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Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs

Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs. Karen Beeman kbeeman@cntrmail.org Illinois Resource Center www.thecenterweb.org/irc. Agenda:. The Setting The Characters The Problem The Resolution The moral of the story. The Setting. Glen Ellyn, Illinois.

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Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs

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  1. Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs Karen Beeman kbeeman@cntrmail.org Illinois Resource Center www.thecenterweb.org/irc Karen Beeman, Illinois Resource Center, 2009

  2. Agenda: • The Setting • The Characters • The Problem • The Resolution • The moral of the story Karen Beeman, Illinois Resource Center, 2009

  3. The Setting Karen Beeman, Illinois Resource Center, 2009

  4. Karen Beeman, Illinois Resource Center, 2009

  5. Karen Beeman, Illinois Resource Center, 2009

  6. Karen Beeman, Illinois Resource Center, 2009

  7. Karen Beeman, Illinois Resource Center, 2009

  8. Karen Beeman, Illinois Resource Center, 2009

  9. Glen Ellyn, Illinois • Suburban • Diverse income levels Karen Beeman, Illinois Resource Center, 2009

  10. The Characters Karen Beeman, Illinois Resource Center, 2009

  11. Students: • Newcomers • Refugees (sponsored by World Relief) • Two-language learners • Diverse groups: 49 different languages spoken Karen Beeman, Illinois Resource Center, 2009

  12. Teachers: • US born acquired Spanish as a second language • Foreign born – new to US educational system • Most bilingual teachers are alternatively certified Karen Beeman, Illinois Resource Center, 2009

  13. Program: • ESL support and some native language development • Focus: • More time in English equals more learning of English • “Catching up with” the general program Karen Beeman, Illinois Resource Center, 2009

  14. SOCIAL LANGUAGE 6 months to 2 years L2 L1 5 to 7 years ACADEMIC LANGUAGE Karen Beeman, Illinois Resource Center, 2009

  15. Charlotte L1 Karen Beeman, Illinois Resource Center, 2009

  16. Michel – Refugee – Limited Formal Schooling L1 Karen Beeman, Illinois Resource Center, 2009

  17. José (Primary grades) L2 L1 Karen Beeman, Illinois Resource Center, 2009

  18. PABLO (Junior High) L2 L1 Karen Beeman, Illinois Resource Center, 2009

  19. Five Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING Karen Beeman, Illinois Resource Center, 2009

  20. Support for Instruction and Assessment Only level where grade level text can be used with minimal support. 5 Occasional visual and graphic support needed. BRIDGING 4 Must provide visual and graphic support during assessment and instruction. EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING Karen Beeman, Illinois Resource Center, 2009

  21. From WIDA’s Resource Guide Karen Beeman, Illinois Resource Center, 2009

  22. The Problem Karen Beeman, Illinois Resource Center, 2009

  23. For whom was the program working? • What was missing for the other students? • How could the program change to meet the needs of the students, instead of trying to change the students to meet the program? Karen Beeman, Illinois Resource Center, 2009

  24. Where did the problem come from? • Increase in numbers of ELLs: • 78 in 2000 • 375 in 2009 • Resistance to change • No gifted programs • Old paradigm – low in both languages • Cultural insensitivity • The students are “Someone else’s problem”. Karen Beeman, Illinois Resource Center, 2009

  25. The Solution Karen Beeman, Illinois Resource Center, 2009

  26. Shared ownership among all educators is crucial in ensuring the academic achievement of all ELLs. Karen Beeman, Illinois Resource Center, 2009

  27. District and building leadership is key to change. Karen Beeman, Illinois Resource Center, 2009

  28. Change takes time. Significant change occurs when a diverse group of stakeholders works together. Karen Beeman, Illinois Resource Center, 2009

  29. ENL Program Review • Establish a committee: • Bilingual / ESL Education Program Administrator • Bilingual / ESL Program Staff • General Education Staff • District Administrator • Building Principal(s) Karen Beeman, Illinois Resource Center, 2009

  30. Committee, continued. • Special Education staff • ELL Parents • Community Members • School Board Members • Other Karen Beeman, Illinois Resource Center, 2009

  31. Turn and Talk • How long would such a process take? • Who would coordinate this process? • Who are the key players who would have to support the process? • What challenges and obstacles could challenge the process? Karen Beeman, Illinois Resource Center, 2009

  32. Key decision makers need to understand the theory and best practice tied to ELLs. Karen Beeman, Illinois Resource Center, 2009

  33. Turn and Talk • What do key decision makers need to know? • What is the best way to build capacity? Karen Beeman, Illinois Resource Center, 2009

  34. When a program has a well articulated vision and goals, educators understand the program’s purpose and their role in it. Karen Beeman, Illinois Resource Center, 2009

  35. Page 7 of the handout • With your elbow buddy, read through the Value Statements. • How do they guide future decisions? • What implications does this document have? • How can this document become a living document? Karen Beeman, Illinois Resource Center, 2009

  36. When teachers understand their responsibilities for ELLs, their time with students becomes more optimal and they engage in shared ownership. Karen Beeman, Illinois Resource Center, 2009

  37. Pages 8 and 9 • How long do you think it took to create these documents? • How should they be used? • What are their implications? Karen Beeman, Illinois Resource Center, 2009

  38. Language Allocation Karen Beeman, Illinois Resource Center, 2009

  39. Language Allocation, cont. Karen Beeman, Illinois Resource Center, 2009

  40. Teacher collaboration cannot be forced. It hinges on three key factors: trust, flexibility, and a shared philosophy (Wagner, 2001). Karen Beeman, Illinois Resource Center, 2009

  41. The Moral of the Story Karen Beeman, Illinois Resource Center, 2009

  42. To effect change, time and leadership are key ingredients. Karen Beeman, Illinois Resource Center, 2009

  43. Action Plan • Look through the action plan and find specific goals that will take place to improve the program. Karen Beeman, Illinois Resource Center, 2009

  44. Newcomer’s Program Karen Beeman, Illinois Resource Center, 2009

  45. Grow the bilingual program Karen Beeman, Illinois Resource Center, 2009

  46. Structure and support shared ownership Karen Beeman, Illinois Resource Center, 2009

  47. Provide training • Administrators (Evaluating and Supervising ESL/Bilingual teachers) • General education teachers • Bilingual teachers • ESL teachers • Support staff Karen Beeman, Illinois Resource Center, 2009

  48. Closure • Questions • Comments • Evaluation • Thank you! Karen Beeman, Illinois Resource Center, 2009

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