Retell Session 1 PPT_Final

Report
Rethinking Equity of
Teaching English Language
Learners (RETELL)
Session 1: Examining
Data and Policies Relevant to
ELLs
Face-to-Face Session
Welcome & Course
Introduction
Welcome!
My name is (facilitator’s name)
 (facilitator contact information )
 (insert background information: family, previous
teaching experience/jobs, hobbies, etc. You may
include pictures)
3
Massachusetts Department of Elementary and Secondary Education
Housekeeping
Today’s session: 3 hours
Break: (insert time)
Restrooms (insert location)
Internet (insert login and password
information, if available)
Course materials
4
Massachusetts Department of Elementary and Secondary Education
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)
Massachusetts Department of Elementary and Secondary Education
5
Warm-up: “Who’s Like Me?”
Is anxious about taking
this course
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.
WIDA
English
Language
Development
Standards
ACCESS for
ELLs
Assessment
ELL Student
Global
Development
Sheltered
English
Instruction
(SEI)
Endorsement
& Course
Massachusetts Department of Elementary and Secondary Education
7
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.
Massachusetts Department of Elementary and Secondary Education
8
SEI Teacher Course Syllabus
 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
Massachusetts Department of Elementary and Secondary Education
9
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
Massachusetts Department of Elementary and Secondary Education
10
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
11
Massachusetts Department of Elementary and Secondary Education
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.
Massachusetts Department of Elementary and Secondary Education
12
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
Massachusetts Department of Elementary and Secondary Education
13
Course Expectations: Session
Norms
What norms should guide our sessions and
online discussions?
 Basic Guidelines for Discussion
Are they clear?
Is there anything missing?
14
SEI Teacher Endorsement Course Map
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
Massachusetts Department of Elementary and Secondary Education
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Session 1: Examining
Data and Policies
Related to English Language
Learners
16
Massachusetts Department of Elementary and Secondary Education
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.
17
Massachusetts Department of Elementary and Secondary Education
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
Massachusetts Department of Elementary and Secondary Education
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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!
19
Massachusetts Department of Elementary and Secondary Education
Examining Data Related
to ELL Achievement and
Demographics in
Massachusetts
20
Massachusetts Department of Elementary and Secondary Education
Who is an ELL? Quick Write
Who is an English Language Learner?
Write your own definition.
21
Massachusetts Department of Elementary and Secondary Education
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?
Massachusetts Department of Elementary and Secondary Education
22
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.”
23
Source: Scanlan, Martin. "An asset-based approach to linguistic
diversity." Focus on Teacher Education (2007).
Massachusetts Department of Elementary and Secondary Education
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
___.
24
Massachusetts Department of Elementary and Secondary Education
MA ELL Demographic Data:
Changing District Demographics
324
260
At Least 1
ELL
213
177
10 ELLs or
More
162
113
63
54
40
100 ELLs
or More
25
2000
2005
2011
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 ___.
Massachusetts Department of Elementary and Secondary Education
26
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 ___.
27
Massachusetts Department of Elementary and Secondary Education
District and School
ELL Data
28
Massachusetts Department of Elementary and Secondary Education
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
Massachusetts Department of Elementary and Secondary Education
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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?
Massachusetts Department of Elementary and Secondary Education
30
Break (10 minutes)
31
Massachusetts Department of Elementary and Secondary Education
Shared Responsibility
for ELL Instruction and
Educational Success
32
Massachusetts Department of Elementary and Secondary Education
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 Policy
2. MA State Policy
34
Massachusetts Department of Elementary and Secondary Education
Civil Rights and English Language
Learners Jigsaw
1. Discuss with 2. Discuss with
a partner in
a partner
your EG
from a
different EG
What are the key How are federal
messages
and state policy
embedded in laws related?
and regulations
pertaining the
Are there any
education of
differences
ELLs?
between federal
and MA policies?
3. Whole group
discussion
Did you find
anything
interesting or
new?
Massachusetts Department of Elementary and Secondary Education
35
ELL Achievement as a
Community Effort
36
Massachusetts Department of Elementary and Secondary Education
Two Required Components for
Academic Program for ELLs in MA
Required Components
for Instruction of ELLS
Meaningful Access to
Curriculum
Sheltered English
Instruction (SEI)
Bilingual or Dual
Language
Instruction
English Language
Development
(ESL/ELD)
Explicit, direct instruction to
promote English language
development
Instruction that includes
approaches, strategies, and
methodology that makes the
content comprehensible and
promotes academic English
language development
37
Massachusetts Department of Elementary and Secondary Education
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
38
Massachusetts Department of Elementary and Secondary Education
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)
Massachusetts Department of Elementary and Secondary Education
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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?
Massachusetts Department of Elementary and Secondary Education
40
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 37, 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?
Massachusetts Department of Elementary and Secondary Education
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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
42
Massachusetts Department of Elementary and Secondary Education
WIDA ELD Standards Span
Across Core Academic Areas
 ELLs communicate information, ideas, and concepts
necessary for academic success through the…
Social
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Academic Language
Language of
Social
Studies
2011 MA Frameworks Expectations
 What do the 2011 MA Curriculum Frameworks
for ELA and Literacy say about ELLs?
44
Massachusetts Department of Elementary and Secondary Education
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
What does this mean for you as a teacher of ELLs?
Source : 2011 MA Frameworks for ELA and Literacy, p.83
Massachusetts Department of Elementary and Secondary Education
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Retrieved online 714/2012: https://dst.sp.maricopa.edu/DWG/disability/...21-11/Webinar.ppt
Slideshow: Melanie Thompson, Ed.S., NCC, LPC, LMHC, Director, Center for Access-Ability Resources, Northern Illinois University
We Can Do Better!
Academic Achievement Gap – CPI
100
90
80
70
60
50
40
30
20
10
0
Non-FELL/
Non-ELL
Formerly ELL
ELL
2008
2009
2010
2011
2012
Source: DART for ELLs 2012
Massachusetts Department of Elementary and Secondary Education
47
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
Massachusetts Department of Elementary and Secondary Education
48
Assignments &
Preparing for
Upcoming Sessions
49
Massachusetts Department of Elementary and Secondary Education
Assignments due by Session 2
Journal 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).
Massachusetts Department of Elementary and Secondary Education
50
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
51
Massachusetts Department of Elementary and Secondary Education
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.
52
Moodle login instructions
Massachusetts Department of Elementary and Secondary Education

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