Success Indicators: Instructional Practices

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Click here to view all of the Instructional Practices Indicators

 

All ELs have access to comprehensible, grade-level, standards-based instruction in all content areas:

The instructional program for ELs reflects a core philosophy and understanding that ELs are learning academic content in a language that they are still acquiring and will need appropriate support to be successful in acquiring both. (Read More)

The school leader sets expectations that all teachers (including life skills, music, art, technology, physical education) develop age and grade appropriate, standards-based content objectives for their lessons that are achievable by all ELs regardless of English language proficiency. (Read More)

The school leaders sets expectations that all teachers (including life skills, music, art, technology, physical education) plan and use appropriate, research- based differentiated instructional strategies to ensure that all ELs successfully achieve lesson objectives. (Read More)

The school provides professional development training to all teachers (including life skills, music, art, technology, physical education) on differentiating instruction based on the language proficiency levels of the ELs in their classrooms. (Read More)

The district and school leaders provide all content-area classroom teachers primary and/or supplemental materials that include narratives, references, and perspectives from diverse cultures. (Read More)

The school leaders and faculty review curricula and assessments to make sure materials are historically accurate, culturally relevant, and anti-bias. (Read More)

 

The instructional program design and implementation for ELs are grounded in research on EL education as well as on the school’s EL student data:

The ELs’ instructional program positions these students’ home languages and cultures as resources rather than barriers to academic success. (Read More)

To the greatest degree possible, the ELs’ instructional program supports the maintenance and development of ELs’ home languages. (Read More)

The ELs’ instructional program reflects the understanding that language acquisition varies individualistically and allows each EL the time he/she needs to develop academic language and literacies across the content areas. (Read More)

The school leaders roster ELs so that they spend the majority of their academic time in classes led by highly qualified, specially trained teachers (e.g. teachers with ESL Program Specialist coursework, QTEL training, bilingual instruction, or other English language training). (Read More)

The school has clear procedures governing the collection, analysis and use of data from multiple assessments on ELs’ academic performance, including formative as well as summative assessments. (Read More)

 

Professional development on effective teaching of ELs is comprehensively planned, focused, and on-going:

The school district provides principals and instructional leaders guidelines and training on observing and evaluating all teachers with ELLs in their classrooms. (Read More)

Each school’s professional development program is guided by data collected on ELs in that school as well as by research on effective instructional practices for ELs. (Read More)

All educators have professional development opportunities to, discuss, reflect upon and analyze their teaching of ELs in a safe, nonjudgmental environment. (Read More)

 

School leaders promote a culture of collaboration:

The school leaders schedule common meeting times during the school for instructional teams working with ELs. (Read More)

Instructional team members regularly engage in co-teaching and cross-curricular planning to promote development of language and literacy across the content areas. (Read More)

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