Running head: TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS

Teaching Practices for English Language Learners

Rebecca L. Myers

Colorado State University

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 2

Table of Contents

Abstract………………………………………………………………………………………… 4

Introduction…………………………………………………………………………………….. 5

Literature Review………………………………………………………………….…………… 6

Methods………………………………………………………………………………………… 8

Research Design……………………………………………………………………………… 8

Participants…………………………………………………………………………………… 8

Data Collection………………………………………………………………………………. 9

Sample……………………………………………………………………………………….. 10

Procedures…………………………………………………………………………………… 10

Results…………………………………………………………………………………………. 10

Discussion……………………………………………………………………………………… 12

Limitations of Study………………………………………………………………………... 13

Summary……………………………………………………………………………………….. 14

References……………………………………………………………………………………… 15

Appendix A…………………………………………………………………………………….. 17

Appendix B…………………………………………………………………………………….. 22

Appendix C…………………………………………………………………………………….. 23

Appendix D…………………………………………………………………………………….. 24
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 3
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 4

Abstract

In the field of education, teachers are continually learning to ensure the use of effective teaching

practices. The classrooms of today, look drastically different than the classrooms 50 years ago.

Through research based professional development, educators learned the importance of learning

techniques such as collaboration and small group teaching. Continued learning for educators

ensures evidenced-based learning for students. This study seeks to determine the effective

teaching practices for English Language Learners (ELL). Through research, this study sought to

determine the most effective teaching strategies and how the educator gained the experience. The

data results collected from surveys complete by educators at the end of the year. Giving the

survey at years end allowed for educators to reflect on the strategies used during small groups

and reteaching moments. It also allowed for educators to refer to formal testing data collected

beginning to end of year. The data collected in formal assessments is used to determine a

student’s growth. The survey results revealed some effective teaching strategies.

Keywords: English language learners, teaching practice, effective teaching strategies

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 5

Teaching Practices for English Language Learners

In public schools across the United States, classroom teachers are responsible for the

effective teaching practices used to ready their students for present and future learning. Students

enter the classroom at different learning levels, and with a variety of instructional needs.

Assessments drive instruction. Therefore, to determine the level of instruction or intervention

required, all students must be assessed. Students not meeting benchmark are assessed further to

discover the level of learning deficiency.

After further assessments, learners with significant learning gaps are placed on individual

education plans (IEP). These plans are a result of the No Child Left Behind Act that was signed

into law in 2001 (U.S. Department of Education, 2010). English Language Learners (ELL) are

recognized as having a need for an IEP in a specific learning category. The ELL category is

unlike other individual educational plans in that ELL need intensive instruction in the mechanics

and conventions of the English language. However, they are not considered learning deficient.

While ELL require special, individualized instruction, the overall goal is to ensure that learners

are surrounded with additional instructional support. Thus, increasing the level of success for

students, and eliminating the risk of getting left behind.

Best teaching practices for ELL may vary, depending on the school district and state

requirements. Districts with an English Language Development department should provide

support for teachers and students. As well as, providing ideas for intervention. Support for ELL

should be a team effort that includes the classroom teacher and the ELD instructor. However,

when there is a breakdown in the support system, that responsibility falls solely on the classroom

teacher. The lack of support is detrimental to the success of the student and a source of

frustration for the classroom teacher.

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 6

Literature Review

When elementary classroom teachers find themselves lacking the resources necessary to

effectively advance the language development of English language learners, growth and

language acquisition of students suffers. Effective English language learner instruction is

believed to ensure the success of students learning English as a second language. Which teaching

practices are most effective (i.e. showing growth) in the elementary education classroom? This

literature review will look at research concerning ELL in the elementary classroom and the

strategies necessary for success.

DiCerbo (2014) highlights an important distinction involving language used for ELL.

Academic English (AE) is defined as language used in educational settings to assist students in

developing and using linguistic knowledge. The author also states that AE is beneficial for all

learners. This is not exclusive to ELL. DiCerbo came to this conclusion while reviewing the

Common Core standards. The Common Core standards were written to ensure that students were

college and career ready by the completion of high school. Developers stressed that reading,

writing, speaking, and listening were the foundation for expression. All learners must read, write,

speak and listen well to communicate effectively regardless of their first language.

