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English Learner Program Review Teacher Questionaire Please do not read ahead. In order to maintain a high level of validity in this review process, it is important that you answer the following questions by yourself, without consulting others or sharing information. The intent is to develop, as clearly as possible, an accurate account of the processes and practices actually used by teachers in the EL program. In each response assume nothing and be as detailed as possible. ELD 1. In developing an ELD lesson, what steps do you go through? Be as detailed as possible. Include the specific documents which inform you in this process. 2. How do you ensure that you provide ELD instruction at each of the various levels of proficiency present in your class? Be sure to explain the grouping you use, how you select students for groups, the frequency of such grouping, the frequency any given group receives direct instruction from you, the length of time such direct instruction is provided for any given group, is there an instructional assistant (IA) or other certificated adult to assist you?, etc. 3. How do you assess each student’s growth in English proficiency? What specific instrument(s) do you use? How frequently do you conduct this assessment? Is this information recorded/reported? 4. Each teacher receives CELDT scores in listening/speaking, writing, reading, and overall proficiency for each student (except K-1). Do you use the three sub-scores? How? Do you know enough about these sub-scores for them to be useful to you? Explain each response. English Learner Services English Learner Program Review 5. Through what process do you share information with the homeroom teacher of your ELD class? How often do you do this? What information is shared? What information is most important? 6. How do you determine which ELD standard(s) to focus on in designing an ELD lesson? What is your goal as you make this choice? 7. What objective assessment (rubic or process?), aligned to ELD standards, is used in your classroom on a continual basis to determine whether each English learner is making adequate progress towards the program’s end-of-year goal for your grade level? 8. What staff development have you received within the last two years in the area of ELD? What additional training would be useful to you? Core Content 1. Place the following in the order of their importance in your pacing: a curriculum guide, your weekly lesson plan, student performance on classroom assessments, student participation in class, any other factor which impacts instructional pacing. 2. What strategies do you use to make English-only students understand your instruction? How do you structure activities to ensure that they practice and develop Spanish? 3. What objective assessment(s) do you use to determine that all students are making adequate progress in Spanish language arts? How frequently do you assess this? What data is collected? English Learner Program Review 4. How does such student performance data inform you lesson planning? 5. How do you determine each student’s level of Spanish proficiency in each of the four domains of language? 6. How do you provide targeted instruction in Spanish at each level of Spanish proficiency in your class? 7. If a student is not making adequate progress in a particular subject area, what academic interventions are available onsite? Do you know how to access them? How frequently do you make use of them? 8. How familiar are you with the district’s Catch-up Plan?” How frequently do you refer to it? How does this document inform your instructional practices? Program Design 1. List the percentages of language use as students progress through the years in the 2way program. What are the target areas of language development for each language in each year of the program? 2. What is the pedagogical foundation upon which the program is based? 3. How and when are students traded between teachers during the instructional day? English Learner Program Review 4. How often are such groupings updated? 5. Through what process and how often do you collaborate with the teacher of your grade level? 6. Through what process and how often do you articulate with teachers before and after your assigned grade level? 7. What data is considered by teachers in the 2way program in evaluating student progress and program effectiveness? Program Improvement 1. How frequently is the program evaluated? What have been the major areas of focus as a result of recent evaluations? 2. What structures are you familiar with that facilitate program improvement? 3. What do you feel are two or three items within the program that need the most attention? How would you improve them? 4. What professional development do you feel would improve your instructional practices? English Learner Program Review 5. What additional data would you like to receive? How would you use it? How would it improve student achievement? 6. If you could change one thing (maybe two) about your reaching, what would it be? 7. Explain your philosophy for bilingual education.