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Increasing Principal Knowledge in ELL, SpEd, and Early Childhood

This progress report discusses the need for principals to have increased knowledge in English Language Learners (ELL), Special Education (SpEd), and Early Childhood education. It includes feedback from alumni and personal experiences from school leaders. The report also covers important topics such as laws, best practices, and assessment for ELL students.

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Increasing Principal Knowledge in ELL, SpEd, and Early Childhood

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  1. State McCormick GrantNCC LINC TeamFaculty, Principal Partners, & Alumni

  2. NCC LINC Team Facilitator: Kristine Servais NCC Faculty: Monica Vuksanovich, Maureen Kincaid, ELL Focus Group: Kellie Sanders, Tara Allen, Kim Stephens, Amy Gray Special Education Focus Group: Adam Ferguson, Sara Courington, Ann Sassano, Marta Swanson-Maschman Early Childhood Focus Group: Robin Miller Young, Jean Matula, Betsy Schrubbe Team Design Progress Report

  3. Why the need for increasing what a principal must know and be able to do in ELL, SpEd., and Early Childhood? Alumni feedback in LINC target areas Personal experiences from two school leaders-Tara Allan and Adam Ferguson How do acting principals view the need to know and do more in LINC areas? Principal Kellie Sanders Key learning points in ELL—Monica Vuksanovich

  4. Educational Leadership and English Language Learners Dr. Monica Vuksánovich, Ph.D Vst. Asst. Professor of Spanish & ELL Education Department of Modern & Classical Languages North Central College

  5. What do we need to know? Who are ELLs? What is the law? How do ELLs learn best? What should a principal know?

  6. Who are ELLs? • In Illinois (2010): 183,522 ELLs in 579 districts • Linguistically and culturally diverse • While about 80% are Spanish speakers, 141 different home languages were represented in Illinois in 2010

  7. What is the law? Equal Educational Opportunities Act (EEOA), Section 1703(f) a school district must provide services that will enable LEP students to “overcome barriers that impede equal participation by these students in the district’s instructional programs” (see 20 USC 1703) Elementary and Secondary Education Act (ESEA/NCLB) – Title III -  'English Language Acquisition, Language Enhancement, and Academic Achievement Act'. “Sec. 3102 (1) to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet” Illinois School Code Article 14C – Transitional Bilingual Education “105 ILCS 5/14C-1 … to insure equal educational opportunity to every child, and in recognition of the educational needs of children of limited English‑speaking ability, it is the purpose of this Act to provide for the establishment of transitional bilingual education programs in the public schools, to provide supplemental financial assistance to help local school districts meet the extra costs of such programs, and to allow this State to directly or indirectly provide technical assistance and professional development to support transitional bilingual education programs statewide.” Illinois Administrative Code Title 23 Part 228 – Transitional Bilingual Education Identification of Eligible Students; Data Collection; Program Options & Placement; Assessment; Personnel Qualifications and Professional Development; Program Evaluation Hernandez, R. (2011)

  8. How do ELLs learn best? Communicative Language Teaching and Task-based instruction [1980’s - present day] from a highly qualified teacher with ELL/Bilingual Certification/Endorsement CLT is an approach, not a method (SIOP and CALLA are two popular “commerical” methods)

  9. What is “proficiency”? BICS CALP Cummins (1991)

  10. How long will it take? ELL Students Native Speakers 5-7 (up to 10 ) years 2 years Proficiency Social English Academic English Based on Cummins (1991), Collier (1995)

  11. When is a student considered “proficient”? 6 5 4 REACHING BRIDGING 3 EXPANDING 2 DEVELOPING 1 BEGINNING Overall composite proficiency level of 4.8 as well as a 4.2 composite literacy (reading/writing) proficiency level on ACCESS for ELLs are considered English Language Proficient and can exit ELL programming. ENTERING

  12. How are ELLs assessed? Step 1: Home language survey Step 2: Placement tests for ELLs Preschool: Pre-IPT Oral (listening & speaking) K-1: Measure of Developing English Language (MODEL) 1-12: WIDA Access Placement Test (W-APT) for new students Step 3: Proficiency tests ELLs annually take the ACCESS for ELLs test to assess ELP Linguisticially modified ISAT/PSAEs are avail to assess academic growth (align with CCSS 2014-2015)

  13. What are the programs in IL? TBE (Transitional Bilingual Education) >20 LEP of same L1. • What does TBE look like? • Bilingual teacher instructs math, science, and social studies in student’s L1. Lang Arts is bilingual (scaffolded English with emphasis on L1 literacy at first) and PE & Art are in English. TPI (Transitional Program of Instruction) <20 LEP of same L1. • What does TPI look like? • P-6 = “Pull out” or “push in” program • 7-12 = 1-2 ELL classes per day, plus sheltered math and science. These classes parallel the regular curriculum but are taught in a modified manner.