The use of academic English is one strategy that can be used for language acquisition, but

it is not the only one that could or should be applied. Look closely at the language used in an

English Language Development classroom. When taking a closer look, one must ask themselves

if using bi-lingual language impedes growth. Will the use of other languages used at home inhibit

growth? Gamez (2014) reveals that exposure to “high-quality classroom-based” English, as well

as, opportunities to converse with students encourages English development. Understanding the

needs of students goes a long way in terms of achievement. The Common Core standards also
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 7

state that “ELLs are a heterogeneous group with differences in ethnic background, first language,

socioeconomic status, quality of prior schooling, and levels of English language proficiency.

State standards should therefore respect and build on the language and culture of ELLs by

leveraging the primary language linguistic and cultural resources they bring to the classroom”

(Council of Chief State School Officers, 2012, p. 4).

The research regarding Academic English and the needs of English Language Learners

(ELL) in the classroom is not enough to ensure success. Niehaus’s (2014) research shows a

decline in achievement scores when surrounded by support. These findings contrast with what

the early results in the study indicated. Master (2019) indicates that the regular education

classroom teacher with experience in ELL instruction and differentiation is more effective to the

ELL than those without experience. Master infers that teachers can develop the necessary skills

to enhance growth in ELL students.

Vaughn (2016) supports this by stating that continued support in classroom practices

enhances reading comprehension and knowledge in ELL. Further indicating that the necessary

skills will continue to develop after the foundational skills of reading have been introduced if

proper supports are in place. In contrast, Bailey (2014) seeks to prove that learning progression

can indicate growth regardless of standards. Emphasizing that English language learners show

progression in areas through conceptualization. Bailey further encourages educators to look at

growth outside of formal assessments.

Overall, the research is encouraging for English Language Development. It shows that

the English language learner will benefit from strategies used by an educator with previous

experience. While growth may not be shown on a formal assessment, an educator can look at the

concepts that are learned and used by the ELL students to indicate growth of language
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 8

development. However, further research is needed to determine the level of support necessary to

ensure the impact of success on the learner. The purpose of this quantitative study was to ensure

teaching strategies in the regular education classroom supported the needs of English language

learners in the learning process of English language development. The following research

questions were addressed:

1. Which ELL teaching practices are most effective for showing growth in the elementary

education classroom?

2. Did the educator gain the experience? If so, how?

Methods

Research Design

The research design chosen for this project was quantitative survey design. The surveys

were used to collect specific data needed to answer the research questions of effective classroom

education strategies. Knowing the audience to whom your survey is written is important when

needing a large percentage of participation. Therefore, this survey was designed to gather the

information needed while not placing a large time constraint on the participant. Surveys are a

quick, convenient way to gather information within the field of education, as they can be

completed at the participants convenience and returned by a specific completion date. The use of

a quantitative survey was useful in obtaining the necessary information for the research while

gaining insight into the individual and their overall work experience.

Participants

In the beginning phase of this research project, the goal for the sample size was to include

English language educators only. However, there are only five English language development

teachers within the district. To collect more data, the sample size was broadened to include
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 9

classroom teachers within Northeast elementary that have had English language learners in their

classrooms. That took the sample size from five educators to 25 teachers receiving the survey,

thus ensuring a larger percentage of educators qualified to participate in the data collection

survey.

For the purposes of this survey, participation had to be granted from the Administration

offices of Northeast elementary and the English Language Development Director of our district.

That permission was granted via email request to ensure documentation of permission was

recorded. Once permission was obtained by necessary parties, surveys and cover letters were

prepared and placed in participants mailboxes. Offsite participants requiring a survey were

contacted via interoffice mail. Due to the survey being paper/pencil, the cover letter explained

that survey completion/return was considered consent to use the anonymous data in the research

project (see Appendix A). A due date was also included to allow staff to complete at their

convenience and return within a stipulated time frame. The reason for submission of survey

being used for permission was to protect the anonymity of participants.

