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1. Teachers should be provided PD on academic interventions because they are so vital for our kids' learning and growth! Specific interventions are created and they are evidence-based to increase student understanding and knowledge in a specific subject area. This year,  I was trained on the intervention we use in writing called "writing aloud." I absolutely LOVED it! Having the depth of understanding in teaching it made it so much more practical and easier to learn for my students. Our district literacy coach was brought to tears by how well my students were able to write because of the intervention. It was great!
2. Oral reading fluency is vital for ELL students because it is a life skill! The study discussed that reading aloud helps students to truly master their reading fluency and comprehension skills. Reading silently in their heads doesn't allow the students to gather all the phonemic sounds and syllables that we use in the English language, however reading aloud does.

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1. I think it is beneficial for teachers should receive PD on academic interventions. The article stated that half of the teachers that participated in the study lacked  the training and experience to perform interventions for ELLs at risk for academic failure. If the teachers don't have the experience or proper training on implementing interventions, they won't know what and if they are doing something wrong.  Also, they may not know what the best approach is to implement these interventions, so they could be doing a disservice to the students, as well as themselves.
The only reason why I know how to implement interventions for ELLs is because I took classes myself on how to work with them.  Neither the district that I previously worked in, nor the one I am at now don't offer any sort of PD for ELLs, unless you teach them.  Also, I have had to do a lot of studying on my own in terms of learning about different interventions, because in the district I work in now, alot of the PD is focused towards Standards Based Grading, since we are slowly implementing that.

2. Oral reading should be a focus for ELLs  because it helps with their phonemic awareness and how to pronounce the words they are learning. Oral proficiency is very important because speaking is a vital component to communicating in any language, and if they practice speaking it, they will have a better understanding of the vocabulary and how to use the words correctly.

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1.  I think that teachers should be provided PD on academic interventions because if they are not implementing them correctly, then the students are not getting the full benefit of the intervention!  As a first year teacher I know I struggled with my intervention block and working with my small group of students.  I knew the lesson material but I felt I wasn't implementing it well.  Luckily my principal is awesome and came into my room to watch my class so that I could go observe other great teachers and learn from them!  It was so helpful to see it in action.  Now I know a lot more about what I'm doing and I'm more confident that my students are benefitting as well.

2.  Oral reading should be a focus so that students can master fluency.  If they can hear what they are saying sometimes it helps them to know what the word is if they hear it out loud.  Students first learn to listen and understand before they ever learn symbols and put sounds to symbols and meaning to them as well.  So, it gives an additional layer of support if they can hear the words out loud.

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1.  Teachers should be provided with PD on academic interventions, so they know what they are doing! I cannot tell you how frustrating it is to be handed curriculum and then I am expected to know exactly how to use it.  Not only is it time consuming to have to teach yourself a curriculum or intervention, but the whole point is to help the kids to succeed and knowing how to use an intervention would accomplish that.

2. ORF should be a focus for ELL students, because reading aloud helps students to master their reading skills. Kids also are more successful when they hear themselves read aloud.

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1.  Teachers should be offered professional development on academic interventions, because most interventions are only successful if the teacher implements it/them with fidelity.  Fidelity means implementing the program or intervention as it was intended.  BUT, how can the teacher implement the intervention as it was intended without being trained on what that is?!?!?!   Anyway, off my soapbox lol.  When I was first hired at my school I was not trained in the behavior intervention program for our classrooms, Positive Action.  There was a box in my room with materials in it and I was just told to teach from that.  I did my best, but it was a bit hard to follow.  The following year we switched the program that we used.  Now the social worker comes in once a week for 30 minutes to teach a Second Step lesson.  The kids seem to like the program for the most part.

2. The study mentioned the importance of foundational reading skills, such as phonological awareness, in order to develop proficient oral reading fluency. While reading aloud, you are able to hear and identify the various sounds within the words. Sometimes with reading silently, those nuances can get overlooked.

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Through the article it was stated that oral fluency should be a focus for ELL students to help with their overall reading skills and reading comprehension. It stated that ELL student can improve their reading skills and reading comprehension through listening and that it why it is so important to focus on oral fluency with these students.

