Small district implements glad in a big way
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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

Small District Implements GLAD in a Big Way!

Barbara Gilbert

Kirsten Lenz


Participant outcomes

Participant Outcomes

  • Overview of Project GLAD model

  • Awareness of varying levels of implementation

    • all resulting in improved teaching strategies specific to the ELL students

  • Recognize that implementation is possible

  • Ideas for creating sustainability of training and support

  • How to engage parents in their own learning so they can support their own children


Overview

Overview

Introductions

10/2

  • Introduce yourself to your neighbor on the right and left

  • Tell them where you are from

  • What you do and

  • Why you chose to come to the session


Highland school district a little background information

Districtpopulation

K-12: 1,154

4 buildings:

Marcus Whitman Cowiche Pre-K-3

Tieton Intermediate

4-6

Highland Junior High

7-8

Highland High

9-12

Ethnicity:

Asian 0.7%, Black 0.8%, Hispanic 62.9% and

White 34.3%

Other:

Free or reduced: 72.4%

Special Education: 12.4%

Bilingual: 19.2%

Migrant: 22%

Highland School Districta little background information


Highland school district 2008 2009 wasl scores

Highland School District 2008 – 2009 WASL Scores


What is project g l a d

What is Project G.L.A.D.?

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


What is project g l a d1

What is Project G.L.A.D.?

  • A unique blend of academic language and literacy that marries the research from many fields and organizes the strategies and classroom implications into a process.

  • The model is firmly rooted in research but has been field tested in and out of district for the past 16 years.


What is project g l a d guided language acquisition design

What is Project G.L.A.D.? Guided Language Acquisition Design

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.


What is project g l a d2

What is Project G.L.A.D.?

  • Project GLAD was chosen as a national dissemination model of effective training for teachers in multilingual settings.

  • GLAD - trained schools have won Title I Achieving Schools Awards.

  • Project GLAD has certified over 600 Trainers and Trainers in Training to build capacity in their own district. This is a rigorous process of certification.


What is project g l a d3

What is Project G.L.A.D.?

  • The training model is successful because it values teacher’s time, viewpoints, and expertise of the teachers, as well as promoting collaboration and peer coaching.

  • 5 areas: focus and motivation, input, guided oral practice, reading and writing and evaluation and closure.


Small district implements glad in a big way

10/2

Turn to a neighbor discuss your previous experience/understanding of GLAD and 2 new things you have learned about Project GLAD


Effectiveness of training components

Effectiveness of Training Components

Based upon the research by Joyce and Showers


History of implementation

History of Implementation

  • Pull-outs for Title eliminated 2002-2003

  • Pull-outs for ELL eliminated 2006-2007

  • Need for strategies for ELL students in general education classroom

  • Had coach in place but needed a consistent program to get her into classrooms


From a small start to

From a small start to …

K & M certified .

in June / July

by conducting

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

1 counselor

3rd year

training M/S

ESD 105 monthly

(practicing in

classrooms)

4th year

certified GLAD key trainers

monthly cadre meetings

modeling / co-teaching

support to

17 trained employees

2nd year

training

M/S

ESD 105

Monthly /

week in summer

1st year

training

M/S ESD 105

monthly/

week in summer

K-coach

M -5th gr. Teacher


Small district implements glad in a big way

5th year

In June will train 19 employees

and Principal of each building &

Director of Student Services &

District superintendent

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

6th=1 new

HJH=1- second training

HHS=1 second training

Counselor= 1 second training

Century 21 director=1 new


Pd in district glad support

PD in District/GLAD support

  • 2009-2010- trained 18 employees

  • cadre 1x per mo. – review section of strategies, homework

  • planning with teachers

  • Gather resources – i.e. pictures, books, etc.

  • 1 model lesson/1 coach

  • Team teach strategy with classroom teacher

  • Teacher teaches/coach watches and supportes


Small district implements glad in a big way

10/2

Turn to a neighbor, discuss how an implementation model like this would work in your district, …..


Effectiveness of glad implementation

Effectiveness of GLAD implementation

At the beginning of the year…

  • 11 of my 11 ELL/ESL students – at the beginning level for Listening/Speaking.

  • None of my 11 ELL/ESL students were even at the beginning level for Reading.

  • None of my 11 ELL/ESL students were even at the beginning level for Writing.

    As of the end of March…

  • 4 students that have completed the Intermediate level and 6 students that have completed the Advanced level.

  • 2 of my ELL/ESL students have completed the Advanced Beginning level, 3 have completed the Intermediate level, and 6 have completed the Advanced level.

  • 3 only need 1 component (comprehends highly contextualized vocabulary) to complete the beginning level, 3 have completed the Advanced Beginning level, and 4 have completed the Intermediate level.

    Based on ELD Standards


Kindergarten data summary

Kindergarten data summary

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.


Class average 6 th grade

Class Average (6th grade)


Ell average 6 th grade

ELL Average (6th grade)


Hispanic average 6 th grade

Hispanic Average (6th grade)


Teacher comments

Teacher comments:

“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


Observations

Observations:

…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


Teacher comments1

Teacher comments:

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


Student comments

Student comments

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.

Emelin

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.

Jessica


Student comments1

Student Comments

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.

Noe

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.

Claire

I learned about the 6 Kindoms and organisum and the ubacktira and it lives in hot water.

Ismael


Funding

Funding

  • Creative thinking

  • Look for funding that supports PD

    • Transitional Bilingual

    • Title III

    • Title 1

    • LAP

    • Title II


Challenges ah ha s

Administration

Staffing

Time

Trust

Focus

Organization & prep

Confidentiality

Cell phone

Flexible schedule

Flexible

Accepting teachers where they’re at

Individualize support & monitoring

Confidentiality

Coach needs advocate - visionary

Challenges ah-ha’s


Challenges

Challenges

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….


Successes

Successes

…Obviously,

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!


Small district implements glad in a big way

10/2

What challenges and successes do you see in your district in trying to implement a coaching model and what successes do you foresee?


Participant outcomes1

Participant Outcomes

  • Overview of Project GLAD model

  • Awareness of varying levels of implementation

    • all resulting in improved teaching strategies specific to the ELL students

  • Recognize that implementation is possible

  • Ideas for creating sustainability of training and support

  • How to engage parents in their own learning so they can support their own children


In conclusion

In conclusion…

Professional development must be an ongoing, continuous activity, and not consist of ‘one-shot’ workshops or lectures.”

Reading First,

U.S. Department of Education

April 2002 p. 26


Resources

Resources

  • Bringing It All Together by Marcia Brechtel, Dominie Press

  • www.projectglad.com

  • Barbara Gilbert (509) 678-4343

    [email protected]

  • Kirsten Lenz (509)

    [email protected]


Adult ell

Adult ELL

  • Need expressed repeatedly at PAC meetings

  • Had been done in past with mixed results

    • Same information presented

    • Not individualized

    • Child care provided but an issue in building


Small district implements glad in a big way

10/2

What English needs do the parents in your district have?


Adult ell cont

Adult ELL (cont)

  • Director explored options with Rosetta Stone

  • Web version allows for individualized pace

  • Used Bilingual and Title III funds to purchase licenses and headsets

  • Paid para-educator to run it


Adult ell cont1

Adult ELL (cont)

  • Then needed to plan where, when, who to supervise

  • Ran a small group in the fall to get the kinks out

  • Then expanded in January

    • Had overwhelming turn-out

    • Needed additional licenses and sessions

    • At one point running two 2 day/week sessions in the evening and 1 during the day at the Intermediate school.

    • http://hsd.rosettastoneclassroom.com


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