approach to instruction, including the problem-solving model and appropriate evidence-based strategies to provide access to core instruction and acceleration for all students including Standard English Learners, socioeconomically disadvantaged students, students with disabilities, and GATE students. This position is designed to support the consistent implementation of the Strategic Plan and 2018 Master Plan for English Learners and Standard English Learners and related professional development and instructional planning for Standard English Learners (African-American, Mexican-American, Hawaiian-American, and Native-American). The content area focus of work for the SEL Instructional Coach will be based on student data and the academic goals of the school. The SEL Instructional Coach is a support position and does not include the evaluation of teachers. ROLES AND RESPONSIBILITIES

● Demonstration Teacher/Co-Teacher o Collaboratively plan and conduct

⎯ Differentiation of instruction with targeted attention to SELs academic and linguistic needs utilizing effective MELD strategies ⎯ The multi-tiered approach to support academic achievement in Tiers 1 & 2 o Use of pre-and post-conferences for planning and debriefing lessons o Use of technology tools ● Provide push-in intervention o Provide direct acceleration services to targeted small groups of ELs (minimum of 3 hours/day) during dELD and iELD o Hold data chat with students to review progress data and set linguistic/academic goals

demonstration lessons with the classroom teacher that emphasize good first teaching which includes: ⎯ Standards-based instruction ⎯ The use of effective evidence-based instruction, access strategies (Academic Vocabulary, Instructional Conversations, Graphic Organizers, and Cooperative Grouping), Academic Engaged Time, and checking for understanding aligned to grade-level standards and content

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