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I think it is important for teachers to be provided with professional development on academic interventions because one can never have too many tools for their toolbox. What I mean about that saying is that each student learns differently and it is important for teachers to be able to provide academic instruction and meet the needs of each of their students. An example of a time when I was not trained was this past year when I had to teach myself how to use Wilson Reading Intervention and how to implement it with my students. It would have been a lot easier for myself if I was able to attend a professional development session on this intervention so that I could spend more of my energy becoming a master at it and using it on my students rather than teaching myself the intervention.

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1-Teachers could receive PD for interventions so they are knowledgeable of all the resources available. Since I teach an intervention class, I was given freedom to try different intervention programs. However, the first program we used was the school's choice. We were not given any background on the program. We were told to use it and figure it out for ourselves. Our RtI coordinator is a former English teacher, so it is challenging for her to evaluate math interventions. However, training would have been helpful. Now we use a program called Freckle (formally FrontRow). Freckle offers lots of teacher training videos that I think makes it easier for teachers to use. PD on interventions also allows everyone to be on the same page when it comes to understanding the supports students are receiving.
2- The article talked about how English Language Learners may have a phonological understanding, but need to work on their fluency. The article stressed the importance of incorporating English development in all parts of literacy instruction.

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1. Professional development for teachers is critical for student success. We as teachers cannot learn everything in the four years we spend in undergrad. That, mixed with the fact that new interventions are constantly coming out, shows that we need to continue to learn new ways to help our students. Learning these things on our own is difficult. Even when we can, it’s much more difficult to teach ourselves than it is to go to a workshop and have somebody explain the “essentials” of a new intervention. For example, I had to teach myself the Fountas and Pinnell Reading Intervention system as well as the Assessments. I took the guidebook home and the DVDs and it took me hours to figure out the basics of using the system. Once i had mastered it, I was able to teach the system to my coworker in about a half an hour. It would have been so much more efficient if somebody had trained me and I was able to ask another person my questions… especially because I teach students with IEPs who always require modifications to their tests and it’s always a careful battle of knowing what you can modify without sacrificing the integrity of the test.

2. The article talks about a fluency wall that students encounter. I totally agree with this and it’s been a big thing that I have brought up before. We teach kids to sound out words, but that works for fluent English speakers who can sound out the word “boat” and know that a boat is that thing you float on in the water. For ELL students (and my deaf students) they may sound out words and have no connection to what that word means even if they are reading it correctly. Everyone I talk to seems to not understand the frustration behind this- especially for my students who can’t hear and will near sound out a word, hear themselves saying a word, and recognize it for it’s meaning. That being said- I believe for the purpose of ELL students, it’s a helpful strategy. I know when I taught ELL from K-4th, the students always picked up oral skills before they picked up writing/reading skills. If they can hear a word, they are more likely to recognize it, even if it’s only “Yes, I heard that word before but don’t know what it means.” Oral reading fluency also practices BOTH reading and speaking skills, which is a plus!

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2) I found that the study mentioned that English Learners may have a "fluency wall". The fluency wall, according to the article, affects language acquisition, specifically phonological awareness. It seems natural that a weak foundation of knowledge of a second language, especially the basic level of phonological awareness would impact students' ability to read orally. Students reading aloud could help them improve their oral fluency and phonological awareness.

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1) I think teachers should be provided PD on academic interventions because whether or not the teacher provides the academic intervention, knowing what skills students work on in interventions is important to compare to what happens in their other classes. I teach academic interventions, and I often find that the teachers of core classes don't know the structure and skills practice that an intervention provides. I see that some teachers don't value academic interventions, then, because they're not aware of the benefits.

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2) The study mentions that oral fluency should be a focus because ELL students can learn through listening and reading to develop important skills. Through reading aloud, students can hear and learn with how quickly and smoothly they read, their expressions, and make connections to the materials.

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1) I think that teachers should be provided with PD on academic interventions because not all students learn the same, and there are so many interventions out there that it's hard to know what ones work best! By providing PD it can give teachers the opportunities to stay up to date with intervention strategies and implement them. I have only been exposed to behavior interventions, but even after meeting with administrators and our team that works with the academic portion I felt like I wasn't prepared or had enough knowledge to implement some of the strategies they suggested. I did get the opportunity to attend a behavior PD after talking with the team about feeling unprepared!