HES is a Title I school and it is known to be the largest EL school in the state of Maryland and ranks number 6 in poverty.
Students attending our school come from a variety of backgrounds.
Student population consists of 6.8% Asian, 17.5% Black/African American, 67.4 % Hispanic/Latino, 4.8% White and 3.1% 2 or more races.
91.4 % students receive Free/Reduced Price Meals.
52.6% of our students are identified as English Learners and 7.3% of our students receive Special Education.
I want to use the book for a book club to introduce EL teachers, reading interventionists and classroom teachers to co-teaching and the positive effects it brings to learning and instruction. Research studies have shown that co-teaching can be very effective for English learners and students with special needs.
When implemented correctly, co-teaching can be a very successful way to teach all students in a classroom setting.
On the other hand, uninformed teachers can poorly implement this model which will not yield positive results for students. It is two or more teachers delivering instruction at the same time in the same physical space to a heterogeneous group of students. It can be implemented in different ways and models but every model brings great benefits to instruction and student achievement such as EL students and students with disabilities are provided access to the general education curriculum and classroom and they still have the opportunity to be taught in an intense, individualized manner.
It offers greater instructional intensity and differentiated instruction. Teachers learn from each other’s expertise and expand the scope of their teaching capacity. Last but not least, co-teaching reduces negative stigma associated with pull-out programs and students feel more connected with their peers and communicate with native English speakers.
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