SCHOOL INSTRUCTIONAL LEADERSHIP T-330 April 20, 2016 Class 24: Supporting the Learning of English Language Learners

Learning Targets I can identify key actions school leaders take to promote the academic achievement of ELLs. I can recognize and address my personal biases in order to improve learning at my school.

Agenda Preview next week’s readings and assignments Best practices to support ELLs readings, personal experience guest Derek Niño Assessing and addressing our own biases Plus/Delta

Assignments Courageous Conversations Post to partner from the fall* New Canvas discussion header “Courageous Conversations Reflxn” Post a brief reply to your partner Opportunity for reflection… learning… practicing vulnerability… * Justin M-Maritza Rachel H-Justin R

Final Project Sharing & Feedback 4/27 Groups of 3 presenters  Designate timekeeper Share final project Each round: Present final project (8-10 min) What do you want feedback on? Spur growth (10 min) Clarifying questions Responsive feedback Probing questions

Assignments Final Project prep Partner #1: (2 min) Share description of project, what you hope to learn, what feedback you’ll ask for next week, any questions you have tonight. Partner #2: (8 min) Help your partner learn from this project. What else could s/he consider? What could deepen his/her learning? Is the feedback request focused? Anything else? Switch

Discussion of this week’s readings Comprehensive Model for Instructional Improvement for ELLs (Garcia) Which components have you seen effectively leveraged at your practicum for improving ELL learning? Diagnosis: Which components should your school prioritize for greatest improvement for ELLs? Other components that should be part of this model? Key insights about leadership practices that support ELLs. (Write on chart paper.)

Small groups: F = first name 214 Maritza, Tremain, Sam, Liz Chris, Karla, Andy G, Brandon George, Justin M, Justin R, Mary Rachel A, Jen, Ryon, Michael S 203 Alley, Rachel B, Maria, Aleesha Michael C, Thaddeus, Rachel H, Nick Marques, Kristie, Jeanie, Lorena Madeline, Jim, Matt, Mike R

English Learner Education Discussing What Works Derek Niño, EdLD (2017)

Agenda Introduction Problems of Practice Myths Realistic Approaches A Final Thought Contact Information Discussion

Introduction Derek Niño EdLD program, 2 nd year 11-year veteran teacher Southern California, 60 miles east of Los Angeles High school mathematics English-Language department chair EL Task Force (advisor to the superintendent) Trainer, Sheltered Instruction Observation Protocol (SIOP)

Introduction Educational consultant, Delaware Department of Education (June and July, 2015) Analyzed and recommended improvements to the state’s data entry systems and online presence Analyzed and recommended improvements to the official protocol for evaluating and monitoring district and school English-as-a-second-language (ESL) programs Defined effective, researched-based ESL programs and how and when they should be implemented Served as the principal author of an informational brochure apprising educators, parents, advocacy groups, community leaders, and business leaders of the current and potential future of ELL education in the state

Problems of Practice Most common challenges Conflating EL education and special education Meeting the needs of small groups of English learners Meeting the needs of speakers of low- incidence languages Meeting the needs of recently-arrived high school students

#1 Problem of Practice Human capacity There aren’t enough qualified ESL teachers Nationwide, the ratio of ESL instructors to students is 1-to-150 (US Dept of Ed, 2013, as reported by George Washington University) California added only 693 certified ESL teachers in (PBS Newshour, 18 April 2016) I’ve encountered districts where the ESL teacher-to-student ration is 1-to-343

Myths Adding to the confusion “He sounds fluent. Are you sure he’s an EL?” “Recently-arrived English learners just seem to value education more than other students. I wish their parents did.” “Aren’t ELs, you know... illegal?”

De-myth-tifying Clearing up the confusion Fluency (in a literacy sense) is more related to decoding than to comprehension School personnel fail to make the connection that EL students value education because their parents do (Quiocho & Daoud, 2006; Suárez-Orozco, 2008) In 2012, 82% of K – 5 and 55% of 6 – 12 ELs were native-born [Flores, Batalova, & Fix (as cited in Hill, 2012)]

Realistic Approaches Know your acronyms You already know API and AYP How about... LEP vs. ELL vs. EL vs. LTEL? FLEP, LFEP, RFEP, and IFEP? SEI (both), ELM, DI, and TWBI? SIFE vs. SLIFE? AMAOs... all three of them (and the distinction between AMAO 2a and AMAO 2b)?

