Educating our English Learners Creating Learning Opportunities for ALL Our Students in Connecticut ~ Exploring Successful Models ~ March 16, :40-2:40pm Lorrie Verplaetse, PhD Marisa Ferraro, MS TESOL

Expanding Opportunities for ELs in CT with In-Service Teachers I. CT via Professional Development Workshops: a) thru TAT for 15 years; b) for CALI; c) for ALL educators in Stamford and New London [20 min] II. Stamford’s summer EL institutes as model to deliver in-depth, applied PD. Reviews Classroom Observation Checklist [15 min] III. Online resources: EL Curriculum Library [15 min] IV. Teachers voices: What CT teachers share they need from their administrators to most effectively educate our English learners. Verplaetse & Ferraro

Why are we here? Training for All Teachers SCSU Identified as “best practices” throughout CT Explores successful, research-based models for creating opportunities and access for linguistic minorities. Disseminates information through: PD workshops about sheltered instruction to K12 educators and administrators. EL Curriculum Library Verplaetse & Ferraro

I. PD Workshops Module 1: Laying the Foundation Module 2: Making Content Comprehensible Module 3: Creating Opportunities for Output Module 4: Putting It All Together Module 5: Vocabulary & Literacy Development Module 6: Assessment Practices for ELs Module 7: Language Development or Learning Disability Module 8: Peer Coaching, Paying It Forward Basic 10 hour Advanced Educational Consultants Verplaetse & Ferraro

Second Language Acquisition To acquire second or multiple languages, we need three ingredients: LAD Opportunities for Meaningful Output Comprehensible Input Foundational Theory of our PD Training Verplaetse & Ferraro

PD Workshops Module 1: Laying the Foundation Module 2: Making Content Comprehensible Module 3: Creating Opportunities for Output Module 4: Putting It All Together “Ingredient 3” “Ingredient 2”

Experience our PD Review the original lesson about Light Energy, 5 th grade [front half of your booklets. We’re lending these to you] What challenges would ELs face, with regard to this specific lesson in… Understanding content Speaking/writing about the content Verplaetse & Ferraro

Sheltered Strategies Checklist Module 2 ~ Making Input Comprehensible Principles of Practice of our PD Training

Sheltered Strategies Checklist Module 3 ~ Creating Opportunities for Output Verplaetse & Ferraro

Experience our PD Review the modified lesson about Light Energy, 5 th grade [back half of your booklets. We’re lending these to you] What accommodations have been made to this lesson to help ELs: Understand content Speak/write about the content Verplaetse & Ferraro

Sheltered Strategies Checklist Module 2 ~ Making Input Comprehensible Principles of Practice of our PD Training

Sheltered Strategies Checklist Module 3 ~ Creating Opportunities for Output Verplaetse & Ferraro

II. Stamford’s EL Institutes Module 1: Laying the Foundation Module 2: Making Content Comprehensible Module 3: Creating Opportunities for Output Module 4: Putting It All Together Throughout the academic year, 2 days of PD (groups of 35 educators) Day 1Day 2 Verplaetse & Ferraro

Stamford’s EL Summer Institute During Summer School Weeks, with “EL Coaches” (certified Ts with MS TESOL) Module 5: Literacy Development Module 6: Assessing ELs Module 7: Differentiating Language Development & Learning Disability Orientation: Review of Modules 1-4 via Application End of Academic Year, June Tuesday Monday Module 8: Peer Coaching Module 9: Model Lessons, Meet Host Teachers, & Lesson Planning Wednesday Thursday Morning: Teach + apply newly learned sheltered strategies Afternoon: Group & Individual Feedback (w/ EL Coach) & Lesson Planning Friday Verplaetse & Ferraro

Lesson Planning Checklist Verplaetse & Ferraro

Lesson Planning Checklist Verplaetse & Ferraro

Observation Checklist

Verplaetse & Ferraro

III. Verplaetse & Ferraro

EL Curriculum Library Verplaetse & Ferraro

EL Curriculum Library

IV. Administrative Support Study Workshop participants experience a gallery walk of Aida Walqui’s ten principals of effective instruction for immigrant students. Beside each principle are two quotes from ELs. Educators are asked to respond to each principle in two ways: 1. What implications does this have on a classroom level? 2. What implications does this have on a school and district level? New ideas and tasks are contextualized

The Data The data in study represents the voices of more than 230 educators. 15 districts, 12 of which are designated “priority districts” by the Connecticut State Department of Education. Nine workshops delivered between September November Verplaetse & Ferraro

What Teachers Need from Admins  Review and Revise Curriculum and Instruction  Provide Needed Support Systems for ELL Students  Professional Development IV. Encourage Teacher Collaborations V. Make Resources Available and Encourage Their Use VI. Strengthen Community and Parent Connections Verplaetse & Ferraro

Other Resources Administrative Needs Study (2011) published in TAT newsletter Verplaetse & Ferraro

Good Pedagogy for ALL our Students in CT “These practices aren’t only good for our English learners. I can see myself using many of these strategies simultaneously with all my students, to include struggling readers and more visual learners.” (anon PD participant) Verplaetse & Ferraro

Q & A Dr. Lorrie Verplaetse Professor, SCSU, TESOL & Bilingual Program Director, TAT Program Marisa Ferraro Manager, TAT Program