1. Building Academically & Culturally Responsive Classrooms Fostering Diversity to Close the Achievement Gap Fostering Diversity to Close the Achievement Gap ESOL PLC Activity Sean Bowmer Jillian Hudson Stefanie Lowrey Mark Villeneuve Saint Leo University June 15, 2015

2. We have a responsibility… Schools play a powerful role in modeling and promoting human rights. A school’s environment that promotes equity, freedom of speech and belief, and freedom from discrimination, will enable students to develop as individuals with dignity, respect for each other and opportunities for the future. Taking Action, VFST, 2005

3. Goals and Objectives What will you know and be able to do by the end of this training? Analyze and select practices that value diversity as an asset. Provide strategies to improve instruction, focus on school achievement, and motivate ELL students. Understand how to assess instructional materials and effective practices to meet the needs of ELL students and close achievement gaps. Identify appropriate strategies for maintaining a respectful and inclusive student centered learning environment. Create a school culture focused on building a foundation for life in a diverse democratic society and global economy.

4. Applying Data Disaggregation (Reading) In analyzing the 2013-2014 School Improvement Plan (SIP) it is noted that the percentage of ELLs performing at or above grade level was 51%, compared to the school goal of 69%. As a result the target was not met. The goal for the 2014-2015 school year was set at 72%. In comparing these results to the school population as a whole, a much lower percentage of ELLs performed at or above grade level in standardized assessments than their peers, as the school data indicates that 86% of the total student population performed at or above grade level. The ELL enrollment for the 2013-2014 school year was 57 students in state based standardized testing scores. The total population for the school is 768 students in grades K-8. This indicates that 7% of the school population are ELLs.

5. School Reading Comparison

6. School Math Comparison

7. CELLA Listening and Speaking – 32 students scored proficient on this portion of CELLA. This was 56% of all students who took the test. Reading – 22 students scored proficient on this portion of CELLA. This was 39% of all students who took the test. Writing – 18 students scored proficient on this portion of CELLA. This was 32% of all students who took the test.

8. Strategies to Disaggregate Data In order to fully meet the needs of ELL students, a focus on disaggregating data must be maintained. A highly effective way to identify and implement Essential Questions within the classroom. The use of essential questions helps focus instruction on the material that is to be mastered Data Quality is vital to successfully disaggregating data. Teachers and staff need to be confident that the data being analyzed is both fully and accurate and complete. A data-driven culture in the school is also requisite to the successful disaggregation of data. After all of the data has been evaluated, to be fully disaggregated, the information gathered from the data needs to guide and direct instruction.

9. Our Agenda 7:45-9:00-Where are we? Where should we be? 9:00-9:15- Break 9:15-10:00-Culturally Responsive Standard-Based Instruction 10:00-10:45- Instructional Strategies to support diverse learners 10:45-11:00- Break 11:00-12:00-Mini Break-out Session 12:00- Wrap up- Evaluation and Reflection

10. Our Plan for our PLC Based on our SIP Data, this PLC will cover strategies to create Culturally Responsive Classrooms which will in turn develop a stronger ELL Program to lead to increased achievement for our ELL students.

11. Understanding the Law: Meta Consent The purpose of this law was to set up provisions for students whose first language is not English The purpose of the consent decree is to ensure that language minority students have equal access to all instructional programs and services Students can receive in classroom assistance from ESOL qualified teachers Technology accommodations as well as forms sent home in language of the home Equal access to before and after school programs must be provided (“The Florida Consent Decree: A Summary,” n.d)

12. Culturally Responsible Teaching How does our own worldview influence and inform our perception of people from other cultures? How can we be aware of and change our assumptions? How can we benefit from understanding our own worldview and how it affects our relationships with other cultures?

13. Culturally Responsible Teaching Most cultures exhibit a particular configuration or style. A single value or pattern of perceiving the world often leaves its stamp on several institutions in the society. Examples are "machismo" in Spanish-influenced cultures, "face" in Japanese culture, and "pollution by females" in some highland New Guinea cultures. (Miner, 1956, para. 1)

14. Culturally Responsible Teaching When you read you should be thinking about how this culture compares and contrast to your own. Read only the first 8 paragraphs and then make notes on similarities and differences you have noticed while we wait for everyone to finish https://www.msu.edu/~jdowell/miner.html

15. Who are the Nacirema?

16. Reflection Questions Were you surprised when you figured out who the Nacirema were? Explain why or why not. How does the story help us understand our own view of other cultures, and how we are we viewed by other cultures? Why do some of the practices and rituals of other cultures seem odd or foreign to us? How do our own cultural norms affect our understanding and perception of other cultures? "Who Are the Nacirema?," 2002

