Presentation is loading. Please wait.

Presentation is loading. Please wait.

Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session.

Similar presentations


Presentation on theme: "Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session."— Presentation transcript:

1 Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session

2 Welcome & Course Introduction

3 Welcome! My name is (facilitators name) (facilitator contact information ) (insert background information: family, previous teaching experience/jobs, hobbies, etc. You may include pictures) Massachusetts Department of Elementary and Secondary Education 3

4 Housekeeping Todays session: 3 hours Break: (insert time) Restrooms (insert location) Internet (insert login and password information, if available) Course materials Massachusetts Department of Elementary and Secondary Education 4

5 Agenda Introduction to SEI Course and Session 1 (50 min) Examining Data Related to ELL Achievement and Demographics in MA (45 min) Break (10 min) Shared Responsibility for ELL Instruction and Educational Success (50 min) Assignments and Preparing for Upcoming Sessions (15 min) Moodle Login Help (10 min) Massachusetts Department of Elementary and Secondary Education 5

6 Warm-up: Whos Like Me? Is anxious about taking this course Math Teacher Science Teacher ELA Teacher Social Studies Teacher Has been waiting for a class like this Went away for vacation this year Has taken at least ONE course in 2 nd Language Acquisition or Culture (aside from Category Trainings) Is open to trying out strategies learned in this course Other Teacher

7 Why are we here? RETELL The Rethinking Equity and Teaching for ELLs (RETELL) initiative is designed to provide ELLs access to effective instruction and close proficiency gaps. Massachusetts Department of Elementary and Secondary Education 7 ELL Student Global Development WIDA English Language Development Standards ACCESS for ELLs Assessment Sheltered English Instruction (SEI) Endorsement & Course

8 Why are we here? The SEI Endorsement Teacher Course Core academic teachers who work with ELLs (SEI Teachers) are required to obtain the SEI Teacher Endorsement in order to advance, extend, or renew their license(s). The SEI Course provides a foundation of understanding, knowledge, and skills critical to effective Sheltered English Instruction (SEI) in core academic areas. Educators assigned to an SEI Course must earn the SEI Endorsement within a year. Massachusetts Department of Elementary and Secondary Education 8

9 Participant Manual Course content overview Module A: ELLs – Their World and Second Language Acquisition in the SEI Classroom (Sessions 1-4) Module B: Teaching Academic Language and Sheltering Content in Core Academic Classrooms (Sessions 5-16) Embedded Themes: WIDA Standards, 2011 Curriculum Frameworks, differentiation, assessment Course format SEI Teacher Course Syllabus Massachusetts Department of Elementary and Secondary Education 9

10 SEI Course Syllabus: Attendance Policy Attendance taken at every face-to-face meeting Face-to-face meeting tardiness 5-30 minutes tardy: 2% deducted from final course grade 30 minutes tardy: equivalent to absence No participant with more than two class absences will be eligible for the SEI endorsement Hardship clause Massachusetts Department of Elementary and Secondary Education 10

11 SEI Course Syllabus: Grading & Participation Pass/fail or grade option Pass/fail = C or above Must pass to earn Endorsement Grading policy described in the syllabus Massachusetts Department of Elementary and Secondary Education 11

12 Completing the SEI Course: PDPs, Graduate Credit, and ELAR PDPs available upon completion of the SEI Teacher course 67.5 PDPs PDPs are issued by ESE at completion of course Graduate course credit available SEI Teacher course equivalent to 3 graduate credits Participants are responsible for completing licensure process for earning SEI Endorsement on ELAR. Massachusetts Department of Elementary and Secondary Education 12

13 Online Component Five online sessions, required readings, assignments Moodle troubleshooting – Help desk Office Hours: 9:00 AM – 5:00 PM, M-F Phone: 781-338-3020 Email: lmssupport@doe.mass.edulmssupport@doe.mass.edu Today: Logging into Moodle Massachusetts Department of Elementary and Secondary Education 13

14 Course Expectations: Session Norms What norms should guide our sessions and online discussions? Basic Guidelines for Discussion Are they clear? Is there anything missing? 14

15 Massachusetts Department of Elementary and Secondary Education 15 SEI Teacher Endorsement Course Map

16 Session 1: Examining Data and Policies Related to English Language Learners Massachusetts Department of Elementary and Secondary Education 16

17 Session 1 Objectives Define responsibilities for completing the SEI Course and obtaining Endorsement. (CMR 7.4) Manage all course logistics, including: meeting attendance and assignment/participation expectations; employing Moodle tools; applying for graduate credit; completing ELAR affidavit; staying abreast of course changes. Massachusetts Department of Elementary and Secondary Education 17

