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Small District Implements GLAD in a Big Way!
Barbara GilbertKirsten Lenz
Participant Outcomes
Overview of Project GLAD model
Awareness of varying levels of implementation
all resulting in improved teaching strategies specific
to the ELL students
Recognize that implementation is possible
Ideas for creating sustainability of training and
support
How to engage parents in their own learning so
they can support their own children
Overview
Introductions 10/2
Introduce yourself to your neighbor on the right and left
Tell them where you are from What you do and Why you chose to come to the session
Highland School Districta little background information
District population K-12: 1,154
4 buildings:
Marcus Whitman Cowiche Pre-K-3
Tieton Intermediate 4-6
Highland Junior High 7-8
Highland High9-12
Ethnicity: Asian 0.7%, Black 0.8%, Hispanic 62.9% and White 34.3%
Other:Free or reduced: 72.4%Special Education: 12.4%Bilingual: 19.2%Migrant: 22%
Grade Level
Reading Math Writing Science
3rd 71.4% 66.3%4th 73.6% 52.3% 60.4%5th 74.0% 61.9% 44.9%6th 72.0% 50..9%7th 59.3% 51.8% 69.8%8th 67.5% 50.8% 51.1%
10th 81.2% 45.4% 86.7% 38.8%
Highland School District 2008 – 2009 WASL Scores
What is Project G.L.A.D.?Guided Language Acquisition Design
GLAD is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross-cultural skills. Developed in Fountain Valley S.D. by Marsha Bretctell & Linea Hailey
What is Project G.L.A.D.?- A unique blend of academic language
and literacy that marries the research from many fields and organizes the strategies and classroom implications into a process.
- The model is firmly rooted in research but has been field tested in and out of district for the past 16 years.
What is Project G.L.A.D.? Guided Language Acquisition Design
GLAD is an instructional model with clear, practical strategies promoting positive, effective interactions among students and between teachers and students.
GLAD develops metacognitive use of high level, academic language and literacy.
GLAD training results in teachers’ renewed commitment to high expectations and high standards for all students.
What is Project G.L.A.D.?
Project GLAD was chosen as a national dissemination model of effective training for teachers in multilingual settings.
GLAD - trained schools have won Title I Achieving Schools Awards.
Project GLAD has certified over 600 Trainers and Trainers in Training to build capacity in their own district. This is a rigorous process of certification.
What is Project G.L.A.D.?- The training model is successful because it
values teacher’s time, viewpoints, and expertise of the teachers, as well as promoting collaboration and peer coaching.
- 5 areas: focus and motivation, input, guided oral practice, reading and writing and evaluation and closure.
10/2
Turn to a neighbor discuss your previous experience/understanding of GLAD and 2 new things you have learned about Project GLAD
Effectiveness of Training Components
COMPONENTS KNOWLEDGE SKILL TRANSFER
Study of Theory 10% 5% 0%Demonstration 30% 20% 0%Practice 60% 60% 5%Peer Coaching 95% 95% 95%
Based upon the research by Joyce and Showers
History of Implementation
Pull-outs for Title eliminated 2002-2003 Pull-outs for ELL eliminated 2006-2007 Need for strategies for ELL students in
general education classroom Had coach in place but needed a
consistent program to get her into classrooms
From a small start to …
1st year training
M/S ESD 105 monthly/
week in summer K-coach
M -5th gr. Teacher
2nd year training
M/S ESD 105 Monthly /
week in summer
3rd year training M/S
ESD 105 monthly(practicing in classrooms)
K & M certified . in June / July by conducting
6 days of training For 17 district teachers
3 K teachers; 2 2nd grade teachers;3 3rd grade teachers; 2 4th grade teachers; 3 5th grade teachers;
1 JH; 2 HS and 1 counselor
4th year
certified GLAD key trainers
monthly cadre meetings
modeling / co-teaching support to
17 trained employees
5th yearIn June will train 19 employees and Principal of each building & Director of Student Services &
District superintendent at the 2-day(Research and Theory)
Following in July with the 4 day demonstration portionK= 1 new/3- second training
2nd= 2 new/2- second training3rd= 3- second training4th= 2 second training5th= 1 second training
6th=1 newHJH=1- second trainingHHS=1 second training
Counselor= 1 second trainingCentury 21 director=1 new
PD in District/GLAD support
2009-2010- trained 18 employees cadre 1x per mo. – review section of strategies,
homework planning with teachers Gather resources – i.e. pictures, books, etc. 1 model lesson/1 coach Team teach strategy with classroom teacher Teacher teaches/coach watches and supportes
10/2
Turn to a neighbor, discuss how an implementation model like this would work in your district, …..
Effectiveness of GLAD implementationAt the beginning of the year… 11 of my 11 ELL/ESL students – at the beginning level for Listening/Speaking. None of my 11 ELL/ESL students were even at the beginning level for Reading. None of my 11 ELL/ESL students were even at the beginning level for Writing.
As of the end of March… 4 students that have completed the Intermediate level and 6 students that have completed the Advanced level. 2 of my ELL/ESL students have completed the Advanced Beginning level, 3 have completed the Intermediate level, and 6 have completed the Advanced level. 3 only need 1 component (comprehends highly contextualized vocabulary) to complete the beginning level, 3 have completed the Advanced Beginning level, and 4 have completed the Intermediate level.
