Who are your new students? What are their needs?
- To unpack these questions, teachers should be familiar with the services students are participating in- 504 plan or IEP, ELL support, speech and language services, guidance, etc.
- EWIS- EWIS, or early warning indicator system, data provides a "risk factor" indication for each student, based on their attendance, mobility, ELL status, prior MCAS scores, suspensions, and other factors. Understanding students' risk factors can support teachers in identifying which students may need additional support, and for middle and high school teachers, which students are at-risk for dropping out.
- ACCESS scores- frequently the ELL instructors are familiar with students' ACCESS scores, but the general classroom teacher is not. However, understanding which ACCESS levels your students fall under for listening, speaking, writing, etc. can help you determine your homogenous groups and determine what further supports your students need in building their language fluency.
- End of year benchmarks- while you get to know your students and begin assessing their current reading levels, take a look at DIBELS, interim assessment, DRA or other end of year benchmarks. Scores from last May-June can support early development of homogenous groups while you continue to assess your students, as well as tell you where the students left off at the end of last year!