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Rona Popp Ipek Bulduk -Cooley Annie Abraham

Learn how Kent School District is prioritizing staff development and their district initiatives to meet the needs of the South King County’s growing Refugee/ELL population. Rona Popp Ipek Bulduk -Cooley Annie Abraham. ELL Demographics. Washington State - 09/10. Kent School District - 1/3/11.

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Rona Popp Ipek Bulduk -Cooley Annie Abraham

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  1. Learn how Kent School District is prioritizing staff development and their district initiatives to meet the needs of the South King County’s growing Refugee/ELL population Rona Popp IpekBulduk-Cooley Annie Abraham

  2. ELL Demographics Washington State - 09/10 Kent School District - 1/3/11 • Approximately 91,000 ELL students in 2009-10 SY (84,854 funded FTEs) • Of those, 67% were Spanish speakers • 197 school districts serve ELL students • About 46 school districts serve students with 20 or more language groups • 89% in Sheltered Instruction or English as a Second Language Instruction • KSD has approximately 4,342 eligible ELL students (1/3/2011) • 34% are Spanish, followed by Punjabi & Ukrainian- 8%, Vietnamese –7% , Somali -6% (Skyward) • 40 KSD schools serve ELL students • Over 120 languages – KSD is one of 20 districts in Washington • KSD is minority majority district. • 87% of ELL students are at L2 and L3 level – served in content classroom with core content area support from ELL • 13% L1’s- served in Newcomer Language Acquisition support

  3. ELL Count by Chart 10/11

  4. KSD Demographics 09/10

  5. ELL Enrollment by District

  6. State ELLs Meeting State Targets • ELLs meeting state targets for reading, writing and math

  7. KSD ELLs Meeting State Targets • KSD ELLs meeting state targets for reading, writing, and math

  8. Measures of Program 09/10 • MSP/HSPE met standards – WA vs. KSD data

  9. Kent School District Initiatives: Research Based Programs/Resources • DST (District Support Team) • Tiered Interventions (district wide) • SIOP – Sheltered Instruction Observation Protocol (district wide) • Cultural Competency skills training (district wide) • ELD (English Language Development) standards (district wide) • Our Way to English (Elementary ELL program resource • Shining Star (Secondary ELL program resource) Services • Refugee Transition Center - Transition of refugee students and families • Parent and community involvement • Interpreters and translations • Language Line • College and Career Readiness

  10. Five typology of ELLs • A) Newcomers with fluency in their native language with formal native language education. • B)Newcomers who are not fluent in their native language and without formal education. • C) ELL students who are processing linguistically and academically according to the relative expectations. • D) ELL students who have exited the program and have high performing social language and still struggle in academic language. • E) Long term ELLs who struggle to exit their ELL category, and who continue to fail or drop our at the disproportionately high levels.

  11. Top Interpreter Languages

  12. Transition into a New World:The Refugee Transition Center Story http://www.youtube.com/watch?v=iOkiKgdgXkk

  13. Who is frustrated? The Teacher and /or The Student

  14. Differentiate Instruction!But According to what ? and HOW? • Can we make decisions about how to best serve ELL students without understanding their unique needs? • Do we really know how to differentiate the instruction and modify the assessment? • Do we have the expertise and time to create grade and content- appropriate curriculum materials according the to the students needs? • Are we really using each other as resources?

  15. Complete , accurate info is needed! We have the data and now WHAT? • Are we using the data about our ELL students in multiple ways? • Is it still only ELL teachers` responsibility to track the students achievement by using the data? • Are all that information filtered down to classroom teacher or reached them in ways they could readily make sense of it? • How can school and district data systems be fine tuned and better utilized to support teachers and ELL staff in the instruction of ELL students?

  16. Alignment , Integration and Coordination of support • Professional development • Appropriate curriculum and materials • Collaboration • Staff Support (through specialists, coaches, paras and translators) • Clear communication among all stakeholders- district officials, principals, teachers and support staff.

  17. Training or THE RIGHT Training! • Random implications or intentional instructional practices? • Not only the instruction for ELL students should be differentiated but also professional learning opportunities need to be differentiated to meet the many and varied needs of teachers who work with ELL students. • How should we present the training to the teachers to get all staff members on board? Not just the classroom teachers!

  18. Goal: To develop a PD Plan for Certificated Staff to learn the ELD Standards Considerations: • Systemic Approach • Integrated with the Standards Based Classroom Model and with the Power Standards (also in development) • Solicit input from a variety of certificated representatives • Identify tentative cost and budget source

  19. District Wide Representatives

  20. What are ELD standards from the Teachers` point of view? One more thing to deal with in addition many other overwhelming tasks? OR a magical prescription? OR a very helpful tool?

  21. ELD Standards and KSD These standards attempt to codify what students at various levels of English Proficiency should know and be able to do.