17. Reflection Questions What assumptions do we make about other cultures? Go back to the brainstorm list created earlier about a specific cultural group. What are the listed assumptions based on? How does our own cultural worldview affect how we perceive this specific group?” What techniques can we use to notice when we are making assumptions about others, and how can we avoid this? How can we better design lesson plans with these ideas in mind? ( "Who Are the Nacirema?," 2002)

18. Best Practices A belief that all children have the potential to learn and grow The ability to respond to the cultural and/or socio- economic needs of the students The ability to support positive behavior in and out of the classroom A dedication to seeing each child as an individual The modification of curriculum and activities to include all students (Neas & Winsrom, 2012)

19. Culturally Responsive, Standards- Based Instruction (CRSBI)

20. 5 Components to CRSBI Caring Communication Curriculum Instruction Standards-based Instruction (Worrell, n.d.)

21. Caring Students must know they are cared about academically AND personally. Established by your attitude, beliefs and expectations Trust

22. Communication Effectively communicating expectations and aspirations with both families and students. Know the home language of your students and know who in the school is assigned for interpreting that language. Know your student’s communication style and home literacy practice

23. Curriculum, Instruction, and Standards-Based Instruction Culturally rich books in classroom Individualized instruction when needed Differentiated instruction for students with cultural, linguistic, learning and behavioral differences Build on prior knowledge Ensure grade level benchmarks are being mastered Educators must continuously monitor their students’ academic progress using curriculum based assessments

24. CRSBI Strategies http://steinhardt.nyu.edu/scmsAdmin/uploads /005/120/Culturally%20Responsive%20Differ ientiated%20Instruction.pdf http://steinhardt.nyu.edu/scmsAdmin/uploads /005/120/Culturally%20Responsive%20Differ ientiated%20Instruction.pdf http://www.edutopia.org/blog/differentiated- instruction-strategies-pbl-andrew-miller http://www.edutopia.org/blog/differentiated- instruction-strategies-pbl-andrew-miller http://glencoe.com/sec/teachingtoday/subject /di_meeting.phtml http://glencoe.com/sec/teachingtoday/subject /di_meeting.phtml

25. Core Value Commitment to Community We must develop welcoming learning communities throughout our school. It is our responsibility to foster a spirit of belonging, unity and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of our students to learn, to change, and to serve (Saint Leo University, n.d.).

26. Directions for completing team self- assessment: With your collaborative partner, complete checklist by reading, discussing, and coming to consensus on each of the indicators. After reaching consensus on how each indicator applies to your partnership, place an (X) in the appropriate column. When the above has been completed, revisit the indicators that are marked “not evident” with your collaborative partner. With your collaborative partner, discuss and develop next steps in response to ALL indicators that are marked “not evident”. Adapted from: Friend, Marilyn. (2004). Co-Teach! A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools. Greensboro, NC: Marilyn Friend, Inc. Villa, R., & Thousand, J. (2004). A Guide to Co-teaching: Practical Tips for Facilitating Student Learning. Thousand Oaks, CA:Corwin Press.

27. Do Now Think about your current teaching practices related to supporting the needs of ELL students. Take two to three minutes and complete the reflection sheet in your participant packet, and then share with a shoulder partner. http://is.fl- pda.org/courses/TSWD/content/unit03/docs/ Reflection- BeliefsAboutTeachingandLearning.pdf http://is.fl- pda.org/courses/TSWD/content/unit03/docs/ Reflection- BeliefsAboutTeachingandLearning.pdf

28. Key Elements that Support Achievement Ownership High Expectations Inclusion Collaborative Teaching Organization PD Intervention International Center for Leadership in Education 2/2011

29. How can we create a school culture focused on building a foundation for life in a diverse democratic society and global economy? Jigsaw Activity – Read diversity article titled, “Culturally Responsive Teaching Matters!” When everyone in your group is done sharing, create two strategies as a group that could prepare students for success in our diverse world. Use sticky notes provided in the middle of the table. Post your answers on the anchor chart up front.

30. Strategies to assess the implementation of modifications and accommodations to adopted state and district standards to meet the needs of diverse learners. Building effective, positive, and balanced relationships. Positive relationships between students and teachers can determine student success or failure. It is imperative that you take the time to develop and build positive relationships with your students. The words you use can determine how students see themselves as problem-solvers, risk takers, and lifelong learners!

31. Be inviting Actively listen to your students’ ideas, concerns, and questions. Get to know your students and the lives they live. Assume the role of student advocate. Invite students to be partners in their education. Ask for feedback from your students. Dedicate time for problem solving with students on a regular basis. Celebrate success with your students.

