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Effective Practices for CCRPI Elementary School Indicator 5

Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

ARBOR STATION ELEMENTARY SCHOOL (DOUGLAS COUNTY SCHOOLS)*
Melissa Joe, Principal

Melissa.joe@douglas.k12.ga.us
Sheila Clackum, Teacher
770-651-3000

Effective practices at Arbor Station Elementary School are:

1. working collaboratively to plan instruction and design assessments;
2. teaching content concepts through games and kinesthetic activities;
3. integrating cooperative learning and peer tutoring as instructional strategies;
4. enhancing students’ use of verbal skills thru discussions groups/activities;
5. valuing the first language and unique culture of each student;
6. celebrating Cino de Mayo;
7. providing opportunities for student success.

AVERY ELEMENTARY SCHOOL (CHEROKEE COUNTY SCHOOLS)*
Dr. Pam Smith, Principal

pam.smith@cherokee.k12.ga.us
770-479-6200

Effective practices at Avery Elementary School are:

1. analyzing and utilizing language proficiency data;
2. differentiating instruction in small groups;
3. developing tiered assignments in reading, writing, speaking, & listening;
4. implementing Sheltered Instruction Operation Protocol strategies;
5. applying vocabulary techniques that reinforce students' comprehension of content terminology;
6. utilizing guided readers that enhance mastery of content;
7. valuing personally and academically each student.

Reference:

Marzano, R. J. Building Academic Vocabulary.

AUBURN ELEMENTARY SCHOOL (BARROW COUNTY SCHOOLS)*
Shawn Williams, Principal

shawn.williams@barrow.k12.ga.us
Barbara Davenport - ESOL
barbaragay.davenport@barrow.k12.ga.us
Michelle Hatfield - ESOL
mhatfield@barrow.k12.ga.us
770-963-7887

Effective practices at Auburn Elementary School are:

1. analyzing Access data;
2. differentiating instruction;
3. establishing English proficiency goals;
4. providing grade-level instruction aligned to standards;
5. promoting dual-language environments;
6. developing a culture of high academic expectations;
7. utilizing Inclusion and Pull-out instructional models (grades k-2) with emphasis on vocabulary building and background information;
8. utilizing Push-in instructional models (grades 3-5) with emphasis on dual language pride and one to one or small-group academic support;
9. utilizing ESOL resources.

BROOKWOOD ELEMENTARY SCHOOL (GWINNETT COUNTY SCHOOLS)
Cheri Carter, Principal

Cheri_Carter@gwinnett.k12.ga.us
Lesley Hall, EL teacher
Lesley_Hall@gwinnett.k12.ga.us

Effective practices at Brookwood Elementary School are:

1. analyzing available data to determine academic needs;
2. integrating effective writing strategies into instruction:
 A. R.A.C.E.S. writing strategies -R (restating the question), A (answer the question),C (cite evidence), E (expand/explain), S (sum it up);
 B. document-based writing;
C. Lucy Calkins’ writing strategies;
3. Using pull-out and push-in opportunities to support student achievement and enhance language acquisition.

References:

Professional Learning services from Georgia Center for Assessment-
http://gca.coe.uga.edu/
Information about Lucy Calkins’resources
http://readingandwritingproject.org/about/history
http://educationnext.org/the-lucy-calkins-project/

COMER ELEMENTARY SCHOOL (MADISON COUNTY SCHOOLS)
Christine Register, Principal
cregister@madison.k12.ga.us
Ruthie Holloman, ESOL Teacher
rholloman@madison.k12.ga.us
706-783-2797

Effective practices at Comer Elementary School are:

1. creating  instructional teams of teachers and specialists;
2. collaborating among content and ESOL teachers;
3. organizing groups for academic instruction;
4. optimizing tutorial and educational resources including personnel;
5. integrating instructional strategies such as  Marzano’s Six Steps to Effective Vocabulary Instruction, Expanding Expression Tool, Picture Talks, graphic organizers ,Story Grammar, WWWWWH-Who, What, When, Where, Why How-, Cause & Effect, etc.);
6. using students’ first language as basis for introduction to new topics/themes;
7. implementing word relationship strategies.

References:

Marzano’s The Art & Science of Teaching/Six Steps at
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better-Vocabulary-Instruction.aspx
Picture Talks at
http://www.fluentu.com/english/educator/blog/esl-describing-pictures-students/
Teaching Content to ELLs at
http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20f1/
Expanding Expression at
http://www.expandingexpression.com/ - Comer ES adapted elements of program

HUDDLESTON ELEMENTARY SCHOOL (FAYETTE COUNTY SCHOOLS)
Heidi Pfannenstiel, Principal

pfannenstiel.heidi@mail.fcboe.org
Shannon Knight, ESOL Teacher
Knight.shannon@mail.fcboe.org

Effective practices at Huddleston Elementary School are:

1. engaging all faculty in professional learning and Rtl opportunities;
2. communicating and collaborating among general education and ESOL teachers;
3. enhancing instruction using WIDA guidance & strategies;
4. differentiating instruction and assessments;
5. implementing resource and collaborative instructional models;
6. providing access to  resources such as BrainPOP ESL, Everyday Learning books, & Rosetta Stone;
7. sharing best practices among faculty;
8. enrolling new students in county-wide summer camp;
9. assigning new ESOL teachers to ESOL and general education teacher-mentors;
10. offering school-based English classes for parents;

References:

WIDA Standards and Frameworks and Theoretical Foundations with five components:
CAN DO Philosophy
Principles of Language Development
Academic Language/Cultural Contexts
Performance Definitions
Strands of Model Performance Indicators
See more at https://www.wida.us/standards/eld.aspx
BrainPOP ESL at https://esl.brainpop.com/

SHAKERAG ELEMENTARY (FULTON COUNTY SCHOOLS)
Alexa Crabtree, ESOL Teacher

crabtreean@fultonschools.org

Effective practices at Shakerag Elementary School are:

1. analyzing data from WAP-T and ACCESS;
2. differentiating instruction and using learning stations;
3. developing vocabulary skills through thematic units;
4. demonstrating reading and literacy skills;
5. reinforcing writing curriculum skills/concepts;
6. assigning creative writing tasks and projects;
7. cultivating a diverse learning community that celebrates “Holidays Around the World”.

* School’s effective practices based on 2012-2014 CRCT performances

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