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ELL and Regular Ed. as an Integrated Experience. Lake Geneva Joint #1, which is a 4K-8 district Badger High School, is a union high school which has 5.

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Presentation on theme: "ELL and Regular Ed. as an Integrated Experience. Lake Geneva Joint #1, which is a 4K-8 district Badger High School, is a union high school which has 5."— Presentation transcript:

1 ELL and Regular Ed. as an Integrated Experience

2 Lake Geneva Joint #1, which is a 4K-8 district Badger High School, is a union high school which has 5 districts feeding into it “Lake Geneva Schools” is made up of two districts:

3 Jt#1 consists of: Central-Denison: 694 students with 26% ELL Eastview: 336 students with 38% ELL Star Center: 436 students with 17.6% ELL Lake Geneva Middle School: 660 students with 22% ELL and with a district-wide 56% Economically Disadvantaged

4 Lake Geneva-Genoa City Union High School: (better known as) Badger High School: 1357 students with 13% ELL and 40% Economically Disadvantaged


6 The research led us to framing the puzzle with the pieces of a Professional Learning Community (PLC) beginning with the three critical questions of: What do the students need to learn? How will we know if they learn it? What will we do if they do not?

7 a) POLKA-DOTTED LEOPARD CUB b) PRINCE LANCELOT OF CAMELOT c) PEER LECTURING CLASS d) NONE OF THE ABOVE What is a PLC? A PLC becomes the environment you work in. It is a culture within a school that builds from communication, willing attitudes, time and a purposes to improve students learning. But that is a whole other presentation…..

8 …..let’s just say, that in a PLC… there’s a whole lot of collaboration going on…


10 How Do ESL students and teachers integrate into the Collaboration puzzle?

11 Collaboration Have you ever felt overwhelmed or alone? At Central-Denison our planned collaboration time is referred to as TEAMS time. It took us a while to integrate ALL staff members into the process.

12 Intervention Time What does it mean to you? Intervention time is time carved out of a day where students should receive the right dose of medicine to help cure their learning need. At Central-Denison, intervention time is 30 minutes a day where kids are grouped (based on assessment) and taught a specific skill set. Support staff and aides help to reduce the size of student groups during this time.

13 Central-Denison Elementary School A Little Background Two schools merged to become Central-Denison Enrollment  701 students PreK-5 in 2005-2006  698 students PreK-5 in 2009-2010 Poverty  39.5% economically disadvantaged in 2005-2006  47.9% economically disadvantaged in 2009-2010 English Language Learner (ELL) population  17.5% of students body (16.8% Hispanic) 2005-2006  21.1% of student body (19.8% Hispanic) 2009-2010

14 The Driving Force… 2002 No Child Left Behind (NCLB) legislation was passed  Called for stronger accountability based on results  School standardized test scores would be looked at to measure AYP  Consequences for lack of progress ELLs (after one school year) are measured with the same tools as English-speaking peers.

15 Collaboration Leads to Greater Integration 2003-2004 Two school merged to become Central-Denison Elementary School Principal Samantha Polek charged with the task of unifying the staffs Books were read and articles were shared staff-wide The idea of creating a PLC was hatched Staff did site visits

16 One Step Back …Two Steps Forward 2005-2006 TEAMS time was put into place The goal-free up time for teachers to collaborate Intervention left more questions than answers  Who?  Aides  Parent volunteers  Support staff  What do we intervene on?  How do we divide students?  How long should an intervention last? ESL and other support staff was assigned student supervision duties allowing grade-level teams to collaborate.

17 Collaboration was still a Segregated Experience 2006-2007 Teachers needed time to plan without students Give up prep or student contact time?  Both, a compromise  Teachers gave up 45 minutes of prep (once/week)  The community gave up 2 hours of early release time (once/month) Interventions take various shapes Which grade-level meeting to choose? We met instead as an ESL team within our building (4 staff members). Struggled to serve a grade level of ELLs in one 30 minute group daily.

