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Co‑teaching, vocabulary and frequent formative assessments highlighted as strategies to accelerate English‑learner outcomes
Summary
District leaders told the working group that co‑teaching models, integrated vocabulary instruction and more frequent formative EL language checks led to stronger outcomes than isolated sheltered instruction. Several districts reported higher assessment scores in co‑taught classes and recommended state support for interim EL assessments.
The working group reviewed four state‑permissible models for delivering intensive English language instruction—pull‑out, scheduled ELD courses, co‑teaching and virtual instruction—and emphasized that these models must operate alongside rigorous content instruction in the general classroom.
Raven Cleveland noted that co‑teaching places the ESL teacher inside the content classroom to jointly plan, deliver and assess instruction. She urged the group to integrate collaborative learning,…
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