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Equity and Excellence for English Language Learners. A Balancing Act for Administrators Amy Christianson, OELA Project Coordinator a nd John Kibler, OELA Professional Development Coordinator Edgewood College.

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Equity and Excellence for English Language Learners

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    1. Equity and Excellence for English Language Learners A Balancing Act for Administrators Amy Christianson, OELA Project Coordinator and John Kibler, OELA Professional Development Coordinator Edgewood College

    2. Equity and Excellence for English Language Learners (ELLs): A Balancing Act for AdministratorsA Three Day Professional Development Series Objectivesfor Session One: • Participants will understand the second language acquisition and learning processes, academic English development and their relationship to academic achievement • Participants will reflect on federal, state, local mandates in the education of English language learners (ELLs) and learn about the parameters for school and district compliance • Participants will examine their educational context and programmatic approaches for ELLs and strategize plans for Objectives for Session Two: • Participants will review the most current research regarding educating ELLs and its implications on programmatic design and instructional practice • Participants will strategize professional development goals for their staffs that examine the major myths and realities about second language learning, as well as development goals for future planning • Participants will consider ways to utilize their existing resources for optimal student benefit by examining programmatic and instructional contexts with regards to scheduling, instruction, leadership and instructional approach Objectives for Session Three: • Participants will consider ELL student assessment, an overview of the WIDA English language proficiency standards and the ACCESS for ELLs assessment tool • Participants will examine teacher performance considerations for effectively educating ELLs and develop guidelines for considering contextual and pedagogical skills • Participants will have the opportunity to individually work with the consultants to ask additional questions, clarify information and consider district and school-based decisions.

    3. Twelve Key Practices • This book provides step-by-step guidance for any administrator committed to ensuring that the ELLs in their classes, schools, and districts are successful and can reach high core content and English language development standards. • Implementing Effective Instruction for English Language Learners takes a comprehensive, systemic, and strategic approach to educating all students, particularly ELLs. The 12 Key Practices Framework is divided into four parts: • Shared practices at the district, school, and classroom levels • Common classroom practices for ALL ELL educators • Core instructional practices of every program for ELLs • Organizing the key practices into effective program configurations • Administrators, teachers, and leadership teams can use the 12 Key Practices Framework and checklists to plan, implement, monitor, evaluate, and improve ELL education in their districts and schools.

    4. ELL Service Delivery Articulation and Action Plan (SDAAP) Over the course of our three sessions, participants will complete an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations.

    5. Equity and Excellence: Session TwoAGENDA • Overview of Session Two • Introductions • ELL Research Jeopardy • Discussion of Research Article • ELL Service Delivery Articulation and Action Plan (SDAAP) • Resource Alignment Through Collaborative Practices • Exit Slip – Gots/Wants

    6. Key Practice 12: Structuring the Language Education Program • Establish a District Language Education Committee to Develop/Restructure Program • Determine Extent of Use of ELLs’ Primary Language According to Student Populations • Identify how ESL, Literacy, & Academic Content Instruction Will Be Implemented • Prepare Program Recommendations to Share with Parents and Stakeholders • Monitor Program Annually to Evaluate ELLs’ Progress

    7. Key Practice 2: Educating ELLs Through Collaboration • ELL-Focused Professional Learning Community • District Language Education Committee • School Leadership Teams • Planning and Reflective Conversations • Connections of Home and School • Links to School and Community

    8. INTRODUCTIONS What is your name?Your position and district?What have you been thinking about since our last session?

    9. Let’s Play Jeopardy! Test your ELL Research knowledge!

    10. Article Discussion

    11. Though it is clear that often the things we hear about second language learning and the research we are told about does little more than confuse us. It is also true that much more research needs to be done. However there are some things about second language learning that research clearly indicates.

    12. Implications • Learning a second language is as difficult for the child as the adult. • Many children are just as self-conscious and inhibited as adults. • Literacy and other skills and knowledge transfer across languages. That is, if you learn something in one language, you either already know it in (i.e. transfer it to) another language or can more easily learn in another language. For example, transfer of readings skills occurs across languages even that don’t share a common alphabet.

    13. Implications ELLs seem to progress from beginning to intermediate levels more rapidly (in roughly two to three years) than they do from intermediate to full proficiency. In other words, students beginning to learn the language can make what appears to be fairly rapid progress, but then slow down once they reach intermediate proficiency. Even students in all-English instruction do not typically begin to show higher intermediate levels of English proficiency for at least four years.

    14. Implications Teaching students to read in their first language promotes higher levels of reading achievement in English; teaching reading simultaneously (at different times during the day) compared with teaching them to read in their second language only, boosts their reading achievement in English.

    15. Implications What we know about good instruction and curriculum generally holds true for ELLs but with certain caveats. Instructional modifications based on proficiency level are essential. For example, the National Reading Panel identified eight types of reading comprehension strategy instruction that increased scores 34 percentile points on average for English-speaking students over those not exposed to these. The same instruction, with no modification for their proficiency level, was so weak that it wasn’t clear that there was any effect at all on ELLs. The conclusion being that “high quality reading instruction alone” was “insufficient to support equal academic success” unless the instruction is modified for language proficiency.

    16. Implications • The amount of exposure to English does not predict language acquisition. • Primary language support, when possible, does not inhibit second language learning, but enhances it. First language preservation pays off academically. • Use of a comprehensive framework for instructional modification is most effective.