18 Once you get collaboration time what will you do with it? Use DuFour’s big questions as your guide:  What do our kids need to know? (curriculum/standards)  How do we know if they know it? (assessments)  MAP  STAR Reader  RIGBY running records  End of chapter/unit tests  Teacher assessment  What do we do if they don’t know it? (interventions)  What do we do if they already know it? (enrichment) There is no “I” in this “TEAM.”

19 Integration Continues as Collaboration Grows 2007-2008 School-Wide ESL Department TEAMS continued to meet  45 minutes before school (once/week)  2 hours of early release time (once/month) Interventions now an expectation Segmentation led a push for pull-in services Meetings days spread out to allow specialists and administrators to attend more meetings Started meeting more with grade-level teams and less as an ESL group Struggled to find changing role What to teach a whole grade levels of ELLs for 30 minutes each day? Ineffective service to always be in the back of a classroom. Specialists attended more meetings. Had a say in pacing, curriculum, and accommodations

20 Greater Staff Integration Ensures Greater Student Integration 2008-2009 School-Wide ESL Department TEAMS continued to meet  45 minutes before school (once/week)  2 hours of early release time (once/month)  During lunch  Extra mornings Interventions became more organized and effective A push for pull-in services and co-teaching ensued Kids in “my class” became “ours” Now equal members of grade level teams Divided ELL caseload by grade level Intervening by skill and student need, not by label or ELP Began working with the classroom teacher and not in place of him/her Still spending time at the back of pull-in rooms Caucasian kids in the hall started saying hi Missing ESL connections

21 Positive Collaboration Leads to Successful Integration 2009-2010 School-Wide ESL Department TEAMS continued to meet Team building and open sharing set groundwork for powerful conversations Interventions still shift to meet new student needs Pull-in services and co- teaching continue with clustered classes “Our” kids were growing We continued to meet with 2 grade level teams each week Team building takes time  Two 45 minute preps each week  On-going co-planning Began meeting additionally once/month with other K-5 ESL teachers throughout the district and quarterly with K-12 ESL staff “Our” kids were growing

22 What does an ESL team meeting look like? When?  45 minutes before school (once a month) Who?  All ESL professionals at the elementary level What?  Service type and quantity  New students  Testing (accommodations and analysis of data)  Resource sharing How?  Just ask…

23 “Our” Kids Are Growing Data taken from WINSS (September 2010) Proficient and Advanced Scores on the Reading Section of WKCE

24 “Our” Kids Are Growing Data taken from WINSS (September 2010) Proficient and Advanced Scores on the Math Section of WKCE

25 Education is an Integrated Process School-Wide ESL Department TEAMS continue to meet and focus on team- building, open sharing, and data analysis Interventions still change to meet new student needs Trust builds: all the kids working in other groups are getting what they need Pull-in services and co- teaching continue with clustered classes We focus on students, not labels We are part of grade-level teams and an ESL team I keep close track of ELLs progress, but I care about the success of all students I trust those ELLs not in “my group” are getting what they need Professional development and classes in co-teaching are being offered We focus on students, not labels

26 Lives in poverty Autistic ELL, level 1 CD Transient EBD ELL, level 5

27 What does the 30 minutes of intervention look like? Kindergarten: pre-reading skills  Short skill assessments break kids into groups  Focus on skill (letter sound, blending, segmenting, rhyming, etc) 1 st Grade: Reading  Split into groups based on running record level (starting at AA)  Comprehension and decoding strategies applied 2 nd Grade: Phonic skills and print types  PALS assessment break kids into groups of phonic skills  Once secure on phonic skills kids work in groups to learn how to read different types of print (poems, non-fiction, recipes, etc) 3 rd Grade: Switched between reading and math  Math groups reteach skills or enrich after a chapter test  Reading groups created from STAR Reader and MAP scores 4 th Grade: Math skills and science vocabulary  Allows second dose of math or science without missing new content in subject 5 th Grade: Switch between reading strategies and math skills  MAP test RIT scores used to make groups  Skills include: measurement, geometry, problems solving, Sue Beer’s reading strategies, and MAP strands such as analyzing test, etc

