Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs
CLAXTON MIDDLE SCHOOL (EVANS COUNTY SCHOOLS)*
Dr. Diane Holland, Principal
Dr. Kristy Vandenberg, Director of Federal Program and Curriculum and Instruction
Mrs. Tracy Taylor, ESOL Teacher
Effective practices at Claxton Middle School are:
1. analyzing data bi-weekly to target instructional needs;
2. utilizing universal screeners to identify gaps in learning;
3. scheduling English Learners in collaborative settings with ESOL/content teachers;
4. assigning EL students to intense, small-group instruction;
5. increasing vocabulary and reading fluency using Word Smart and SRA;
6. teaching explicitly content vocabulary.
C.W. DAVIS MIDDLE SCHOOL (HALL COUNTY SCHOOLS)*
Brittany Means, EL Teacher
Sharon Sample, Assistant Principal
Effective practices at C. W. Davis Middle School are:
1. providing intensive and individualized instruction for EL students;
2. analyzing students' progress data;
3. focusing on literacy skills that foster academic success.
EDWARDS MIDDLE SCHOOLS (ROCKDALE COUNTY SCHOOLS)*
Dr. Melissa Kenard, Teacher
Dr. April Roberts, Teacher
Effective practices at Edwards Middle School are:
1. identifying students' levels of language proficiency;
2. using Push-In instructional models to provide a challenging learning environment;
3. providing academic support in each content area;
4. planning and implementing ESOL lessons that enhance mastery of content and language acquisition.
Krashen, S.(1982). Principles and Practices in Second Language Acquisitions. Oxford:Pergamon Press.
FREEDOM MIDDLE SCHOOL (DEKALB COUNTY SCHOOLS)*
Corey Davidson, Principal
Effective practices at Freedom Middle School are:
1. incorporating intensive language and sheltered instructional models;
2. implementing effective Sheltered Instruction Protocol practices;
3. measuring students' academic progress;
4. promoting the use of academic language in EL classes.
Reference: Intensive English Program Sheltered Instruction Observation Protocol
MCCLURE MIDDLE SCHOOL (COBB COUNTY SCHOOLS)*
Scott Kay, Teacher
Kelly Metcalfe, Principal
Effective practices at McClure Middle School are:
1. scheduling separate EL classes;
2. emphasizing reading informational texts and writing assignments in READ 180 Program;
3. analyzing data, such as ACCESS scores, to set goals;
4. applying test-taking strategies.
RUSSELL MIDDLE SCHOOLS (BARROW COUNTY SCHOOLS)*
Leigh Sears, Principal
Effective practices at Russell Middle School are:
1. adding Connections teachers to collaborative classes;
2. providing tutorials for EL students;
3. scheduling strategically sheltered science courses;
4. hiring ESOL certified teachers.
WEST CHATHAM MIDDLE SCHOOL (SAVANNAH-CHATHAM SCHOOLS)*
Debra Grossnickle, ESOL Dept. Chairperson
Dr. Troy Brown, Principal
Dr. Amy Loskoski, Assistant Principal
Ms. Lesley Jordan, Assistant Principal
Effective practices at West Chatham Middle School are:
1. completing researched-based professional learning;
2. developing an action plan that incorporates six key instructional strategies;
3. implementing six key instructional strategies:
a. vocabulary and language development;
b. guided, interactive lessons;
c. metacognition and authentic assessments;
d. explicit instruction ( academic language and reading comprehension);
e. connections among meaning-based contexts and universal themes;
f. using modeling, graphic organizers and visuals.
W.R. COILE MIDDLE SCHOOL (CLARKE COUNTY SCHOOLS)*
Dwight Manzy, Principal
Effective practices at W.R. Coile Middle School are:
1. utilizing reading strategies in all courses;
2. developing meaningful language experiences that emphasize literacy skills and mastery of content;
3. scheduling and supporting collaborative models of instruction;
4. analyzing WIDA ACCESS data and designing support systems for students;
5. creating a culture of high expectations.
- Frang, Z & Schleppegrell M. (2008). Reading in Secondary Content Areas: A Language-Based Pedagogy. Ann Arbor, MI: The University of Michigan Press.
- Gibbins, P. (2002). Scaffodling Language Scaffolding Learning: Teaching Second Language in the Mainstream Classroom. Ports, NH; Heineman.
- ESL Co-teaching and Collaboration Opportunities to Develop Teacher Leadership and Enhance Student Learning
* School’s effective practices based on 2012-2014 CRCT performances