Text Support Team

Diversity Accommodation Plan

Laura Nowak, Chris Zbasnik, Jordan Wankoff, & Osiris Alday

The Text Support Team is committed to meeting the needs of all learners. While the
diversity of Hamilton High School is a notable strength, our learning community does face
challenges. In addition to the majority of our students identified as coming from low
socioeconomic status households, Hamilton High School has an average percentage of
students with disabilities (14 %) and an above average percentage of students who have
not demonstrated academic English proficiency (17 %). Indeed, many of our students with
Individualized Education Plans (IEP) also are identified as English language learners.
Therefore, the Text Support Team implements strategies to address those with diverse
learning needs, strategies that can help all learners make progress towards mastery.
Our team is guided by educational policies that are set at the local, state, and federal
levels. Since we teach at the high school level, our students with disabilities generally are
eligible for specialized services when they enter ninth-grade. Our philosophy in developing
and implementing IEPs is to keep it student centered, primarily by building on student
strengths and addressing weaknesses.Whether a student has an IEP or not, we continue to
progress monitor and provide interventions when students are struggling. All students
need high-quality instruction throughout the day with struggling readers especially
needing essential strategy lessons accompanied by extensive opportunities to
independently practice and apply those strategies to high-success reading materials
(Allington, 2009). These strategies range from graphic organizers when working with
vocabulary, teacher guided reading in the classroom, cooperative learning such as literacy
circles and reciprocal teaching, to intensive interventions working with the reading
specialist in small groups.
Strategies we use for all students have been specifically identified and researched
as effective for our students who are English language learners. The foundation of school
success is academic literacy in English because we learn and understand primarily through
language. Therefore, English language learners must master academic English, including
functional, semantic, and syntactic knowledge (Echevarria, Vogt & Short, 2009).
The Text Support Team uses the Sheltered Instruction approach to language and
literacy learning. These strategies for English language learners include the following:

 Scaffolding
: In all of our classes, as well as our intensive reading workshops,
teachers implement modeling, guided practice, independent practice, and
application -- I do, we do, you do.
Literacy Support in the Students Native Language
: Research shows that students
who are literate in their native language tend to acquire and transfer second
language social and academic skills (Echevarria, Vogt & Short, 2009). Therefore, our
reading room library includes multiple texts written in Spanish and addressing
diverse cultures. We also have several teachers and paraprofessionals who are
bilingual.
Supplemental Texts and Materials
: To build vocabulary, further understandings,
and encourage discussions, we use pictures, demonstrations, and manipulatives;
leveled texts -- whether books, magazines, or online programs -- when necessary;
recordings of texts when necessary; authentic and high-interest materials in our
reading room.
Multi-Media
: We use multimedia to supplement written text. For example, when
reading narratives, our teachers often incorporate viewing activities, such as the
highly acclaimed StoryCorp audios and animations from NPR. We also use
interactive multimedia -- from individualized programs to whole classroom groups
-- such as Achieve 3000, Pladlet, Plickers, and Google Expeditions.
Adaptations of Texts
: In addition to native language, leveled, and audio texts, we
also adapt texts by highlighting, chunking, summarizing, marginal notes, and
annotating texts.
Graphic Organizers
: We use a variety of hands-on tools to guide students to
comprehending texts. These include semantic and concept mapping, Cornell notes,
Venn diagrams, timelines, sentence stems, templates for writing, and inference
guides for reading. Scaffolded outlines are especially useful for reading and writing
activities during guided practice activities.
Cooperative Learning Activities
: We use a variety of engaging activities, such as
jigsawing, wherein students can be experts of chunked texts, and literacy circles,
wherein students can use their strengths to engage in a text with their peers.

Meeting the Common Core learning standards can be difficult for all students,
regardless of whether they are identified as having learning needs or are still acquiring
English literacy. Therefore, the Text Support Team differentiates instruction, learning
activities, and assessments. We offer multi-tiered support systems when and providing
interventions. Our assessments serve four purposes for informing instruction: screening,
diagnostic, progress-monitoring, and outcomes. Research shows that high-quality explicit
instruction is imperative for struggling readers (Reutzel, 2011). By identifying students
strengths and needs, and continuously monitoring their progress, we are better able to
structure lessons and apply the most appropriate strategies. Students can be placed in
small groups for literacy instruction and follow explicit steps: rereading, word bank, word

study, writing, and new read (Reutzel, 2011). As they transition to whole class groups, they
can build confidence to engage in Readers Theater or similar activities. For writing
workshops, students also can work with peers under the teachers guidance when drafting
and revising.
The diversity of Hamilton High School includes students with special
social-emotional learning needs and socio-economic status. The Text Support Team
recognized the importance of teacher collaboration and the partnerships with families and
communities. Therefore, we offer professional development for teachers that thoroughly
explore the research and application of teaching methods. Additionally, we offer
opportunities for parents and other community members to support literacy. For instance,
we sponsor activities such as literacy night, wherein participants can read and discuss
high-interest texts. By working together, the Text Support Team and learning community
will nurture lifelong readers and learners.
References
Allington, R.L. (2009).
What really matters in response to intervention: Research-based
designs.
Boston, MA: Allyn and Bacon.
Echevarria, J., Vogt, M.E. & Short, D. (2009). M
aking content comprehensible for English
Learners: The SIOP Model.
Boston, MA: Allyn and Bacon.
Reutzel, D.R. & Jones, C.D. (2011).
Strategies for reading assessment and instruction: Helping
every child succeed.
Boston, MA: Pearson.