1. Charter ELA Training Channel May 17, 2013

2. Charter ELA Requirements The 2012 Consent Decree and charter contract establish requirements for charters in serving English language learners including: The School shall provide English Language Acquisition (ELA) program services by ELA teachers who are fully qualified based on acceptable evidence-based standards such as completion of the District’s ELA training program or a District approved training program as designed by the School, or possession of a current English as a second language certification. In addition, all teachers must be highly qualified pursuant to federal requirements.

3. Charter ELA Training Channel Background The 2102 Consent Decree requires that all teachers in DPS meet ELA teacher qualifications in one of the three ways: –state endorsement, –advanced degree, or –approved district ELA training channel* In 2012 the District formed a District-Charter ELA working group to inform the design of a District ELA training channel for charters* OSRI, in partnership with ELA, is responsible for overseeing the implementation of this training channel

4. ELA Working Group - Design principles The ELA Working Group has been tasked with designing and developing a “training channel” for teachers in charter schools that meets the following principles: –Effective (in having positive impact on ELL students’ outcomes), –Legally compliant, –Flexible and differentiated to meet needs of students/schools/teachers, –Manageable and practical (in terms of time and cost), –Aligned with other school-based professional development, –Connected to classroom implementation, –Based on collaboration, and –Outcomes-based where possible (qualification based on mastery of knowledge and skills).

5. OSRI and ELA will ensure that charter teachers gain the knowledge and skills described in the 2012 Consent Decree through rigorous, targeted professional development that leads to District ELA qualification. OSRI will ensure ongoing oversight of the charter-specific teacher training channel by: Training and authorizing trainers Providing quality assurance oversight to the charter ELA training channel to ensure alignment with knowledge and skills described in the 2012 Consent Decree Verifying that teachers gain qualification based on demonstration of knowledge and skills Taking steps to remedy ELA qualification training if schools do not meet teacher qualification requirements District Role in Implementation

6. Charter School Role in Implementation School Administrators: –Identify qualified staff to be trained by the district as authorized trainers –Submit a plan to the District for approval demonstrating how the school will implement the charter training channel in their school –Evaluate teacher demonstration of knowledge and skills through teacher observations and evaluations –Submit evidence of teacher qualification annually to the District for verification –Ensure that all teachers are qualified within 2 years of hire Authorized trainers –Responsible for delivering the district approved courses and ensuring teachers are mastering content at their campuses –Responsible for attending annual District “refresher trainings” to maintain status as an authorized trainer

7. CHARTER ELA TRAINING CHANNEL CONTENT

8. Charter ELA qualification channel Year 1 (ELA-T) Foundations Academic language Sheltering English language development (optional for ELA-T) Year 2 (ELA-E) Literacy for ELLs Culturally-responsive pedagogy ELA-E Qualification -Teachers at schools serving more than 15 English language learners must complete both Years 1 and 2 to be qualified as ELA-E ELA-T Qualification -Teachers at schools serving fewer than 15 English language learners only need to complete Year 1 to be qualified as ELA-T Culturally-responsive pedagogy Foundations Academic language Literacy for ELLs English language development Sheltering 4 3 1 2 3 5

9. Charter ELA Training Meets all Teacher Knowledge and Skills from the 2012 Consent Decree 1. Foundations of Bilingual and ESL education at the federal, State, and District levels; 2. Theoretical framework of core instructional components for addressing the needs of ELLs; 3. Methods for organizing instruction to meet the needs of ELLs; 7. Use of appropriate tools to identify ELLs; 8. Assessment skills to identify and diagnose the educational needs of ELLs; 9. First- and Second-language acquisition theories; 5d. explicitly teaching academic vocabulary that is relevant to the content and appropriate to the ELLs’ ELP level(s); 5f. affording ELLs regular opportunities to practice and apply new language and content knowledge in English; 5. Differentiation and sheltering strategies for providing Supported English Content Instruction, including; 5a. grouping ELLs by ELP level and using adapted materials and texts, visual displays, cooperative learning and group work, primary language support, and clarification to make content lessons understandable to ELLs; 5b. using speech that is appropriate for the ELLs’ ELP level(s) and clearly explaining academic tasks to ELLs; 5c. using supplementary materials to support content objectives and contextualize learning; 5e. adapting content, including texts, assignments, assessments, and presentation of content in all modalities, within the ELLs’ ELP level(s); 13. Use of technology to instruct ELLs. 6. Methods for teaching ELD in all four language domains; Foundations Academic language Sheltering English language development