18 Objectives Understand and acknowledge the importance of sharing responsibility for the instruction and academic achievement of ELLs Demonstrate a working knowledge of ELL demographics and academic achievement in MA, and implications for instruction Identify relevant federal and state laws pertaining to ELLs and explain resulting implications for teaching and learning of ELLs Research and evaluate school policies with regard to ELLs Massachusetts Department of Elementary and Secondary Education 18

19 What do you already know about English Language Learners (ELLs)? Complete the Anticipation Guide These statements set the stage for topics covered throughout the course Be as honest as possible! Massachusetts Department of Elementary and Secondary Education 19

20 Examining Data Related to ELL Achievement and Demographics in Massachusetts Massachusetts Department of Elementary and Secondary Education 20

21 Who is an ELL? Quick Write Who is an English Language Learner? Write your own definition. Massachusetts Department of Elementary and Secondary Education 21

22 Who is an ELL? Multiple Definitions: MA: English Language Learner (ELL) Federal: Limited English Proficient (LEP) Definition embedded within WIDA ELD Standards Guiding Principles What do the WIDA Guiding Principles suggest about WIDAs definition of ELLs? What are the instructional implications of these definitions? Massachusetts Department of Elementary and Secondary Education 22

23 Who is an ELL? Deficit-based vs. Asset-based view of ELLs Approached from a deficit perspective, students who are English language learners (ELL) are often defined as fundamentally lacking. By contrast, asset-based perspective builds on the home language of students and recognizes this as a fundamental strength. Massachusetts Department of Elementary and Secondary Education 23 Source: Scanlan, Martin. "An asset-based approach to linguistic diversity." Focus on Teacher Education (2007).

24 MA ELL Achievement and Demographic Data with Sentence Frames What do you think the data will show? Why? I think the data will show that ___ because ___. Massachusetts Department of Elementary and Secondary Education 24

25 MA ELL Demographic Data: Changing District Demographics 25

26 MA ELL Achievement and Demographic Data Analyze the data with your group Make observations: I see ___. Make inferences: I think this means ___. Ask questions: I wonder about ___. I would like to know more about ___. Present your data to the class & make connections: Our data is closely related to group _s data because __. On the other hand, our data suggests that ___. Massachusetts Department of Elementary and Secondary Education 26

27 MA ELL Achievement and Demographic Data Present your data to the class & make connections: Our data is closely related to group _s data because __. On the other hand, our data suggests that ___. Massachusetts Department of Elementary and Secondary Education 27

28 District and School ELL Data Massachusetts Department of Elementary and Secondary Education 28

29 DART for ELLs Tool District Analysis and Review Tools (DARTs) Offer snapshots of district and school performance Users can track select data elements over time and make comparisons to the state or to "comparable" districts. Types of data on the DART Detail: ELLs Demographics (% ELL, Former ELL, Special Ed) Common languages and countries of origin MCAS and MEPA results, Achievement Gaps District and school overview Massachusetts Department of Elementary and Secondary Education 29

30 Analyzing ELL Data from Participants Districts Look over the DART reports. District Overview School Overview Achievement Gap MCAS and MEPA Make observations and inferences on your own. Go over the guiding questions with a partner. Share with the whole group. Are there any salient points about the data? Massachusetts Department of Elementary and Secondary Education 30

31 Break (10 minutes) Massachusetts Department of Elementary and Secondary Education 31

32 Shared Responsibility for ELL Instruction and Educational Success Massachusetts Department of Elementary and Secondary Education 32

33 Civil Rights and English Language Learners Ensuring ELLs have equal access to high quality education is a civil rights issue Federal laws, guidance, and court cases to support ELLs rights: Civil Rights Act, 1964 Equal Educational Opportunity Act (EEOA), 1974 Lau vs. Nichols, 1974 Castañeda v. Pickard, 1981 Office of Civil Rights Guidelines NCLB Title III, 2002 33

34 Civil Rights and English Language Learners Massachusetts ELL laws and regulations MA Education Reform Act, 1993 Ballot Question 2 Title III priorities in MA RETELL Regulations Federal and state ELL policy Discussion: Expert Groups (EG) Jigsaw 1.Federal Policy 2.MA State Policy Massachusetts Department of Elementary and Secondary Education 34

35 Civil Rights and English Language Learners Jigsaw Massachusetts Department of Elementary and Secondary Education 35 1. Discuss with a partner in your EG 2. Discuss with a partner from a different EG 3. Whole group discussion What are the key messages embedded in laws and regulations pertaining the education of ELLs? How are federal and state policy related? Are there any differences between federal and MA policies? Did you find anything interesting or new?

