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All students are given reading tests. They take a STAR reading test. IT tells us their reading level as well as their strengths and weaknesses.

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Teachers and the national co-teachers look at the scores that students got on the STAR exam. We then try to decide which students we will observe closely in class.

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We try to separate students into groups.

Group One - Students who are doing well enough and are likely to pass the class.

Group Two - Students that are attempting to learn and making an effort, but are struggling.

Group Three - Students who are performing poorly and are behavior problems, but nothing out of the ordinary.

Group Four - Students that are struggling and after looking at their work it appears that they are having severe language issues.

Group Five - Students who seem to have problems even when being taught in their native language.

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Once we have our initial ideas, we discuss some students with their other teachers to try to find out if we are missing something. It could be as simple as a personality conflict with a student to getting students background information. We may get info about their home life, relationships with other students, performance in previous English classes, performance in other subjects.

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We try to create a plan as far as who the co-teacher will be more closely involved with. They may get more attention in class, as well as going to a nearby empty classroom for instruction. This helps students that are embarrassed about their English Language levels.

We also look at seating often times sitting students next to the proper classmate helps. They can either be helped by a "higher" level friend. They can also push each other if seated near people with similar levels.

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After this we continue to look at students performance. We try to evaluate strategies for "special" students. There is a Language specialist that helps children that have learning challenges. We will make recommendations if there is a student that might need to be seen by them.

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Another key aspect is to learn who the students are that need extension exercises and projects. It is important that they are addressed. If they are challenged then they will be less likely to make other students feel badly about their language levels. It can also be an incentive for students to strive to get to.

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Step Eight / Scaffold Scaffold Scaffold Scaffold Scaffold 

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Step Eight / Scaffold Scaffold Scaffold Scaffold Scaffold 

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Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold Scaffold

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 Step Nine / Differentiate  Differentiate  Differentiate 

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 Step Nine / Differentiate  Differentiate  Differentiate 

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Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate  Differentiate Differentiate  Differentiate  Differentiate  Differentiate Differentiate  Differentiate  Differentiate

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Step Ten /  Go Back to Step One (Rinse Repeat)

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Step Ten /  Go Back to Step One (Rinse Repeat)

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Every two months or so we retake the STAR diagnostic exam. We reevaluate every students situation to reflect on what has been working and what hasn't. We also look at what we may have missed about students. Sometimes we may have "misdiagnosed" students. In particular looking at behavior issues. These often take time to gain a better understanding of where they are coming from.