{"id":19235,"date":"2024-05-23T13:30:56","date_gmt":"2024-05-23T17:30:56","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=19235"},"modified":"2024-05-23T13:30:56","modified_gmt":"2024-05-23T17:30:56","slug":"implementation-and-outcomes-of-the-together-is-better-program-2022-23","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2024\/05\/23\/implementation-and-outcomes-of-the-together-is-better-program-2022-23\/","title":{"rendered":"Implementation and Outcomes of the Together is Better Program: 2022-23"},"content":{"rendered":"
[vc_row][vc_column][vc_column_text css=””]Together is Better (TIB) is a program that supports the implementation of a co-teaching English Learner (EL) model in a small subset of District schools. In the TIB model, a general education teacher and an English as a Second or Other Language (ESOL) teacher are paired to collaboratively teach in a classroom that includes EL students. This practice of co-teaching provides embedded support to EL students, and ESOL-informed instruction to all students.<\/p>\n

The TIB program was facilitated by the Office of Multilingual Curriculum and Programs (OMCP)<\/a> with the assistance of SupportEd<\/a>, which offers professional development, coaching, and other resources to support educators of Multilingual Learners (MLs). The work of SupportEd is framed around the following five guiding principles:<\/p>\n

    \n
  1. ELs bring many strengths to the classroom.<\/li>\n
  2. ELs learn best when they are taught in a welcoming and supportive school climate.<\/li>\n
  3. ELs should be taught language and content simultaneously.<\/li>\n
  4. ELs benefit when their teachers collaborate to share their expertise.<\/li>\n
  5. ELs excel when their teachers leverage advocacy and leadership skills.<\/li>\n<\/ol>\n

    This report focuses on the final year of grant-funded TIB program implementation (2022-23) in order to understand program implementation and participants\u2019 experiences with the program, and to inform future supports for teaching EL students and co-teaching.<\/p>\n

    Key findings include:<\/p>\n

      \n
    • Respondents were satisfied with the professional development and coaching support that Together is Better provided.<\/li>\n
    • Participants felt positively about their school\u2019s approach to teaching EL students and their school\u2019s approach to collaboration and professional development in support of EL students during the program year.<\/li>\n
    • Respondents expressed that all students, not just EL students, benefitted from co-teaching and collaboration.<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=”CLICK HERE TO DOWNLOAD THE REPORT” style=”gradient-custom” gradient_custom_color_1=”#0b315b” gradient_custom_color_2=”#398635″ align=”center” css=”” button_block=”true” link=”url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2024%2F05%2FImplementation-and-Outcomes-of-the-Together-is-Better-Program-2022-23_May-2024.pdf”][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"

      Together is Better (TIB) is a program that supports the implementation of a co-teaching English Learner (EL) model in a small subset of District schools. This report focuses on the final year of grant-funded TIB program implementation (2022-23) in order to understand program implementation and participants\u2019 experiences with the program, and to inform future supports for teaching EL students and co-teaching.<\/p>\n","protected":false},"author":103956,"featured_media":19230,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,337,134],"tags":[],"class_list":["post-19235","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-english-learners-els","category-equity"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=19235"}],"version-history":[{"count":5,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19235\/revisions"}],"predecessor-version":[{"id":19256,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19235\/revisions\/19256"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/19230"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=19235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=19235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=19235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}