File - Equity and Excellence for ELLs

Report
Articulation and Action:
Service Delivery Planning for
English Language Learners
John Kibler
OELA Professional Development Coordinator
Amy Christianson
OELA Program Coordinator
Edgewood College, Madison WI
ELL Service Delivery Articulation and Action
Plan (SDAAP)
During this session participants will examine
an ELL service delivery articulation and action
plan that documents reflection on current
practice and considers future
implementation, configuration, and
professional development considerations.
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
Equity Through Instructional Practices
• Guiding Principles and Beliefs
• Considerations for Instructing English
Language Learners
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
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
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?
Organizational Map and Service Delivery
Articulation & 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
Using a School Organizational Map for
ELL 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
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
Service Delivery Key Elements:
• Program Model
• Service Delivery:
- ESL, Bilingual, Dual Language
Instruction provided to
Immersion
English language
• Program Configuration
- Sheltered classes, Pull-out,
learners based on
Push-in, Resource Rooms
individual language
• Clustering
and learning needs
- Grade level, language
background, language
proficiency
• Range of Services
- Frequency and duration of
academic support
Description of ELL Student Population
Number receiving services in your school(s) or
district
Do you perceive there are ELLs that have not
been identified?
Language(s) spoken by your ELL population
Placement of your ELL population
Do you have staff who feel confident
administering ACCESS?
Do you have staff who feel confident
interpreting ACCESS scores and data?
Does your school or district employ ESL and/or
bilingual certified personnel?
If so, how many?
NOTES
Yes
No
Service Delivery Program Models and Configurations
Program Models
Bilingual
Education
English as a Second
Language (ESL)
ESL academic content class
ESL newcomer class
ESL/bilingual resource class
Program
Configuration
Sheltered (selfcontained) classes
Pull-out programs
Resource rooms
Instruction in general education classroom with
ESL/bilingual support
Push-in programs
Bilingual instruction (transitional or developmental)
Instruction in
general education
classroom taught
by bilingual
teacher
Dual language immersion
Socio-cultural Assessment
Indicate the extent to which each of the following applies to your school or district DK-don’t know; 1-strongly disagree;
2- disagree; 3-agree; 4- strongly agree
Teachers, staff and administrators. . .
. . .value and encourage retention of first language and
use in the home.
DK
1
2
3
4
. . .understand the second language acquisition
process.
DK
1
2
3
4
. . .understand how immigrants and refugees acculturate
and adapt.
DK
1
2
3
4
. . .allow first language use in hallways, playground and
non-academic settings.
DK
1
2
3
4
. . . encourage bilingualism to the greatest degree
possible.
DK
1
2
3
4
. . .know and understand research surrounding second
language learning.
DK
1
2
3
4
. . .are comfortable in a multilingual environment.
DK
1
2
3
4
. . .take ownership of the education of ELLS in their
buildings.
DK
1
2
3
4
. . .understand how to adapt instruction for ELLs in the
mainstream classroom.
DK
1
2
3
4
. . .collaborate on instruction for ELLs
DK
1
2
3
4
What past and current professional
development resources about ELLs have
been utilized?
Based on this assessment, what goals do
you have future professional
development?
Notes
Grade/Sections
Example
Program Model /
Configuration
Ex.
Bilingual Class – Ms.
Diaz
ESL support – Ms.
Johnson
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Staff Assigned
# of ELLs
Hrs. of Service per
Week
18 ELLs
25 hours
Ms. Ruiz – Para(dual certified teacher) professional
10 hours
6 ELLs
Ms. Her– ESL teacher
Kindergarten
Program Model /
Configuration
TBE Classroom Ms.
Diaz
Kindergarten
Grade 1
Grade/Sections
TBE Classroom
Ms. Sanchez
# of ELLs
Hrs. of Service per
Week
25 hours
(dual certified
teacher)
Staff Assigned
6 ELLs
Center time
15 ELLs
DPI 1-3
25 hours
(dual certified
teacher)
7.75 hrs/week
Literacy block and
RtI
25 hours
(dual certified
teacher)
Ms. Her– ESL
teacher
Ms. Ruiz
5 hrs/week
18 ELLs
DPI 1-3
Grade 1
ESL Support
Ms. Yang
8 ELLs
Grade 2
TBE Classroom
16 ELLs
DPI 1-3
Grade 2
ESL Support
5 ELLs
Grade 2
ESL/Spec. Ed.
Support
BRT Support
3 ELLs
SwD
14 ELLs
Grade 4
ESL/Spec. Ed.
Support
BRT Support
Grade 4
ESL/Spec. Ed.
Grade 3
Grade 3
Ms. Ruiz –
Paraprofessional
5 hrs/week
Ms. Her – ESL
teacher
7.25 hrs/week
Literacy and tutorial
Ms. Her –
ESL teacher
Ms. Ruiz –
3 hrs/week
Mr. Jones –
BRT teacher
7 ELLs
SwD
10 ELLs
consultation
Mrs. Ruiz
8.75 Lang. Arts and
Intervention
Mr. Jones –
BRT teacher
3 ELLs
consultation
Mrs. Ruiz
7 hrs/week
Math block and RtI
consultation
Elementary Schools
Ex.) ESL K-5
Interpretation services
Ex.) ESL 6-8
Spanish language arts
Ex.) ESL K-5
Transitional
Bilingual K-2
Middle Schools
Ex.) ESL 6-8
ELL resource class
High Schools
Ex.) ESL sheltered courses: (Language Arts,
Math, Science, Social Studies)
Spanish for Spanish speakers
Interpretation / Translation services
Organizational Map and Service Delivery: Key Steps to
Implementation for Educating English Language Learners
1.) School leader creates a visual map of classroom configurations
with student placements based on projected numbers of English
language learners and conversations with teachers
2.) A leadership team that includes ESL and bilingual teachers is
assembled and ELL student profiles are created
3.) Decision-making occurs based on allocations and ELL student
needs
4.) Grade level teachers and ESL and bilingual education teachers
work collaboratively to schedule students into classes
5.) Organizational map and service plan is disseminated to all staff
and revisited periodically to ensure classroom environments are
optimal for English language learners
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?
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
Time for Reflection
Affirmed?
Questioned?
Learned?
Resources can be found at:
http://equityandexcellence.weebly.com/
Question and Answer
• Share Out New Learning, Affirmations, and
Questions!?
• Thank You for Your Participation!
John Kibler
[email protected]
Amy Christianson
[email protected]

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