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Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELL

Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELLs . Face-to-Face Session . Welcome & Course Introduction. Welcome! . My name is (facilitator’s name) (facilitator contact information )

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Rethinking Equity of Teaching English Language Learners (RETELL) Session 1: Examining Data and Policies Relevant to ELL

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  1. Rethinking Equity of Teaching English Language Learners (RETELL)Session 1: Examining Data and Policies Relevant to ELLs Face-to-Face Session

  2. Welcome & Course Introduction

  3. Welcome! • My name is (facilitator’s name) • (facilitator contact information ) • (insert background information: family, previous teaching experience/jobs, hobbies, etc. You may include pictures) Massachusetts Department of Elementary and Secondary Education

  4. Housekeeping • Today’s session: 3 hours • Break: (insert time) • Restrooms (insert location) • Internet (insert login and password information, if available) • Course materials Massachusetts Department of Elementary and Secondary Education

  5. Agenda • Introduction to SEI Course and Session 1 (50 min) • Examining Data Related to ELL Achievement and Demographics in MA (45 min) • Break (10 min) • Shared Responsibility for ELL Instruction and Educational Success (50 min) • Assignments and Preparing for Upcoming Sessions (15 min) • Moodle Login Help (10 min) Massachusetts Department of Elementary and Secondary Education

  6. Warm-up: “Who’s Like Me?” Other Teacher Social Studies Teacher Math Teacher Science Teacher ELA Teacher Has taken at least ONE course in 2nd Language Acquisition or Culture (aside from Category Trainings) Has been waiting for a class like this Went away for vacation this year Is open to trying out strategies learned in this course Is anxious about taking this course

  7. Why are we here? RETELL • The Rethinking Equity and Teaching for ELLs (RETELL) initiative is designed to provide ELLs access to effective instruction and close proficiency gaps. Massachusetts Department of Elementary and Secondary Education

  8. Why are we here? The SEI Endorsement Teacher Course • Core academic teachers who work with ELLs (SEI Teachers) are required to obtain the SEI Teacher Endorsement in order to advance, extend, or renew their license(s). • The SEI Course provides a foundation of understanding, knowledge, and skills critical to effective Sheltered English Instruction (SEI) in core academic areas. • Educators assigned to an SEI Course must earn the SEI Endorsement within a year. Massachusetts Department of Elementary and Secondary Education

  9. SEI Teacher Course Syllabus • Participant Manual • Course content overview • Module A: ELLs – Their World and Second Language Acquisition in the SEI Classroom (Sessions 1-4) • Module B: Teaching Academic Language and Sheltering Content in Core Academic Classrooms (Sessions 5-16) • Embedded Themes: WIDA • Standards, 2011 Curriculum • Frameworks, differentiation, • assessment • Course format Massachusetts Department of Elementary and Secondary Education

  10. SEI Course Syllabus: Attendance Policy • Attendance taken at every face-to-face meeting • Face-to-face meeting tardiness • 5-30 minutes tardy: 2% deducted from final course grade • 30 minutes tardy: equivalent to absence • No participant with more than two class absences will be eligible for the SEI endorsement • Hardship clause Massachusetts Department of Elementary and Secondary Education

  11. SEI Course Syllabus: Grading & Participation • Pass/fail or grade option • Pass/fail = C or above • Must pass to earn Endorsement • Grading policy described in the syllabus Massachusetts Department of Elementary and Secondary Education

  12. Completing the SEI Course: PDPs, Graduate Credit, and ELAR • PDPs available upon completion of the SEI Teacher course • 67.5 PDPs • PDPs are issued by ESE at completion of course • Graduate course credit available • SEI Teacher course equivalent to 3 graduate credits • Participants are responsible for completing licensure process for earning SEI Endorsement on ELAR. Massachusetts Department of Elementary and Secondary Education

  13. Online Component • Five online sessions, required readings, assignments • Moodle troubleshooting – Help desk • Office Hours: 9:00 AM – 5:00 PM, M-F • Phone: 781-338-3020 • Email: lmssupport@doe.mass.edu • Today: Logging into Moodle Massachusetts Department of Elementary and Secondary Education

  14. Course Expectations: Session Norms • What norms should guide our sessions and online discussions? • Basic Guidelines for Discussion • Are they clear? • Is there anything missing?

