1. School-Wide Implementation of RETELL Bob Measel Assistant Director, OELAAA

2. District obligations for educating ELLs 2 The district must: Implement a uniform system for identifying ELLs in accordance with Department guidance found at http://www.doe.mass.edu/ell/Guidance.pdf.http://www.doe.mass.edu/ell/Guidance.pdf Develop and implement an academic program for ELLs that meets the Castañeda three prong test: 1) Based on research 2) Resourced appropriately for full implementation 3) Subject to improvements based on evaluation if it is not successful (annual) Assess the English language proficiency of its ELLs annually using the ACCESS for ELLs ®. Communicate ELL status and English language proficiency information to all staff working with ELLs.

3. District obligations for educating ELLs 3 The district must: Ensure that all core academic teachers of ELLs have the SEI endorsement or earn the endorsement within one year of being assigned an ELL for the first time. Ensure that no ELL is placed in a classroom with a non-endorsed core teacher more than once. Ensure that it employs an appropriate number of ESL teachers to provide ESL instruction to all of its ELLs based on their needs. Establish a uniform system of reclassifying ELLs as former ELLs based on state guidance. Communicate all important school information to parents in a language that they understand (translations or interpretation as necessary).

4. What the Department is doing to help 4 The OELAAA Office, under the RETELL initiative, has developed resources to assist districts in meeting their obligations. The following slides outline those supports and the Department’s vision for how districts should plan for meeting those obligations.

5. 5 RETELL is an umbrella term to describe the Department’s focus on improving outcomes for ELLs. The goals of RETELL are to: Give ELLs meaningful access to academic content Promote English language development through focused ESL instruction Support educators and district leadership in building and sustaining high-quality programs The Goals of RETELL

6. 6 The RETELL Pie… SEI Endorsement for in-service educators SEI training for pre- service teachers ESL curriculum development Program guidance Ongoing training opportunities WIDA ELDS Framework

7. 7 Programming for ELLs The district must develop an academic program for ELLs that both fosters academic achievement and English language development. The Guidance on Identification, Assessment,Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners Language Learners document lays out various program models that may be employed by districts. By far the most common program employed is Sheltered English Immersion, which consists of both Sheltered Content Instruction (SCI) and ESL. These two components should be part of any program for ELLs, though, including bilingual education and dual language programs.

8. Sheltered English Immersion 8

9. ELLs need… A close-knit relationship between language development & content 9

10. The first half of the equation ESL Curriculum Resources

11. ESL MCU Project: Early 2016 11 10 ESL Model Curriculum Units Dynamic ESL Design Tool (Expansion Doc) Unit Template Unit Rubric PD & Support Guidance Document

12. The next half of the equation Sheltered Content Instruction and the SEI Endorsement

13. Options to Earn the SEI Endorsement 2015-2016 13

14. 14 SEI ENDORSEMENT COURSES PROVIDED BY DESE

15. 15 ENROLLMENT IN SEI ENDORSEMENT COURSES

16. For teachers who do not have ELLs during the SEI course ESE has enhanced the course to accommodate those educators who need the Endorsement but were unable to take the course when they had ELLs in their classrooms. Course will cover the same content but incorporate a range of video examples of ELLs in classrooms. Will require participants to practice SEI strategies with non-ELL students or former ELLs. 16

17. Options to Earn the SEI Endorsement Post-2016 17

18. For-Cost Courses A long-term pathway to obtain the SEI Endorsement after 2016. An option for those who have ELLs and are not eligible to take the current no-cost SEI Endorsement courses, but want the skills. (e.g. Art, Modern Languages, Music, PE, Career Development, etc.) An option for those who get assigned an ELL for the first time post July 2016. 18

19. The following collaboratives are authorized to offer SEI Endorsement courses at cost: Collaborative for Educational Services (CES) EDCO French River Education Center SEEM Collaborative South Shore Educational Collaborative (SSEC) 19 For-Cost Courses

20. 20 RETELL 2016 on…Extending the Learning WIDA ELD Standards Framework SEI Endorsement WIDA ACCESS for ELLs Assessment Coaching Courses SEI Extension Coursework Smart Card (support for leadership) ESL Curriculum ESL Leadership Courses Guidance RETELL

21. SEI Extension Coursework Whether or not an educator has been required to obtain the SEI Endorsement, after July1,2016, under new recertification regulations, they must earn 15 PDPs addressing the needs of ELLs during each re-licensure cycle. These are not credits that will satisfy SEI Endorsement requirements. Only the for-cost vendors and the Department can offer SEI Endorsement courses. http://www.doe.mass.edu/retell/courses.html SEI Extension Coursework : Mini Courses that teachers and administrators can take to earn the future 15 SEI/ELL PDP requirements. 21

