Collaboration: clustering in ESL/EC/AIG. Shared Vision 1.Teaching pair effectively uses a variety of...
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Transcript of Collaboration: clustering in ESL/EC/AIG. Shared Vision 1.Teaching pair effectively uses a variety of...
![Page 1: Collaboration: clustering in ESL/EC/AIG. Shared Vision 1.Teaching pair effectively uses a variety of co- teaching models. 2. Teachers vary the roles they.](https://reader036.fdocuments.in/reader036/viewer/2022082817/56649d9e5503460f94a87bd3/html5/thumbnails/1.jpg)
Collaboration: clustering in ESL/EC/AIG
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Shared Vision
1. 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.
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Shared Vision • Raising expectations of all teachers on what ELL/EC
students can accomplish
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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
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Overview of clustering
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The Key
• ELL/EC/AIG services are identified as high Priority in the development of school schedules. These services are scheduled before other activities.
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Guidelines for clustering
Develop clusters according to a combination of:
1. Comprehensive analysis of data: 1. ACCESS scores. Ex. Comprehension scores, reading scores, etc.
2. Skills needs ( SRI, running records, lexiles, EOG’s)
3. ELL/EC/ AIG teacher and Classroom Teacher recommendation
4. Type of Cluster:– Math or LA?
• Some ELL/EC students may not be in a cluster
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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.
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• 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.
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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.
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ELL/EC Continuum of Services• Co-teaching• Intervention
– LLI, skills block.• Newcomer’s classes ( M/H)• frontloading
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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).
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Sample Language Academy grade level schedules
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Rubric
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Source and Resources
• Pam Johnson• Jordi Roman ( ESL Wiki)• St. Paul’s ELL program
– http://ell.spps.org/Collaboration.html• PD 360