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Do teams receive sufficient administrative support when expressing concerns about meeting the needs of studnets of RCELD

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Do teams receive sufficient administrative support when expressing concerns about meeting the needs of studnets of RCELD

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Professional development support is provided to assist general education teachers in meeting the needs of students of RCELD

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Are differentiated reading interventions interventions (e.g., title 1, read 180, reading recovery) available to students of RCELD?

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Are differentiated reading interventions interventions (e.g., title 1, read 180, reading recovery) available to students of RCELD?

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When necessary 1-to-1 reading support is provided daily

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Has the school established a multi-tired model of intervention services

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Has the school established a multi-tired model of intervention services

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There are no clear guideline and criteria have been established to move students from one tire to another

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Does the instructional Team use culturally responsive behavior management practice by considering the impact of culture on school performance of a student of RCELD?  

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Does the instructional Team use culturally responsive behavior management practice by considering the impact of culture on school performance of a student of RCELD?  

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Staff confers with families about home expectations and behavior management practices

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Teachers have not been open with behavior and expectations at home. since we are in a very rural area it is almost a taboo question to ask. I would educate staff to have open communication so that both can work together.

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There are many supports for education in the classroom and home connection but nothing is offered for behavior and expectations of home and school. I would provide more parent support so they may know the expectations instead of sending home a book which they probably will not look at.

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General education classroom rules and procedures are not accommodating to diverse student behavioral style.

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rules are standard rules in all classroom that are made up by district. I would let the students and teacher agree on rules that are agreed upon by both student and teacher. But i would also allow for students with disability to have a special contract that is agreed upon sp they are not constantly in trouble.

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School/home connection

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My school receives a rating of a 4 on question 7 on the Rubric.On a regular basis there is effective administration support/additional resources provided to address the needs of students of RCELD. School team can count on administrative advocacy and creative problem solving in attempts to address the needs of RCELD.

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Administration as well as our specialist in migrant education and ELD are readily on hand on the school site for any help. The school also will send in administration to observe teachers to help them in the area of making sure all material is appropriately used for RCELD students. Every other Saturday ELD support and training are presented for all teachers.

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The school has an open cafe that helps all parents understand and connect to the students work and teachers. SUpport is given to our parent to allow them to be able to understand what the children are learning in school and how to support what they learn at home. There are daily activities for parents to be connected to their child's education in the cafe.

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I ranked question # 7 a one because there is always constant support provide for both teachers, paraprofessionals, volunteers and parents . The principal is always providing resources and offering one on one help in the classroom by sending in support to model and help teachers ow to use materials as well as teach material for the RCELD students.

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Reading teacher or specialist are providing services to students of RCELD in  inclusive environments

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My school revis a rating of 4 on question # 5 on the Rubric. General education teachers receive consultation and firect serves from special education teachers, reading teachers, or other specialist on a regular and consistent basis. There are numerous examples of differentiation of reading interventions for students of RCELD in general education classrooms.

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Specialist pull students for whole a more one on one to help students become english proficient. Aides and support staff are also available to help with the support of a small group instruction that could consist of one on one with a student.

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The special education teachers are now pushing in to classroom to not only help with support for special education students but whole class. Interventions are put in place and small group instruction is happening on a daily basis for all level of students with the support of aides in the classroom for reading intervention.

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I ranked questions # 5 a one because the support on the campus is unreal. Support is found in every corner of the school. support is constantly speaking with all staff for support and intervention for all students who are in need of support.

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Teachers are impatient and want to jump from one tire to another to just push all students who are functioning below level to special education. Example: since a child has not learned alphabet in kindergarten in the first 2 months teachers already want to start then in a intervention before using intervention with in the classroom. In order to improve this I would implement a training and constant question and answer process for teachers who do not understand.

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Teachers are misunderstanding what the process of a multi-tire system is and how the process is meant to help students. This happens when we see more of new teachers on campus due to turnover on the school site.  I would make sure that at any time a new teacher comes in the multi-tier system is taught.

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School example of long term intensive specialized support services for students of ECELD

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THere are many interventions and support in the whole school. But intervention is always implemented and student no long move on the tire to get the help that is need to move on in the tire process. I would make sure that at the weekly PLC this is discussed and looking to move student to the next iter as soon as possible

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The psychologist are so overwhelmed in work that the interventions are continuous until students who need special education services are in 6th grade and could have used service before leaving o the next school. I would implement a shorter process that can help guide the psychologist to help the students before it's to late.

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My school received a rating of 2 on question #8 on the rubric. THe school has implemented a multi-tiered model of interventions services but differentiated intervention for students of RCELD in need are inconsistent

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I ranked #8 a 2 because there is inconsistency in the multi-tire system. Yes there are support but teachers are not understanding the process and the process to move from one tire to another is not consistent in making sure they move to the next level.

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Students are to obey all one structured rules which are failed because students like to talk and move around. Students are in constant trouble for not listening and may times it because students either don't understand or it is to easy so they rather talk. I would create activities based on students likes to keep them interested and involved in the differentiated instruction .

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My school ranked a rating of 2 on question # 15 on the rating scale.
The Instructional Team discussed the student's culture of but no systematic analysis of its impact on school performance of student with RCELD was conducted

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I ranked question #15 a two because even though rules are posted and discussed many times the student does not understand consequences as well as the depth of what it is asking of them. the set of rules and procedures are not looked at for cultural impact.