Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session

Rethinking Equity of Teaching English Language Learners (RETELL)Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session

Welcome & Course Introduction

Massachusetts Department of Elementary and Secondary Education

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Welcome! My name is (facilitator’s name)

(facilitator contact information ) (insert background information: family,

previous teaching experience/jobs, hobbies, etc. You may include pictures)


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Housekeeping Today’s session: 3 hours Break: (insert time) Restrooms (insert location) Internet (insert login and password

information, if available) Course materials


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Agenda Introduction to SEI Course and Session 1 (50

min) Examining Data Related to ELL Achievement

and Demographics in MA (45 min) Break (10 min) Shared Responsibility for ELL Instruction and

Educational Success (50 min) Assignments and Preparing for Upcoming

Sessions (15 min) Moodle Login Help (10 min)

Warm-up: “Who’s Like Me?”

Is anxious about taking this course

Math Teacher

Science Teacher

ELA TeacherSocial Studies

Teacher

Has been waiting for a class like this

Went away for

vacation this year

Has taken at least ONE

course in 2nd Language

Acquisition or Culture

(aside from Category

Trainings)

Is open to trying out strategies learned in this course

Other Teacher


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Why are we here? RETELL The Rethinking Equity and Teaching

for ELLs (RETELL) initiative is designed to provide ELLs access to effective instruction and close proficiency gaps.


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Why are we here? The SEI Endorsement

Teacher Course

Core academic teachers who work with ELLs (SEI Teachers) are required to obtain the SEI Teacher Endorsement in order to advance, extend, or renew their license(s).

The SEI Course provides a foundation of understanding, knowledge, and skills critical to effective Sheltered English Instruction (SEI) in core academic areas.

Educators assigned to an SEI Course must earn the SEI Endorsement within a year.


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Participant Manual Course content overview

Module A: ELLs – Their World and Second Language Acquisition in the SEI Classroom (Sessions 1-4)

Module B: Teaching Academic Language and Sheltering Content in Core Academic Classrooms (Sessions 5-16)

Embedded Themes: WIDA Standards, 2011 Curriculum Frameworks, differentiation, assessment Course format

SEI Teacher Course Syllabus


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SEI Course Syllabus: Attendance Policy Attendance taken at every face-to-face

meeting Face-to-face meeting tardiness

5-30 minutes tardy: 2% deducted from final course grade

30 minutes tardy: equivalent to absence No participant with more than two class

absences will be eligible for the SEI endorsement

Hardship clause


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SEI Course Syllabus: Grading & Participation Pass/fail or grade option

Pass/fail = C or above Must pass to earn Endorsement

Grading policy described in the syllabus


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Completing the SEI Course: PDPs, Graduate Credit, and ELAR PDPs available upon completion of the SEI

Teacher course 67.5 PDPs PDPs are issued by ESE at completion of course

Graduate course credit available SEI Teacher course equivalent to 3

graduate credits Participants are responsible for completing

licensure process for earning SEI Endorsement on ELAR.


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Online Component

Five online sessions, required readings, assignments

Moodle troubleshooting – Help desk Office Hours: 9:00 AM – 5:00 PM, M-F Phone: 781-338-3020 Email: [email protected]

Today: Logging into Moodle

mailto:[email protected]

http://moodle.org/

http://moodle.org/

http://moodle.org/

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Course Expectations: Session Norms What norms should guide our sessions

and online discussions?

Basic Guidelines for Discussion Are they clear? Is there anything missing?


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MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom

(Sessions 1—4)

1: Examining Data & Policies Relevant to

ELLs

2: Diversity within ELL

Populations (ONLINE 3 HOURS)

3: Cultural & Social Aspects of Teaching in the SEI Classroom

4. Second Language

Acquisition in the SEI Classroom

MODULE B: Academic Language and Literacy Development in the SEI Classroom (Sessions 5—16)

5. Sheltering Content (ONLINE 3 HOURS)

6: Vocabulary for ELLs I

7: Vocabulary for ELLs II

8. Vocabulary for ELLs III (ONLINE 2 HOURS)

9: Reading for ELLs I

10: Reading for ELLs II

11: Reading for ELLs III (ONLINE 2 HOURS)

12: Writing for ELLs I

13: Writing for ELLs II

14. Writing for ELLs III (ONLINE 2 HOURS)

15. Large-Scale Assessment for ELLs; Capstone Lesson Presentations

16. Capstone Lesson Presentations; Course Evaluation

SEI Teacher Endorsement Course Map

Session 1: Examining Data and Policies Related to English Language Learners


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Session 1 Objectives Define responsibilities for completing the

SEI Course and obtaining Endorsement. (CMR 7.4)

Manage all course logistics, including: meeting attendance and assignment/participation expectations; employing Moodle tools; applying for graduate credit; completing ELAR affidavit; staying abreast of course changes.


