HELP! I Have an ELAre Administrators, Teachers and Staff prepared for

an English Learner to walk into your School?

SAMUEL 1 2015-2016

Today’s Agenda9:00-11:45 Break-Out Session11:45-1:00 Lunch1:00-2:00 Break-Out Session2:00-2:30 Whole Group

Climate Data Analysis Professional Development

What kind of school culture is needed for English Learners?What role does the EL Teacher have in these components?

The most difficult job of school reform is changing the prevailing culture of a school. The school’s culture dictates in no uncertain terms, “the way things are

done around here.”

Schools seem to take on the personalities of their

principal-speaking volumes about the

influence school leader rally have!

School Culture and Climate

Conventional Leadership

Glickman, Gordon, and Ross-Gordon have identified three types of school cultures:

Decisions and innovations come from the top. The culture in these types of schools can be characterized as hierarchical, professionally isolated,

and fostering more dependence than independence or interdependence.

Congenial Leadership

These types of schools are friendlier and encourage more social interaction, however much of the discussions in these types of schools

center on the personal rather than the professional. The culture in these types of schools can be categorized as socially active but professionally

isolated. Innovations can come from teachers, but will only last as long as those teachers remain enthusiastic about the idea.

Collegial Leadership

Teachers and administrators share responsibility for student learning and the improvement of teaching school-wide. These schools are

characterized by focused adult interactions and innovations that are team-created and led.

Activity

In a small group decide what scenario is reflective of conventional, congenial, or

collegial leadership. Discuss the pros and cons of each scenario. Choose a

spokesperson to share an interesting point brought to the conversation.

Scenario 1

The principal sets the standards, expectations, and behaviors within the school. The school runs like a business. Personal and professional life are separated. Teachers are not encouraged to develop personal friendship so that the focus is student centered. Extra curricula activities, community involvement, special assemblies can become a hindrance to learning. Playing outside, having class parties, inviting outsiders, celebrating personal events, etc. takes away from valuable instruction time. There is no time to waste. Children will receive the best education possible.

What are the pros and cons?

Scenario 2

The community loves the school where everyone is family! Many students’ parents attended the school when they were children. Parents are welcomed into the school bringing cupcakes for birthday parties, visiting teachers, and planning community events. The principal values each employee by recognizing and celebrating life events. Teachers are happy and often meet outside the school. Instruction is discussed and collaboration takes place during lunch, at the ballpark…even at cookouts. The school’s focus changes depending on the enthusiasm of the teachers. It is a happy place to be! Even though state results lag at times, everyone is satisfied.

What are the pros and cons?

Scenario 3

Administrators, teachers, and other staff are on a level playing field with the same focused objectives for student achievement. Staff members are respected and viewed as professionals. Consistent meetings take place for teachers to discuss strategies, share scenarios, study data. The principal ensures planning time for teams to analyze data to drive instruction. It is an integral part of individual student success along with a school wide focus. Evaluation takes place annually to ensure pathways toward progress. Attitudes remain positive and enthusiastic. The strengths of the entire staff are utilized in a collaborative effort to provide a place preparing college and career ready students.

What are the pros and cons?

Activity

Think about the leadership styles. Draw a picture that characterizes your district

or school, representing leadership styles. Most importantly, include how

the English Learners fit into your depiction. Be ready to share and

explain.

Let’s look at components in the school self assessment keeping in mind the type of leadership needed for optimum learning

for all students.Handout: School Self Assessment

Culture and Climate for English Learners

The School provides Visual

Evidence for supporting

Cultural Diversity.

2013-2014 SAMUEL 11

The school documents appropriate communication with Non-English speaking parents utilizing TransACT

(www.transact.com), interpreters, and translators.

SAMUEL 1 2013-2014

Do the methods used by the district to notify parents and students of available programs and activities take into account language barriers?

What methods or steps are taken to ensure that ELs have an equal opportunity to participate in extracurricular and nonacademic activities?

http://www.transact.com/

Looking at the “Roadmaps”

Non-English speaking parents would feel comfortable entering the school and office.