10. Charter ELA Training Meets all Teacher Knowledge and Skills from the 2012 Consent Decree 10. Culturally responsive teaching as a facilitator of language acquisition for ELLs; 11. Information about how to challenge and motivate at-risk ELLs; 12. Methods of working with the parents of ELLs and methods of improving school- community relations; 4. Teaching ELLs at different proficiency and grade levels how to write in each core content area; 5g. teaching reading comprehension skills (e.g., prediction, summarizing, making inferences, and identifying important information); and 5h. using reading strategies that are effective with ELLs (e.g., partner reading, reading aloud, and teacher think-alouds) and that include phonemic awareness, phonological awareness, decoding, word knowledge, and fluency, while taking into account the ELLs’ ages and ELP level(s); Culturally- responsive pedagogy Literacy for ELLs

11. Culturally- responsive pedagogy Foundations Academic language English language development Sheltering Academic language ELA foundations Language acquisition & cultural understanding Literacy development for ELLs Transitioning strategies ELA 101NEI English language development Sheltering Charter ELA Training Channel Maps to District Training Channel Courses Literacy for ELLs

12. Tight-Loose Elements Required Elements – “Tight” Core course content aligned to 2012 Consent Decree (power point, required readings, rubric for demonstration of skills) Ensure all teachers receive training by authorized trainers in core course content within 2 years of employment at school Ensure all teachers demonstrate evidence of knowledge and skills outlined in 2012 Consent Decree and core course content rubrics Provide evidence that all teachers have completed courses and demonstrated knowledge and skills to DPS School Discretion – “Loose” Selection of trainers (provided they meet criteria for becoming an authorized trainer) How, when, where training is provided Alignment of training with existing PD priorities and structures in the school Whether and how to include additional school- specific content Whether and how to include additional content from additional resources Where, when, and how evaluation of teacher knowledge and skills is conducted provided it meets knowledge and skills outlined in 2012 Consent Decree and core course content rubrics

13. Pre- work ContentPlanPractice Feedback Demonstrate Evaluation TrainerAdministratorIn-school system Core content modules for teacher training (including pre- work) What? Teacher skills based on consent decree Why? Key concepts When/where/who? Student, teacher and school connection How? Practical guidance on practice How? School-specific practice How? Next steps Assessment of teacher knowledge & skill Rubrics for feedback & evaluation on teacher skills (All other courses) Test for teacher knowledge (Foundations only) Embedded Learning Cycle

14. Role of Trainer and Administrator Role of Trainer – “Master and Train on Course Content” Complete Train the Trainer sessions including annual refresher sessions Read additional required readings to deepen knowledge of course content Design “training” sessions for your school in consultation with your administrator Other duties as assigned by your school administrator Role of Administrator – “Ensure Implementation and Teacher Qualification” Complete Administrator ELA Workshop including training on ELA teacher observation standards Develop and submit plan for implementing teacher qualification training at your school Provide direction to authorized trainer(s) in designing training sessions for your school (integration into PD schedule and time, meeting school-specific norms for adult learning best practices, developing school-specific content on application expectations) Conduct or ensure teacher observations to demonstrate knowledge and skills are completed Work with DPS to ensure verification of teacher qualification at your school

15. Summary of the Trainers CategorySchools# of SchoolsNotes Schools with authorized staff trainers on site (TOT) DSST all campuses (7), DDES, GALS, Highline, KIPP all campuses (3), Omar D Blair, SOAR all campuses (2), Pioneer, Rocky Mountain Prep, SWEC, STRIVE all campuses (7), University Prep, Wyatt, Venture Prep, ACE 2931 staff (teacher leaders, DCI’s, etc) were authorized as trainers through the TOT program Schools partnering with other schools for ELA training Sims-Fayola1Hoping to partner with Omar D Blair and share their Trainer Schools utilizing authorized consultants for training AUL, CHS, Ridgeview, Escuela, Justice HS, Monarch, Odyssey 73 consultants who have been trained on the program who will be delivering the PD and sometimes involved in the coaching and evaluation components

16. Next Steps for Implementation Spring/Summer 2013 –Administrators Workshop – TBD (June or August 2013) Overview of Foundations (legal requirements and key best practices) Overview of Administrator role in ELA programming Overview of ELA Training Channel (structure, how to support trainer, expectations for ‘qualifying’ teachers) –Schools submit training plan for implementation of Charter ELA Training channel 2013-14 –Charter Schools Implement First Year Courses in 2013-14 Foundations Academic Language Sheltering English Language Development –Train the Trainers – Year 2 courses and refresh – Spring 2014 –Verification of completion of first year courses/competencies 2014-15 –Charter Schools Implement Second Year Courses (and catch up for new teachers) in 2014-15 Literacy for ELL’s Culturally Responsive Pedagogy

17. Works in Progress… Potential to offer Graduate credit for the courses through Adams State University Norming sessions for Administrators Trainer Affinity Groups Develop a plan to “catch up” new teachers next year