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In order to develop an action plan for classes with mixed academic performance, a teacher must take into account cultural and educational background of the students, especially if they are ELL students (English Language Learners). For example, we can take the history course in the tenth grade. Seventy percent of ELL students perform below grade level and they comprise a significant part of the class, itself, approximately ten percent perform well above grade level, and the rest of students produce grade level results. It is necessary to identify the underlying causes of their poor progress.
First, it can be ascribed to limited proficiency in English, which means that their content knowledge can be satisfactory, but inability to express ones thoughts does not allow them to achieve good academic results. Therefore, they should take catch-up courses in English; it may eventually improve their results, however, it should be born in mind that such approach can be beneficial only in the long term.
Furthermore, unsatisfactory academic performance can be explained different educational approach, an ELL student is accustomed to. The main problem is that in some countries curriculum may differ from that one in American schools; therefore, these students may not be well prepared for taking some courses (for instance, history courses). Therefore, we can say that cultural and educational background is the key factor to be considered.
However, the class cannot be divided into three parts (those, who lag behind, intermediate students and advanced learners), because, there are certain standards to meet and goals to achieve. Probably, it would be prudent to take the following measures: as it has already been mentioned, the school should provide additional English language courses for ELL students; it can improve their communication skills. This course should be an after-school program, because students must also take part in their regular classes.
In addition to that, lagging students should take remedial courses in History (or any other class), in which they perform below grade level. If such students require remedial courses many subjects, it is necessary to develop a schedule, which will be convenient for the students and the faculty. Regarding the history classes, it is worth mentioning that at the initial stages, the teacher should set his or her students differentiated tasks. Considering that approximately 10 percent of students are advanced learners, one should develop assignments, which can suits the needs and demands of various groups. However, it does not mean that, lagging students can be in some privileged position, gradually, the assignments, given to them must become more and more complicated as their proficiency in English and their content knowledge improves.
Another measure that should be taken is to engage students in team projects. There is one indispensable conditions the team must include students with different academic performance. At first, it may arouse a wave of protest, because sometimes people are reluctant to deal with someone, whom they view as inferior. In this case, the teacher should allocate the students to each group. This technique serves two purposes: helping and learning from each other, students can improve their progress. Moreover, it can help ELL students to become more proficient in English, and even overcome the cultural shock, which may be a cause of lagging behind.
In conclusion, it is quite possible to say that, a teacher cannot expect this technique to yield any quick fruit; it is a long-term policy and one can expect only gradual improvement.
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