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Objectives Understand and acknowledge the importance

of sharing responsibility for the instruction and academic achievement of ELLs

Demonstrate a working knowledge of ELL demographics and academic achievement in MA, and implications for instruction

Identify relevant federal and state laws pertaining to ELLs and explain resulting implications for teaching and learning of ELLs

Research and evaluate school policies with regard to ELLs


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What do you already know about English Language Learners (ELLs)?

Complete the Anticipation Guide These statements set the stage for

topics covered throughout the course Be as honest as possible!

Examining Data Related to ELL Achievement and Demographics in Massachusetts


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Who is an ELL? Quick Write Who is an English Language Learner? Write your own definition.


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Who is an ELL? Multiple Definitions:

MA: English Language Learner (ELL) Federal: Limited English Proficient (LEP) Definition embedded within WIDA ELD

Standards Guiding Principles

What do the WIDA Guiding Principles suggest about WIDA’s definition of ELLs?

What are the instructional implications of these definitions?


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Who is an ELL?Deficit-based vs. Asset-based view of

ELLs “Approached from a deficit perspective, students who are English language learners (ELL) are often defined as fundamentally lacking. By contrast, asset-based perspective builds on the home language of students and recognizes this as a fundamental strength.”

Source: Scanlan, Martin. "An asset-based approach to linguistic diversity." Focus on Teacher Education (2007).


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MA ELL Achievement and Demographic Data with Sentence Frames

What do you think the data will show? Why? I think the data will show that ___

because ___.

MA ELL Demographic Data: Changing District Demographics

177

260

324

113

162

213

4054 63

2000 2005 2011

At Least 1 ELL

10 ELLs or More

100 ELLs or More

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MA ELL Achievement and Demographic Data Analyze the data with your group

Make observations: I see ___. Make inferences: I think this means ___. Ask questions: I wonder about ___. I would

like to know more about ___.

Present your data to the class & make connections: Our data is closely related to group _’s data

because __. On the other hand, our data suggests that

___.


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MA ELL Achievement and Demographic Data

Present your data to the class & make connections: Our data is closely related to group _’s

data because __. On the other hand, our data suggests

that ___.

District and School ELL Data


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DART for ELLs Tool District Analysis and Review Tools (DARTs)

Offer snapshots of district and school performance

Users can track select data elements over time and make comparisons to the state or to "comparable" districts.

Types of data on the DART Detail: ELLs Demographics (% ELL, Former ELL, Special Ed) Common languages and countries of origin MCAS and MEPA results, “Achievement Gaps” District and school overview


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Analyzing ELL Data from Participants’ Districts Look over the DART reports.

District Overview School Overview Achievement Gap MCAS and MEPA

Make observations and inferences on your own.

Go over the guiding questions with a partner. Share with the whole group. Are there any

salient points about the data?


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Break (10 minutes)

Shared Responsibility for ELL Instruction and Educational Success


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Civil Rights and English Language Learners

Ensuring ELLs have equal access to high quality education is a civil rights issue

Federal laws, guidance, and court cases to support ELLs’ rights:

Civil Rights Act, 1964 Equal Educational Opportunity Act

(EEOA), 1974 Lau vs. Nichols, 1974 Castañeda v. Pickard, 1981 Office of Civil Rights Guidelines NCLB Title III, 2002

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Civil Rights and English Language Learners Massachusetts ELL laws and regulations

MA Education Reform Act, 1993 Ballot Question 2 Title III priorities in MA RETELL Regulations

Federal and state ELL policy Discussion: Expert Groups (EG) Jigsaw

1. Federal Policy2. MA State Policy


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Civil Rights and English Language Learners Jigsaw 1. Discuss

with a partner in your EG

2. Discuss with a partner from a different EG

3. Whole group discussion

What are the key messages embedded in laws and regulations pertaining the education of ELLs?

How are federal and state policy related?

Are there any differences between federal and MA policies?

Did you find anything interesting or new?