Data Collection

The quantitative data used for this research project was in the form of a paper and pencil

survey with a letter of consent attached (see Appendix A). Having already received approval

from the gatekeeper, surveys were placed in mailboxes of all certified staff that met the criteria

for the research study. Criteria being a certified teacher who currently has or has had English

language learners in their classrooms. Per district policy, the surveys were also sent inner office

mail to the five English language development teachers of our district. The surveys were

distributed with the date of return included in the cover letter. To encourage participation, an

email was sent to all staff receiving a survey to inform them of its receipt. At the end of the
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 10

deadline, a friendly reminder was sent to all participants. One week following the deadline, a last

call email was sent to all participants. When the surveys were returned a thank you email was

sent to all individuals that had received a survey. Unfortunately, the level of participation was a

much smaller number than anticipated.

Sample

As previously stated, the sample size was increased from the five English language

development teachers in the district to all certified teachers of Northeast Elementary bringing the

total number of participants to 25. The survey was limited to one elementary school of the

district due to time constraints and district gatekeeper protocols having recently changed.

Overall, the number of completed surveys returned was incredibly low. A total of seven surveys

were completed for this project.

Procedures

The 20-question survey contained demographic information as well as open ended

questions. The open-ended questions pertained to the strategies used to support English language

learners in the classroom. Those questions were essential to the research. Once all surveys were

collected, the data was distributed into a spreadsheet (see Appendix B) and compiled into a code

book for analysis (see Appendix D). The software chosen to analyze the data set was IBM SPSS.

Results

The beginning portion of the survey focused on demographics. The 7 participants that

completed the survey were classroom teachers at Northeast Elementary school with students

ranging from Pre-K to 5th grade. Of those seven participants, two classroom teachers had

obtained a master’s degree, and none had an ELL specification. The years of experience vary

from first year teacher to a veteran teacher of 31 years. The participant with 13 years of
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 11

experience had attended a 3-hour professional development course specifically related to ELL

through the ELLevation website. The specific topic of the ELL course was not disclosed.

The following table (see Table 1) contains information concerning modifications made to

instruction. It is important to note that there is a distinct difference in accommodations and

modification. An accommodation changes how the student learns the material. A modification

changes what a student is taught or what the student is expected to learn. Accommodations and

modifications are made for students that are below grade level and have been identified as an

English language learner or learning disabled. Per state and federal guidelines there are limits to

accommodations and/or modifications that can be made to an assignment or test. Reducing a

reading passage or offering a different level of reading passage would be considered an

appropriate modification. An example of an accommodation would be to provide audio of a

reading passage. In the survey, the range of scores applied to the questions were always=one,

frequently=two, sometimes=three, and never=four. The mean displayed in Table 1 shows a low

average. Therefore, of the 7 participants, modifications were needed some of the time for both

assignments and tests. The mean shows that while students need some modifications for success,

mostly they can complete grade level material.

Table 1

Frequency of Modifications for English Language Learners

Question Mean Standard Deviation

How often do you modify instruction for ELL students? 2.86 .900
How often do you modify tests for ELL students? 3.43 .535
How often do you ask for help with modifications on
classroom assignments? 3.14 .378
How often do you ask for help with modifications on
classroom tests? 3.14 .378
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 12

The final portion of the survey to analyze is the one open-ended question that asked, “In

your experience, what modifications or strategies have been most effective for growth?” The

strategies that allow students to learn and develop while maintaining grade level success is the

goal of educators. After analyzing the information provided in the survey, there were two

common themes from the seven responses. The first theme shows accommodations as part of the

teacher’s instructional strategy while the second theme included different types of vocabulary

practice. Accommodations in these cases were made to reduce the frustration level of the

students with unnecessary practice. Different vocabulary practice strategies were implemented in

various ways depending on the grade level. Vocabulary practice strategies included labeling,

picture, and modeling (acting out) vocabulary. A Kindergarten teacher may use labeling and a

modeling technique for vocabulary, while a third-grade teacher may use picture vocabulary to

help students better learn and increase their vocabulary.