28 What is in TEAMS Time for an ESL teacher? Better awareness of grade level expectations and students’ classroom performance Ability to influence instruction, material choice, and assessment at the ground level Chance to share best practice strategies Facilitates relationship-building to strengthen co- teaching relationships

29 Can you find the time for their sake? 1.Start by blocking off time to meet 2.Focus on DuFour’s 4 questions 3.Keep student learning your focus 4.Trust in yourself and your peers 5.Give it time to grow


31 TERRI LIGHTHEART KRISTIN FISH TAMI MARTIN MICHELLE BARNES American History in Boston: Fund for Teachers Fellowship

32 Eastview Elementary Population of 346 Highest ESL Population in the district- 38% Poverty level of 65% Fifth grade team- focus on collaboration/integration

33 = Fund for Teachers awards fellowships(grants) for self- designed professional growth to PreK-12 teachers who recognize the value of inquiry, the power of knowledge, and their ability to make a difference. Grant Opportunity Fund for Teachers enriches the personal and professional growth of teachers by recognizing and supporting them as they identify and pursue opportunities around the globe that will have the greatest impact on their practice, the academic lives of their students and on their school communities.

34 The Collaboration Begins Who? What? When? Where? Why? How much? Getting ready...

35 Collaboration continues… Itinerary Interests Blog Money Purchases Built trust, friendship, knowledge Even lesson planning

36 Where did we go and what did we do? Plymouth Rock – Mayflower replica, Plimoth Plantation. Whaling and the Whaling museum in Providencetown Providencetown – Original landing site of the pilgrims and where they signed the Mayflower Compact Hyannis Port, MA – home of the Kennedy’s Salem, MA – historic site of the famous witch trials Boston Freedom Trail – Paul Revere’s house, Old North Church, Old State House, Boston Commons, etc. Harvard – Cambridge, MA Boston Zoo

37 The Paul Revere House – Here we had a private workshop that taught us how to use Primary Sources in the classroom more effectively (Great for ESL!)

38 Plimoth Plantation

39 The Mayflower II – a replica

40 Boston “Hahbah” Harbor

41 The USS Constitution – the world’s oldest sailing commissioned warship.

42 Unexpected Surprises

43 Collaboration After the Trip Grant responsibilities- summaries, budget, etc. Presented at staff meeting PLC meeting time is more enjoyable All students are benefiting More planning together More co-teaching Infusing more creative ideas into projects and daily lessons.

44 Purpose of the trip Before Explore historical sites throughout Boston that represent the origins of our country to bring history to life for students To build our personal background knowledge of American History To create virtual field trips for our students of historical sites To collect replicas, books, videos, and various classroom materials for our students To find new ways to integrate reading, writing, and history within our lessons After Explore our professional relationships and friendships Integration of ESL strategies and understanding into Early American History. Build a strong teaching team based on trust (and inside jokes!) Oh yeah, and… Increase our own knowledge of American history Collect valuable resources and hands-on materials

45 We didn’t know how important these bonds would be until we returned to school. Whatever It Takes!


47 Lake Geneva Middle School 2010 ELL Statistics Lake Geneva is a resort community located in rural SE Wisconsin Lake Geneva’s population is 7,148 Lake Geneva Middle school has an enrollment of 659 students Lake Geneva Middle School is a Title 1 School 52% of students receive free or reduced lunch

48 Lake Geneva Middle School 2010 ESL Statistics 146 students are Hispanic, 14 are Asian or Pacific Islander, 11 are black, 2 are Indian, 486 are white 76 of the 659 students receive ELL services 74 of the 146 Hispanic students receive ELL services 2 of the 14 Asian students receives ELL services In the past LGMS has served African, Eastern European, and South American ELL students

49 Lake Geneva School District uses a Co-Teaching Model based on systemic support

50 ELL Staff and Schedules ESL Staff Consists of 2 ESL Teachers and 1 Aide ESL Teachers and Aide co-facilitate in homeroom s, including accompanying homerooms on field trip and team building activities ESL Teachers and Aide teach in a daily in Co- taught Math, Co-taught Science, Co-taught Social Studies, ELL Read 180 and ELL Study Hall – in every grade level.