ELL Achievement as a Community Effort


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Two Required Components for Academic Program for ELLs in MA

Required Components for

Instruction of ELLS

Meaningful Access to Curriculum

English Language Development

(ESL/ELD)

Sheltered English

Instruction (SEI)

Bilingual or Dual Language

Instruction

Instruction that includes approaches, strategies, and methodology that

makes the content comprehensible and promotes academic

English language development

Explicit, direct instruction to promote

English language development


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Who’s Responsible for ELLs’ Success in School? Jot down some ideas in response to this

question. Consider: Federal and state laws and regulations Your experience as a teacher


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Who’s Responsible for ELLs’ Success in School?

“Who’s responsible for student learning? Walk into an effective school and ask this question of anyone – a teacher, a student, the principal, a parent volunteer, a secretary – and you’ll get the same answer: I am.”

(Conzemius & O’Neill, 2001)

“It is time to break the bad habit of expecting something from nothing, from our government or from each other. Let us all take more responsibility, not only for ourselves and our families, but for our communities and our country.”

(Clinton, 1993)


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Who’s Responsible for Chia’s Success in School?

Chia grew up in a poor neighborhood ravaged by gangs. After her mother died of cancer, her aunt was forced to adopt her. She moved to MA two months ago. Although she knows no English, she’s very outgoing.

Imagine that Chia is in your school. What are some issues that you need to address in order to help her

succeed in school?


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Who’s Responsible for Ernesto’s Success in School?

Ernesto lived with a nanny while his parents started a business in the U.S. He skipped school between grades 3-7, and is now in 8th grade. He’s a math whiz because his grandfather taught him at home. Ernesto can understand quite a bit of English but has a hard time writing or speaking it. His parents’ business is about to go under, and he’s very worried.

Imagine that Ernesto is in your school. What can educators in your school do to support Ernesto?


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Who’s Responsible for ELLs’ Success in School? Laws and regulations promote shared

responsibility for ELLs’ success Research about effective schools

highlights the impact of shared responsibility

Curricular expectations also support this idea: WIDA ELD Standards 2011 MA Curriculum Frameworks

WIDA ELD Standards Span Across Core Academic Areas ELLs communicate information, ideas, and

concepts necessary for academic success through the…

Academic Language


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2011 MA Frameworks Expectations

What do the 2011 MA Curriculum Frameworks for ELA and Literacy say about ELLs?


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2011 MA Frameworks: Expectations for ELL instruction Engagement with same Common Core standards

as their Native English speaking peers Teachers and school /district staff are well

prepared and qualified Literacy-rich school environments Coursework preparing ELLs for college and the

workplace that is comprehensible for students learning a second language

Opportunities for classroom discourse and interaction

Source : 2011 MA Frameworks for ELA and Literacy, p.83

What does this mean for you as a teacher of ELLs?

Slideshow: Melanie Thompson, Ed.S., NCC, LPC, LMHC, Director, Center for Access-Ability Resources, Northern Illinois University

Retrieved online 714/2012: https://dst.sp.maricopa.edu/DWG/disability/...21-11/Webinar.ppt


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We Can Do Better!

2008 2009 2010 2011 20120

102030405060708090

100

Academic Achievement Gap – CPI

Non-FELL/ Non-ELLFormerly ELLELL

Source: DART for ELLs 2012


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Who’s Responsible for ELLs’ Success in School? Think Pair Share

How can different groups support ELLs’ language development and academic achievement? Brainstorm concrete actions for each

group individually Pair with a friend and discuss Share with the class

Assignments & Preparing for Upcoming Sessions


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Assignments due by Session 2Journal Entries on Moodle: 1. Reflect on two effective instructional

activities for ELLs demonstrated today.2. Summarize three key ideas from today’s

session and explain why they are significant to your teaching practice.

Follow up assigned reading: 2011 MA Curriculum Frameworks for ELA & Literacy (p. 5, 83).


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Assignments due by Session 3: Paper

Two-page paper answering questions related to ELLs in your school Use guiding questions as a starting point Interview relevant staff, ELLs Research information Summarize answers


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Preparing for Session 2 (Online)

Required Readings: Massachusetts Department of Elementary and Secondary Education. 2011 Massachusetts curriculum framework for English language arts and literacy, 5 and 83

Trumbull, E. and M. Pacheco. 2005. Culture, families, communities, and schools. In The Teacher’s Guide to Diversity: Building a Knowledge Base, Volume I: Human Development, Culture, and Cognition, 123–131, 134–136. Providence, RI: Brown University.

Moodle login instructions

Documents

Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session