32. Students who experience positive classroom culture and positive teacher-student relationships: 1.) Get better grades. 2.) Reach higher levels of motivation and participation. 3.) Reach higher levels of social competence. 4.) Reach higher levels of appropriate behavior and fewer inappropriate classroom behaviors. 5.) Reach higher levels of comfort, enjoyment, and acceptance by their peers. Department of Exceptional Student Education, The Special EDition, Volume 3,No.10 Retrieved from www.sdhc.k12.fl.us

33. How does a teacher establish a culture that promotes learning and makes teaching a pleasure? There is shared control in the classroom; that is, the students have a say in the learning process and in the curriculum, within reason. The teacher relinquishes some of the power to the students. Why? At all ages, students want to feel independent and as though they have a say in what they are learning and doing. It motivates them, gives them feelings of competence, and helps them buy into the program. The teacher needs to work both as a facilitator and a teacher. In facilitating learning, the teacher helps students reach their educational goals, but does not do it for them. The teacher must establish an atmosphere of trust and respect for students as human beings. Students should not be criticized for their interests or their attire. The teacher must believe in the student's ability to achieve. Few people use even 50% of their brain capacity according to biological research. Given the right motivation and stimulation, almost any student can achieve especially if there is a teacher who is encouraging.

34. The curriculum must be relevant to real life and the students must be able to see the connection. Authentic learning experiences are the best, but if that is not possible, then the teacher should make the connections to real life visible to the students. The teacher should model the behavior that he/she expects from the students. Students will live up to the expectations of the teacher; if the teacher expects excellence, then the students work up to the level expected. The teacher should exhibit passion for the subject or passion for teaching or both. Passion makes the students interested in and excited about the subject. Who wants to learn from a deadbeat? Instruction needs to be individualized and it should be, in an effective learning community. Each member is doing something different and each member relies on the next member for support. Students individualize instruction with each other and the teacher works individually with students who are working on separate projects. Large group instruction should also be tailored to the needs of the group and the group should buy into the need for this type of instruction. Teachers must been seen by students as fair, knowledgeable, unbiased, willing to help, and easily approached

35. Reflection-The Responsive Classroom Think about the Universal Design for Learning and how it relates to supporting the needs of all learners. Take two to three minutes and complete the reflection sheet in your participant packet, and then share with your table. http://is.fl- pda.org/courses/TSWD/content/unit03/docs/ Reflection-UDLintheClassroom.pdf http://is.fl- pda.org/courses/TSWD/content/unit03/docs/ Reflection-UDLintheClassroom.pdf

36. Structured Instruction Teacher being more directive Multisensory approach Use of non-verbal strategies More frequent feedback

37. Appropriately Paced Individually Paced/Tailored to the needs of the ELL student Longer period of wait time for response after queries Other opportunities for the students to show understanding

38. Use of Instructional Strategies Concentration on vocabulary instruction Multiple assessments used Cooperative and partner learning situations available Student’s learning styles addressed /considered (multisensory)

39. How can we meet the needs of ELL students? The Objective of the Lesson: What do you want them to learn? When working with ELLs, it is important to develop clear objectives for both content and language. Be conscious of the language learning process and the need to develop content area vocabulary. Differentiation of Instruction: How are you going to teach them? Planning is the key component. Take the time predict which elements of language will be difficult for the ELLs in each specific content area. Next, identify the strategy/strategies that will best assist in relaying the content material to ELL students and/or will develop the content related vocabulary. Assessing Student Comprehension: How will you know they learned it? When working with ELLs, it is often necessary to implement alternative assessments and incorporate accommodations like providing the use of a heritage language to English dictionary or extended time for completion of assignments and assessments.

40. Different content areas require different language skills. Content area teachers must be aware of the language demands of their subject areas. The CALLA Handbook for Teachers by Ana Uhl Chamot. addresses the demands of language. Therefore, all teachers are language teachers! Remember, lesson plans for ELLs need to include both content and language objectives!

41. Lesson Planning: Content vs. Language Objectives Content Objectives These objectives specifically target the content/curriculum knowledge for which a student will demonstrate mastery across each of the following content areas: Math Science Social Studies Language Arts Language Objectives These objectives specifically target the four domains of language that ELLs will need to master in order to comprehend content area curriculum: Listening Speaking Reading Writing

42. Basic Interpersonal Communication Skills Experts such as Jim Cummins differentiate between social and academic language acquisition. Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners (ELLs) employ BICS when they are on the playground, in the lunchroom, on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. They occur in a meaningful social context. They are not very demanding cognitively. The language required is not specialized. These language skills usually develop within six months to two years after arrival in the U.S. Problems arise when teachers and administrators think that a child is proficient in a language when they demonstrate good social English.

