Growing Pains Developing an ELL Program Model Jill Klune, ELL Curriculum Specialist Shona Campbell, ELD teacher Issaquah School District

Who are we? ELL Program Models Supportive Mainstream (Elem.) District: Issaquah 21,218 students 5.9% Active ELL=1,253 students 3.7% Monitored Proficient=795 students 77 languages 3,077 families speak different languages  ELL Program Models Supportive Mainstream (Elem.) Content-Based Instruction (Sec.)   

Objectives Participants will… Content Objective Language Objective  Learn about a district’s ELL program model changes over time  Apply what you learn to develop your district’s program Share reflections and next steps about your district’s secondary ELL program model using content specific vocabulary.

Turn and Talk What connections can you make to your district’s ELL context? The connections I see include _______. What do you hope to take away from this session? In this session, I hope to leave with _________.

Key motivations for recent change Rapid growth in our ELL population Best practice in ELD instruction Compliance requirements

Best practice in ELD Instruction A separate, daily block of time should be devoted to ELD instruction. ELD instruction should: explicitly teach forms of English. emphasize academic language as well as conversational language. incorporate reading and writing, but emphasize listening and speaking. integrate meaning and communication to support explicit teaching of language. (Saunders, et al, 2013)

Compliance Requirements Service Staffing (Federal Dear Colleague Letter, Jan. 2015)

Turn and Talk What connections can you make to your district’s ELL current model? The connections I see include _______. In what ways is your district currently using best practice in ELD instruction? In my district, we are currently ________.

How did we get here?

Current Practices

Secondary Program Model OSPI defines our model as Content Based Instruction ELD service for all active bilingual learners Most active ELLs served in ELD class Some dually-qualified students served through collaboration with LRC staff Jill—at this point, participants will start using their graphic organizer—read the room for sharing

Staffing Secondary teachers ELL endorsed: Currently  6 out of 8 are endorsed 2 participating in an endorsement program Each secondary building provided with 1-2 hours of Para educator support based on student population Jill—go to graphic organizer—read the room for sharing

Instruction Best Practices with current model: Academic Vocabulary Structured practice with four language domains daily Shona –discuss instruction, 3D English-- Cengage-- Inside and Edge—emerging level Go to Graphic organizer

Professional Development ELL teacher team  Jill—go to graphic organizer

Professional Development ELL/GLAD 4-day training for secondary staff  Middle and high school academy for GLAD--

Secondary ELL Team Projects GLADified shared lesson planning Academic Vocabulary implementation ELL Support Form Standards Wall Aligned rubrics Deepening supports for dually- qualified students  Shona--System wide change through strong leadership and teamwork as a district wide team

Future Plans Language Objectives district-wide Collaboration with Content Teachers— Consulting, co-planning, co- teaching Wishes for Next Steps Additional period for ELL teachers to be in classrooms Jill LC Objectives pic 

Group Process Next Steps Arrange spectrum in we’ve got nothing to we have a dual language model discussion Then cross-pollinate, share ideas for next steps---Gots and Wants—If timing is good, process Gots. Then Wants become the Open Space Categories/four corners and people move to their area of interest/need Share OUT with whole group— what is at the forefront in your mind at this point Potentially- Share out—based on timing

A Final Thought “The likelihood of establishing and sustaining an effective ELD instructional program increases when schools and districts make it a priority.” (Saunders et al, 2013) What might be some next steps for your district to make ELD a priority?

Resources State and Federal Regulatory Guidance: TBIP and Title III OSPI Consolidated Program Review Monitoring Checklist 2016-17 OSPI Summary of TBIP Program Models Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), amended by ESSA Dear Colleague Letter, January 2015 Scholarly Articles Regarding Best Practices in ELD Instruction: English Language Development: Guidelines for Instruction What Does Research Say About Effective Practices for English Learners?

Questions? klunej@Issaquah.wednet.edu campbells@Issaquah.wednet.edu