Discussion

The findings from this study revealed two effective teaching strategies and a higher level

of preparedness by teachers that participated in professional development. The most effective

teaching strategies revealed were vocabulary practice and accommodations. As aforementioned,

vocabulary practice was implemented in a variety of ways depending on the grade level.

Accommodations were implemented in a variety of ways depending on student needs and

teacher preference. The findings further revealed that the teacher with the highest level of

preparedness also had effective teaching strategies. Thus, reiterating Master’s (2019) inference

that teachers can develop the necessary skills to enhance growth in English language learners.

While this study revealed effective teaching strategies, the findings from this report are

not substantial enough to indicate that they are the most effective teaching strategies. However,
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 13

the teachers with the most years of experience believed themselves to be the most prepared for

English language learners in the classroom. This was based on their years of experience, not

professional development. The reason was only one of the most experienced teachers indicated

attending an ELL professional development course. The findings helped to indicate experience in

the classroom can account for preparedness when implementing teaching strategies.

Based off the findings from this study, an educator could glean preliminary understanding

of effective teaching strategies for English language learners or other students with an IEP. The

findings of this study reveal some helpful information to the classroom teacher. The findings also

reveal the importance of experience and/or professional development. Unfortunately, the findings

from this study are limited in terms of strategies that could be implemented into a classroom

setting. This study provides a great starting point for continued research. Effective teaching and

learning strategies are necessary in the field of education. They are especially needed in

insufficiently supported programs, such as English language learning because this is a growing

need in many urban and suburban classrooms.

Limitations of Study

One of the major setbacks for this study was the lack of information to research. Out of

25 surveys, 13 were collected. Out of the 13 surveys collected, only seven were completed

accurately and with enough information to process for the report. With only seven points of data,

there was not enough research to indicate that the statement “most effective teaching strategies”

would be true in the case of vocabulary practice or accommodation strategies. While those

strategies are effective for showing growth and an essential part of the learning process, they

may not be the best way to achieve the overall goal of growth. The only way to discover that

answer is with more research.

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 14

Summary

Overall, the findings of this study were meant to determine effective teaching strategies.

Although, effective strategies were determined based on the data retrieved from the surveys, the

information received was limited due to lack of participation in the survey. The teachers who

chose to participate in the survey, while highly qualified, did not have specialized ELL degrees.

The teachers were elementary education classroom teachers with experience ranging from one to

31 years of experience. They were armed with experience and an understanding of the learning

processes. Those skills proved to be enough for the students in their classrooms to show growth.

While the information from this study is not enough to support the research questions, it is

enough to indicate the need for further research.

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 15

References

Bailey, A.L., & Heritage, M. (2014). The role of language learning progressions in improved

instruction and assessment of English language learners. TESOL Quarterly, 48(8), 480-

506. doi: 10.1002/tesq.176

Council of Chief State School Officers. (2012). Framework for English language proficiency

development standards corresponding to the Common Core State Standards and the Next

Generation Science Standards. Washington, DC: Author.

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on

teaching academic English to English language learners. Review of Education Research,

84(3), 446-482. doi:10.3102/0034654314532695

Gamez, P. B. (2014). Classroom-based English exposure and English language learners’

expressive language skills. Early Childhood Research Quarterly, 31,135-146.

doi:10.1016.2015.01.007

Master, B., Loeb, S., Whitney, C., & Wyckoff, J. (2019). Identifying differentially effective

teachers of English language learners. The Elementary School Journal, 117(2), 261-284.

Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and

social-emotional outcomes for English language learners. Educational Psychology and

Research, 51(4) 810-844. doi:10.3102/0002831214531323

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A-M. (2016).
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 16

Improving content knowledge and comprehension for English language learners: findings

from a randomized control trial. American Psychological Association, 109(1), 22-34.

doi:10.1037/edu0000069
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 17

Appendix A

Letter of Consent

Greetings,

My name is Rebecca Myers. I am currently taking a research methods class for

my graduate program at Colorado State University. As part of my class, I am required to research

a topic and collect data. For my research, I am compiling information regarding teaching

strategies for English language learners.

