1. Equity and Excellence for English Language Learners
A Balancing Act for Administrators
Amy Christianson, OELA Project Coordinator
and
John Kibler, OELA Professional Development Coordinator
Edgewood College

2. Equity and Excellence for English Language Learners (ELLs): A Balancing Act for Administrators A Three Day Professional Development Series
Objectives for Session One:
• Participants will understand the second language acquisition and learning processes, academic English development and their relationship to academic achievement
• Participants will reflect on federal, state, local mandates in the education of English language learners (ELLs) and learn about the parameters for school and district compliance
• Participants will examine their educational context and programmatic approaches for ELLs and strategize plans for
Objectives for Session Two:
• Participants will review the most current research regarding educating ELLs and its implications on programmatic design and instructional practice
• Participants will strategize professional development goals for their staffs that examine the major myths and realities about second language learning, as well as development goals for future planning
• Participants will consider ways to utilize their existing resources for optimal student benefit by examining programmatic and instructional contexts with regards to scheduling, instruction, leadership and instructional approach
Objectives for Session Three:
• Participants will consider ELL student assessment, an overview of the WIDA English language proficiency standards and the ACCESS for ELLs assessment tool
• Participants will examine teacher performance considerations for effectively educating ELLs and develop guidelines for considering contextual and pedagogical skills
• Participants will have the opportunity to individually work with the consultants to ask additional questions, clarify information and consider district and school-based decisions.
Welcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.

3. Twelve Key Practices
This book provides step-by-step guidance for any administrator committed to ensuring that the ELLs in their classes, schools, and districts are successful and can reach high core content and English language development standards.
Implementing Effective Instruction for English Language Learners takes a comprehensive, systemic, and strategic approach to educating all students, particularly ELLs. The 12 Key Practices Framework is divided into four parts:
Shared practices at the district, school, and classroom levels
Common classroom practices for ALL ELL educators
Core instructional practices of every program for ELLs
Organizing the key practices into effective program configurations
Administrators, teachers, and leadership teams can use the 12 Key Practices Framework and checklists to plan, implement, monitor, evaluate, and improve ELL education in their districts and schools.

4. ELL Service Delivery Articulation and Action Plan (SDAAP)
Over the course of our three sessions, participants will complete an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations.

5. Equity and Excellence: Session Two AGENDA
Overview of Session Two
Introductions
ELL Research Jeopardy
Discussion of Research Article
ELL Service Delivery Articulation and Action Plan (SDAAP)
Resource Alignment Through Collaborative Practices
Exit Slip – Gots/Wants
Welcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.

6. Key Practice 12: Structuring the Language Education Program
Establish a District Language Education Committee to Develop/Restructure Program
Determine Extent of Use of ELLs’ Primary Language According to Student Populations
Identify how ESL, Literacy, & Academic Content Instruction Will Be Implemented
Prepare Program Recommendations to Share with Parents and Stakeholders
Monitor Program Annually to Evaluate ELLs’ Progress

7. Key Practice 2: Educating ELLs Through Collaboration
ELL-Focused Professional Learning Community
District Language Education Committee
School Leadership Teams
Planning and Reflective Conversations
Connections of Home and School
Links to School and Community

8. INTRODUCTIONS
What is your name? Your position and district? What have you been thinking about since our last session?
Utilizing the format that makes the most sense for your environment, ask participants to share with the larger group or a small group the following four questions. You should model first.

9. Test your ELL Research knowledge!
Let’s Play Jeopardy!
Test your ELL Research knowledge!

10. Article Discussion

11. Though it is clear that often the things we hear about second language learning and the research we are told about does little more than confuse us. It is also true that much more research needs to be done.
However there are some things about second language learning that research clearly indicates.
Some things we don’t know but there are many that we do.

12. Implications
Learning a second language is as difficult for the child as the adult.
Many children are just as self-conscious and inhibited as adults.
Literacy and other skills and knowledge transfer across languages. That is, if you learn something in one language, you either already know it in (i.e. transfer it to) another language or can more easily learn in another language.
For example, transfer of readings skills occurs across languages even that don’t share a common alphabet.
If a student’s parents are not literate in their first language, then that language is the only thing that is keeping their family unit strong. First language preservation is essential for their academic success. If their children lose that language, than all ability to communicate within the family structure is lost.

