English Learner Institute for Teaching Excellence

1. English Learner Institute for Teaching Excellence Presented by Ventura County Office of Education Curriculum, Instruction and Continuous Improvement

2. Introductions Name Position What do you hope to get out of the ELITE Series?

3. Norms We agree to… • Honor the time frame • Turn cell phones off or silent • Refrain from texting/emailing • Respect confidentiality • Listen actively • Bring our best thinking to the work • Keep sidebars to a minimum

4. English Learner Institute for Student Excellence The goal of this leadership series is to facilitate a high quality, effective and compliant ELD program that promotes successful language acquisition.

5. The Training Modules Module 1 Module 2 Module 3 Module 4 Foundations of Instructed ELD Data and Assessment Curriculum and Instruction Leadership Support

6. Module One Outcomes Participants will: Become familiar with the existing research regarding Instructed English language development Review the historical research-base of ELD Review and apply second language acquisition research Reflect on current ELD practices and explore strategies for coherent implementation Integrate new information to support a high quality instructed ELD program

7. Words to Remember During the session, jot down: One sentence One phrase One word …..that is particularly important about rethinking ELD at your school

8. Why worry about ELs? Failure to provide ELs with high quality educational opportunities means: Students miss out on the opportunity to learn and excel Schools, districts, and states face sanctions School, districts and states face lawsuits

9. Most importantly… We all lose as a growing proportion of our population is kept behind

10. With one of every four students being an English learner, no state has a greater stake in the education of these students than California Half of all English learners at the elementary school level and nearly three-quarters of the English learners in middle school score below the basic level in reading and mathematics (Fry 2007)

11. Percent of Students Proficient in English Language Arts (ELA) 2010 STAR Tests

12. “ELs fall further behind the longer they are in California schools, as do low-income students. The curriculum and teaching supports currently in place are not preparing these students for the higher-order skills expected in high school and beyond.” Tom Torlakson California Public School Superintendent

13. Long Term English Learners The majority of secondary school English learners are LTEL (more than 6 years) In one out of three districts, more than 75% of their English learners are Long Term Majority are stuck at intermediate level of English proficiency LTEL struggle academically, have weak academic language and significant deficits in reading and writing skills Laurie Olsen

14. California’s Blueprint for Great Schools Ensure English literacy through a statewide campaign to better prepare parents and educators to support literacy. Adopt a California Literacy Plan for birth through 12th grade that builds upon research for developmentally appropriate written and oral language development in home and in second language Create English language development standards and curriculum

15. Our Leadership Role “Ensuring that English learners receive a high-quality comprehensive instructional program is a formidable challenge for schools. Administrators and teacher staff must: • Plan creatively • Allocate resources strategically • Seek support relentlessly • Work cooperatively to develop an educational environment that empowers English learners to meet the English proficiency and academic, psycho-social and cross-cultural challenges of school” • Dolson and Burnham Massey

16. Leadership and Learning Each ELITE modules will include key ideas, suggested activities and materials to support your work. Each activity helps to promote self-assessment and reflection of your school’s current practice in light of the current research on ELD.

17. Anticipation Guide Please complete the “before” section of the Anticipation Guide Anticipation Guide

18. A New Book Published by CDE in 2010 Title: Improving Education for English Learners: Research-Based Approaches Purpose: to meet a need for practical guidance on research-supported best practices for ensuring language, academic, and socio-cultural proficiency for English learners

19. Chapter 1: Research to Guide ELD Jigsaw All read pages 21-29 1s read Guidelines 1-2 – pages 29-33 2s read Guidelines 3-5 – pages 33-35 3s read Guidelines 6-8 – pages 40 – 46 4s read Guidelines 9-11 – pages 46 – 55 5s read Guidelines 12-15 – pages 55- 59 Share your findings with your table group

20. Block Party Select one index card. Respond to the prompt on your index card regarding the chapter we just read. Share with two people from another table. The most surprising thing I learned ….. The guideline that is most similar to what occurs in my school….. The guideline that is most different to what occurs in my school…..

21. What is Instructed English Language Development? Instructed ELD is designed to teach English learners to understand, speak, read and write English and acquire the linguistic competencies that native English speakers already possess when they enter school and continue developing throughout life. Improving Education for English Learners: Research-Based Approaches; CDE

22. ELD Elements/Big Four ALL English learners must receive a daily, defined ELD program of instruction until reclassified. ELD is on the schedule. ELD instruction must be differentiated according to the level of each student’s English proficiency. Instruction is focused on language objectives based on the California ELD standards, and includes listening, speaking, reading, and writing for all students, at all levels. There is a high emphasis on the production of language specifically speaking and writing.

