English Language Learner Work Group
ACTION PLAN // Version 1
December, 2013
Lead Contributors to the ELL Action Plan:
All: Roxana Norouzi and Chelsea Whealdon
Positive Identity and Primary Language Development: Bernard Koontz and Michele Aoki
Parent Engagement: Paula Steinke, Isabel Muñoz-Colón, Danielle Eidenberg-Noppe, Laurie Bohm
Data Collection: Rosa Villarreal and Pete Bylsma
Strong Instructional Practice: Stephanie Zikopoulos, Vickie Damon, Jane Robb-Linse, Judy Lemmel, Argentina Back
Post-Secondary Success: Laura DiZazzo, Nina “Will” Williams, Nicole Yohalem, Cynthia Gaede
*Acknowledgements for continual action plan review and input:
Community Center for Education Results Staff, Road Map Community Network Steering Committee, Road Map Data Advisors Group,
Road Map High School to College Completion Work Group, Road Map Birth to Third Grade Work Group, Regional Education Lab at Education Northwest,
University of Washington College of Education and Tracy Curley for graphic design.
Special thank you to the Bill and Melinda Gates Foundation along with other funders for their generous support of the ELL Work Group and Action Plan.
Road Map Project English Language Learner (ELL) Work Group
Alexandra Manuel-Davis
Professional Educator Standards Board
Argentina Back
Puget Sound Educational Service District
Bernard Koontz
Highline Public Schools
Cynthia Gaede
Danielle Eidenberg-Noppe
Dave Larson
Green River Community College
Office of the Education Ombudsman
Tukwila School District
LiLi Liu
Linda Elman
Luisa Sanchez-Nilsen
Lynda Petersen
Manka Varghese
Michele Aoki
Dr. Edward Vargas
Kent School District
Elizabeth Coghlan
Federal Way Public Schools
Nicole Yohalem
Erin Jones
Federal Way Public Schools
Nina “Will” Williams
Gil Mendoza
Isabel Muñoz-Colón (Co-Chair)
Jane Robb-Linse
Jason Greenberg Motamedi
Office of Superintendent of Public Instruction
City of Seattle Office for Education
Puget Sound Educational Service District
Education Northwest
Molly Moss
Paul McCold
Rosa Villarreal
Federal Way Public Schools
Sonja Griffin
Laura DiZazzo
Seattle Central Community College
Laurie Bohm
White Center Promise
University of Washington Department of Education
Office of Superintendent of Public Instruction
Renton School District
Community Center for Education Results
Tukwila School District
Office of Superintendent of Public Instruction
Renton School District
Judy Lemmel
Puget Sound Educational Service District
Community Center for Education Results
Pete Bylsma
Roxana Norouzi (Staffer & Co-Chair)
Kay Lancaster
Federal Way Public Schools
Child Care Resources
Federal Way Public Schools
Auburn School District
ELL consultant
Paula Steinke
Jon Hall
Julie DeBolt
Bill & Melinda Gates Foundation
Stephanie Zikopoulos
Kent School District
OneAmerica
City of Seattle Office for Education
Renton School District
Theresa Deussen
Education Northwest
Veronica Gallardo
Seattle Public Schools
Vickie Damon
Renton School District
©All rights reserved OneAmerica 2013 | www.weareoneamerica.org | 206.723.2203
The Road Map Project
English Language Learner
Action Plan & Implementation Toolkit
Table of Contents
Introduction................................................................................................................................................................................................................................................1
Structure of Key Definitions..............................................................................................................................................................................................5
Framework.....................................................................................................................................................................................................................................................6
Strategies...........................................................................................................................................................................................................................................................7
Implementation Toolkit...........................................................................................................................................................................................................8
Positive Identity and Primary Language Development.......................................................................................................................................... 8
Parent Engagement............................................................................................................................................................................................................................... 13
Comprehensive Data Collection................................................................................................................................................................................................ 19
Strong Instructional Practice......................................................................................................................................................................................................... 24
Post-Secondary Success...................................................................................................................................................................................................................... 31
Emerging Projects........................................................................................................................................................................................................................... 39
English Language Learner Work Group Action Plan
The Road Map Project
English Language Learner Action Plan V. 1
Introduction
Launched by The Community Center for Education Results in 2010, the Road Map Project
is a direct response to the growing opportunity gap in South King County. The Road Map
Project’s collective action initiative is aimed at driving dramatic improvements in student
achievement—cradle through college and career—in the low-income communities of South
King County. The commitment is to double the number of students in the region who are on
track to graduate from college or earn a career credential by 2020.
