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Sheltered instruction professional learning disorder (ftp://www.njleg.state. tive because the principal empowered
development not only occurred, but nj.us/20122013/PL13/210_.PDF). When the ESL teachers to share the data. The
became a focus for all of PGM after a students of concern for a possible read- general education teachers saw their
successful pilot in fourth grade led by ing problem were identified, the Predic- ESL colleagues as experts and began
2
ESL teacher Angela Pape. Since the tive Assessment of Reading (PAR) was working even more collaboratively. “It
2014 school year, a total of 39 teach- administered as the comprehensive was a combination of the training and
ers have been trained at PGM. “As a assessment. Out of the 80 students who also having strong ESL/bilingual teach-
principal, I always think about getting were assessed, 30 students needed ing staff and a structure for collabora-
teachers what they need … I wanted support in the area of vocabulary to tion and leadership of the principal,”
to give them the opportunity to improve improve their literacy levels. The data Supervisor Julie Ochoa noted as the
their craft and become better teachers,” showed that PGM had the fewest num- key ingredients for success with the pilot
(Interview, Dec. 11, 2018). At the end ber of students, only two, who needed (Interview, Dec. 12, 2018). “It has helped
of the school year, Pape presented the additional intervention instruction in the us build our work ethic. Teachers are
data from the pilot program which clearly area of vocabulary. Digging deeper into always talking about kids… We don’t
showed the positive impact of teaching the data, out of the 23 first graders in the look at subgroups, we built a culture of
in a language enriched way. That was all district who had been identified as need- inclusion. It is about finding a way to
it took to get all of the staff interested in ing support with vocabulary, 12 were in reach them,” Mr. Rivera stated (Inter-
academic language. “All of our decisions classrooms in which the teacher had not view, Dec. 11, 2018). With this, PGM
were data driven, and teachers were on- participated in the district’s academic has accomplished the goal Ms. Ochoa
board when they saw the results,” (Inter- language training. It is also important and Mr. Rivera shared to have a school
view, Dec. 11, 2018). From a pilot in one to note that of the students at PGM culture of collective responsibility.
grade level, to school-wide implemen- assessed in Spanish only one student What have we learned from the focus
tation of language objectives in Social was identified as needing vocabulary on academic language at PGM? That
Studies in all five grade levels, PGM’s support. effective instruction for English learn-
students grew. The positive impact was With the success of the focus on aca- ers is the best possible instruction for
evident not only in Social Studies, but demic language in Social Studies, PGM all learners. That supporting academic
also in English Language Arts data, too. expanded to include Science the follow- language in social studies, science,
Chapter 210 law requires all New Jersey ing school year, and Barb and BJ contin- and all content areas leads to higher
schools to universally screen kindergar- ued to support the educators by provid- literacy levels overall. Unified vision,
ten, first, and second grade students ing training. “After the first year, teachers data-driven decisions, collaboration,
for identification of possible reading knew we were going to continue into and effective instructional leadership
problems including dyslexia. After the Science… At the end of last year we felt – that is a complete recipe for success
universal screening, the law requires like we had a really good grasp on this,” for every learner!
that the student of concern receives Mr. Rivera stated (Interview, Dec. 11,
a comprehensive assessment for the 2018). This shift in instruction was effec-

References
A Whole-School Approach to English Learners, Retrieved on August 7, 2018 from http://www.ascd.org/publications/educa-
tional_leadership/feb16/vol73/num05/A_Whole-School_Approach_to_English_Learners.aspx
Calderón, M.; Soto, I. Academic Language Mastery: Vocabulary in Context, 2017. P.1.
Julie Ochoa: Interview Dec. 12, 2019
Miguel Rivera: Interview Dec. 11, 2019

About the Author

Suzanne Ackley, Supervisor of Intervention Services at Franklin Twp. School District has the honor of
working alongside Principal Miguel Rivera and Julie Ochoa, the Supervisor of Bilingual and ESL Programs.
Mr. Rivera brings 22 years of experience as an educator as he serves Pine Grove Manor School. Ms. Ochoa
brings 24 years of experience as an educator to the Bilingual and ESL students she serves. It is an honor to
learn from these outstanding educators as we work together to meet our students’ instructional needs.

Footnotes
1. Sheltered instruction strategies focus on academic language during instruction. It builds on what is familiar to a student and deepens a student’s knowl-
edge by providing context during instruction. Teachers include language and content objectives in each lesson. Concepts are clarified prior to reading.
Academic language is taught with use of pictures, visuals, realia and providing hands-on interactive learning activities. Sentence frames, teacher model-
ing, and supports at the word level and discourse levels are provided (Goldenberg, 2013).
2. PAR Predictive Assessment of Reading: This literacy assessment comprehensively assesses students in the areas of phonemic awareness, high
frequency word recognition, picture naming, rapid letter naming, and a rapid number naming. For more information go to: http://www.redesetgrow.
com/?products=predictive-assessment-of-reading-par
Educational Viewpoints -35- Spring 2019