needs. Teachers of ESOL and special needs Turnaround students participate in collaborative planning with Director; Special general education teachers and also participate in Education systemic development around teaching and Instructional It is an important aspect of these Specialist; meetings that data be analyzed and specialized ESOL Instructional instruction monitored. Specialist; Principal; Teachers of English Language learners will be made Assistant Principal; aware of their students overall proficiency levels as ILT; determined by the LAS Links and will provide Academic Dean; direct instruction in academic vocabulary and School-based Data provide multiple opportunities to use the language Coach in order to provide access to both the content and language of instruction. Teachers will receive quarterly data on the language proficiency of their students in all four domains of language: listening, speaking, reading and writing using quarterly assessments in these areas. Teachers will have the opportunity to design lessons that focus on both language and content, while targeting specific skills. Each middle school will provide ESOL classes or co-taught instruction to increase English language acquisition. The ESOL teacher will collaborate with the content area teachers to design appropriate supports for instruction, such as the use of visuals, graphics, and realia to introduce new vocabulary concepts, and to increase reading comprehension; opportunities to extensively build and activate background knowledge; explicit instruction in the academic vocabulary of the content area,; integration of appropriate technology; and, the use of bilingual dictionaries. Each curriculum framework progress guide emphasizes vocabulary
needs. Teachers of ESOL and special needs students participate in collaborative planning with general education teachers and also participate in systemic development around teaching and It is an important aspect of these meetings that data be analyzed and specialized instruction monitored. Teachers of English Language learners will be made aware of their students overall proficiency levels as determined by the LAS Links and will provide direct instruction in academic vocabulary and provide multiple opportunities to use the language in order to provide access to both the content and language of instruction. Teachers will receive quarterly data on the language proficiency of their students in all four domains of language: listening, speaking, reading and writing using quarterly assessments in these areas. Teachers will have the opportunity to design lessons that focus on both language and content, while targeting specific skills. Each middle school will provide ESOL classes or co-taught instruction to increase English language acquisition. The ESOL teacher will collaborate with the content area teachers to design appropriate supports for instruction, such as the use of visuals, graphics, and realia to introduce new vocabulary concepts, and to increase reading comprehension; opportunities to extensively build and activate background knowledge; explicit instruction in the academic vocabulary of the content area,; integration of appropriate technology; and, the use of bilingual dictionaries. Each curriculum framework progress guide emphasizes vocabulary Turnaround Director; Special Education Instructional Specialist; ESOL Instructional Specialist; Principal; Assistant Principal; ILT; Academic Dean; School-based Data Coach
PGCPSSIGIYear3RevisedLEAandSchoolPlansSY20122013.docx