I have been a teacher at Northeast Elementary for the past 8 years. During my

time in the classroom, I have had the opportunity to work with students in the English language

development program with varying levels of success. My hope is that the results conducted from

this research will provide a more consistent approach to English language learners and their

language development.

Participation in this survey is completely voluntary and there are no repercussions

in refraining from participating. The information collected will not be published as it is for

assignment purposes only. The survey will take 5 to 10 minutes to complete. Your participation

and submission of this survey is permission to use the results in my research assignment.

Your participation in this survey is appreciated. The more detailed your

information, the more effective the research. Please return the completed survey to my mailbox

by Thursday, April 18, 2019. Note: There is one question that requires a response as it is vital to

the overall research project.

Regards,

Rebecca Myers
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 18

ELL Instruction Survey

Current Teaching Position

Please circle the option that best identifies your current job title.

• ESL teacher
• Classroom teacher
School Site

Please list the school(s) where you spend most of your time.

• _____________________________________
Which age groups do you currently serve?

Please circle the options that best describe the schools you serve. If needed, select more than one.

• Pre-K – 5th
• 6th
• 7th
• 8th
• 9th – 12th
How many years of experience do have in your current position?

• _____________________________________
Please circle the option that best describes your certification experience.

• Teacher certification, Bachelors Degree not ESL

• Teacher certification, Bachelors Degree in ESL
• Teacher certification, Masters Degree not ESL
• Teacher certification, Masters Degree in ESL
• Other: _________________________________
How many ELL students are in your class for the 2018-2019 school year?

• None
• 1 – 2 students
• 3 – 4 students
• Other _________________
Approximately, how many hours of pull-out instruction do your ELL students receive?
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 19

Per student per week

• None
• 30 minutes
• 1 hour
• 1 – 2 hours
• 3 hours or more
In the past two years, approximately how many hours of professional development have

you had relating the teaching of ELL students? If none, then skip the next three questions.

• None
• 1 – 2 hours
• 3 – 4 hours
• 5 – 6 hours
• 7 or more
Of the Professional Development you received over the last two years pertaining to ESL

instruction, what specific topics did the professional development cover?

• ________________________________________________________________________

________________________________________________________________________

_____________________________________________________________________________

Of the Professional Development you received over the last two years pertaining to ESL

instruction, how much of that was based on the ELLevation site currently used by the

English language department?

• None
• Some
• All
• Other _________________________________________________
How effective did you find these Professional Development sessions to be?

Ineffective or irrelevant 1 2 3 4 5 Very effective

How prepared do you believe yourself to be when it comes to implementing new strategies

to help ELL students in your teaching capacity?

TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 20

Unprepared 1 2 3 4 5 Prepared

How often do you modify instruction for ELL students?

• Always
• Frequently
• Sometimes
• Never
How often do you modify tests for ELL students?
• Always
• Frequently
• Sometimes
• Never
Classroom teachers (If not a classroom teacher, skip):
How often do you ask for help with modifications on classroom assignments?
• Always
• Frequently
• Sometimes
• Never
How often do you ask for help with modifications on classroom tests?
• Always
• Frequently
• Sometimes
• Never
In your experience, what modifications or strategies have been most effective for growth?
Please share specific examples. This question requires a response as it is key to the research
project.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
(Please continue on back if more space is needed.)

