David Irwin Language Development Opportunities Co-Teaching for ELLs with Academic Conversation and Collaborative Expertise David Irwin Language Development Opportunities

Success Criteria (Language) Participants will review essential components of academic conversation Address your goals Review essential components of co-teaching, 7 models and dual teacher roles Learn effect sizes of common educational factors (Hattie) and how they apply to our practice Targets (Content) Success Criteria (Language) Apply the essential components of AC to an up-coming lesson or series of lessons ( Review and create self-assessment tool for co-teaching Apply components of Collaborative Expertise (Hattie) an up-coming co- taught lesson of choice

What are our goals here? I have some but I’d like to hear yours first, Federal Way Secondary. Learn co-teaching strategies Understand how to share course load between co-teachers How to discover the model that works best for me/us How to work through early conflicts How we identify a good fit in co-teacher match What are the pros & cons of this model v. ELL content classes How to balance needs of all ELLs – co-teaching only gets to a limited number What’s the impact on how we would plan/strategize Understand how co-teaching can be an effective approach in your school Gain an overview of the seven co-teaching models from Honigsfeld & Dove Make a plan to use one of them in your setting before the next session (Dec 6/Jan 27) Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session (Mar 7/Mar 10)

FWPS Secondary for next time (Jan 27) Try a co-teaching structure If new, try any of the models If experienced, try another one or deepen your practice in some way Try an academic conversation If new, try any of the language skills Bring your co-teacher if at all possible. We will work on Assessment Planning

Co-Teaching with ELLs Model 1 One group of students, ELL & mainstream mixed One teacher leads One teacher gives informal short mini-lessons to individuals, pairs, or small groups as needed Could be vocabulary, language skills (forms) or comprehension skills (functions). Could be preview/review of content Recommended to move away from this one asap – parapro model

Co-Teaching with ELLs Model 2 One group of students, ELL & mainstream teach same content Both teachers teach same lesson at once One teacher gives big ideas, the other adds examples or details ELL teacher can add details with sheltered strategies for comprehension or organizing

Co-Teaching with ELLs Model 3 One teacher teaches, one teacher assesses One teacher is running the lesson. One teacher roams the room, assessing with rubrics, checklists, observations, anecdotal records Which activities bring most engagement or were confusing Both teachers review the assessments, plan for instruction with one of the other models

Co-Teaching with ELLs Model 4 Two groups of students, ELL & mainstream teach same content Two heterogeneous groups, ELLs mixed in Two identical classes, smaller class size Additional opportunities for interaction This not ability grouping

Co-Teaching with ELLs Model 5 Two groups, one teacher pre-teaches main topic (ABC), one teacher teachers alternative information besides or in addition to main topic (DEF) Two groups based on readiness, ability or language level for that topic Based on assessment, possibly from Model 3 Flexible, temporary grouping Well suited for differentiated instruction strategies More formalized than Model 1

Co-Teaching with ELLs Model 6 Two groups, one teacher re-teaches main topic, one teacher teachers alternative information besides or in addition to main topic Based on assessment of previous lesson Flexible, temporary grouping Well suited for differentiated instruction strategies Might need more than two groups Similar to Model 5, except for re-teaching, not pre-teaching

Co-Teaching with ELLs Model 7 Two teachers, multiple groups Homogenous or heterogeneous groups Skills-based instruction Students move or teachers move

What are our goals here? I have some but I’d like to hear yours first, Shelton: How to really teach the ELLs without interrupting the primary teacher How to not distract the gen ed students while I teach the ELLs Make sure I can support my students and colleagues by understanding the models as well Learn strategies to differentiate in the classroom, including supporting both teachers and academic language support Understand what co-teaching means Learn where sample lessons are for the teacher Common planning time Understand how co-teaching can be an effective approach in your school Gain an overview of the seven co-teaching models from Honigsfeld & Dove Make a plan to use one of them in your setting before the next session ( Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session

What are our goals here? Understand how co-teaching can be an effective approach in your school Gain an overview of the seven co- teaching models from Honigsfeld & Dove Make a plan to use one of them in your setting before the next session (Dec 6/Jan 27) Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session (Mar 7/Mar 10) I have some but I’d like to hear yours first, Federal Way Elementary?. Increase ELPA skills while also increasing content Clarification regarding our use of IRLA in push-in co-teaching Communication to classroom teachers around expectations of co-teaching/push-in models at the same urgency as specialists Ways to plan and collect data in co-teaching and push-in Learn and try out different models Unpack ELA curriculum and look for ELL support opportunities Break-out groups based on experience Strategies for making push-in more effective. Co-teach with second grade teacher daily: shared, guided, one-on-one setting Establish a planning time with my co-teacher; plan/teach at least one lesson a month together Honor “sacred planning time,” start and end on time each time we plan each week. Co-teach with fourth grade teacher (IRLA support) Get familiarized with IRLA and how to support my co-teacher Work with new teachers Collaborate with teachers during planning time Co-plan/ teach in at least 2 classrooms every 6 weeks then switch. Build relationships with multiple teachers. Try out co-teaching with at least 1 or 2 teachers. Focus on intentional planning. To build on improving student talk in small groups. I will try out co-teaching this year, Encourage teachers to try co-teaching; foster relationships. I will be consistent, Impact students all year. Regular weekly planning with co-teacher to co-teach GLAD Familiarize with IRLA to support co-teacher. Lucy Calkins Units of Study! Build strong, fluid, co-planning relationships with co-teacher. Build systems/structures support for class and ELL. Find time for co-planning ELL district-wide strategy-sharing around our shared curricula to make co-planning more efficient Time! Systems to support teachers and students.

