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Articulation and Action: Service Delivery Planning for English Language Learners

Articulation and Action: Service Delivery Planning for English Language Learners . John Kibler OELA Professional Development Coordinator Amy Christianson OELA Program Coordinator Edgewood College, Madison WI. ELL Service Delivery Articulation and Action Plan (SDAAP).

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Articulation and Action: Service Delivery Planning for English Language Learners

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  1. Articulation and Action: Service Delivery Planning for English Language Learners John Kibler OELA Professional Development Coordinator Amy Christianson OELA Program Coordinator Edgewood College, Madison WI

  2. ELL Service Delivery Articulation and Action Plan (SDAAP) During this session participants will examine an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations.

  3. Utilizing Resources Effectively to Support ELL Student Achievement • Equity for ELLs: Guiding Beliefs and Principles • Organizational Map and Service Delivery Articulation & Action Plan (SDAAP) • Resource Alignment Through Collaborative Practices

  4. Equity Through Instructional Practices • Guiding Principles and Beliefs • Considerations for Instructing English Language Learners

  5. Guiding Principles and Beliefs • Shared Responsibility for English Language Learners is Evident in the Actions of School Personnel • Resources are Aligned to Promote Effective and Collaborative Instructional Practices • Shared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning Teams • Program Models & Configurations are Flexible and can be Adjusted based on Students’ Language & Learning Needs • Standards-Based Instruction for Language Development & Content Learning is Integrated

  6. Considerations for English Language Learners • Instructional Practices follow State Laws/Title III Part A • Teachers and Resource Staff Supporting ELLs are Assigned on Instructional Teams • ELLs are Clustered into Classrooms Supported by ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification) • Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual Certification • All Professional Development Reflects Best Practices for Educating ELLs • Parent and Family Outreach Supports Linguistic and Cultural Needs

  7. Questions to Consider: • Which guiding beliefs and principles are currently supported in your school or district? • What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners?

  8. Organizational Map and Service DeliveryArticulation & Action Plan (SDAAP) • Developing an Organizational Map to Utilize School Resources Effectively • Service Delivery Articulation and Action Plan (SDAAP) • Examining Program Models and Configurations for Instructing English Language Learners

  9. Using a School Organizational Map forELL Service Delivery Articulation & Action (SDAAP):What Is It? • Organizing and Maximizing Time/Space/Resources in the School Building to Support Students’ Academic Achievement • 10,000 ft. view • Accounting for context and conditions • Considering all available resources • Thinking outside the box

  10. Organizational Map Key Elements: • Organizational Map: A structure to utilize time, space, and resources in the school building to support English language learners’ academic achievement • Establishing shared guiding beliefs and principles as a school • Placement of ELLs based on language & learning needs • Collaborative teaching structures using best practices for ELLs • Flexibility with instructional placements based on needs of ELLs

  11. Service Delivery Key Elements: • Service Delivery: Instruction provided to English language learners based on individual language and learning needs • Program Model • ESL, Bilingual, Dual Language Immersion • Program Configuration • Sheltered classes, Pull-out, Push-in, Resource Rooms • Clustering • Grade level, language background, language proficiency • Range of Services • Frequency and duration of academic support

  12. Service Delivery Program Models and Configurations

  13. Questions to Consider: • What elements of the organizational map and/or service delivery process is currently in place in your school or district? • Which structures or processes might be helpful in your educational setting to support English language learners?

  14. Potential Uses of the SDAAP • Plan of Service (DPI) – Service Delivery Articulation • District/School Improvement Planning • Strategic Framework Alignment • Presentations to Administration/Staff/BOE • Grade Level / Team Level Planning • Transition Planning • Articulation of Short & Long Term Goals/Planning for ELLs

  15. Time for Reflection Affirmed? Questioned? Learned?

  16. Resources can be found at: http://equityandexcellence.weebly.com/

  17. Question and Answer • Share Out New Learning, Affirmations, and Questions!? • Thank You for Your Participation! John Kibler JKibler@edgewood.edu Amy Christianson AChristianson@edgewood.edu

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