51 Co-Teachers implement supportive, parallel, station, alternative, and team teaching methods

52 Supportive Co-Teaching Methods Co-Teachers collaborate with content area teachers to create a lesson plan in which all teachers assign homework using the same model – i.e., all students work in a group in Math, Science, Socials Studies and English to complete a Venn Diagram Paraprofessionals and Co-Teachers assist groups with assignment Paraprofessionals and Co-Teachers observe group work and make notes for future modifications

53 Systematic Supports ELL teacher attend weekly grade level and administration meetings to coordinate lesson plans with mainstream teachers Classes in every subject begin with Daily On- board Lessons using targeted vocabulary Teachers use thematic lesson plans whenever possible

54 ELL Read 180 ELL Read 180 consists of three workstations – computerized, independent reading, and teacher directed A computerized tests determines each individual student’s lexile Work in the independent reading and computerized work stations is leveled to their individual lexile level Language acquisition techniques are incorporated into the computerized work (highlighting, bilingual dictionaries, pronunciation tips students hear thorough headphones)

55 ELL Read 180 Collaboration Meet with 6th, 7th, 8th grade/EEN to evaluate ELL referrals into R180 program Report progress of ELL students participating in Read 180 class to content area/EEN teachers at weekly grade level meetings Collaborate with classroom teachers to coordinate ELL Read 180 exits – determine when would be the best time for students to rejoin regular Lit and English based on current projects, tests and classroom work

56 ELL Read 180 Collaboration Develop new schedule with grade level/EEN teacher for R180 exits Collaborate with Lit teachers to plan novel readings. During whole group Read 180 time, read novel aloud to R180 students which Lit. students are currently reading. This makes transitioning out of R180 into Lit. more successful.

57 ELL Read 180 Collaboration with Reading Specialist Meet weekly with Reading Specialist regarding progress of ELL R180 students Collaborate weekly with Reading specialist regarding placement and testing of students into Read 180 program Collaborate weekly with reading specialist regarding exit considerations for ELL Read 180 students Collaborate weekly with reading specialist regarding changes and upgrades to R180 curriculum (addition of ‘L’ books,‘Newcomer’ books, quizzes to add onto software, etc) Discuss individual learning plans for beginner ELL students in Read 180 and modify plans based on recommendations of Reading Specialist

58 ELL Read 180 WKCE, MAP, SRI Exam, ACCESS Scores, Grades and Teacher Recommendations are all considered as factors for entering ESL Read 180 Qualifying students with higher ACCESS scores may participate in non- ELL Read 180 Students are placed in work groups based on their English Language abilities

59 ELL Read 180 WKCE, MAP, SRI Exam, Access Scores, Grades and Teacher Recommendations are all considered as factors for entering ESL Read 180 Qualifying students with higher Access scores may participate in non- ELL Read 180 Students are placed in work groups based on their English Language abilities

60 Library Services All students receive their Lexile score from MAP testing Majority of books in Library are Lexiled in on-line catalog Librarian can recommend books based on Lexiles Many books available in Spanish


62 Why Collaboration Leads to Integration? Integrated use of best practices…what works for ELL often works for many Teacher ownership of all students (not ‘your students’ and ‘my students’) Build school community (staff and students) Student-focused

63 Quick Look at Badger… Lake Geneva-Genoa City Unified School District (9-12) Enrollment 1359 students Poverty 28% students receive free/reduced lunch English Language Learning Population ELL Students – 14%

64 BHS Collaboration Professional Learning Communities (PLC’s)  Driving environment and philosophy  2 ½ hours/month (late-start)  Who meets?  Departments—content collaboration  Specialists—content collaboration and specialty collaboration  Cross-content collaboration  Focus: interventions, enrichment, data analysis, curriculum