What makes a good partnership Mutual trust Mutual respect Sense of community Contributions are equally valued Equal power in decision making Shared responsibility, accountability, resources

Coaching questions Like this Open ended   Like this Open ended Tell me about your teaching experience. What do you think about…? Invitational It would be great to hear about… Would you consider…? Specific How often does she/he…? What does it look like when…? Evocative What might this mean? Let’s speculate about… Positively or neutrally biased What might you learn from this? Tell me what you were thinking. Challenge What evidence do you have? How could that be interpreted differently?

Facilitative Coaching questions   Like this Paraphrasing In other words… You’re saying that… Clarifying To what extent… Tell me what you mean when you… Mediation What’s another way we might…? What would it look like if… Summarizing Let’s review the key points… Can you describe the next steps?

The Buckets of Agreement   Me Co-teacher Planning Materials management Behavior management Active engagement Equity Mutual respect

Currently… What is your goal for your co-teaching classroom in the next 6 weeks or so? What is your next step to make that happen?

Co-teaching components 1 each teacher is using her professional skills (no one feels like a para) each person’s role is clearly planned out  there is regular, consistent planning clear goals for each student and clear assessment  preparation and assessment background for all students in classroom regularly assessing the co-teaching itself 

Co-teaching components 2 1.       Flexible/various models used: fitted to content (not stagnated in one model) 2.       Planning:  Together equally, regular meeting time Clear division of roles/responsibilities in the coteaching Clear COLOs 3.       Assessment of content and language Both teachers assess 4.       Shared knowledge of content

Co-teaching components 3 co-planning both teachers taking part clear content/language objectives smooth transitions relationship/trust all kids belong to both teachers "our kids" debrief time clearly defined roles (both teachers active) same end goals (form/summ) in mind regularity/consistency flexibility

Co-teaching components 4 -co planning -learning target -content, language objective -engagement, interest of students -clear tools of assessment -each teacher knows their role and how to support  -scaffolds and visuals -connection to student background and knowledge

Co-teaching components 5 - Planning time (conversation of who's doing what, preparing which materials, curriculum and lesson understanding) -Specific roles.responsibilities defined  -Trust/flexible conversations (instruction flows)  -Lnaguage/content objectives visible and verbalized  -Materials are ready to use  -Vocabulary words visible  -Classroom norms are being followed (students, teachers) 

Who provides what? Classroom Teacher Both Teachers EL Teacher

Who provides what? Content standards Curriculum knowledge and goals Classroom Teacher Content standards Curriculum knowledge and goals Both Teachers Instructional strategies Assessment EL Teacher Language standards Language development strategies

Developing the Program: Year 1 Gain administrative and financial support Create a leadership team for support Engage in professional learning Present to and discuss with faculty and staff Start small – one or two partnerships Progress check: early successes and challenges Plan for mid-scale for year 2 Susan Friberg, OSSS Success Coach

Developing the Program: Year 2 Organize visits to other co-teaching classrooms Document your program Teams: names and grades Successes and challenges in a journal, online or paper Continue to attend professional learning events with specific improvement questions in mind Build and continue program evaluation Plan for broader implementation for Year 3 Susan Friberg, OSSS Success Coach

Developing the Program: Year 3 Write/adopt policy at the district level Plan for full implementation Evaluate the program Teacher implementation of the models Student achievement co-taught classes vs. non-co-taught Design summative evaluation Present to school board, other schools, districts or at a conference (WABE for example) Susan Friberg, OSSS Success Coach

What are the essential components of a great co-taught lesson? List here…

Assessment: How do I know it’s working? Homework! Look at page 85: Target an area of focus for assessment Teach at least one co-teaching lesson; bring stories Bring back your Plan Year-at-a-glance Book Classroom materials -- IRLA

Hattie’s Visual Learning A list of over 800 meta-analyses of educational factors Effect sizes show impact on achievement Effect size of >0 shows positive effect on scores > .40 shows a year’s growth Let’s check out a few samples… http://visible-learning.org/nvd3/visualize/hattie-ranking-interactive- 2009-2011-2015.html

Collaborative Expertise in FWPS EL team Create a team of 3 or 4 Determine who will be observed Doing what exactly With whose students With what observation tool When Do it before March 7

A few others… Collective teacher efficacy (1.57) Teachers working together to evaluate their impact (Collaborative Expertise) (0.93); Classroom discussion (.82) Reciprocal teaching (.74) Building trust and welcoming errors as opportunities to learn (0.72); Using the Goldilocks principles of challenge (the challenges must be not too big, not too small but just right); and using deliberate practice to attain these challenges (0.60).