13. Implications
ELLs seem to progress from beginning to intermediate levels more rapidly (in roughly two to three years) than they do from intermediate to full proficiency. In other words, students beginning to learn the language can make what appears to be fairly rapid progress, but then slow down once they reach intermediate proficiency. Even students in all-English instruction do not typically begin to show higher intermediate levels of English proficiency for at least four years.
This has to do with the complexity of language and how the demands of language alter and change. When language becomes more complex, it becomes less concrete and more abstract.

14. Implications
Teaching students to read in their first language promotes higher levels of reading achievement in English; teaching reading simultaneously (at different times during the day) compared with teaching them to read in their second language only, boosts their reading achievement in English.
It is important to remember that just because our current situation doesn’t allow the resources or time to accomplish something, doesn’t mean it isn’t true.

15. Implications
What we know about good instruction and curriculum generally holds true for ELLs but with certain caveats. Instructional modifications based on proficiency level are essential. For example, the National Reading Panel identified eight types of reading comprehension strategy instruction that increased scores 34 percentile points on average for English-speaking students over those not exposed to these. The same instruction, with no modification for their proficiency level, was so weak that it wasn’t clear that there was any effect at all on ELLs. The conclusion being that “high quality reading instruction alone” was “insufficient to support equal academic success” unless the instruction is modified for language proficiency.

16. Implications
The amount of exposure to English does not predict language acquisition.
Primary language support, when possible, does not inhibit second language learning, but enhances it. First language preservation pays off academically.
Use of a comprehensive framework for instructional modification is most effective.
Often teachers are fooled by a student’s oral ability in English and wonder why it doesn’t translate to academic work. Struggling to learn English may initially aid in oral language proficiency but quality instruction by someone who understands how second language learning works is much more beneficial in acquiring academic language even in smaller units than 24 hours of day struggling to speak the language. The two vocabularies are so incredibly different.

17. Implications
Proficiency in academic English – the kind of language used in textbooks and classrooms but no necessarily in social situations, is the key to content-area learning.
Inclusion of first-language instruction, when possible, can have long-term academic benefits
Professional development for meeting the needs of ELLs is on-going and life-long.
Academic English is the key. Professional development needs will never end. It isn’t something you mark off your checklist.

18. Utilizing Resources Effectively to Support ELL Student Achievement
Organizational Blueprint and
Service Delivery Articulation & Action
Plan
Utilizing Resources Effectively to Support ELL Student Achievement
Equity for ELLs: Guiding Beliefs and Principles
Organizational Map and Service Delivery Articulation & Action Plan (SDAAP)
Resource Alignment Through Collaborative Practices

19. Equity Through Instructional Practices
Guiding Principles and Beliefs
Considerations for Instructing English Language Learners

20. Guiding Principles and Beliefs
Shared Responsibility for English Language Learners is Evident in the Actions of School Personnel
Resources are Aligned to Promote Effective and Collaborative Instructional Practices
Shared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning Teams
Program Models & Configurations are Flexible and can be Adjusted based on Students’ Language & Learning Needs
Standards-Based Instruction for Language Development & Content Learning is Integrated

21. Considerations for English Language Learners
Instructional Practices follow State Laws/Title III Part A
Teachers and Resource Staff Supporting ELLs are Assigned on Instructional Teams
ELLs are Clustered into Classrooms Supported by ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification)
Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual Certification
All Professional Development Reflects Best Practices for Educating ELLs
Parent and Family Outreach Supports Linguistic and Cultural Needs

22. Questions to Consider:
Which guiding beliefs and principles are currently supported in your school or district?
What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners?