Realistic Approaches Know your programs Is your state “English-only?” SEI vs. ELM Bilingual maintenance Dual immersion, but is it... One-way? Two-way? Really “world immersion?”

Realistic Approaches Know your accountability What does “reclassification” mean? What level of proficiency is needed to be reclassified in your district? How does that number impact the number of ELs in the school/district? What ESSA pathway will you take? Path 1: No testing the 1 st year  Record and report the 2 nd year Path 2: Test, report, but don’t record 1 st year  Record and report growth the 2 nd year  Record and report actual scores the 3 rd year

Realistic Approaches Have a common language “Creating a common language for describing and drawing inferences from instruction requires [practitioners] to question their own categories and their own language and to use this reflection to create a common understanding of what is important with their peers” (City, Elmore, Fiarman, & Teitel, 2009, p. 159) Sheltered Instruction Observation Protocol (SIOP) 8 components, 30 features Gradual roll out

Realistic Approaches Leverage the community Home visits Churches Medical organizations Consider the work of Helen Marrow Immigrant Bureaucratic Incorporation: The Dual Roles of Professional Missions and Government Policies

A Final Thought English-learning students are intelligent children who already possess language and must add English to an existing knowledge base. It is incumbent upon the adults of US education systems to build upon that base by creating learning opportunities for ELs (emergent bilinguals?), thereby delivering on the implicit promise found in “all means all” rhetoric. - Derek Niño

Contact Information LinkedIn

Garcia, p. 159 "[Researchers] noted that equity in the classroom is manifested by teachers who 1. recognize their ethnocentrism and understand the broader sociopolitical context to understand that definitions of appropriate classroom behavior are culturally defined 2. develop knowledge of their students’ cultural backgrounds, 3. use culturally appropriate classroom-management strategies, and 4. build caring classroom communities."

Garcia, p. 159 "[Researchers] noted that equity in the classroom is manifested by teachers who 1. recognize their ethnocentrism and understand the broader sociopolitical context to understand that definitions of appropriate classroom behavior are culturally defined 2. develop knowledge of their students’ cultural backgrounds, 3. use culturally appropriate classroom-management strategies, and 4. build caring classroom communities."

Small groups: F = last name 214 Maritza, Tremain, Sam, Liz Chris, Karla, Andy G, Brandon George, Justin M, Justin R, Mary Rachel A, Jen, Ryon, Michael S 203 Alley, Rachel B, Maria, Aleesha Michael C, Thaddeus, Rachel H, Nick Marques, Kristie, Jeanie, Lorena Madeline, Jim, Matt, Mike R

SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback.

PlusDelta

Introduction Derek Niño EdLD program, 2 nd year 11-year veteran teacher Southern California, 60 miles east of Los Angeles High school mathematics English-Language department chair EL Task Force (advisor to the superintendent) Trainer, Sheltered Instruction Observation Protocol (SIOP)

Introduction Educational consultant, Delaware Department of Education (June and July, 2015) Analyzed and recommended improvements to the state’s data entry systems and online presence Analyzed and recommended improvements to the official protocol for evaluating and monitoring district and school English-as-a-second-language (ESL) programs Defined effective, researched-based ESL programs and how and when they should be implemented Served as the principal author of an informational brochure apprising educators, parents, advocacy groups, community leaders, and business leaders of the current and potential future of ELL education in the state

Small groups + facilitators Alley Brandon Nick Thaddeus Andy G Rachel H Madeline Tremain George Justin R Aleesha Chris Rachel B Michael C Katie Liz Karla Justin M Mike R Maria Andrew S Matt Maritza Sam Rachel A Jeanie Jim Kristie Lorena Jen Michael S Marques Ryon Mary