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.
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
- student goal setting
- differentiated and/or small group instruction, groups determined by domain scores on the CELDT
- regular interim assessments to determine if progress is being made
- attend after school or before school tutoring for English language development
Interventions for faculty/staff:
- common planning time for PLCs to specifically and purposely plan lessons with strategies for English language development
- professional development on QTEL strategies; on the CELDT as a tool and the information provided specific to the four domains of speaking, listening, reading and writing; and specific reading and writing strategies that can be used to differentiate instruction for English learners.
- materials provided to enhance the reading and writing instruction particularly designed to meet the needs of English learners
Interventions for families/communities
- Parent education
- what information does the CELDT provide?
- how can parents support English language development (even when they don’t speak English)?
- how parents can support the reading and writing proficiency of their child(ren)
What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
- regularly scheduled PLC meetings for content area teachers
- common planning time for content area teachers
- professional development on QTEL strategies, differentiated instruction, CELDT - what information do we have and how can we use it to support ELs
- technology to support reading comprehension and writing goals