23. Organizational Map and Service Delivery Articulation & Action Plan (SDAAP)
Developing an Organizational Map to Utilize School Resources Effectively
Service Delivery Articulation and Action Plan (SDAAP)
Examining Program Models and Configurations for Instructing English Language Learners

24. Using a School Organizational Map for ELL Service Delivery Articulation & Action (SDAAP): What Is It?
Organizing and Maximizing Time/Space/Resources in the School Building to Support Students’ Academic Achievement
10,000 ft. view
Accounting for context and conditions
Considering all available resources
Thinking outside the box

26. Organizational Map Key Elements:
A structure to utilize time, space, and resources in the school building to support English language learners’ academic achievement
Establishing shared guiding beliefs and principles as a school
Placement of ELLs based on language & learning needs
Collaborative teaching structures using best practices for ELLs
Flexibility with instructional placements based on needs of ELLs

27. Service Delivery Key Elements:
Instruction provided to English language learners based on individual language and learning needs
Program Model
ESL, Bilingual, Dual Language Immersion
Program Configuration
Sheltered classes, Pull-out, Push-in, Resource Rooms
Clustering
Grade level, language background, language proficiency
Range of Services
Frequency and duration of academic support

28. Service Delivery Program Models and Configurations
Program Models
Program Configuration
English as a Second Language (ESL)
ESL academic content class
ESL newcomer class
ESL/bilingual resource class
Sheltered (self- contained) classes
Pull-out programs
Resource rooms
Instruction in general education classroom with ESL/bilingual support
Push-in programs
Bilingual Education
Bilingual instruction (transitional or developmental)
Dual language immersion
Instruction in general education classroom taught by bilingual teacher

29. ELL Service Program Models
Instruction in General Education Classrooms with ESL/Bilingual Support
ESL Academic Content Classes
ESL Newcomer Classes
Bilingual Instruction
Dual-Language Immersion

30. Organizational Map and Service Delivery: Key Steps to Implementation for Educating English Language Learners
1.) School leader creates a visual map of classroom configurations with student placements based on projected numbers of English language learners and conversations with teachers
2.) A leadership team that includes ESL and bilingual teachers is assembled and ELL student profiles are created
3.) Decision-making occurs based on allocations and ELL student needs
4.) Grade level teachers and ESL and bilingual education teachers work collaboratively to schedule students into classes
5.) Organizational map and service plan is disseminated to all staff and revisited periodically to ensure classroom environments are optimal for English language learners

31. Questions to Consider:
What elements of the organizational map and/or service delivery process is currently in place in your school or district?
Which structures or processes might be helpful in your educational setting to support English language learners?

32. Potential Uses of the SDAAP
Plan of Service (DPI) – Service Delivery Articulation
District/School Improvement Planning
Strategic Framework Alignment
Presentations to Administration/Staff/BOE
Grade Level / Team Level Planning
Transition Planning
Articulation of Short & Long Term Goals/Planning for ELLs

33. Resource Alignment Through Collaborative Practices
Considerations for Collaboration:
Philosophy, Beliefs, Attitudes
Procedures
Instruction
Assessment

34. Considerations for Educational Collaboration
Philosophy/Beliefs/Attitudes:
Views on inclusive practices (ie. students in general education classrooms)
Comfort level with working with a diverse student population
Knowledge about educational approaches to instructional design (scheduling and instruction for students needing specialized services – ie. English Language Learners, Special Education, Talented and Gifted, At-Risk)
Beliefs on educational approaches to learning (constructivist, multiple intelligences, etc.)

35. Considerations for Educational Collaboration
Procedural Considerations
Scheduling common planning and teaching times (with teaching partners and grade level instructional teams)
Teaching roles and responsibilities (including: development of integrated units using standards- based curriculum, preparing instructional materials, differentiating based on language proficiency levels and learning needs of students)

36. Considerations for Educational Collaboration
Instructional Considerations
Curriculum focus – with scope and sequence of instruction
Instructional delivery (lead teaching, support teaching, co-teaching, etc.)
Pacing
Additional supports for students with specialized services

37. Considerations for Educational Collaboration
Assessment Considerations
Formative, Benchmark, and Summative Assessments (with accommodations provided as needed for students with specialized services)
Progress monitoring of students’ learning
Determining level of effectiveness in co-teaching arrangement

38. Questions to Consider:
What structures for collaborative practices does your school or district have in place to support English language learners?
Which considerations for collaboration would be helpful to incorporate in your educational setting?

39. Exit Slip
Gots and Wants

40. Thank You for Your Participation!
See You Next Month!
Thank You for Your Participation!
Amy Christianson
John Kibler