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ICT and ENL can share station teaching ideas

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Graphic organizers and sentence starters

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Personalize learning

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3. Improve student to teacher ratio. Better programming with students. If they did not perform well in a pre-req class they should not be pushed on, regardless if they passed the regents or not (we all know they are curved immensely). ELL students who transfer in, should not be dumped into open classrooms, they need better support with double period classes.

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Don't want to be telling colleagues what to be, need a better idea of what we can/can't request of paras because they're a great resource

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Need dedicated space, difficult to find space to give that 1:1 time

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Multileveled academic / language programming rather than homogeneous programming. Add additional instructors for support ( tier 2 )

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Q3 - Give specific examples of how each subject does tier 2 and 3

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Q3 - Give specific examples of how each subject does tier 2 and 3

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Need dedicated time built into the school day or maybe more pullouts to help give students that focused attention

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1. - Not all students are non the same academic and social level such as language and special education restraints.

2. ELL students should be grouped together based on language. Homogenous language grouping, heterogeneous academic grouping. Using data to form grouping.

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2. Higher achieving students who finish early, will lead small groups and assist the teacher in helping. Offer golden tickets for this. Project based learning classes make this easier to address the needs versus regents level. Prioritize the questions you want the small group to get to.

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More training; not enough resources to make it work smoothly

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Q2 consistency in terms of approaching the students they fall through cracks

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Q2 consistency in terms of approaching the students they fall through cracks

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"Smarter kids" teaching "Lower Kids" is controversial

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1. It is time consuming and how to successfully monitor the whole class. It is challenging to do with just gen ed teacher versus ICT. It is hard to do with IM, when the lessons do not provide practice days, just one day to teach a topic.

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Q 1 sometimes the initial grouping affects the tiered intervention

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Q 1 sometimes the initial grouping affects the tiered intervention

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left out or called out compared to the rest of their peers

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When trying to create individualized support while engaging entire class