One support given to these students are visuals. Although directions are always written in English for the students, they are also given diagrams and pictures when ever necessary to help them decode the directions/expectations. Students also see the ESL teacher throughout the week to help develop their skills independently.

Differentiation is very important for these ESL students to help them feel comfortable and not overwhelmed. For instance, scaffolding throughout the day with the native language of the students, which is Spanish. The teachers try to integrate their native language as much as possible, both verbal and written. 

When the reading interventionist pushes into the classroom, she works on developing their DBQ skills. She will begin by giving them sample examples of good and bad responses and then split the students up into small groups to work together with one of the 4 teachers and develop a response. 

When the reading interventionist pulls students out of the classroom, it is to give them the individual attention so the teacher can meet the students needs and develop their skills.

There are 4 teachers in the classroom. 2 of these teachers are general education teachers and 2 of these teachers are special education teachers.

There is also one teacher aid who works one-on-one with one students, and one push in teacher who comes in the second half of the day to work with another student individually.