ELD teachers (If not an ELD teacher, skip):

How often do classroom teachers seek for help with modifications on assignments?
• Always
• Frequently
• Sometimes
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 21

• Never

How often do classroom teachers ask for help with modifications on tests?
• Always
• Frequently
• Sometimes
• Never
In your experience, what modifications or strategies have been most effective for growth?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
(If needed, use back space to continue.)
 TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 22

Appendix B

Compiled Data

Current School Age Years of Teaching ELL Per ELD PD

Position Site Groups Experience Certification Students Student/Per Hours
(not ESL) in Class Week
1 CT NE Prek-5 1 Teacher Cert. 1 to 2 None None
MS
2 CT NE Prek-5 2 Teacher Cert. 7 30 minutes None
BS
3 CT NE Prek-5 5 Teacher Cert. 10 Not sure None
BS
4 CT NE Prek-5 8 Teacher Cert. 1 to 2 1 to 2 hours None
BS
5 CT NE Prek-5 10 Teacher Cert. none 1 to 2 hours None
BS
6 CT NE Prek-5 13 Teacher Cert. 1 to 2 1 to 2 hours 3 hours
MS
7 CT NE Prek-5 31 Teacher Cert. 1 to 2 30 minutes None
BS

ELLevatio PD Prepared Modify: Modify: Interventi Strategy used for growth

n Effective / Not Instruction Tests on
/Not 1 to 5 Assistance
1 to 5
8 None 0 2 Never Never Never None
9 None 0 1 Always Never Sometimes Accommodate specific
skills – instructional gap in
1st grade is met with
specific skill practice
10 None 0 0 Sometimes Sometimes Sometimes Vocabulary
11 None 0 0 Sometimes Sometimes Sometimes Teachers need more
assistance
12 None 0 1 Sometimes Sometimes Sometimes Reducing questions /
additional time
13 All 3 3 Sometimes Sometimes Sometimes Vocabulary
14 None 0 3 Sometimes Never Sometimes Labeling, modeling
language, picture
vocabulary
TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 23

Appendix C
Code Book Key
Current School Age Years of Teaching ELL Per ELD
Position Site Groups Experience Certification Students Student/Per PD
(not ESL) in Class Week
English Ator 1 P-5 - 1 N+1 Teacher None - 0 None – 0 None-0
Second Bailey 2 th
6 –2 Certification 1 to 2 – 1 30 min. – 1 1-2 -1
Language Hodson 3 7th – 3 Bachelors 3–4–2 1 hour – 2 3-4-2
1 Mills 4 8th – 4 not ESL 1 Other - 3 1-2 hours – 5-6-3
Classroom Northeast 9-12 - 5 Teacher 3 7+-4
Teacher 5 Certification 3 hours + -
2 Smith 6 Masters not 4
Stone ESL 2
Canyon 7

ELLevation PD Prepared / Modify: Modify: Intervention Strategy

Effective/Not Not Instruction Tests Assistance used for
1 to 5 1 to 5 growth
None – 0 Inneffective1 Unprepared1 Always1 Always1 Always1
Some – 1 Very Prepared5 Frequently2 Frequently2 Frequently2
All – 2 Effective 5 Sometimes3 Sometimes3 Sometimes3
Other - 3 Never Never4 Never4
 TEACHING PRACTICES FOR ENGLISH LANGUAGE LEARNERS 24

Appendix D

Code Book

Current School Age Years of Teaching ELL Per ELD PD

Position Site Groups Experience Certification Students Student/Per
(not ESL) in Class Week
1 2 5 1 1 2 1 0 4
2 2 5 1 2 1 3 1 0
3 2 5 1 5 1 3 0 0
4 2 5 1 8 1 1 3 0
5 2 5 1 10 1 0 3 0
6 2 5 1 13 2 1 3 4
7 2 5 1 31 1 1 1 0

ELLevation PD Prepared Modify: Modify: Interventi Strategy used for growth

Effectiv / Not Instruction Tests on
e/Not 1 to 5 Assistance
1 to 5
8 0 0 2 4 4 4 None
9 0 0 1 1 4 3 Accommodate specific
skills – instructional gap in
1st grade is met with
specific skill practice
10 0 0 0 3 3 3 Vocabulary
11 0 0 0 3 3 3 Teachers need more
assistance
12 0 0 1 3 3 3 Reducing questions /
additional time
13 2 3 3 3 3 3 Vocabulary
14 0 0 3 3 4 3 Labeling, modeling
language, picture
vocabulary