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

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

Source and Resources

• Pam Johnson• Jordi Roman ( ESL Wiki)• St. Paul’s ELL program

– http://ell.spps.org/Collaboration.html• PD 360