  22. Creating Awareness about • The nature and stages of language acquisition & Proficiency levels • How ELD standards are similar to and different from the GLES • Bridging ELDs to SIOP (Differentiate a lesson and strategies for working with struggling learners) • Lesson planning • Modeling lessons • Interpreting assessment information

  23. KSD’s SIOP Implementation You must be the change you wish to see in the world. —Gandhi

  24. Academic Literacy Statistics • Only 30% of all secondary students read proficiently, but for students of color, the situation is worse: 89% of Hispanic students and 86% of African American middle and high school students read below grade level (Perie, Grigg, & Donahue, 2005). • The foundation of school success is academic literacy in English and is a prerequisite in the attainment of content standards ( Lemke, 1988). • What does KSD’s academic literacy statistics look like?

  25. Demographic Context for Assessment ResultsSpring 2008

  26. Reading Disparities – ELLPercentage of Students Meeting Standard on WASL Disparity in Meeting Reading Standard • Grade 4: 39 points • Grade 7: 54 points • Grade 10: 41 points

  27. Math Disparities – ELLPercentage of Students Meeting Standard on the WASL Disparity in Meeting Math Standard • Grade 4: 35 points • Grade 7: 52 points • Grade 10: 42 points

  28. Writing Disparities – ELLPercentage of Students Meeting Standard on the WASL Disparity in Meeting Writing Standard • Grade 4: 28 points • Grade 7: 49 points • Grade 10: 37 points

  29. If we really believe that all children can learn, then … it is not acceptable for any child to fail to learn

  30. KSD - Laying the Foundation In 2008, KSD analyzed their AYP data: The data was clear. We needed to create a common focus. – Establish need for SIOP – Connect with what the district is already doing (initiatives)? – Establish that this is not another fad or thing to do.

  31. Research on SIOP Students with limited English proficiency, who receive instruction in a classroom with a SIOP‐trained teacher, will perform better on end-of‐year standardized testing than comparable students who are in classrooms with non‐SIOP‐trained teachers.

  32. Why was the SIOP model selected for KSD? 1) Sheltered instruction doesn’t require teachers to throw away their favorite techniques, or add copious new elements to their teaching. 2) Sheltered instruction brings together what to teach by providing an approach for how to teach it. (Echevarria, Vogt, Short, 2000)

  33. Why was the SIOP model selected for KSD? 3) OSPI, PSESD & the higher institutions are supporting SIOP with professional development opportunities.

  34. KSD chose SIOP Online Training • The SIOP Online Training for Teachers is an online, cost-effective and schedule-friendly option, with no travel required. • It offers teachers the opportunity to build their SIOP knowledge and expand the SIOP implementation in their schools while still receiving high-quality instruction and guidance. • The online training helps educators enhance instruction for English learners & all struggling learners. • As new staff comes in, modules are already built-in.

  35. SIOP Online Training for KSD TARGET AUDIENCE: School & District Administrators, Coaches & Specialists, K-12 Teachers, Staff Development Specialists, ELL teachers & Paraeducators

  36. SIOP Professional Development • Initial Training (building in-house capacity)- 3 or 2 day training – Administrators and Specialists – Principals – ELL Teachers • Multiple levels of SIOP training ( 3 YEAR PHASE) – All teachers & Select Paraeducators – New teachers & administrative staff & paraeducators

  37. Principal as SIOP Instructional Leader • Creating buy-in • Supporting the training &implementation • Evaluation and refinement of SIOP “The greatest success is found where administrators understand SIOP and actively support implementation through things such as team planning.”

  38. SIOP Online Modules • 7-module institute -7 sessions where participants complete a series of assignments on their own schedule as well meeting as a virtual group to collaborate, discuss, and share information with their colleagues. • The wrap-up 1 hour modules for each modules are led by individual principals (who have received the SIOP training) in the topic. • All participants receive the Making Content Comprehensible for English Learners book and electronic resources to support their learning.

  39. SIOP Online Training • Participants learn the SIOP Model through SIOP classroom lessons on video, SIOP author discussions on video, and readings from the chapters as well as other online resources. • Cultural competency modules have been added to the SIOP model – it’s the “WHY?” of teaching ELLs • It's been a powerful new learning model for educators with limited time or budget for travel.

  40. OUTCOMES for SIOP Online Training By the end of the 7-module training (2011/12), staff will be able to: • Understand the SIOP Model and its effectiveness with English learners and all students • Identify learning and instructional strategies that are appropriate for all struggling learners • Learn how the SIOP Model can be incorporated into lesson planning • Identify ways to increase student interaction in the classroom • Identify techniques to review content and assess student understanding

  41. Moodle Introduction

  42. Future Goals: • Identification and training of SIOP Coach for each building • Continue SIOP lesson plans with the Observation Protocol – co-teaching and modeling (fidelity of implementation) * Reach out to more content teachers – new and existing

  43. Everything starts with ownership! Starting Again: Stories of Refugee Youth,

  44. Thank you! Questions ?

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