22. 22 EEC101EEC101: Introduction to Universal Design for Learning (UDL) and Variability in the Learning Context: Using UDL to Improve Achievement for English Language Learners (ELLs) EEC102EEC102: UDL Lesson Planning for ELLs: Considerations for Implementation EEC103EEC103: Applying UDL to Instruction for ELLs EEC104EEC104: Data-Driven Instruction for English Language Learners (ELLs) EEC105EEC105: Teaching Academic Language to Improve Content Area Instruction for English Language Learners (ELLs) in the Elementary Grades EEC106EEC106: Teaching Academic Language to Improve Content Area Instruction for ELLs (For Middle/High School Math and Science Teachers) EEC107EEC107: Teaching Academic Language to Improve Content Area Instruction for ELLs (for Middle/High School Humanities and Literacy/ELA Teachers) EEC108EEC108: Understanding academic language to improve content area instruction for ELLs (differentiated by content area) EEC109EEC109: Teaching Academic Conversations in Classrooms with English Language Learners. EEC110EEC110: Academic English for ELLs in the Talk, Texts and Tasks of Middle and High School Mathematics and Science Classrooms EEC111EEC111: Engaging Culturally and Linguistically Diverse Students & Families in Secondary Schools SEI Extension Coursework

23. SEI Smart Card It is easy and quick to use It is not part of teacher evaluation Data from tool can be used to:  focus professional development;  allocate resources, such as materials and coaches  Identify strengths and weaknesses of current SEI practice; and  plan for ELE improvement. A tool to facilitate SEI walkthroughs 23

24. SEI Smart Card Selected urban districts piloted the SEI Smart Card. DESE used the feedback from the piloting districts to revise it once more. DESE published the final version of the SEI Smart Card in August of 2015. DESE will provide ongoing training on how to use the tool. 24

25. ESL Teacher Leader Course The purpose is to provide ESL teachers with advocacy, peer support/coaching, and peer leadership skills that can empower them to support general education teachers to integrate the use of SEI strategies and WIDA standards. Implementing and refining SEI skills, curricular units, lesson plans, and learning resources Advocate for the programmatic structures and resources necessary to ensure ELL success Help the adults around them sustain and increase their commitment to the success of ELLs Help their colleagues develop an increasingly sophisticated understanding of their ELL students, families, and communities It is critical that ESL teachers are supported even if they are NOT required to take the SEI endorsement course. 25

26. SEI Coaching Courses SEI literacy coaching (developed in FY14 – to be offered by MATSOL for open registration August 2015 ) SEI math coaching course ( FY15 - Underway) SEI content area leadership coaching course – ( Coming in FY16 ) Strengthen instructional coaching capacity through SEI focused coaching coursework 26

27. Students with Limited or Interrupted Formal Education (SLIFE) Outlines criteria for identifying SLIFE Describes steps in decision-making process Describes programming options Describes reclassification criteria Guidance for identification, programming, and reclassification of SLIFE 27

28. Transitional Bilingual Education/Dual Language Program Guidance Describes various program models and design characteristics Describes best practices Describes success criteria Guidance to assist districts with developing TBE/DL programs 28

29. ELLs with Disabilities Guidance Outlines criteria for identifying ELLs who have a disability Describes steps in decision-making process Describes programming options Describes reclassification criteria Guidance for identification, programming, and reclassification of ELLs with disabilities 29

30. RETELL Implementation Plans

31. 31 Implementing RETELL Districts and schools should develop strategic plans to ensure full implementation of RETELL. These plans should go beyond compliance. They should contain a comprehensive program design that includes both ESL and SEI as well as uniform processes and procedures to ensure that the district is meeting and/or exceeding all of its obligations for educating ELLs.

32. 32 Implementing RETELL They should also include how the district will: ensure teachers are properly trained and endorsed post-2016 o All teachers? o Core teachers? o Trained before/after receiving ELLs? ensure ELLs are not assigned to unendorsed teachers provide staff with sustained opportunities for learning ensure instructional needs of ELLs are integrated into all classrooms

33. 33 Implementing RETELL They should also include how the district will: provide resources to educators to help them promote English language development engage families and the community in educational programs and decision-making integrate all of the above into overall district plans engage all stakeholders in this process

34. Q & A Comments