43. Cognitive Academic Language Proficiency CALP refers to formal academic learning which includes listening, speaking, reading, and writing about subject area content material. Developing CALP is essential for students to succeed in school. Students need time and support to become proficient in academic areas. CALP development usually takes five to seven years. Recent research has shown that if a child has no prior schooling or has no support in native language development, it may take seven to ten years for ELLs to catch up to their peers. (Thomas & Collier, 1995) Academic language proficiency does not simply refer to the understanding of content area vocabulary. Academic language proficiency includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. As a student gets older the context of academic tasks becomes more and more reduced (i.e. Reading from a textbook, notes presented by the teacher, etc). New ideas, concepts and language are presented to the student simultaneously. The language associated with each content area also becomes more cognitively demanding. Collier, V.P. (1995). Promoting Academic Success for ESL Students: Understanding Second Language Acquisition for School

44. Research Implications Kong (2011) stated, “Start with the identification of appropriately challenging content. They then need to develop content objectives that entail the understanding of concepts and relationships between concepts, and related language objectives, to support students’ language development. This planning is then implemented with a pedagogy that requires students to process this content in sufficient depth using the appropriate academic language, explicitly taught as necessary” (page 323). Kong, S., & Hoare, P. (January 01, 2011). Cognitive content engagement in content-based language teaching. Language Teaching Research, 15, 3, 307-324.

47. Expectations for All Educators Make maximum effort to accommodate individual students’ needs Vary assessment methods Implement best practices with scaffolding opportunities Cultivate a strong classroom culture that honors diversity Communicate with parents or guardians on a regular basis

48. Connecting to the Standards It is imperative that all of the work within our ELL program not only helps to create a culture for optimal learning for our ELL’s, but is also standards based. Click on the link to review the Florida Standards for ELL students http://www.cpalms.org/Public/PreviewStanda rd/Preview/8644 http://www.cpalms.org/Public/PreviewStanda rd/Preview/8644

49. Application of Common Core Standards and ELL Students “All students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. Effectively educating these students requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress. For example, ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English. However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand.” FROM http://www.corestandards.org/assets/application-for-english-learners.pdf

50. Mini Break-Out Session What area would you like time to collaborate with others about? Choose one of the mini-break-out sessions below. Facilitators will guide you as you enhance your learning. a. School ELL Data and what it means for the classroom - Room 101 b. Explicit Vocabulary Instruction - Room 102 c. Understanding the New Standards - Room 103 (link to new ELL evaluation standards that will be covered) http://www.cde.state.co.us/cde_english/englishlanguagelearne rswalkthroughprogramreviewtool -this tool will be adapted for our school use.

51. Evaluation Lesson plan filings will be expected to address specific use of ELL strategies Walkthroughs (Specific for ELL’s) and Teacher Evaluations Standards-based instruction shown Tracking of standardized testing data for ELL students Follow up meetings

52. Follow-Up http://home.snu.edu/~hculbert/bingo.htm Diversity Bingo card printed from Website Early Leave Pass Weekly email for Bingo Weekly email for Strategy (this weekly strategy will also be reinforced in grade level meetings) Grade level PLC follow up discussion to include strategies to address grade level standards (email meeting minutes to administrator)

53. References Chamot, A. U., & O'Malley, J. M. (January 01, 1996). The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms. The Elementary School Journal, 96, 3, 259. Miner, H. (1956). Body Ritual among the Nacirema. American Anthropologist.doi:10.1525/aa.1956.58.3.02a00080 Neas, L. M., & Winsrom, E. (2012, July 12). An Introduction to Inclusion in Schools: Best Practices. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/69080-best-practices-regarding- inclusion-inschools/ http://www.brighthubeducation.com/special-ed-inclusion-strategies/69080-best-practices-regarding- inclusion-inschools/ Ronka, D., Lachat, M., Slaughter, R., & Meltzer, J. (2008, December 1). Answering the Questions That Count. Retrieved June 13, 2015, from http://www.ascd.org/publications/educational- leadership/dec08/vol66/num04/Answering-the-Questions-That-Count.aspxhttp://www.ascd.org/publications/educational- leadership/dec08/vol66/num04/Answering-the-Questions-That-Count.aspx Saint Leo University (n.d.) Mission & Values. Retrieved from http://saintleo.edu/about/florida-catholic-university.aspxhttp://saintleo.edu/about/florida-catholic-university.aspx The Florida Consent Decree: A Summary. (n.d.). Retrieved from http://www.scps.k12.fl.us/Portals/46/Assets/PDF/ESOLMETAConsentSummary.pdf Who Are the Nacirema? (2002). Retrieved from http://mrwinandsclass.wikispaces.com/file/view/Nacirema+Lesson.pdf http://mrwinandsclass.wikispaces.com/file/view/Nacirema+Lesson.pdf Worrell, J. L. (n.d.). Diversity in the Inclusived Classroom. Retrieved from http://www.wtamu.edu/webres/File/Journals/MCJ/Volume4/worrell.pdf http://www.wtamu.edu/webres/File/Journals/MCJ/Volume4/worrell.pdf