    17. Implications • Proficiency in academic English – the kind of language used in textbooks and classrooms but no necessarily in social situations, is the key to content-area learning. • Inclusion of first-language instruction, when possible, can have long-term academic benefits • Professional development for meeting the needs of ELLs is on-going and life-long.

    18. Utilizing Resources Effectively to Support ELL Student Achievement • Equity for ELLs: Guiding Beliefs and Principles • Organizational Map and Service Delivery Articulation & Action Plan (SDAAP) • Resource Alignment Through Collaborative Practices

    19. Equity Through Instructional Practices • Guiding Principles and Beliefs • Considerations for Instructing English Language Learners

    20. Guiding Principles and Beliefs • Shared Responsibility for English Language Learners is Evident in the Actions of School Personnel • Resources are Aligned to Promote Effective and Collaborative Instructional Practices • Shared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning Teams • Program Models & Configurations are Flexible and can be Adjusted based on Students’ Language & Learning Needs • Standards-Based Instruction for Language Development & Content Learning is Integrated

    21. Considerations for English Language Learners • Instructional Practices follow State Laws/Title III Part A • Teachers and Resource Staff Supporting ELLs are Assigned on Instructional Teams • ELLs are Clustered into Classrooms Supported by ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification) • Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual Certification • All Professional Development Reflects Best Practices for Educating ELLs • Parent and Family Outreach Supports Linguistic and Cultural Needs

    22. Questions to Consider: • Which guiding beliefs and principles are currently supported in your school or district? • What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners?

    23. Organizational Map and Service DeliveryArticulation & Action Plan (SDAAP) • Developing an Organizational Map to Utilize School Resources Effectively • Service Delivery Articulation and Action Plan (SDAAP) • Examining Program Models and Configurations for Instructing English Language Learners

    24. Using a School Organizational Map forELL Service Delivery Articulation & Action (SDAAP):What Is It? • Organizing and Maximizing Time/Space/Resources in the School Building to Support Students’ Academic Achievement • 10,000 ft. view • Accounting for context and conditions • Considering all available resources • Thinking outside the box

    25. Organizational Map Key Elements: • Organizational Map: A structure to utilize time, space, and resources in the school building to support English language learners’ academic achievement • Establishing shared guiding beliefs and principles as a school • Placement of ELLs based on language & learning needs • Collaborative teaching structures using best practices for ELLs • Flexibility with instructional placements based on needs of ELLs

    26. Service Delivery Key Elements: • Service Delivery: Instruction provided to English language learners based on individual language and learning needs • Program Model • ESL, Bilingual, Dual Language Immersion • Program Configuration • Sheltered classes, Pull-out, Push-in, Resource Rooms • Clustering • Grade level, language background, language proficiency • Range of Services • Frequency and duration of academic support

    27. Service Delivery Program Models and Configurations

    28. ELL Service Program Models • Instruction in General Education Classrooms with ESL/Bilingual Support • ESL Academic Content Classes • ESL Newcomer Classes • Bilingual Instruction • Dual-Language Immersion

    29. Questions to Consider: • What elements of the organizational map and/or service delivery process is currently in place in your school or district? • Which structures or processes might be helpful in your educational setting to support English language learners?

    30. Potential Uses of the SDAAP • Plan of Service (DPI) – Service Delivery Articulation • District/School Improvement Planning • Strategic Framework Alignment • Presentations to Administration/Staff/BOE • Grade Level / Team Level Planning • Transition Planning • Articulation of Short & Long Term Goals/Planning for ELLs

    31. Resource Alignment Through Collaborative Practices • Considerations for Collaboration: • Philosophy, Beliefs, Attitudes • Procedures • Instruction • Assessment

    32. Considerations for Educational Collaboration • Philosophy/Beliefs/Attitudes: • Views on inclusive practices (ie. students in general education classrooms) • Comfort level with working with a diverse student population • Knowledge about educational approaches to instructional design (scheduling and instruction for students needing specialized services – ie. English Language Learners, Special Education, Talented and Gifted, At-Risk) • Beliefs on educational approaches to learning (constructivist, multiple intelligences, etc.)

    33. Considerations for Educational Collaboration • Procedural Considerations • Scheduling common planning and teaching times (with teaching partners and grade level instructional teams) • Teaching roles and responsibilities (including: development of integrated units using standards-based curriculum, preparing instructional materials, differentiating based on language proficiency levels and learning needs of students)

    34. Considerations for Educational Collaboration • Instructional Considerations • Curriculum focus – with scope and sequence of instruction • Instructional delivery (lead teaching, support teaching, co-teaching, etc.) • Pacing • Additional supports for students with specialized services

    35. Considerations for Educational Collaboration • Assessment Considerations • Formative, Benchmark, and Summative Assessments (with accommodations provided as needed for students with specialized services) • Progress monitoring of students’ learning • Determining level of effectiveness in co-teaching arrangement

    36. Questions to Consider: • What structures for collaborative practices does your school or district have in place to support English language learners? • Which considerations for collaboration would be helpful to incorporate in your educational setting?

    37. Exit Slip Gots and Wants

    38. See You Next Month! Thank You for Your Participation! Amy Christianson AChristianson@edgewood.edu John Kibler JKibler@edgewood.edu