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Collaboration: clustering in ESL/EC/AIG

Collaboration: clustering in ESL/EC/AIG. Shared Vision . Teaching pair effectively uses a variety of co-teaching models. 2. Teachers vary the roles they play during instruction. Students view ELL and general education teachers as equals . Shared Vision .

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Collaboration: clustering in ESL/EC/AIG

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  1. Collaboration: clustering in ESL/EC/AIG

  2. Shared Vision • Teaching pair effectively uses a variety of co-teaching models. 2. Teachers vary the roles they play during instruction. Students view ELL and general education teachers as equals.

  3. Shared Vision • Raising expectations of all teachers on what ELL/EC students can accomplish

  4. ELL Vision • Aligning district and state ELL standards ( WIDA standards and Model Performance Indicators) • Expecting all staff to use ELL and State standards during instruction • Raising expectations of all teachers on what ELL students can accomplish yet conscious of the development of Language Acquisition

  5. Overview of clustering

  6. The Key • ELL/EC/AIG services are identified as high Priority in the development of school schedules. These services are scheduled before other activities.

  7. Guidelines for clustering Develop clusters according to a combination of: • Comprehensiveanalysis of data: • ACCESS scores. Ex. Comprehension scores, reading scores, etc. • Skills needs ( SRI, running records, lexiles, EOG’s) • ELL/EC/ AIG teacher and Classroom Teacher recommendation • Type of Cluster: • Math or LA? • Some ELL/EC students may not be in a cluster

  8. Overview of Clustering All school staff must understand the rationale and system for student placement. In order that new students are placed appropriately. Front office staff must be aware of max number of students in clustered classes. Academic needs of students, and not equality of class size or racial diversity should guide student placement decisions.

  9. The ELL/EC cluster classroom(s) per grade level should not be the classes where the low academic performing students get placed. • Clustered classrooms should be smaller in size due to the ESL/EC needs in the classroom. • EC and ESL clusters have similarities and differences. It is recommended to keep EC and ESL clusters separate.

  10. Another Key • Regular Ed. teacher and ELL teachers must have common prep times in order to work collaboratively. • Due to the ELL student/teacher ratio, staggered reading/writing times per grade level may help ELL teachers co-teach longer in each class • To the extent possible, ELL/EC clusters should vary each year.

  11. ELL/EC Continuum of Services • Co-teaching • Intervention • LLI, skills block. • Newcomer’s classes ( M/H) • frontloading

  12. ELL Scheduling • Grade level scheduling priorities: • ELL/EC teacher instructs in X number of classrooms depending on planning availability per grade level. • ELL teachers also serve non-clustered students during Skills/intervention/ acceleration Block • To the extent possible ,no less than 1 hour of co-teaching time per cluster ( ELL) or according to IEP service delivery time (EC).

  13. Sample Language Academy grade level schedules

  14. Rubric

  15. Source and Resources • Pam Johnson • Jordi Roman ( ESL Wiki) • St. Paul’s ELL program • http://ell.spps.org/Collaboration.html • PD 360

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