  15. SEI Teacher Endorsement Course Map Massachusetts Department of Elementary and Secondary Education

  16. Session 1: Examining Data and Policies Related to English Language Learners Massachusetts Department of Elementary and Secondary Education

  17. Session 1 Objectives • Define responsibilities for completing the SEI Course and obtaining Endorsement. (CMR 7.4) • Manage all course logistics, including: meeting attendance and assignment/participation expectations; employing Moodle tools; applying for graduate credit; completing ELAR affidavit; staying abreast of course changes. Massachusetts Department of Elementary and Secondary Education

  18. Objectives • Understand and acknowledge the importance of sharing responsibility for the instruction and academic achievement of ELLs • Demonstrate a working knowledge of ELL demographics and academic achievement in MA, and implications for instruction • Identify relevant federal and state laws pertaining to ELLs and explain resulting implications for teaching and learning of ELLs • Research and evaluate school policies with regard to ELLs Massachusetts Department of Elementary and Secondary Education

  19. What do you already know about English Language Learners (ELLs)? • Complete the Anticipation Guide • These statements set the stage for topics covered throughout the course • Be as honest as possible! Massachusetts Department of Elementary and Secondary Education

  20. Examining Data Related to ELL Achievement and Demographics in Massachusetts Massachusetts Department of Elementary and Secondary Education

  21. Who is an ELL? Quick Write • Who is an English Language Learner? • Write your own definition. Massachusetts Department of Elementary and Secondary Education

  22. Who is an ELL? • Multiple Definitions: • MA: English Language Learner (ELL) • Federal: Limited English Proficient (LEP) • Definition embedded within WIDA ELD Standards Guiding Principles • What do the WIDA Guiding Principles suggest about WIDA’s definition of ELLs? • What are the instructional implications of these definitions? Massachusetts Department of Elementary and Secondary Education

  23. Who is an ELL? Deficit-based vs. Asset-based view of ELLs “Approached from a deficit perspective, students who are English language learners (ELL) are often defined as fundamentally lacking. By contrast, asset-based perspective builds on the home language of students and recognizes this as a fundamental strength.” Source: Scanlan, Martin. "An asset-based approach to linguistic diversity." Focus on Teacher Education (2007). Massachusetts Department of Elementary and Secondary Education

  24. MA ELL Achievement and Demographic Data with Sentence Frames What do you think the data will show? Why? • I think the data will show that ___ because ___. Massachusetts Department of Elementary and Secondary Education

  25. MA ELL Demographic Data: Changing District Demographics

  26. MA ELL Achievement and Demographic Data • Analyze the data with your group • Make observations: I see ___. • Make inferences: I think this means ___. • Ask questions: I wonder about ___. I would like to know more about ___. • Present your data to the class & make connections: • Our data is closely related to group _’s data because __. • On the other hand, our data suggests that ___. Massachusetts Department of Elementary and Secondary Education

  27. MA ELL Achievement and Demographic Data • Present your data to the class & make connections: • Our data is closely related to group _’s data because __. • On the other hand, our data suggests that ___. Massachusetts Department of Elementary and Secondary Education

  28. District and School ELL Data Massachusetts Department of Elementary and Secondary Education

  29. DART for ELLs Tool • District Analysis and Review Tools (DARTs) • Offer snapshots of district and school performance • Users can track select data elements over time and make comparisons to the state or to "comparable" districts. • Types of data on the DART Detail: ELLs • Demographics (% ELL, Former ELL, Special Ed) • Common languages and countries of origin • MCAS and MEPA results, “Achievement Gaps” • District and school overview Massachusetts Department of Elementary and Secondary Education

  30. Analyzing ELL Data from Participants’ Districts • Look over the DART reports. • District Overview • School Overview • Achievement Gap • MCAS and MEPA • Make observations and inferences on your own. • Go over the guiding questions with a partner. • Share with the whole group. Are there any salient points about the data? Massachusetts Department of Elementary and Secondary Education

  31. Break (10 minutes) Massachusetts Department of Elementary and Secondary Education

  32. Shared Responsibility for ELL Instruction and Educational Success Massachusetts Department of Elementary and Secondary Education

  33. Civil Rights and English Language Learners • Ensuring ELLs have equal access to high quality education is a civil rights issue • Federal laws, guidance, and court cases to support ELLs’ rights: • Civil Rights Act, 1964 • Equal Educational Opportunity Act (EEOA), 1974 • Lau vs. Nichols, 1974 • Castañeda v. Pickard, 1981 • Office of Civil Rights Guidelines • NCLB Title III, 2002 33

  34. Civil Rights and English Language Learners • Massachusetts ELL laws and regulations • MA Education Reform Act, 1993 • Ballot Question 2 • Title III priorities in MA • RETELL Regulations • Federal and state ELL policy • Discussion: Expert Groups (EG) • Jigsaw • Federal Policy • MA State Policy Massachusetts Department of Elementary and Secondary Education

