Preparing All Teachers for Linguistic Diversity: Results of a Title VII Professional Development Program M. Cathrene Connery Craig A. Hughes Central Washington University NABE Annual Conference 2005 January 20, 2005

Background of Project  State of Washington does not require any ELL focused coursework in order for teachers to become licensed.  Few students take coursework that is not required.  The majority of students who do take ELL focused coursework become “specialists,” (ESL, bilingual classroom teachers).  Few teachers have classrooms with no ELL students.

District LEP Students / % of school population Number of Teachers in District % With Formal LEP Training Grandview475 / 15.7%1852% Sunnyside1236 / 23.7%26520% Toppenish1999 / 56.8%20710% Yakima3984 / 28.5%90020% Selah116 / 3.1%2502.5% Ellensburg62 / 2.1%2502.5% Total8790 / 24.5%205713%

Title VII Grant Funded Project  5-year Training All Teachers grant  Development of a university program  One academic year program (4 quarters) starting in summer  Must be true academic program  Must have some form of official recognition  Must have connection to the participants’ “real world”  Fund 150 teachers as they proceed through program

Teaching and Linguistic Diversity Post-Baccalaureate Certificate  EDBL 514. Introduction to Linguistic Diversity in Education: provides mainstream classroom teachers the needed background theory to better the educational experience of linguistically diverse students.  Connections to “real world”  Professional presentation that could be used in training faculty at their schools;  Program review and development.

Teaching and Linguistic Diversity Post-Baccalaureate Certificate  EDBL 530. Sheltering in Mainstream I: Methods : provides mainstream classroom teachers instruction and experience with sheltering techniques to better the educational experience of ESL students.  Connections to “real world”  Development and implementation of sheltered lessons;  Self-analysis of instruction using SIOP.

Teaching and Linguistic Diversity Post-Baccalaureate Certificate  EDBL 531. Sheltering in Mainstream II: Assessment and Resources : provides mainstream classroom teachers instruction and practice with classroom-based assessment methodologies, paraprofessionals, and family and community involvement.  Connections to “real world”  Development and implementation of classroom-based assessment plan;  Development and implementation of action plan involving paraprofessionals, family, and/or community members.

Teaching and Linguistic Diversity Post-Baccalaureate Certificate  EDBL 440. Reading English as a Second Language : provides mainstream classroom teachers instruction and practice with literacy strategies for K-12 students who are speakers of a language other than English.  Connections to “real world”  “Case-study” where they analyze students’ needs and then develop and implement appropriate instruction

Anecdotal Evidence of Program Success EDBL 530: Sheltering I Model Lessons SIOP Text Practitioner Research Project

Anecdotal Evidence of Program Success EDBL 530: Sheltering I  Macro-Scaffolding: Curriculum & Lesson Design  Integration of Content Area Instruction & Language-Literacy Arts  SIOP Lesson Components:  Content & Language Objectives Listed  Integration of Academic Success Practices  Strategies Instruction  Connection between Home & School Literacies / FOA  Activation of BRK & Previous Learning  Grouping Strategies & Differentiated Learning  Vocabulary Development  Comprehensible Input Increased  Review Essential Information

Anecdotal Evidence of Program Success EDBL 530: Sheltering I  Micro-Scaffolding: Instructional Delivery  Need for Comprehensible Invite  Use of Context, Para-linguistic, & Linguistic Resources as Mediational Tools  Praise, Power Relations & the Gift of Confidence “Having never taken an ELL course during college, I honestly never considered how my teaching and classroom management style affected the ELL students in my classroom before this class.”

Anecdotal Evidence of Program Success EDBL 531: Sheltering II  Assessment Tools:  Collection of Assessment Tools  Application of SLA Research to Everyday Interactions & Mandated Tests  Analysis of DIBELS Test Results  Authentic Instruments Designed for Bilingual & ELL Children  Context-Specific School Language Test  Writer’s Workshop Editing ELD Checklist  Content Area & Children’s Literature Assessments Integrating Computer Technology & the Multiple Intelligences

Anecdotal Evidence of Program Success EDBL 531: Sheltering II  Para-Professional Plan:  Resource & Schedule Analysis  Year-long, Job Embedded Training  Integrated Systems with Volunteers

Anecdotal Evidence of Program Success EDBL 531: Sheltering II  Parent & Community Outreach:  Parent Letters  Bilingual Binders of Community Resources  Bienvenidos a Nuestra Escuela Videos  Dual Immersion Program Development  Spanish – English Literature Grants  ELD Workshop for Districts & Schools  El Día de los Niňos/ Children’s Conference

Statistical Evidence of Program Success  Two measures are used to document participant development  Survey on Comfort in Teaching ELL Students 11  Likert-scale format.  Administered to the grant participants during the first class of the summer course.  Readministered at the conclusion of the final course of the program.  A simple t-test analysis is conducted to find statistical significance.

Statistical Evidence of Program Success No possibility of it being by chance alone!

Statistical Evidence of Program Success  Two measures are used to document participant development  The second measure is the Sheltered Instruction Observation Protocol (SIOP) developed by Echevarria, Vogt & Short (2000).200  A representative random selection from grant participants (random selections from each cohort)  Pre-observation takes place early in the school year, before formal instruction in Sheltered Instruction takes place.  Post-observation occurs towards the end of the program  Analyzed using a simple t-test.

Statistical Evidence of Program Success No possibility of it being by chance alone!

Results  The program has experienced tremendous success in preparing mainstream teachers for working with ELL students.

Selected Resources in the Development and Implementation of Grant Program  Baker, Colin (2001). Foundations of bilingual education and bilingualism (3 rd ed.). Clevedon, UK: Multilingual Matters.  Carrasquillo, Angela L. & Rodriguez, Vivian (2002). Language minority students in the mainstream classroom (2 nd ed.). Clevedon, UK: Multilingual Matters.  Chamot, Anna Uhl & O’Malley, J. Michael (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.  Crawford, James. (2004). Educating English learners: Language diversity in the classroom (5 th ed.). Los Angeles: Bilingual Educational Services.  Echevarria, Jana, Vogt, MaryEllen, & short, Deborah J. (2004). Making content comprehensible for English learners: The SIOP Model (2 nd ed.). Boston: Pearson Education.  Faltis, Christian J. (2001). Joinfostering: Teaching and learning in multilingual classrooms (3 rd ed.). Upper Saddle river, NJ: Prentice-Hall Inc.  Freeman, David E. & Freeman, Yvonne S. (2001). Between worlds: Access to second language acquisition (2 nd ed.). Portsmouth, NH: Heinemann.  Krashen, Stephen D. (2004). The power of reading: Insights from the research (2 nd ed.). Portsmouth, NH: Heinemann.  O’Malley, J. Michael & Valdez Pierce, Lorraine (1996). Authentic assessment for English language learners. Reading, MA: Addison-Wesley.  Peregoy, Suzanne F. & Boyle, Owen F. (2005) Reading, writing and learning in ESL (4 th ed.). Boston: Pearson Education.