Co-Teaching & Collaboration

English Language Learners is a broad term for a group of culturally and linguistically diverse students in need of linguistic supports. Student Proficiency Levels based on NYSESLAT and formative and summative assessments are essential for planning grade appropriate and student-specific scaffolds. Each ELL has individual needs.

  • Entering

  • Emerging

  • Transitioning

  • Expanding

  • Former (Commanding YR 1 & YR2)

  • Long-term ELLs

RCSD also serves students who are Culturally and Linguistically Diverse (CALD) regardless of ELL or Former ELL status. ELLs, CALD, and all students benefit from language scaffolds.

All teachers are teachers of English Language Learners/Multilingual Learners and need to plan accordingly by:

  • Designing and delivering instruction that is culturally and linguistically appropriate for all diverse learners, including those with Individualized Education Programs (IEP).

  • Providing integrated language and content instruction to support language development through language-focused scaffolds. Bilingual, ENL, and other content-area teachers must collaborate purposefully and consistently to promote academic achievement in all content areas.

  • Utilizing materials and instructional resources that are linguistically age/grade appropriate and aligned to the Next Generation Learning Standards.

English Language Learners benefit from access to native speakers of English.

Click on link above for co-teaching model descriptions.


Shared Responsibilities Leading to Shared Expertise

  • Content Teachers

  • Special Education Teachers

      • Related Service Providers

      • Support Staff

  • English as a New Language Teacher

Copy of Coteaching Look fors Discussion.docx

The linked checklist is a Rochester adapted version of an Co-teaching checklist from Collaboration & Co-teaching: Strategies for English Language Learners by Honigsfeld and Maria G. Dove.