Q’tal What if . . . . . ?

1. Q’talWhat if . . . . . ? USD 443 Staff Development, Aug 17, 2011

2. Video (RV from Sandra or the Martha and/or Daxeli) Judy Education of Richard Rodriguez (excerpts from 4-5 articles QTEL) Q’talWhat if . . . . . ?

3. Essential Indicator(Standard) – Title III Annual Measurable Achievement Objectives (AMAOs) . • Increasing the number or percent of ELLs attaining fluency in English • Learning Objective– I will demonstrate an understanding of English Language Learning in USD 443 by: • Citing national and local trends • Identifying ELL Characteristics and appropriate teacher actions for each stage of language acquisition • Recognizing barriers and assets ELLs bring to school • Language/Vocabulary Objective – I will demonstrate an understanding of the difference between Deficit Model and Asset Model. Q’talWhat if . . . . . ?

4. Q’talWhat if . . . . . ? KS- 131% Percentage growth In ELL enrollment 1995-2005 More than 200% (13) 101 To 2005 (7) 51 TO 100 (11) 0 TO 50% (11) Decline (9)

5. Q’talWhat if . . . . . ? 5557 5540 5499 5551 5809 6202 1197 19%

6. Q’talWhat if . . . . . ? How long does it take for a USD student to exit ELL? Short Term vs. Long Term ELL in the District, 2010-2011 52.9% Target (Ideal) Progression 28.6% 18.8 % Total ELL Students, 3113

7. USD 443, a Commitment to Excellence English Language Learners, in USD 443Stages of Second Language Acquisition

8. USD 443, a Commitment to Excellence English Language Learners, in USD 443Stages of Second Language Acquisition

9. USD 443, a Commitment to Excellence English Language Learners, in USD 443Stages of Second Language Acquisition

10. USD 443, a Commitment to Excellence Kansas Learning Network, KLN, “Systemic Challenges” for USD 443 (District “On Improvement”) Language and culture divides in the district, inconsistent expectations for students, and a need to increase Hispanic parent engagement, especially among parents of ELLs AYP and instructional challenges facing English Language Learners, and increasingly, other groups of students as well, including students with disabilities A need to help educators—staff and administrators—fully implement and integrate key district initiatives (e.g. a new aligned curriculum, a robust student data system, and a data-based, educator-driven approach to instructional improvement and professional development) A lack of clarity about what counts as success in terms of achieving the district’s mission—beyond simply demonstrating AYP

11. USD 443, a Commitment to Excellence English Language Learners Challenges

12. Q’talWhat if . . . . . ? Perceptions: How we View Foreign Language Instruction vs ELL Instruction (a Deficit vs. Asset View)

13. Q’talWhat if . . . . . ? Asset vs. Deficit Model “If we want linguistically and culturally diverse students to gain long term social and academic success, our school communities must be ready to provide them with a comprehensive educational program in a mainstream learning environment” - Getting Started with English Language Learners: How Educators can Meet the Challenge,Judie Haynes

14. Q’talWhat if . . . . . ? MISCONCEPTIONS IN THE EDUCATION OF ENGLISH LANGUAGE LEARNERS False

15. Q’talWhat if . . . . . ? False

16. Q’talWhat if . . . . . ? True

17. Q’talWhat if . . . . . ? False

18. Q’talWhat if . . . . . ? False

19. Q’talWhat if . . . . . ? False

20. Q’talWhat if . . . . . ? Excerpt from Hunger of Memory: The Education of Richard Rodríguez Have you ever been some place where you did not know anyone? How did it make you feel?

21. Q’talWhat if . . . . . ? Excerpt from Hunger of Memory: The Education of Richard Rodríguez You are now going to be given 10 minutes to read Hunger of Memory silently, completing a double-entry journal about the following question: What do we know about Richard’s life?

22. Q’talWhat if . . . . . ? Double-Entry Journal Directions: As you read, write down what you learn about Richard in the left column of the double-entry journal and write the corresponding evidence from the text in the right column.

23. Q’talWhat if . . . . . ? • Share your double-entry journal with your partner, coming to agreement about the most important findings and evidence that you each have entered into your double-entry journals. • Each pair will share their agreed upon findings with the other pair. • Think about an image this story brought to your mind.

24. Q’talWhat if . . . . . ? Collaborative Poster • You will now work with your group reaching consensus on an image, a quote, and an original phrase. • Your image may combine several proposed pictures. • Goal: Produce a poster based on your reading of Hunger of Memory with an image, a quote and one original phrase that your group creates. The poster needs to be in four colors. Each teammate will use only one color, the quote and original phrase must display the four colors, and artists will sign their names with their assigned color.

25. Q’talWhat if . . . . . ? • The poster should contain: • An image that captures the essence of the story • A quote from the story that you especially like • The image and quote do not need to be directly connected. • Four colors, each person in the group will only use one color. • Presentation: • Each member of the group contributes to any verbal presentation. • The poster uses a creative design and wording • Product is neat.

26. Q’talWhat if . . . . . ? Twenty Years Later…. • What happened to the protagonist of our story twenty years later? Think about it for two minutes, and then write about what you think Richard is doing twenty years later.

27. Q’talWhat if . . . . . ? our schools appreciate and build upon the assets students bring with them?

28. Q’talWhat if . . . . . ? USD 443 Staff Development, Aug 17, 2011