Kid Talks
Whatever you call them...kid talks...progress review...data teams...etc, our intent to provide students with external classroom support and interventions can often times do more harm than good. When stakeholders are missing pieces of information and interventions are not purposeful, students can end up with a disjointed day. Many times these students, who are already struggling are left without exposure to grade level content, or time to practice all of the new skills they are doing.
When planning interventions for English Learners, or any student who may be seen by more than one teacher, it is essential that all stakeholders have access to all of the students information. Here are some elements to consider when designing instructional support opportunities for English Learners.
When planning interventions for English Learners, or any student who may be seen by more than one teacher, it is essential that all stakeholders have access to all of the students information. Here are some elements to consider when designing instructional support opportunities for English Learners.
Intervention Plan TemplateThis is a form I developed to be used when collaborating between interventionists, making sure all stakeholders have access to the same information. This form could be implemented as a require piece of Kid Talks from interventionists who are not able to attend meetings.
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Virtual CollaborationConversation template used for an ELL student receiving many interventions on a READ plan. This conferencing template could be used addresses the following questions: Are all interventionists working in collaboration? Do we all have the same perception of the student's greatest area of need? Are we using language to support the student's learning throughout the day? Are interventionists aware of where the student is as an English Learner? Are ELD best practices considered in the delivery of interventions? How will we know if our interventions are working?
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