Analyze student data and tailor supports accordingly: The district will support teachers in the analysis of Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) data and other relevant data, the development of formative assessments, and the application of findings to instruction through specific WIDA training. Implement Sheltered English Instruction (SEI) strategies: The district will address ELLs’ needs by implementing SEI strategies effectively. The district will ensure that all core academic teachers and the administrators who supervise or evaluate them earn the SEI Endorsement and will provide pathways for non-core educators to complete professional development designed to help them meet the needs of ELLs. The district will ensure that its existing cadre of coaches receives appropriate training so they can support SEI, ESL, and general education teachers. Provide high-quality English as a Second Language (ESL) services: The district will ensure that ESL teachers are adequately prepared to deliver instruction aligned with WIDA Essential Actions in both English language development classes and during other time dedicated to English language development. Assess effectiveness of Metcalf’s dual-language program: The district will assess the effectiveness of the dual-language program at Metcalf to determine whether it is an exemplary model of dual-language education. During school year 2015–2016, the district will make a determination about the future parameters of the program. Investigate alternative ELL program options: Because of the high percentage of ELLs (28.5 percent) and students whose first language is not English (47.7 percent), the district will investigate alternative ELL program models that can build bilingualism and biliteracy for its students. The district will explore possible models in school year 2016 to determine which it may implement beginning in school year 2016–2017. Potential models may include a newcomers program, which would be designed to strengthen the foundational skills of students new to the country and to Holyoke; and a maintenance bilingual program, an additive educational model in which students would develop high levels of language proficiency and literacy in English and Spanish while developing their understanding of diverse cultures. This strategy is informed by Local Stakeholder Group recommendations VII (1, 2a, 2d, 3, 4) and VIII (1). Strategy D: Develop and implement comprehensive strategies to address the needs of students with disabilities throughout the district. Review the Special Education Program: The district will review its Special Education Program and services in their entirety and provide comprehensive recommendations to
Analyze student data and tailor supports accordingly: The district will support teachers in the analysis of Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) data and other relevant data, the development of formative assessments, and the application of findings to instruction through specific WIDA training. Implement Sheltered English Instruction (SEI) strategies: The district will address ELLs’ needs by implementing SEI strategies effectively. The district will ensure that all core academic teachers and the administrators who supervise or evaluate them earn the SEI Endorsement and will provide pathways for non-core educators to complete professional development designed to help them meet the needs of ELLs. The district will ensure that its existing cadre of coaches receives appropriate training so they can support SEI, ESL, and general education teachers. Provide high-quality English as a Second Language (ESL) services: The district will ensure that ESL teachers are adequately prepared to deliver instruction aligned with WIDA Essential Actions in both English language development classes and during other time dedicated to English language development. Assess effectiveness of Metcalf’s dual-language program: The district will assess the effectiveness of the dual-language program at Metcalf to determine whether it is an exemplary model of dual-language education. During school year 2015–2016, the district will make a determination about the future parameters of the program. Investigate alternative ELL program options: Because of the high percentage of ELLs (28.5 percent) and students whose first language is not English (47.7 percent), the district will investigate alternative ELL program models that can build bilingualism and biliteracy for its students. The district will explore possible models in school year to determine which it may implement beginning in school year 2016–2017. Potential models may include a newcomers program, which would be designed to strengthen the foundational skills of students new to the country and to Holyoke; and a maintenance bilingual program, an additive educational model in which students would develop high levels of language proficiency and literacy in English and Spanish while developing their understanding of diverse cultures. This strategy is informed by Local Stakeholder Group recommendations VII (1, 2a, 2d, 3, 4) and VIII (1). Strategy D: Develop and implement comprehensive strategies to address the needs of students with disabilities throughout the district. Review the Special Education Program: The district will review its Special Education Program and services in their entirety and provide comprehensive recommendations to 2016