AACTE Annual Conference Social Justice & Equity Coursework - Effective Teaching Dispositions Collaboration Clinical Practice Digital Age Teachers & Learners Action Research as an Instructional Innovation to Show Teacher Candidate Impact on K-12 Student Learning AACTE Annual Conference March 3, 2017 Annette Daoud, Anne René Elsbree, Julie Rich & Pat Stall School of Education, California State University San Marcos Work supported by US Department of Education, Office of English Language Acquisition (OELA) Grant

Professional Learning Community Social Justice & Equity Goals Effectively teach English Learner (EL) students in all content classes in order to increase overall academic achievement Increase the number of ELs in the district on the “college track” Social Justice & Equity Course-work Dispositions Collaboration Clinical Practice Digital

Clinical Practice Secondary credential program in Southern California – two semester post-baccalaureate program Offer single subject credentials: English Language Arts; Mathematics, Science, Social Studies, Physical Education; World Languages – Spanish Candidates are placed in schools with English learners (ELs) and LTELs in their “regular” content area classes

Clinical Practice Long Term English Learners LTELs have been enrolled in U.S. schools for 6 years or more; they have grade 2.0 point averages or below; and they have not attained a proficiency level in reading and writing skills needed for academic success in content area classes (Olsen, 2010). Candidates design lessons that include content objectives – based on state and Common Core State Standards and language objectives – based on CA English Language Development (ELD) standards

Self Study of Lessons An analysis of lesson plans submitted by candidates (n = 35) during the 2013-14 academic year Instructional design practices for English language development in content area lesson instruction: Universal Design for Learning (Rose & Meyer, 2002; Rose & Gravel, 2010) Understanding by Design (Wiggins & McTighe, 2005) Differentiated Instruction (Tomlinson, 2001)

Equitable Pedagogical Plan 5 Parts of Equitable Pedagogical Plan: Identification of English learners’ proficiency levels, learning profiles and/or interests Strategies aligned to the English learners’ proficiency levels, learning profiles and/or interests Explanation of why the strategies are appropriate for the ELs’ proficiency level, learning profiles and/or interests Assessment criteria for monitoring Monitoring and adapting strategies

Action Research Project 2015-16 Academic Year 26 Teacher Candidates Conducted Action Research Projects in Advanced Clinical Practice Intent of the Action Research Project Teacher candidates and program faculty to assess the impact of using effective strategies for K-12 student learning, namely English learners Pre- and Post-test Action Research where students completed a writing assignment without effective strategies (pre-test) and then completed a second writing assignment (post-test) with multiple effective strategies

Action Research Project Effective Strategies Explicit Reading Supports: e.g., highlighting reading, chunked reading, different text for each reading level Explicit Vocabulary Supports: e.g., graphic organizer, bulletin board, tea party Explicit Group Supports: e.g., teacher chosen groups, assigned roles, tiered activities Explicit Writing Supports: e.g., Venn diagram, T-chart, sentence starters Rubric for the writing assignment aligned to content and language objectives (CCSS and ELD Standards)

Action Research Project Percentage of teacher candidates responding “yes” on the pre- / post-survey (N=26) Indicating how effective they felt strategies used in post-test were   Pre-Test Post-Test Did your English learner focus student meet the content objective? 31% 84% Did your English learner focus student meet the English language development objective? 32% 92% Did your focus student with an IEP meet the content objective? 80%

Action Research Project The following teacher candidates showed a significant growth in the proportion of students meeting the content and ELD standards after implementing language supports. (N=11 – 4 candidates highlighted in this presentation) 56% more students met the content objective after the language support

Action Research Project Teacher Candidate #1 Social Studies Reading supports provided: Chunked Reading, Visuals to accompany/replace text p-value 0.56 Approx 0 Vocabulary supports provided: Props, Graphic Organizer Group supports provided: Teacher Chosen Group, Cooperative Learning Elements, Active Involvement Techniques, Activity Choice, Multisensory Group Activity, Gradual Release of Responsibility p-value 0.56 Approx 0 Other supports provided: Sentence starters, paragraph template.