  35. Civil Rights and English Language Learners Jigsaw Massachusetts Department of Elementary and Secondary Education

  36. ELL Achievement as a Community Effort Massachusetts Department of Elementary and Secondary Education

  37. Two Required Components for Academic Program for ELLs in MA Required Components for Instruction of ELLS English Language Development (ESL/ELD) Meaningful Access to Curriculum • Explicit, direct instruction to promote English language development Sheltered English Instruction (SEI) Bilingual or Dual Language Instruction • Instruction that includes approaches, strategies, and methodology that makes the content comprehensible and promotes academic English language development Massachusetts Department of Elementary and Secondary Education

  38. Who’s Responsible for ELLs’ Success in School? • Jot down some ideas in response to this question. Consider: • Federal and state laws and regulations • Your experience as a teacher Massachusetts Department of Elementary and Secondary Education

  39. Who’s Responsible for ELLs’ Success in School? • “Who’s responsible for student learning? Walk into an effective school and ask this question of anyone – a teacher, a student, the principal, a parent volunteer, a secretary – and you’ll get the same answer: I am.” (Conzemius & O’Neill, 2001) • “It is time to break the bad habit of expecting something from nothing, from our government or from each other. Let us all take more responsibility, not only for ourselves and our families, but for our communities and our country.” (Clinton, 1993) Massachusetts Department of Elementary and Secondary Education

  40. Who’s Responsible for Chia’s Success in School? Chia grew up in a poor neighborhood ravaged by gangs. After her mother died of cancer, her aunt was forced to adopt her. She moved to MA two months ago. Although she knows no English, she’s very outgoing. • Imagine that Chia is in your school. What are some issues that you need to address in order to help her succeed in school? Massachusetts Department of Elementary and Secondary Education

  41. Who’s Responsible for Ernesto’s Success in School? Ernesto lived with a nanny while his parents started a business in the U.S. He skipped school between grades 3-7, and is now in 8th grade. He’s a math whiz because his grandfather taught him at home. Ernesto can understand quite a bit of English but has a hard time writing or speaking it. His parents’ business is about to go under, and he’s very worried. • Imagine that Ernesto is in your school. What can educators in your school do to support Ernesto? Massachusetts Department of Elementary and Secondary Education

  42. Who’s Responsible for ELLs’ Success in School? • Laws and regulations promote shared responsibility for ELLs’ success • Research about effective schools highlights the impact of shared responsibility • Curricular expectations also support this idea: • WIDA ELD Standards • 2011 MA Curriculum Frameworks Massachusetts Department of Elementary and Secondary Education

  43. WIDA ELD Standards Span Across Core Academic Areas • ELLs communicate information, ideas, and concepts necessary for academic success through the… Academic Language

  44. 2011 MA Frameworks Expectations • What do the 2011 MA Curriculum Frameworks for ELA and Literacy say about ELLs? Massachusetts Department of Elementary and Secondary Education

  45. 2011 MA Frameworks: Expectations for ELL instruction • Engagement with same Common Core standards as their Native English speaking peers • Teachers and school /district staff are well prepared and qualified • Literacy-rich school environments • Coursework preparing ELLs for college and the workplace that is comprehensible for students learning a second language • Opportunities for classroom discourse and interaction Source : 2011 MA Frameworks for ELA and Literacy, p.83 • What does this mean for you as a teacher of ELLs? Massachusetts Department of Elementary and Secondary Education

  46. Retrieved online 714/2012: https://dst.sp.maricopa.edu/DWG/disability/...21-11/Webinar.ppt Slideshow: Melanie Thompson, Ed.S., NCC, LPC, LMHC, Director, Center for Access-Ability Resources, Northern Illinois University

  47. We Can Do Better! Source: DART for ELLs 2012 Massachusetts Department of Elementary and Secondary Education

  48. Who’s Responsible for ELLs’ Success in School? Think Pair Share • How can different groups support ELLs’ language development and academic achievement? • Brainstorm concrete actions for each group individually • Pair with a friend and discuss • Share with the class Massachusetts Department of Elementary and Secondary Education

  49. Assignments & Preparing for Upcoming Sessions Massachusetts Department of Elementary and Secondary Education

  50. Assignments due by Session 2 Journal Entries on Moodle: • Reflect on two effective instructional activities for ELLs demonstrated today. • Summarize three key ideas from today’s session and explain why they are significant to your teaching practice. Follow up assigned reading: 2011 MA Curriculum Frameworks for ELA & Literacy (p. 5, 83). Massachusetts Department of Elementary and Secondary Education

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