OneAmerica / December 2013
1
English Language Learner Work Group Action Plan
Strategizing for Change
In December 2011, the Road Map Project issued a baseline report
outlining the state of education in the seven Road Map school districts:
Auburn, Federal Way, Highline, Kent, Renton, (South) Seattle, and
Tukwila. The report revealed the Road Map Region is home to almost
20,000 ELL students who speak more than 160 different languages.
The most recent data released by the Road Map Project indicates that
ELLs comprise 16 percent of the region’s students. The majority of King
County’s ELL students (69%) reside in South King County and across
districts the number of ELLs is highest in kindergarten and first grade,
and then slowly declines with each grade level1. Though most ELL
students reach English language proficiency in three to five years, those
who enter high school with low levels of English proficiency experience
much greater challenges.
ELL students and their families add immense richness and diversity
to the region. However, given the dual challenge to learn English and
academic content, ELL students are at significant risk of falling into the
achievement gap and consistently score far below their non-ELL peers in
all core content state assessments. As a result the Road Map Project has
stressed systemic changes in our educational system to support ELLs and
increase achievement for this student population.
1
2
As the largest immigrant advocacy organization in Washington State,
OneAmerica has worked for 12 years to build power in immigrant
communities. In addition to demonstrated success in community
organizing and policy advocacy, OneAmerica also has a strong background
in research and strategy development. OneAmerica’s dedication to
improving public education to promote equity for all students led to a
partnership with the Road Map Project and leading the English Language
Learner Work Group with the aim of improving education results for ELL
students in the region.
The ELL Work Group is a key place where collective action comes to
life. Comprised of representatives from school districts, community
based organizations (CBOs), research institutions, early learning, higher
education and state education departments, the group has spent the last
two years identifying high pay off strategies that will close the glaring
achievement gap for ELLs in the region.
The Road Map Project 2013 Results Report, http://www.nxtbook.com/nxtbooks/
cced/2013annualreport/#/18
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Recent Successes for ELLs
As a result of this collective action work over the past two years, the
ELL Work Group has secured several victories for ELLs. These include:
implementing policies and practices in all seven Road Map Districts to
allow students to earn competency based credit for knowledge of their
home language2, leading the fight to secure $18.8 million in new state
dollars for extra support to ELLs who are in transition (level 4s)3 , and
gaining funding to provide over 80 ELL endorsements to teachers and
principals in the Road Map Region.
and refine the plan, an all-day retreat to mutually determine priorities,
inventories of current district and department practices, and numerous
meetings throughout the year with experts in each of the key focus areas.
The purpose of the action plan is to identify key systems level change
strategies for ELLs that will help the Road Map Project reach the 2020
goal and support the successful integration of ELL students in the school
system. The action plan and implementation “toolkit”, developed by
leaders of the ELL Work Group, articulates comprehensive action steps
for creating a stronger and more equitable education system for ELLs.
These have been huge victories for ELL students and families, and the ELL
Work Group has been determined to impact change for ELLs by shifting
education structures to reflect a more equitable system. Through these
victories the Work Group has not only urged local and state leaders
to build a more comprehensive education infrastructure system that
facilitates success for ELLs but the group has also realized their collective
power to impact change.
Action Plan Background
The Road Map ELL Action Plan is the result of the
collaborative work of individuals and organizations
invested in closing the educational opportunity/
achievement gap for ELLs in South King County.