36 ELL Achievement as a Community Effort Massachusetts Department of Elementary and Secondary Education 36

37 Two Required Components for Academic Program for ELLs in MA Massachusetts Department of Elementary and Secondary Education 37 Required Components for Instruction of ELLS Meaningful Access to Curriculum English Language Development (ESL/ELD) Sheltered English Instruction (SEI) Bilingual or Dual Language Instruction Instruction that includes approaches, strategies, and methodology that makes the content comprehensible and promotes academic English language development Explicit, direct instruction to promote English language development

38 Whos Responsible for ELLs Success in School? Jot down some ideas in response to this question. Consider: Federal and state laws and regulations Your experience as a teacher Massachusetts Department of Elementary and Secondary Education 38

39 Whos Responsible for ELLs Success in School? Whos responsible for student learning? Walk into an effective school and ask this question of anyone – a teacher, a student, the principal, a parent volunteer, a secretary – and youll get the same answer: I am. (Conzemius & ONeill, 2001) It is time to break the bad habit of expecting something from nothing, from our government or from each other. Let us all take more responsibility, not only for ourselves and our families, but for our communities and our country. (Clinton, 1993) Massachusetts Department of Elementary and Secondary Education 39

40 Whos Responsible for Chias Success in School? Chia grew up in a poor neighborhood ravaged by gangs. After her mother died of cancer, her aunt was forced to adopt her. She moved to MA two months ago. Although she knows no English, shes very outgoing. Massachusetts Department of Elementary and Secondary Education 40 Imagine that Chia is in your school. What are some issues that you need to address in order to help her succeed in school?

41 Whos Responsible for Ernestos Success in School? Ernesto lived with a nanny while his parents started a business in the U.S. He skipped school between grades 3- 7, and is now in 8 th grade. Hes a math whiz because his grandfather taught him at home. Ernesto can understand quite a bit of English but has a hard time writing or speaking it. His parents business is about to go under, and hes very worried. Massachusetts Department of Elementary and Secondary Education 41 Imagine that Ernesto is in your school. What can educators in your school do to support Ernesto?

42 Whos Responsible for ELLs Success in School? Laws and regulations promote shared responsibility for ELLs success Research about effective schools highlights the impact of shared responsibility Curricular expectations also support this idea: WIDA ELD Standards 2011 MA Curriculum Frameworks Massachusetts Department of Elementary and Secondary Education 42

43 WIDA ELD Standards Span Across Core Academic Areas ELLs communicate information, ideas, and concepts necessary for academic success through the… Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language

44 2011 MA Frameworks Expectations What do the 2011 MA Curriculum Frameworks for ELA and Literacy say about ELLs? Massachusetts Department of Elementary and Secondary Education 44

45 2011 MA Frameworks: Expectations for ELL instruction Engagement with same Common Core standards as their Native English speaking peers Teachers and school /district staff are well prepared and qualified Literacy-rich school environments Coursework preparing ELLs for college and the workplace that is comprehensible for students learning a second language Opportunities for classroom discourse and interaction Source : 2011 MA Frameworks for ELA and Literacy, p.83 Massachusetts Department of Elementary and Secondary Education 45 What does this mean for you as a teacher of ELLs?

46 Slideshow: Melanie Thompson, Ed.S., NCC, LPC, LMHC, Director, Center for Access-Ability Resources, Northern Illinois University Retrieved online 714/2012: https://dst.sp.maricopa.edu/DWG/disability/...21-11/Webinar.ppt

47 We Can Do Better! Massachusetts Department of Elementary and Secondary Education 47 Source: DART for ELLs 2012

48 Whos Responsible for ELLs Success in School? Think Pair Share How can different groups support ELLs language development and academic achievement? Brainstorm concrete actions for each group individually Pair with a friend and discuss Share with the class Massachusetts Department of Elementary and Secondary Education 48

49 Assignments & Preparing for Upcoming Sessions Massachusetts Department of Elementary and Secondary Education 49

50 Assignments due by Session 2 Journal Entries on Moodle: 1.Reflect on two effective instructional activities for ELLs demonstrated today. 2.Summarize three key ideas from todays session and explain why they are significant to your teaching practice. Follow up assigned reading: 2011 MA Curriculum Frameworks for ELA & Literacy (p. 5, 83). Massachusetts Department of Elementary and Secondary Education 50

51 Assignments due by Session 3: Paper Two-page paper answering questions related to ELLs in your school Use guiding questions as a starting point Interview relevant staff, ELLs Research information Summarize answers Massachusetts Department of Elementary and Secondary Education 51

52 Preparing for Session 2 (Online) Required Readings: Massachusetts Department of Elementary and Secondary Education. 2011 Massachusetts curriculum framework for English language arts and literacy, 5 and 83 Trumbull, E. and M. Pacheco. 2005. Culture, families, communities, and schools. In The Teachers Guide to Diversity: Building a Knowledge Base, Volume I: Human Development, Culture, and Cognition, 123–131, 134– 136. Providence, RI: Brown University. Moodle login instructions Massachusetts Department of Elementary and Secondary Education 52


Download ppt "Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session."

Similar presentations


Ads by Google