Action Research Project Teacher Candidate #1 Social Studies Response from students when asked about their preferences: A majority of the students cited the graphic organizer and paragraph template as useful. The student with the IEP missed most of the instructional part of the lesson, so did not cite a preference for supports. The English learner cited the hands-on group activity. The other student cited the hands-on group activity and the rubric. What the teacher candidate learned: That the various teaching supports made a significant difference, but many of the students need much more intensive help with their writing.

Action Research Project Teacher Candidate #2 Mathematics Reading supports provided: Highlighted Reading, Annotated Text p-value 0.4 .002 Vocabulary supports provided: 4 Square Graphic Organizer p-value 0.48 .0003 Group supports provided: Teacher Chosen Group, Cooperative Learning Elements, Gradual Release of Responsibility Other supports provided: T-Chart, Sentence Starters

Action Research Project Teacher Candidate #2 Mathematics Response from students when asked about their preferences: The whole class liked talking with their group members and comparing the evidence they put on their Pros and Cons list. The student with an IEP especially liked the group conversations so they could make sure that they were on the right track. The EL student liked the sentence starters because it helped them understand where to start with their response. The other students I identified like the bolded and underlined text in the reading because it made it easier for them to understand. What the teacher candidate learned: I learned that my students need all types of supports in one activity. Sometimes what works for most students doesn't work for a few students and they need a slightly different version of what the rest of the class has or they might need extra instruction. I also learned that my students can justify their thinking when given the proper resources to do so.

Action Research Project Teacher Candidate #3 Science Reading supports provided: Visuals to accompany/replace text p-value 0.94 Approx 0 Vocabulary supports provided: 4 Square Graphic Organizer p-value .57 .026 Group supports provided: Teacher Chosen Group, Gradual Release of Responsibility

Action Research Project Teacher Candidate #3 Science Response from students when asked about their preferences: 85% of students that performed the writing of the paragraph in the 3rd lesson stated that they thought the keywords provided were helpful in completing the paragraph. 75% of students responded that they thought the graphic organizer was helpful for defining scientific vocabulary keywords. The English learner, IEP student and a student who is easily distracted were with the majority - i.e. they thought the keywords provided for the paragraph writing was helpful and, with the exception of the EL student, responded that the graphic organizer was useful. What the teacher candidate learned: A writing exercise following a student-centric physical hands-on activity is more engaging to students than a writing assignment following a teacher-led demonstration.

Action Research Project Teacher Candidate #4 English Reading supports provided: Highlighted Reading, Chunked Reading, Visuals to accompany/replace text, Different Text for each reading level, Annotated Text p-value 0.85 Approx 0 Vocabulary supports provided: Other: ____________, Frayer Models p-value 0.85 Approx 0 Group supports provided: Teacher Chosen Group, Group Roles, Bloom's Taxonomy, Gradual Release of Responsibility Other supports provided: T-Chart, Sentence Starters, Template

Action Research Project Teacher Candidate #4 English Response from students when asked about their preferences: 100% of my students said that it was much easier to write the paragraph the second time around. The strategies that the students stated were most helpful included: academic vocabulary review, paragraph writing template, and reading supports. My ELD class as a whole appreciated the writing template the most. The focus English Language Learner (Level 1) thought that the adapted text was the most helpful. I created my own adapted text that was much shorter, included visuals, and was annotated as well. My student with an IEP believed that the most helpful support was the academic vocabulary activities and review. My other student, a Level 3, appreciated the writing template the most.

Action Research Project Teacher Candidate #4 English What the teacher candidate learned: Through this action research process, I truly understood the direct impact that carefully planned and intentional supports have on student success. There is so much that we can do as teachers simply by identifying the diverse/unique needs in the classroom and meeting those needs. I learned that providing supports for students in no way enables them, but just provides them with the differentiation that they need in order to make the content accessible to them. It was incredible to see the exponential growth between the two paragraphs.

Social Justice and Equity THANK YOU!! Annette Daoud adaoud@csusm.edu Anne René Elsbree aelsbree@csusm.edu Julie Rich jrich@csusm.edu Pat Stall pstall@csusm.edu School of Education California State University San Marcos CSUSM Single Subject Program Website Resources: http://csusmsinglesubjectprogram.weebly.com/ Social Justice and Equity Coursework Dispositions Collaboration Clinical Practice Digital