Target Group Improvement Action Research Plan - Check in #3
Interventions, Roles and Supports Describe how leadership, teachers, families and students will be involved in this process. What role will each play? Leadership: School site ILT, after analyzing the data, will set a goal for English language learners. They will be responsible for communicating that goal to the staff by presenting the data during a minimum day professional development session in September. Teachers: A group of teachers, representing all content areas (Instructional Leadership Team members), will meet as a data team to analyze the CELDT data, and use the data to set goals and objectives for the site’s English learners. This information will then be shared out with the entire ILT. All teachers will participate in professional development around these goals and objectives. Families: Families need to be educated about the information provided by the CELDT, specifically as it pertains to their child(ren). Families should also be a part of a team that develops a plan for increasing students’ English language proficiency. Students: Students should be shown their test results, and should be advised of what the results mean. Specifically, what do the CELDT designations mean about each student as a learner? Students can be involved in goal setting - what work will they do to increase their proficiency. What are the interventions that you plan to implement based on your goals and objectives? Indicate interventions for students, faculty/staff, and families/communities and indicate whether they are focused on individual students, groups, grade levels, or whole school. Interventions for students
Interventions for faculty/staff:
Interventions for families/communities
What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
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Dena Hause
Lifelong learner. ArchivesCategories |