23. Instructed ELD is not…. Frontloading Reading Program Teaching in English Universal Access SDAIE/SIOP Worksheets/Passive Learning Disability A special, remedial English learner program

24. Some Practices to Avoid in ELD Not providing ELD to students at the advanced levels or in mainstream programs Grouping together students of varying English proficiency levels and providing them undifferentiated ELD instruction Assessing students’ progress in English proficiency only on an annual basis Not aligning ELD instruction to specific standards or expected outcomes Paraprofessionals providing core ELD d

25. New Learnings - New Questions Think, Write, Pair, Share

26. DUAL OBLIGATION Legal Requirements: Castaneda v. Pickard, 1981 • Districts’ have the dual obligation to: • Develop students’ English proficiency (ELD) • Provide meaningful access to grade-level academic content instruction (SDAIE)

27. English Learners “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum…for students who do not understand English are effectively foreclosed from any meaningful education…” Lau v. Nichols, Supreme Court, 1974

28. First Obligation Develop students’ English proficiency (ELD)

29. State Law and Policy are at Odds with Research

30. Implications School Districts have been left on their own to identify and resolve the discord between research and legal requirements.

31. Second Obligation Provide meaningful access to grade-level academic content instruction (SDAIE)

32. Grade Level Content More than simply offering or exposing students to the core curricula …that students are receiving grade-level instruction in a manner that allows them to meet grade-level standards at rates comparable to average native English speakers Access to Core Curriculum means:

33. Along the continuum of ELD, students have different needs Lower levels of English proficiency need primary language support in order to access grade level curriculum in secondary schools Intermediate and above can access grade level curriculum with strong scaffolding instruction, materials and support: “SDAIE”, “Scaffolding”

34. A Word about SDAIE Instruction Grade level subject matter taught in English in ways that engage students academically while also promoting English language. Is not immersion or mainstream Is not appropriate for students at lower levels of English fluency - geared towards Intermediate and above Is differentiated by English fluency level Is not stand-alone; students also need ELD Focuses on teaching academic content

35. Typical SDAIE Components • Visual and context cues • Accessing prior knowledge • High quality interaction • Explicit language objectives • Vocabulary development • Discourse development • Repetition and practice • Contrastive analysis • Manipulatives and realia • Wait time • Comprehension checks

36. ELD vs. SDAIE ELD: Daily formal lessons, proficiency level-specific curriculum, targeted English instruction - includes four domains and focus is on language learning SDAIE: a collection of teaching techniques designed to make the core curriculum more understandable for English Learners - ideally for those who have reached intermediate fluency in English - focus is on grade-level content learning

37. Making the Distinction English Language Development vs. Specially Designed Academic Instruction in English

38. Making the Distinction Partner Up Place the program header cards face up on your table Read the program descriptors Place under the appropriate header card Discuss with your partner what attributes are the same and which are different

39. In Your Own Words Complete the Comparative Writing Framework for ELD and SDAIE Share with an elbow partner

40. Application How could you adapt these activities for use back at your school? Table Talk

41. Historical Research Base of ELD The Story of Eld From the 1970’s to the present

42. Paradigm Shift Change Revolution Pendulum swing A new way of thinking An earthquake New educational assumption

43. The ELD Timeline Present 1970 1985 Cummins, Hakuta, Wong Fillmore, Snow, Dutro Balanced Focus Focus on Form Focus on Meaning Meaning Use (Function) Form Academic Language Krashen, Terrell 2005

44. Language Acquisition Krashen and Terrell Acquired vs. Learned Comprehensible Input Affective Filter Natural Order Monitor Early Production Speech Emergence Intermediate Fluency Fluent Pre-Production California ELD Standards 1999 Beginning Early Inter. Intermediate Early Advanced Advanced Fluent

45. Challenging the Paradigm • Complexity of Language (Wong Fillmore/Snow) • Distinction between Conversational and Academic Language (Cummins/Hakuta) • False Dichotomy of Acquisition vs. Learning (Krashen/McLaughlin) • The Acquisition/Explicit Instruction Debate (Wong Fillmore and Snow, CA Literature Project) • Adoption of ESL/ELD State Standards (and TESOL)

46. Research Behind the Paradigm Shift Counter argument by McLaughlin, (1992) Myths and Realities • Children learn English quickly and easily • Children have acquired English once they can speak it • Children learn in the same way

47. Rethink and Redesign our Approach to ELD Exposure vs. Engagement Comprehensible Input plus Comprehensible Output The role of teacher as facilitator vs. language teacher Accepting vs. correcting grammatical errors

48. The ELD Timeline Present 1970 1985 Cummins, Hakuta, Wong Fillmore, Snow, Dutro Balanced Focus Focus on Form Focus on Meaning Meaning Use (Function) Form Academic Language Krashen, Terrell 2005 • Where are you on the timeline? • Where are your teachers?

49. Behind the Scenes

50. Most Current Research Break into 3 groups Read in Improving Education for Els