Based on ELD Standards
Kindergarten data summary
After comparing this year’s Language Proficiency Levels to previous year’s levels, I see, on average, more growth in the students, leading me to believe that GLAD has made a positive impact. My goal is to set up a strong foundation so that my students could transition out of the ELL program before they get into 3rd grade, to help assure more success with the WASL. At the rate my students are going this year; many will be transitioned out in 1st grade.
Class Average (6th grade)
375
380
385
390
395
400
405
410
2007 2008 2009
Non-GLAD #1 Non-GLAD #2 Mrs. Schultz (28)
ELL Average (6th grade)
360
365
370
375
380
385
390
395
400
2007 2008 2009
Non-GLAD #1 Non-GLAD #2 Mrs. Schultz (28)
Hispanic Average (6th grade)
370
375
380
385
390
395
400
405
410
2007 2008 2009
Non-GLAD #1 Non-GLAD #2 Mrs. Schultz (28)
Teacher comments:
“Having Kirsten demonstrate the GLAD strategies in my classroom has been a great experience. The use of chants and charts is a fun and informative way to teach my students. I’m looking forward to learning more.”
Tammy King – 1st year Kindergarten teacher
Observations:
…Teachers use different strategies to assist students academically in language and literacy. Glad provides support for teachers and students. The impact I see is teachers having more tools and strategies for the classroom…
Greg George, TIS Principal
Teacher comments:
After spending the last three years working on my Professional Certification which dealt with ways to improve learning for second language learners, I found the GLAD strategies to be very beneficial. Many of the classes I took (whether through Central Washington University, the ESD, or our own school district) could be directly correlated to the strategies used in GLAD.
Sandra Butler – K teacher
Student commentsDear Mrs. Lenz, I like the chants we make, I like the graph of the team points, and I like science. I like the Picasso chart we did with you, and I like when we did Six Kingdoms of living things and I want Mrs. Lenz to come more often.
Emelin
Dear Mrs. Lenz, We like the science protget that you do with us and we wish that you could come to 4th grade with us.
Jessica
Student CommentsDear Mrs. Lenz,I like when we make a chart in class and when we get points. I like that to. I like when we sing chants during class. I do not have fun during science.
NoeDear Mrs. Lenz,I like when we do the charts and chants. I also like it when we do the games and things like that.
Claire
I learned about the 6 Kindoms and organisum and the ubacktira and it lives in hot water.
Ismael
Funding
Creative thinking Look for funding that supports PD
Transitional Bilingual Title III Title 1 LAP Title II
Challenges ah-ha’s Administration Staffing Time Trust Focus Organization & prep Confidentiality
Cell phone Flexible schedule Flexible Accepting teachers where they’re at Individualize support & monitoring Confidentiality Coach needs advocate - visionary
Challenges
My name is Cec Harrison, and I teach 2nd grade at Marcus Whitman Elementary School in Cowiche, Washington. One of our district’s certified GLAD Coach is Kirsten Lenz. Mrs. Lenz had repeatedly approached me to try out GLAD strategies in my English as a Second Language (ESL) classroom. I was always very opposed to learning GLAD strategies because I thought they were dumb, time-consuming, and didn’t want to change….
Successes…Obviously, I was not thinking of my students first!
Eventually Mrs. Lenz got me to a GLAD training, and what can I say…GLAD strategies are absolutely producing positive student achievement in my ESL classroom. I have implemented several GLAD strategies.
Mrs. Lenz has come and modeled how to teach these strategies, and how to engage my students for optimal learning.
I can’t say enough about GLAD, and I am so thankful that Mrs. Lenz never gave up on me!
10/2
What challenges and successes do you see in your district in trying to implement a coaching model and what successes do you foresee?
Participant Outcomes
Overview of Project GLAD model
Awareness of varying levels of implementation
all resulting in improved teaching strategies specific
to the ELL students
Recognize that implementation is possible
Ideas for creating sustainability of training and
support
How to engage parents in their own learning so
they can support their own children
In conclusion…
Professional development must be an ongoing, continuous activity, and not consist of ‘one-shot’ workshops or lectures.”
Reading First, U.S. Department of Education
April 2002 p. 26
Resources Bringing It All Together by Marcia
Brechtel, Dominie Press
www.projectglad.com
Barbara Gilbert (509) [email protected]
Kirsten Lenz (509) [email protected]
Adult ELL
Need expressed repeatedly at PAC meetings
Had been done in past with mixed results Same information presented Not individualized Child care provided but an issue in
building
10/2
What English needs do the parents in your district have?
Adult ELL (cont)
Director explored options with Rosetta Stone
Web version allows for individualized pace
Used Bilingual and Title III funds to purchase licenses and headsets
Paid para-educator to run it
Adult ELL (cont)
Then needed to plan where, when, who to supervise
Ran a small group in the fall to get the kinks out
Then expanded in January Had overwhelming turn-out Needed additional licenses and sessions At one point running two 2 day/week sessions in
the evening and 1 during the day at the Intermediate school.
http://hsd.rosettastoneclassroom.com