In early 2013, after working together for a year and
a half, the team began developing an action plan
framework by researching and establishing best
practices to effectively support ELL students. This
included monthly Work Group meetings to design
2
3
Road Map World Language Credit Program: http://www.k12.wa.us/WorldLanguages/RoadMap/default.aspx
Transitional Bilingual Instruction Program Exited Dollars Guidance and Allocations: http://
www.k12.wa.us/bulletinsmemos/Bulletins2013/B038-13.pdf
Prior to creating the action plan, OneAmerica gathered the educational
experiences of over 550 immigrant parents and students in seven South
King County school districts of the Road Map Region4. Through focus
group discussions, one-on-one interviews, and survey questionnaires, the
study revealed key findings around school communication, family and
4 Breaking Down Education Barriers: Voices from Immigrant Youth and Families in South
King County OneAmerica, 2012: https://www.weareoneamerica.org/sites/weareoneamerica.
org/fi les/BreakingDownEducationBarriersReport.pdf
OneAmerica / December 2013
3
English Language Learner Work Group Action Plan
student engagement, and ELL academic advancement. In 2012, teachers
were also convened to share their experiences and gain insight into the
major barriers and solutions to ELL student success in the classroom. This
background information and the direct voices from students, parents,
and teachers in the community were instrumental to informing the
action plan priorities.
students must be viewed as assets to the school community. The Work
Group was also determined to ensure that the entire education system,
as opposed to solely the ELL departments, are equipped to meet needs
of ELL students
In addition to parent, student, and teacher experiences informing the
action plan, the strategies also incorporate a wealth of national research
on ELL best practices, a deep analysis of student data, and feedback
from experienced practitioners on methods that effectively facilitate ELL
success. The action plan has
been continually vetted by
“I think that [the ELL program] is
research partners, experts
good because my daughter says that
in the field, and several
she doesn’t understand a lot of the
partners outside the ELL
words [in her regular classes], but
Work Group in the Road
it concerns me that when she goes
Map Region.
to her ELL class she misses more
classes and falls behind. In reality,
it hurts me that she doesn’t see and
learn what everyone else does.”
In
early
2013,
the
group determined the
priorities and defined the
elements that must exist
- Parent Interview
in every institution for
comprehensive support of
ELL students, intentionally placing the student at the center of all efforts.
Most importantly, the Work Group emphasized that they “believe that
linguistically and culturally diverse students and their families bring value
and asset to our classrooms and communities. To ensure all students
reach their full potential, current and former English language learners
must be intentionally prioritized within our educational structure, with
accountability tied to ELL student performance within all institutions.” This
laid the basis for which all components of the action plan were developed
around, prioritizing that in order for ELL students to be successful, these
4
Action Plan Components
Success for ELLs means several things: ELLs must receive high quality
supports along the education continuum—from birth through college
graduation—and the system must reflect the varying needs of these
students from a strengths based perspective. Education systems must be
designed and equipped to establish positive self-identity around heritage
and culture while also cultivating development of the primary language
in addition to English. ELLs must also be educated within a system that
provides pathways for parents to engage in and support their child’s
learning through leadership opportunities. Data collection for ELLs must
better reflect the diverse and varying needs of the student population
in order to target resources and interventions. ELLs must have equitable
access to core content instruction alongside their non-ELL counterparts
OneAmerica / December 2013
English Language Learner Work Group Action Plan
and a teacher corps that is trained to deliver content simultaneously with
language acquisition. Finally, high schools and community colleges must
establish strong and supportive pathways for ELL students to advance and
succeed in college and career.
establish a path for ELL students to graduate from college and enter a
successful career.
The action plan framework identifies and calls out five focus areas that
must be addressed in unison to support ELL students—Positive Identity
and Primary Language Development, Parent Engagement, Comprehensive
Data Collection, Strong Instructional Practice, and Post-Secondary
Success. For each of these five “pieces of the pie” the group has prioritized
two overarching goals. From there, strategies were developed to achieve
the goals, and an accompanying implementation “toolkit” was created
to outline detailed action steps for implementation of each strategy. The
action plan has truly been developed in the spirit of collective impact.
