Using Data to Design Interventions
Using data, we craft our instruction and programming to meet individual student needs. Though it would be impossible to completely remove the "gut" driven call to action, data leaders confirm their instincts with student artifacts. As leaders, we let go of the bell curve, truly believing that every student matters, and that all students can learn.
Using ACCESS for ELL Data to Design Intervention
Based on ACCESS for ELL data, a body of evidence, and an informal classroom needs assessment, students are placed in one or more of the following service models for targeted ESL support.
Writing Coaching: Levels 4 or 5 in a single domain may participate in weekly coaching sessions, I meet with students one-on-one during their independent writing time for about 15-20 minutes. Student writing samples are used to set goals addressing writing misconceptions as they occur in their writing. Students receive a mini-lesson on the topic and do not miss any classroom instruction. Once the skill has been brought to their attention, many students are able to instantly apply it.
Intensive strategy groups can be formed as needed for level 1-2 students who are having a difficult time having their needs met in the classroom. It may include some vocabulary development in the first language as well as sheltered content lessons that have been highly scaffolded for our learners. Generally this is in addition to weekly collaboration with the classroom teacher and some co-teaching in the classroom.
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Strategy Groups: Level 3 or 4 students who have an identified area of need, may participate In a strategy group. The classroom teacher and ESL teacher use student samples and classroom data to form groups from all students, not just English Learners. CCoThese groups may be used to reinforce or to enrich the learning from the classroom. Strategy groups are generally held two to three times per week for about 20 minutes. Students who participate do so in place of independent reading time, independent writing time, or an independent word study station during their reading block.
Co-teaching: Level 1-4 students may benefit from co-teaching. This is especially true for classrooms with a higher number of English learners. This reduces the student-teacher ratio and helps to make sure all students receive timely and effective feedback during their learning. It is also great for building in ELL strategies into the student's core instruction.
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