  14. What should a principal know? Broad Administrative Knowledge of ELLs ELL Specialized Knowledge Curriculum for ELL Ed/Bilingual Ed Best Instructional Practices Classroom Management for ELLs Professional Development Special Education, Incl Gifted & Magnet Assessment of ELL/Bilingual Students ELL Ed Policy – New Initiatives and State/Fed Mandates Family / Community Engagement Specialist Services Adapted from Hernandez, Reyna (2011)

  15. Our “Work In Progress” at NCC ELL Template • I. Knowledge • Group knowledge • ELL Ed Policy • II. Attitudes • Needs assessment • Key questions • III. Performance & Field Activities • Including drafts of rubrics (alignment with core competencies: Big 3, Super 7, and 13 critical.) • IV. Resources

  16. Looking toward the future • Learn from each other! • Reaching practitioners via webinars, meetings, etc. • Possibly develop state-wide learning modules for ELL (similar to Early Childhood modules)

  17. Resources Highly Recommended Texts Alford, B. and Mary C. Nino (2011). “Leading Academic Achievement for English Language Learners: A Guide for Principals.” Corwin. ISBN-10: 1412981603 ISBN-13: 978-1412981606  Smiley, P. and Trudy Salisbury. (2007). “Effective Schooling for English Language Learners: What Elementary Principals Should Know and Do.” Eye on Education. ISBN-10: 1596670304 ISBN-13: 978-1596670303 Suggested Additional Texts Houk, Farin. (2005). “Supporting English Language Learners: A Guide for Teachers and Administrators.” Heinenman. ISBN-10: 0325006997 ISBN-13: 978- 0325006994  “Prek-12 English Language Proficiency Standards.” (2006). TESOL. ISBN-10: 93118531X ISBN-13: 978-1931185318  Lindsey, R., Nuri-Robbins, K., and Raymond Terrell. (2009). “Cultural Proficiency: A Manual for School Leaders.” Corwin Press. ISBN-10: 141296363X ISBN-13: 978-1412963633  Theoharis, G. (2009). “The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School Reform.” Teachers College Press. ISBN-10: 0807749516 ISBN-13: 978-0807749517 Additional Supporting Texts Brock, Cynthia and Diane Lapp, Rachel Salas, and Dianna Townsend. ( 2009). “Academic literacy for English learners : high-quality instruction across content areas.” Teachers College Press: New York.  Cloud, N., Genesee, F., Hamayan,E. (2009). “Literacy Instruction for English Language Learners.” Portsmouth, NH: Heinemann. Cruz , Bárbara C. and Stephen J. Thornton. (2009). “Teaching social studies to English language learners.” Routledge: New York.  Cummins, Jim, Kristin Brown, Dennis Sayers. (2007). “Literacy, Technology and Diversity: Teaching for Success in Changing Times.” Echevarria, Vogt and Short (2013). “Making Content Comprehensible for English Learners: 4th Edition”. Allyn & Bacon.  Freeman, David E. and Yvonne S., (2000). “Teaching Reading in Multilingual Classrooms.” Portsmouth, NH: Heinemann.  Freeman, David E. and Yvonne S. Freeman. (2001) “Between Worlds: Access to Second Language Acquisition.”  Haynes, Judie. (2007). “Getting started with English language learners : how educators can meet the challenge.” ASCD: Alexandria, VA.  Herrell, Adrienne and Michael Jordan. (2008). “Fifty strategies for teaching English language learners.” Pearson: New Jersey.  Herrera, S.G., Perez,D.R., and Escamilla, K. (2010). “Teaching Reading to English Language Learners: Differentiated Literacies.” Boston, MA: Allyn & Bacon.  Li, Guofang and Patricia A. Edwards, Eds. (2010). “Best practices in ELL instruction.” The Guilford Press: New York.  Lightbown, Patsy M. Nina Spada. “How Languages are Learned.” Third Revised Edition.  Patton O. (2008) “One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language.” Second edition. Tabors.  Shatz, Marilyn and Louise C. Wilkinson, Eds. “Education of English language learners : research to practice.” The Guilford Press: New York.  Whelan Ariza, Eileen N. “Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse tudent” Second Edition.

  18. Resources TESOL (http://tesol.org/s_tesol/index.asp) : Teachers of English to Speakers of Other Languages (TESOL) is the primary professional development organization in the field of English language acquisition. ACTFL (http://actfl.org/i4a/pages/index.cfm?pageid=1): American Council on the Teaching of Foreign Languages is the primary professional development organization in the field of foreign language acquisition. ACTFL also addresses the teaching and learning of English as a Second Language.

  19. References Hernandez, Reyna (2011). Powerpoint Presentation entitled “Educational Administration and ELLs.” LINC Conference. Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters Collier, V.P. (1995). Acquiring a second language for school. Washington, DC: National Clearinghouse for Bilingual Education. National Institute for School Leadership. (2011) www.nisl.net/institutes/elli/content.php WIDA (2011). Steps to English Language Development. http://www.wida.us/standards/elp.aspx

  20. Questions?Emergent Understanding of What Principals Need to Know and Do Closing Comments

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