The framework outlines the five focus areas (pieces of the pie) in the
action plan that must be addressed systemically to support ELL students
and the two overarching goals for those areas. The focus areas include:
positive identity and primary language development, parent engagement,
data collection, instructional practice, and post-secondary success.
Implementation of the Action Plan
In January 2014, the ELL Work Group will begin the process of identifying
and implementing emerging projects from the action plan, forming
project teams, and setting immediate targets while using the action
plan framework and implementation toolkit as a guide. While next steps
will be heavily influenced by the implementation toolkits, the toolkits
are intended to be a guide (rather than a strict “how-to”) which can be
used as resource for districts, CBOs, higher education, early learning,
and other stakeholders. Certainly, the strategies will shift and change
as implementation progresses. As the Work Group moves forward with
action steps, key partners will connect to achieve the work that has been
outlined. Searching for funding as well as securing project leads and
external collaborators will also be underway as projects are identified
Guided by the action plan, the ELL Work Group will create pathways that
lead to stronger positive identity and bilingualism as a key method of ELL
education, provide opportunities for parent voice and leadership, use data
effectively to better understand the diverse ELL student population, more
effectively prepare and train teachers to instruct ELLs, and ultimately
Structure and Key Definitions
The strategies articulate broadly what is needed to achieve the two goals
for each focus area. Anywhere between two to five strategies may be
listed for each goal.
The implementation toolkit contains the more detailed and concrete
steps for how to implement each strategy, and thus achieve the overall
goals. The action steps serve the purpose of further articulating how to
get started, how to scale, and how to excel within each strategy. There is
one toolkit for each of the five focus areas.
Project teams will be formed and identified in 2014. The group has
done some preliminary work analyzing crossover between focus areas
to identify emerging projects. When the projects are solidified and
teams are formed, each team will “own” various action steps throughout
the implementation toolkit. Some projects which have been identified
preliminarily that may materialize into 2014 projects include: building
cultural competency through regional training opportunities; regional
messaging around strong ELL systemic supports to students, parents,
communities, and district leaders; support for instructional trainers and
coaches to integrate ELL teaching strategies (train the trainer framework);
regional training/support around common core and English Language
Development Standards alignment; consistent typology data collection
across districts and increasing the number of bilingual/dual language
programs.
OneAmerica / December 2013
5
English Language Learner Work Group Action Plan
Reflect linguistic and cultural diversity in
curriculum and teaching practice
Provide primary language instruction
Create articulated pathways
for high school to college
completion
Provide outreach and
guidance for postsecondary options
Train all teachers
to support ELLs and
align with new standard
Train state, district, and
school leadership in ELL needs
6
Promote family engagement
support that reflects student
demographics
Communicate importance
of primary language and
culture to families
Collect defined
ELL typology data
Use appropriate
assessments to determine
needs and course placement
OneAmerica / December 2013
Action Plan Framework
We believe that linguistically and culturally diverse
students and their families bring value and asset to our
classrooms and communities. To ensure all students
reach their full potential, current and former English
language learners must be intentionally prioritized
within our educational structure, with accountability
tied to ELL student performance within all institutions.