Read the first two tasks in Collaborative Expertise. Discuss how they can apply to your co-teaching work.

Score it! With a partner, design a rubric to include essential components of a well taught co-taught lesson. A few samples are available, but it’s important that your team think it through --- you will be using this tool to score colleagues.

Observation tool In teams, create an observation tool to use in co-teaching What are the essential components How will you know when you see them Who will be doing what Can be a rubric Samples available but try writing one first

So…here we go! Form teams of four, 2 sets of co-teachers Each set plan a lesson that the other set can observe and rate with one of the tools we developed Lesson plan templates available COLO Build background Ensure engagement Infuse academic conversation with tight/loose guidelines – not required but highly recommended Assessment Plan a time to observe, rate and debrief with each other (not one of these training days, but could be, and we’ll all watch) Teach the other set’s class, not your own – better practice Thoughts, ideas, questions?

The tight/loose of AC Tight --- the parts that make the car run Partners Norms Time Signal Specific directions for input and it’s chunked (content) Specific directions for conversations including frames (language) Loose --- the options you add to make the car your own How you do each of the “tights” in your room, for your lesson Frequency Assessment

Partners Example Class: How to break students into precision partners: 1. Esme (highest) 11.Eduardo (middle) 2. Rogelio 12. Ben 3. Guillermo 13. Roberto 4. Maria 14. Tomas 5. Roberto 15. Jose 6. Katie 16. Gloria 7. Alex 17. Patrick 8. Ryan 18. Sarah 9. Tina 19. Nikita 10. Teo (middle) 20.Jose (lowest) How to break students into precision partners: List students in order from 1-20 (with 1 being the highest and the last student being the lowest in a skill/language ability) Cut the list in half, match the middle student with the highest student. The middle students will be matched with the lower students. Modify as needed

Three & One talk. Two check Three. 3 Partners Two & Three talk. One check Two. Three & One talk. Two check Three. One & Two talk. Three check One

3 Partners 2 & 3 talk 1 checks 2 3 & 1 talk 2 checks 3 1 & 2 talk

4 Partners 1 A 1 B 2 A 2 B First round: A & B talk Alternate: Check First round: A & B talk Alternate: 1 & 2 talk

4 Partners scoring 1 A 1 B 2 A 2 B First round: 1’s talk; 2’s score Check First round: 1’s talk; 2’s score Second Round: A’s talk; B’s score

Norms We listen to each other We share our own ideas and explain them We respect another’s ideas, even if they are different We let others finish explaining an idea without interrupting We take turns and share air time

Time Structured at first Must talk to your partner for 15 seconds, then it’s their turn for 15 seconds (30, 40, etc) Stop and check that each partner actually did talk, and used the language skill Looser as your class gets the hang of it Listen to the tone rather than use a timer If there’s a good academic buzz, let it continue When it drifts, do the signal Check in as to what was discussed Partners tell partners Numbered heads report out

Signal Make sure students know how you will get them to stop the conversation Audible or silent?

Chunks Measure the input Reading Visual Oral GLAD 10/2 Draw lines, mentally or physically, at sentences or paragraphs Visual Stop the video at key points Oral Plan your oral presentations to students with specific stop and talk points with questions GLAD 10/2 no more than 10 minutes input, 2 minutes conversation

Frames Language skills are taught through practice Language learners need to practice the skills with specific language at first Post them somehow Tents available at www.langdevopps.com/resource 27 versions Download/modify for your own use Frames match the lesson you’re teaching You’ll have to make your own  Be creative!

Assessment Mill around with clipboard tallying skills heard Conversation counter Class-made rubric Video your stars Class analyzes the conversation Record or video, make a transcript of linguistic structures EL shadowing

Frequency How much is reasonable for your class? Sample: Students engaged in academic conversation 2-3 days a week, 3-4 times per period AC doesn’t fit every day for every activity. When does it work the best for you?

Where are you now and where do you need to go next with academic conversation? With a partner, rank yourself on a 1-5 scale on each of the “tights” Partners Norms Time Signal Specific directions for input and it’s chunked (content) Specific directions for conversations including frames (language)

Where are you now and where do you need to go next with co-teaching? We are going to determine the “tights”! Designate a scribe; collect your list per table. Email it to dave@langdevopps.com

Next time March 10 Try out your observation tool. Modify, edit it. Revisit your co-teaching goal and your next step. Bring back a story. This will be awesome!!