State of AlabamaDept. of Ed. Memorandum

Aug. 5, 2014

ELs appear to be happy and somewhat adjusted to the school

environment.

EL Policy and Procedure ManualLegal Cases Relating to English Learners

ELs are involved in extracurricular activities and represented in all

programs.

U.S. Department of JusticeOffice of Civil Rights

January 7, 2015Dear Colleague Letter

What methods or steps are taken to ensure that ELs have an equal opportunity to participate in extracurricular and nonacademic activities?

Do the methods used by the district to notify parents and students of available programs and activities take into account language barriers?

Data Analysis to

Drive Instruction

ACT AspireACT Explore

ACT PlanACT WorkKeys

Work SamplesGlobal Scholar

wida.us Interpreting ACCESS for ELLs Score Reports

ACCESS for ELLs™ scores are used in addition to state assessments, for data analysis,

to drive classroom instruction

ACCESS for ELLs™ scores are used in addition to State Assessments, Data

Analysis, to drive Classroom Instruction.

• Disaggregated by Grade Level to Determine Instruction

• Disaggregated Individually to Analyze Progress Overall

• Disaggregated Individually to Dissect Information by Domain

• Compare to State Assessments

SAMUEL 111 2014-2015 &

wida.us Interpreting ACCESS for ELLs Score Reports

The School is aware of their AMAO

status and data.53%

19%

Lessons are taught using CCRS/WIDA standards that merge the four domains of language

(reading, writing, listening, and speaking).

WIDA Consortium / CAL / MetriTech

Levels of English Language Proficiency

Teachers understand proficiency levels of their ELs and use the information to differentiate instruction effectively.

Teachers understand proficiency levels of their ELs and use the information to differentiate instruction effectively.

Schoolwide instruction includes differentiation in lesson delivery.

• Do lesson plans reflect instruction, assignments, and assessment at proficiency level?

• Are alternate assessments designed to meet proficiency levels?

• Does grading reflect the proficiency level?

U.S. Department of JusticeOffice of Civil Rights

January 7, 2015Dear Colleague Letter

EL Policy and Procedure Manual Part II: English Instruction Educational

Programs

Lesson Plans

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For centuries, elephants have captured our admiration and imaginations, and it's easy to see why.  The planet's largest land animals can stand up to 10 feet tall and weigh up to 13,200 pounds.  But they're not just about brawn.

School-wide instruction includes differentiation in lesson delivery.

SAMEUL 1 2014-2015SAMUEL !!! 2014-2015Alternate Assessment

Grading is an LEA Decision

Lack of English Proficiency is not a basis for a failing grade

Differentiate according to instruction, assignments, and assessment

Grading

Appropriate accommodations are used from individual I-ELPs.

How does the classroom provide evidence that accommodations are implemented?

Lesson Plans, Evidence Boxes, Portfolios, Observations

EL Policy and Procedure Manual Part II: English Instruction Educational

ProgramsGrading and Retention Guidelines for English

Learners

Appropriate accommodations are used from

individual I-ELPs.

Classroom Accommodations for English Language Learners

Student Name Teacher

Date Reason

Environment: Assignment: P referentia l S eating A ssign peer tutor V isua l charts/cues P rovide tape recorded discourse H ighlight key w ords U se rea l objects/m anipu la tives Refer to prior knowledge (K-W-L or other) P rovide qu ie t study space

Ad just read ing leve l m ateria ls S ing le step d irections P rovide extra exam ples/m odels Shorten assignm ent/task D irections read aloud Adapt/s im plify language on task G ive ora l prom pts/cues Allow projects to replace written tasks

Other: Other:

Presentation: Materials: Ind iv idual/sm all group d iscussions U se specia lized curriculum /equ ipm ent S im plify language/key w ord Dem onstra tions for key concepts V isua l or M ulti-m odal presentations F requently check for understand ing U se m anipu la tives N ative Language presenta tions

