1. ELL Professional Development Plan By Frank Hernandez NW Regional Educational Laboratory Program Advisor, ELL Unit hernandf@nwrel.org

2. THE HORSE STORY Common advice from knowledgeable horse trainers includes the adage, “When the horse dies, dismount.” Seems simple enough. Yet in designing our professional development plans for the ELL program we often choose from an array of other alternatives which include:

3. Trying a new bit or bridle Switching riders Appoint a committee to study the dead horse Riding the horse for longer periods of time Saying things like, “This is the way we’ve always ridden this horse” Arranging to visit other sites where they ride horses more efficiently Increasing the standards for riding a dead horse Creating a test for measuring our riding ability Comparing how we’re riding now with how we rode 10 or 20 years ago Complaining about the state of horses these days Coming up with new styles of riding Tightening the cinch Blaming the horse’s parents, the problem is often in breeding

4. The Best Dentist Story Is the new criteria proposed in this story familiar? Is there anything wrong with the criteria? Would there be other factors that you could suggest?

5. No Child Left Behind – Title III Required Activities Increase English Proficiency by providing a high-quality language instructional programs based on scientific research Provide high quality professional development to classroom teachers, principals, and administrators

6. Title III Professional Dev. Requirements: Designed to improve the instruction and assessment of LEP children, Designed to enhance the ability of such teachers to understand & use curricula, assessment measures, & instruction strategies for LEP children SBR demonstrating effectiveness increasing English Proficiency or the subject matter knowledge, teaching knowledge, and teaching skills of such teachers

7. Requirements Cont. Of sufficient intensity and duration (not to include activities such as one-day or short-term workshops & conferences, and teachers are being selected for training by instructional need) Have a positive and lasting impact on the teachers’ performance in the classroom (is there evidence it is being applied & students are benefiting)

8. Go from… Random acts of improvement Goals and Measures Reduce the Achievement gap

9. to this… Aligned acts of improvement Goals and Measures Reduce the Achievement gap Advanced Baldrige: Principles and practices for performance excellence. Jim Shipley and Associates: Integrated system solutions pp 39.

11. English Language Proficiency- AMAO’s Progress in learning English: AMAO’S Language proficiency definition Language proficiency progression Aligned to Language Arts Standards ELP linked to Content Standards: AYP The content area vocabulary The tasks to perform in each content area

12. ELL Data AMAO Standards & AYP Benchmark Results By State Cohort Requirements By District Cohorts: (examples) –Ethnicity and/or languages –Gender –Intact v new (and/or age of entry) –Drop Out, Graduation Rates –A.P. or I.B. Course participation –Participation in extracurricular activities

13. An Effective Professional Dev. Plan result in: Appropriate Staff Accountability: Lesson Development Curriculum Instruction – to include both ELD & Content classes Appropriate Admin. Accountability: Supervision Instructional Leadership Professional Development

14. STAFF ACCOUNTABILITY Lesson Development to include: supporting background knowledge & language goals by L2 proficiency level Curriculum to include: District identified materials & supplemental resources Instruction to differentiate by student L2 proficiency level

15. Lesson Development Shelter Instruction CALLA SDAIE SIOP GLAD

16. TYPES OF CURRICULUM Taught:What teachers decide to teach Learned:What students actually learn Assessed: What is tested Official:What the public adopts Hidden:What is taught but not included in public curriculum Null: What is not taught by teacher choice

17. “The improvement of student learning is inextricably tied to the improvement of the instructional practices carried out by the professionals at the school.” (Knapp, 2003, pp 51)

18. Administrative Accountability Supervision: An expectation that education leader would know what it looks like in a classroom Instructional Leadership: Data analysis, review of program objectives and department meetings would be linked to student needs Professional Development: A long-term, comprehensive program of sufficient intensity to create lasting changes in instruction would be developed by district administration

20. Program Decision Number of ELL Students Student Needs - Data Number of Languages Language Concentrations District Capacity Subtractive v Additive

21. THE LIFEBOAT THEORY It’s how I learned to swim. Everyone I know learned with this method.

22. Thomas-Collier Study Reading Program Program TypeGrade 11Cost ESL Pullout11$1194 Immersion23 TBE32 One-Way DBE54 Two-Way DBE70$876

23. Strategies for Small & Rural S. D. Cluster ELL students in classes with appropriately trained teachers: elementary = grade blends, secondary = content courses on alternate years Place bilingual assistants with cluster students Use high-quality ESL curriculum for ELA Utilize Mexican curriculum materials available through Consulate (INEA, Telesecundaria) Utilize supplemental secondary materials (PASS) Utilize qualified student mentors (Spanish 4 level)

24. “If you always do what you have always done, you’ll get what you have always gotten.” The Wizard of OZ