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

2. 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.) 

5. 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.

6. 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 _________.

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

8. 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)

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

10. 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 ________.

11. How did we get here?

12. Current Practices

13. 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

14. 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

15. 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

16. Professional Development
ELL teacher team 
Jill—go to graphic organizer

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

18. 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

19. 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 

20. 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

21. 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?

22. Resources State and Federal Regulatory Guidance:
TBIP and Title III OSPI Consolidated Program Review Monitoring Checklist
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?

23. Questions?