P rovide tape recorded text P rovide supplem entary m ateria ls H ighlighted text B ilingua l d ictionaries/g lossaries U se of graphic organizers P re-teach a ll vocabulary P rovide varied visual/m ulti-sensory input N ative Language text

Other: Other:

Management: Class Assessment: U se positive re in forcem ent R epeat a ll d irections U se cooperative learn ing groups Use projects/in terdiscip linary tasks P rovide language experience tasks D H ave student repea t d irections Im m ed ia te pra ise /feedback P lan peer tu tors/m ode ls P rovide high in terest topics/options Provide extended time to complete tasks Allow student to think/speak in native language

O ral responses M u ltip le cho ice fo rm at R ead test a loud due to : R ead portions/key w ords on test M od ify fo rm at/leng th o f test Alternate with culturally non-biased items: Specify P rovide glossaries in na tive language Modify test items/weighted scores due to: Specify

Other: Other:

List any other individual interventions or accommodations used:

The School Knows and Understands their Instructional Programs for ELs.

English as a Second Language (ESL) –

Program of techniques, methodology, and special curriculum

designed to teach ELs explicitly about the English language,

including the academic vocabulary needed to

access content instruction, and to

develop their English language proficiency in

all four language domains.

Structured English Immersion (SEI) – Program designed to

impart English language skills so that the ELs can transition and

succeed in an English-only mainstream classroom once

proficient.

English Language Development (ELD) – Program of techniques,

methodology, and special curriculum designed to teach ELs

explicitly about the English language, including the academic

vocabulary needed to access content instruction, and to develop their English language proficiency

in all four language domains.

Professional Development

Professional DevelopmentTeachers and Staff (Secretaries, Lunchroom

Workers, Bus Drivers, Custodians, etc.) have been provided professional development on

procedures, communication, and culture awareness.

Administrators and Teachers have been provided Professional Development on

Policies and Procedures involving ELs.

Teachers have been provided Professional Development on topics such as Goal Setting,

Accommodations, I-ELP, teaching to Proficiency Level, Evaluation of the

Core Language Aquisition program, etc.

U.S. Department of JusticeOffice of Civil Rights

January 7, 2015Dear Colleague Letter

The Role of ESL Personnel

Handout: :EL Teacher Duties and Best Practices

Collaboration between Classroom and ESL Teachers:• Integrate CCRS and WIDA English Language

Development Standards• Build Academic Language in the Content Areas• Develop Effective Classroom Instructional and

Assessment Strategies for EL Students• Build Effective Classroom Materials Supporting

Instruction and Assessment at the EL Students’ English Language Proficiency Levels

Classroom Teachers:

• Implement CCRS Standards• Implement CCRS Instructional Objectives• Provide Tiered Instruction and Assessments• Integrate WIDA Language Objectives• Provide Classroom Implementation of

Identified Accommodations at EL Students’ English Language Proficiency Levels

ESL Teachers :• Implement WIDA English Language Development

Standards• Implement WIDA Language Objectives• Administer WIDA Language Assessments• Provide English Language Acquisition Instruction at the

Students’ Proficiency Levels• Provide Professional Development for Administrators,

Classroom and Content Area Teachers

Final ActivityTake the School Self Assessment

TakeShare

Implement

State Department of EducationStaff

Cyndi Townley, Title III/State EL/Migrant Coordinator ctownley@alsde.eduDely Velez Roberts, EL Specialist/Title I droberts@alsde.eduMary Rose Cameron, EL Specialist/Title I mcameron@alsde.eduPeggy Haveard, Migrant/Title I phaveard@alsde.edu

Krista Whatley kwhatley@alsde.eduMichele Lee mlee@alsde.eduDebbie Baeder dbaeder@alsde.eduRobin Stutts rstutts@alsde.edu

EL Coaches

The following slides are for references only

WIDA STANDARDS English language learners communicate for Social and Instructional purposes within the

school setting.

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematic.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

WIDA Consortium / CAL / MetriTech

Levels of English Language Proficiency 6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

AMAO A&B