This document discusses educational approaches for English Language Learners (ELLs) at PS/MS 183Q. It describes how the school uses both a pull-out and push-in model where the ESL teacher collaborates with classroom teachers and provides specialized English instruction to ELLs. It also outlines the various formal and informal assessments used to establish ELL student needs, including state exams, periodic assessments, teacher observations, and student work. Finally, it discusses how the school uses the "Data Wise" process of continuous data collection and teacher collaboration to analyze curriculum and student achievement across grades in order to evaluate and revise curriculum maps each year.

1. Curricular
Investigation #1
By Melissa Diaz

2. Discussion Questions
• What educational approaches are provided to English Language
Learners by your school/district?
• In what ways does your school/district establish the needs of ELL
students?
• What steps are taken to analyze, evaluate, and revise the curriculum?
Melissa Diaz

3. PS/MS 183Q Educational approaches that are
provided to English Language Learners;
• The ESL teacher collaborates with students main
classroom teacher to create a schedule for the children
to be pulled out once a week to three times a week.
The ESL teacher usually has diverse students of
different ages in the classroom.
The ESL Pullout approach has been used
as a specialized instruction in order to
increase the students English proficiency in
oral, listening, reading and writing skills for
many years.
Melissa Diaz

4. Educational Approaches Cont.
During the 2015-2016 school year the ESL teacher also provided
services to ELL’s by using the Push in method so that students are not
missing out on content based curriculum. This approach also helps the
ESL teacher incorporate curriculum based content in the ESL classroom.
Melissa Diaz

5. Ways PS/MS 183Q establishes the needs of ELL
students?
There are a variety of assessments that are used to establish and monitor the
needs of current and prospective English Language Learners:
• Formal Assessments- NYSITELL, NYSESLAT, SIFE Assessments, ELL Periodic Assessments, and Spanish LAB
• Additional Formal Assessments- NYS ELA, NYS MATH, NYS Science
• Other Assessments- Teacher Monitoring by using Checklists/Surveys for during student group work, think-pair-
shares, reading with partners, etc.
• Monitoring Speaking during student retelling stories, story telling using prompts, role playing, oral reporting or
share outs, student dialogue, debates
• Teacher/Peer/Self Assessments used to monitor writing with the use of rubrics, checklists, etc.
• Monitoring Reading Comprehension through open-ended questioning, use of hand gestures, student drawings,
completion on graphic organizers, student responses to questions both written and orally, etc.
• Completed Projects, Portfolios
Melissa Diaz

6. Steps taken to analyze, evaluate, and revise the
curriculum?
PS/MS 183Q uses the “Data Wise” process to review the curriculum
Continuous collection of data is crucial to the evaluation of curriculum mapping
progress
The Harvard created resource, “Data Wise” is used for teachers and clusters to
collaborate and focus on meaningful data that will drive lesson planning and relate to
student academic achievement across all grade levels. The school/administration
determines the focus area that all grade teachers must collaborate on such as Literacy.
This helps our ELL’s because this data is reviewed 3-5 times weekly through a
Triangular Data Collection that many teachers can analyze.
This data not only helps the progress of ELL’s, but is also used as data that will be used
to revise curriculum maps at the end of the year for the upcoming school year
Click on the link below to learn more about the Data Wise Process;
http://isites.harvard.edu/icb/icb.do?keyword=datawise&pageid=icb.page547509
Melissa Diaz