Small District Implements GLAD in a Big Way!. Barbara Gilbert Kirsten Lenz. Participant Outcomes. Overview of Project GLAD model Awareness of varying levels of implementation all resulting in improved teaching strategies specific to the ELL students
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Small District Implements GLAD in a Big Way!
Marcus Whitman Cowiche Pre-K-3
Highland Junior High
Asian 0.7%, Black 0.8%, Hispanic 62.9% and
Free or reduced: 72.4%
Special Education: 12.4%
Guided Language Acquisition Design
GLAD is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross-cultural skills. Developed in Fountain Valley S.D. by Marsha Bretctell & Linea Hailey
GLAD is an instructional model with clear, practical strategies promoting positive, effective interactions among students and between teachers and students.
GLAD develops metacognitive use of high level, academic language and literacy.
GLAD training results in teachers’ renewed commitment to high expectations and high standards for all students.
Turn to a neighbor discuss your previous experience/understanding of GLAD and 2 new things you have learned about Project GLAD
Based upon the research by Joyce and Showers
K & M certified .
in June / July
6 days of training
For 17 district teachers
3 K teachers; 2 2nd grade teachers;
3 3rd grade teachers;
2 4th grade teachers;
3 5th grade teachers;
1 JH; 2 HS and
ESD 105 monthly
certified GLAD key trainers
monthly cadre meetings
modeling / co-teaching
17 trained employees
week in summer
M/S ESD 105
week in summer
M -5th gr. Teacher
In June will train 19 employees
and Principal of each building &
Director of Student Services &
at the 2-day(Research and Theory)
Following in July with the 4 day demonstration portion
K= 1 new/3- second training
2nd= 2 new/2- second training
3rd= 3- second training
4th= 2 second training
5th= 1 second training
HJH=1- second training
HHS=1 second training
Counselor= 1 second training
Century 21 director=1 new
Turn to a neighbor, discuss how an implementation model like this would work in your district, …..
At the beginning of the year…
As of the end of March…
Based on ELD Standards
After comparing this year’s Language Proficiency Levels to previous year’s levels, I see, on average, more growth in the students, leading me to believe that GLAD has made a positive impact. My goal is to set up a strong foundation so that my students could transition out of the ELL program before they get into 3rd grade, to help assure more success with the WASL. At the rate my students are going this year; many will be transitioned out in 1st grade.
“Having Kirsten demonstrate the GLAD strategies in my classroom has been a great experience. The use of chants and charts is a fun and informative way to teach my students. I’m looking forward to learning more.”
Tammy King – 1st year Kindergarten teacher
…Teachers use different strategies to assist students academically in language and literacy. Glad provides support for teachers and students. The impact I see is teachers having more tools and strategies for the classroom…
Greg George, TIS Principal
After spending the last three years working on my Professional Certification which dealt with ways to improve learning for second language learners, I found the GLAD strategies to be very beneficial. Many of the classes I took (whether through Central Washington University, the ESD, or our own school district) could be directly correlated to the strategies used in GLAD.
Sandra Butler – K teacher
Dear Mrs. Lenz,
I like the chants we make, I like the graph of the team points, and I like science. I like the Picasso chart we did with you, and I like when we did Six Kingdoms of living things and I want Mrs. Lenz to come more often.
Dear Mrs. Lenz,
We like the science protget that you do with us and we wish that you could come to
4th grade with us.
Dear Mrs. Lenz,
I like when we make a chart in class and when we get points. I like that to. I like when we sing chants during class. I do not have fun during science.
Dear Mrs. Lenz,
I like when we do the charts and chants. I also like it when we do the games and things like that.
I learned about the 6 Kindoms and organisum and the ubacktira and it lives in hot water.
Organization & prep
Accepting teachers where they’re at
Individualize support & monitoring
Coach needs advocate - visionary
My name is Cec Harrison, and I teach 2nd grade at Marcus Whitman Elementary School in Cowiche, Washington. One of our district’s certified GLAD Coach is Kirsten Lenz. Mrs. Lenz had repeatedly approached me to try out GLAD strategies in my English as a Second Language (ESL) classroom. I was always very opposed to learning GLAD strategies because I thought they were dumb, time-consuming, and didn’t want to change….
I was not thinking of my students first!Eventually Mrs. Lenz got me to a GLAD training, and what can I say…GLAD strategies are absolutely producing positive student achievement in my ESL classroom. I have implemented several GLAD strategies.
Mrs. Lenz has come and modeled how to teach these strategies, and how to engage my students for optimal learning.I can’t say enough about GLAD, and I am so thankful that Mrs. Lenz never gave up on me!
What challenges and successes do you see in your district in trying to implement a coaching model and what successes do you foresee?
Professional development must be an ongoing, continuous activity, and not consist of ‘one-shot’ workshops or lectures.”
U.S. Department of Education
April 2002 p. 26
What English needs do the parents in your district have?