Taylor Manrique

Advocacy Scenarios
Tch&Lrn 401
10/31/19

Scenario 1:
1. Isolate the Issue
 Flawed evaluation policies
 Low achievement of ELL students
2. Identify Allies
 School Administration
 School District Administration
 Other Teachers
 Other Resource Paraprofessionals
3. Be Clear on the Rights of ELL Students
ELL students are protected under federal law with rights to not be discriminated against
based on their race/ethnicity from the Civil Rights Act of 1964, therefore they deserve to
be given the same education as any other student would. And they have the right to an
equal and effective education under the Equal Education Act of 1974, therefore they
deserve the appropriate accommodations and modifications to instruction so that they can
learn just as well as their peers in the general education classroom.
4. Organize and Educate Others on the Issue
 Collaborate with other general education teachers for each ELL student
 Hold ELL student training for the whole school’s staff so that they can better
understand the learning needs and personal needs of the student(s)
 Collaborate with families on how their student is able to learn and what strategies can
be used when it comes to student’s learning abilities at home and at school
 Write a letter to educate district administration on the issue and how you plan to
address and hopefully solve the issue
5. Identify Outlets to Address the Issue
 Written letter to the school board about the issue
 Petition to change policies of evaluation within the school
 Group collaboration meeting to find alternatives to ELL education
 Staff meeting with suggestions to changes, give time for input

Scenario 2:
1. Isolate the Issue
 ELL teacher is overwhelmed by the additional work with ELL students
2. Identify Allies
 School Administration
 General Ed Classroom Teachers
 Resource Teachers
3. Be Clear on the Rights of ELL Students
ELL students are protected under federal law with rights to not be discriminated against
based on their race/ethnicity from the Civil Rights Act of 1964, therefore they deserve to
be given the same education as any other student would. And they have the right to an
equal and effective education under the Equal Education Act of 1974, therefore they
deserve the appropriate accommodations and modifications to instruction so that they can
learn just as well as their peers in the general education classroom.
4. Organize and Educate Others on the Issue
 Meet with general education classroom teachers to give them resources for how they
can support their ELL students in the classroom prior to students coming to get extra
help
 Give resource teachers the same information so that students can use extra time to
work on their homework
 Discuss resources and strategies that are used with parents/guardians so that they
assist their child at home
5. Identify Outlets to Address the Issue
 Bring up frustrations and concerns to school administration in a meeting so that they
can give ideas on how to address the issue/provide extra resources
 Bring up frustrations and concerns during a school staff meeting to give suggestions
and receive suggestions from other staff members
 Have a meeting with other ELL teachers from other schools around the area to get
ideas about what they may do in their school