Preparing All Teachers for Linguistic Diversity: Results of a Title VII Professional Development Program

1. 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

2. 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.

4. 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

5. 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.

6. 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.

7. 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.

8. 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

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

10. 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

11. 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.”

12. 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

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

14. 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

15. Statistical Evidence of Program Success • Two measures are used to document participant development • Survey on Comfort in Teaching ELL Students 1 • 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.

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

17. 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). • 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.

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

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

20. Selected Resources in the Development and Implementation of Grant Program • Baker, Colin (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, UK: Multilingual Matters. • Carrasquillo, Angela L. & Rodriguez, Vivian (2002). Language minority students in the mainstream classroom (2nd 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 (5th ed.). Los Angeles: Bilingual Educational Services. • Echevarria, Jana, Vogt, MaryEllen, & short, Deborah J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston: Pearson Education. • Faltis, Christian J. (2001). Joinfostering: Teaching and learning in multilingual classrooms (3rd ed.). Upper Saddle river, NJ: Prentice-Hall Inc. • Freeman, David E. & Freeman, Yvonne S. (2001). Between worlds: Access to second language acquisition (2nd ed.). Portsmouth, NH: Heinemann. • Krashen, Stephen D. (2004). The power of reading: Insights from the research (2nd 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 (4th ed.). Boston: Pearson Education.