Indicator 1: Instruction training on techniques
Despite a variety of trainings, in-service sessions, and other communication, evaluations of teachers performance by academic and campus leadership the current state indicates that only approximately 40% of teachers (Table 1) involved in direct instruction of ESL students are actively and consistently applying techniques related to differential instruction, hands on learning, adapting text and interactive learning in their lessons. Ideally, in the desired state at least 85% of teachers should be using these techniques regularly. The techniques that are mentioned are SIOP training, how to write content/language objectives, how to modify instruction to ESL level, involve more students in discussion that can increase student performances.
Indicator 2: STAAR & TELPAS score
Based on 2016-2017 assessment data, only 42% of ESL students passed their benchmark
…show more content…
The teaching materials are the critical factor that can enhance the student performance in the test, and the number for the desired state is 85%. Teachers want more resources such as adaptive textbooks, dictionaries, computers, and other learning materials that can help teacher and students.
Indicator 4: Teacher/student ratio
The current state number of ESL students has increased in class size from 15 to 27 students per class in the past two years. According to Table 1, at least 19% of teachers are satisfied with the student/teacher ratio in the classroom. In fact the desired state should have been 90% of teachers should be satisfied with the class size for ESL program that should accommodate at least 17 students or less per class. It will further discussed in the cause analysis section on the effect of student size in the classroom.
Indicator 5: Classroom support from teacher or