65 ELL Collaboration: 3 Levels Monitoring Collaboration: ELL and content teachers collaborate as needed regarding LEP levels and best practices for ELL students Targeted Collaboration: content/ELL teachers collaborate regarding differentiation and modifications for specific course/specific student Co-teaching: content course co-taught by a content teacher and ELL teacher…the best of both worlds

66 Monitoring Collaboration What does it look like in action? Students: Intermediate-Advanced ELL’s Staff: ALL! Communication is key!  ELL staff monitor student grades  Content staff communicate questions/concerns  Collaborate to meet student needs (email/meeting/resource/assessment/strategies/etc.)

67 Targeted Collaboration What does it look like in action? Students:  High-need ELL in unsupported content class  ELL student needing additional support (identified from Monitoring Collaboration) Staff: Any staff member with student in class Communication is key!  Extremely individualized according to course/student  Examples: Strategy support, co-planning, assessment modification, vocabulary enrichment, etc…  BHS Chemistry/Geometry

68 CO-TEACHING Students: High-need ELL students Staff: One Content Teacher/One ELL Teacher per course Communication is key!!!  Types of Co-teaching  Essential Elements of Co-teaching  Student-Focused Co-teaching

69 Types of Co-teaching Lead and Support Station Teaching Parallel Teaching Alternative Teaching Team Teaching: most effective, often use other co- teaching models within team-taught classroom.

70 Essential Elements of Co-teaching Trust, Respect, and Communication Purpose and Objectives Classroom Parity (‘we/our’ not ‘I/my’) Time (common planning time)

71 More Essential Elements of Co-teaching Shared Responsibility  Co-planning: both teachers involved and responsible for instruction and assessment  Co-assessment: both teachers involved in planning, administering, and grading/analyzing assessments  Co-responsibility: content teacher—content specialist ELL teacher—strategy/instructional modification specialist HOWEVER—they are mutually responsible for content and instruction!!!!!!!!!!!

72 Student-Focused Co-teaching How do we decide what classes are co-taught? Co-taught classes based on student need  Identify high-need students and high-need courses  Intentional Scheduling  Coordinate Schedules: Grade level courses (ex: supported English 9 should not be offered at the same time as supported World Cultures) Decrease number of co-teachers if possible (ex: co-teach Algebra A and Algebra B with same teacher) Common prep with co-teachers  Begin/Continue co-teaching relationship

73 Why co-teach? Inclusionary—student focused! Makes content accessible—proactive! School community: all students (not ‘those students’) Clarified purpose (objectives/assessment) Beneficial for all students! ELL strategies = effective teaching 2 teachers = increased differentiation (intervention AND enrichment) Model communication/team work Increased ideas, learning experiences, reflection, etc…

74 Program Map A picture of collaboration at Badger… English Dept  English 9  English 10 Math Dept  Algebra A  Algebra B Science Dept  Integrated Science  Chemistry Social Studies Dept  W. Cultures/H.Am.Democracy  W. History Newcomer ELL  Newcomer ELL  Emergent Reading Reading Dept  R/W Workshop 10 Support/Resource Classes  ELL Resource  Guided Study Hall  ELL After-School Lab Combination of Pro-active and Retro-active Services Co-taught Class Aide-supported Class Content Support Newcomer/Resource Support

75 Steps to Effective Integration through Collaboration Increased Communication Trust and Respect  Safe environment  Each member must participate  Thoughts, ideas, questions, problems…….. Clear purpose/focus for ELL students and program Collaboration based on student-need


77 Administrative Responsibility: Equal access to curriculum (Eclipse) Equitable access to resources and supports Equitable duty assignments Equitable opportunities for leadership

78 So what does it take to truly integrate our ELL population: Integrate your staff through collaboration Integrate your curriculum with ELL supports Integrate your community through the components of a Professional Learning Community

79 If not you….who?

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