1. Centers of Excellence: SSOS Utilizing ELL Shadowing to Inform Root Cause & Data Driven Action Regional Centers of Excellence In partnership with the Minnesota Department of Education Prepared by Kelly Frankenfield & Sarah Sirna, ELD Specialists in Collaboration with Michael Bowlus, English Learner, Refugee Education & Federal Programs Specialist, Minnesota Department of Education

2. Centers of Excellence: SSOS The Role of Talk in Learning Source: Gibbons, 2002, pg. 15 “Students do not develop “native-like” proficiency or grammatical accuracy unless they are producing language”.

3. Centers of Excellence: SSOS Teacher Talk = 20-30% Student Talk = 70-80% Sources: Brown, 2001; Nunan, 1991; Tsegaye & Davidson, 2014 GOAL: Teacher to student proportion for academic speaking

4. Centers of Excellence: SSOS Aggregate to quantify data Determine the ratio of teacher to student talk Triangulate data (quantitative and qualitative) Identify professional development needs that are data driven Debriefing the ELL Shadowing Experience

5. Centers of Excellence: SSOS The quantitative information – assessment data, grades, GPA, ACCESS data – can be compared against the qualitative data gathered via shadowing Data profile of student(s) to be shadowed (p. 53)

6. Centers of Excellence: SSOS Regional Centers of Excellence 6

7. Centers of Excellence: SSOS “… forces us to look at the specific needs of one student and reflect on how the things we do and don’t do every day, either positively or negatively, impact that student’s instructional progress” (p. 19). Generalize to general population in school site. ESL Shadowing

8. Centers of Excellence: SSOS Regional Centers of Excellence 8

9. Centers of Excellence: SSOS

10. <2%= Student Production time “When this phenomenon is experienced both by the individual observer and by groups of educators, the urgency around the systemic need and change required becomes palpable. Groups of educators almost never want to turn away without doing something to effect change” (p. 81). Source: Soto, 2012

11. Centers of Excellence: SSOS The academic achievement gap between our non-EL and our EL students in ELA is 52.6% 68% of our ELs demonstrate Very Low growth on their z-growth scores in ELA Productive skills of speaking and writing score lower than average growth for 72% of our ELs as demonstrated by summative ACCESS data Problem Statement:

12. Centers of Excellence: SSOS

13. Root Cause Analysis Limited ownership and use of academic language by students 1-2 word student responses to teacher questions Social conversation observed during small group talk if task was not supported or clarified Teacher owns academic language I.R.E question style observed majority of the time Regional Centers of Excellence 13

14. Centers of Excellence: SSOS Competency Drivers ✓ Selection ✓ Coaching ✓ Training Specific professional development Building and District Support Create Training Plan Determine Next Steps:

15. Centers of Excellence: SSOS Think-Pair-Share (Write) Reciprocal Teaching Teacher Guided Reporting Productive Group Work High Effect Strategies that increase productive skills in English

16. Centers of Excellence: SSOS Leadership Team Created Practice Profile and currently developing a training plan based on self-assessment Close read the TWPS practice profile and identify a focus or intention for the walk-through (Goal Setting) TWPS Walk-through May 23 rd Student’s completed a student survey to gather student perception data on interaction

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19. Knowledge and Skills Brain Hurricane Begin the Training Plan for Implementation of TPS

20. Centers of Excellence: SSOS Think (Step 1) Regional Centers of Excellence 20

21. Centers of Excellence: SSOS Write (Step 2) Regional Centers of Excellence 21

22. Centers of Excellence: SSOS Pair (Step 3) Regional Centers of Excellence 22

23. Centers of Excellence: SSOS Share (Step 4) Regional Centers of Excellence 23

24. Centers of Excellence: SSOS Student Survey

25. Centers of Excellence: SSOS

26. Monitoring Student Practice December, 2015May, 2016

27. Centers of Excellence: SSOS Student Engagement December 2015 May 2016 Regional Centers of Excellence 27

28. Centers of Excellence: SSOS Arreaga-Mayer, C. & Perdomo-Rivera, C. (1996). Ecobehavioral Analysis of instruction for at-risk language-minority students. Elementary School Journal, 96, 245-258. Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy (2 nd Ed). New York, NY: Addison Wesley Longman. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25 (2), 279-295. Soto, I. (2010). ELL shadowing: Strengthening pedagogy and practice with pre-service and in- service teachers. Research in Higher Education Journal, 8, 1-11 Soto, I. (2012). ESL shadowing as a catalyst for change. Thousand Oaks, CA: Corwin Press. Tsegaye, A. & Davidson, L. (2014). Talking time in EFL classroom: A case in six partnership preparatory schools in Haramaya, Kenya. Abhinav National Monthly Refereed Journal of Research in Arts and Education, 3 (5), 1-5. References