English Language Learner Work Group Action Plan
Strategies
Positive Identity & Primary
Language Development
Parent Engagement
Reflect linguistic/cultural
diversity in curriculum and
teaching practice
Promote family engagement
support that reflects student
demographics
Ensure social studies, English,
science, and other curricula are
inclusive and culturally relevant
Engage ELL families in supporting
their children’s learning from
birth through post-secondary
Ensure school environments
reflect students’ cultural and
linguistic heritage
Provide linguistically diverse
families with education about
ways to support their children’s
success in school
Hire/develop instructional staff
and leadership that reflect
diversity and language of student
population
Provide primary language
instruction
Increase primary language
instruction during school day
and through extended learning
opportunities, partnering with
CBOs and early learning settings
Increase dual language programs
Promote leadership skills and
access points for linguistically
diverse families to have a voice/
influence in schools and early
learning settings
Comprehensive Data
Collection
Collect clearly defined ELL
typology data
Create clear definitions of ELL
subcategories across Road Map
Region
Create process for typology
data collection across Road Map
Region
House data in a common portal
to monitor trends and track
students across region
Ensure that data is regularly
disaggregated by ELL status and
used to inform instruction and
support students and families
Communicate importance of
primary language and culture
to schools, families, and
communities
Use appropriate assessments
to determine needs and course
placement
Districts, schools, and CBOs to
demonstrate and communicate
the value of primary language
and culture
Provide assessments in students’
primary languages that
accurately measures student
academic knowledge and course
placement
Instructional Practice
Train all teachers to support
ELLs and align with new
standards
Create articulated pathways
for high school to college
completion
Provide support for ELL coaches
to continually improve practice
and guide educators
Provide all secondary-level ELLs
(newcomer, long-term, and
former) with equitable access to
general education, credit-bearing
coursework
Provide ongoing cultural
competency professional
development for leadership/
teachers/providers
Align ELL teaching to Common
Core State Standards and Next
Generation Science Standards
Provide professional
development for general
education teachers on strategies
for long-term ELLs and special
education/ELL students
Ensure content area teachers
receive training and ongoing
coaching for working with ELL
students
Train state, district, and school
leadership in ELL needs
Develop professional
learning communities at the
administrator level focused on
ELL needs
OneAmerica / December 2013
Post-Secondary Success
Develop authentic relationships
aimed at sharing resources and
knowledge between secondary
schools and community/
technical colleges
Promote meaningful pathways
for ELLs into college through
district and college partnerships
Provide outreach and guidance
for post-secondary options
Promote awareness, advising, and
preparation to ELL students and
families
Provide information and
resources to linguistically diverse
students and their families
(including undocumented
students) regarding postsecondary options and funding
opportunities
7
English Language Learner Work Group Action Plan
IMPLEMENTATION TOOLKIT
Positive Identity and Primary Language Development
GOAL 1: Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this
into daily practice
STRATEGY 1: Ensure social studies, English, science and other curricula are inclusive and
culturally relevant
Action Steps
1
2
8
Targets
•
Review current district policies to ensure they are well implemented, ongoing, and functioning
•
Establish review processes to screen for bias and name plan to address racial equity with
appropriate stakeholders
•
Staff/faculty/leadership utilize data to develop deep understanding of their students cultural/
linguistic background and integrate this into daily practice
•
Professional development for teachers/staff/faculty addresses white privilege/race, authentic
relationship building, and supporting positive identity development for students and families
•
Professional development infrastructure addresses culturally responsive teaching
•
Instruction throughout the day and across K-12, as evidenced in Classroom Based Assessments
(CBAs) and other student work, engages students in learning not only about multiple cultures, but
also to reflect on relationships between cultures and themselves
•
Social studies, English and science classroom materials and online content includes topics and
authors that are representative of the school community and diverse student population
3
Potential Road Map Lead:
Puget Sound Educational Service
District (PSESD)
OneAmerica / December 2013
Potential
Funding
Project
Team
Artifacts
TBD 2014
Portfolio that
demonstrates
this
TBD 2014
Portfolio that
demonstrates
this
TBD 2014
English Language Learner Work Group Action Plan
Positive Identity and Primary Language Development
GOAL 1: Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this
into daily practice
STRATEGY 2: Ensure school environments reflect students’ cultural and linguistic
heritage
Action Steps
1
Targets
•
Region/districts ensure schools identify their ethnic and linguistic demographics and
represent that publicly
•
School signage and announcements are regularly provided in multiple languages
•
Library materials and various classroom and extracurricular activities throughout the
school day reflect linguistic and cultural diversity e.g. global music programs, culturally
contextualized math problems, science case studies that are relevant to diverse student
population
•
Student and parent leadership activities engage students/families in self-reflection
and opportunities for them to impact the development of a culturally and linguistically
responsive school system
2
Potential Road Map Lead:
PSESD Equity Project Team
OneAmerica / December 2013
Potential
Funding
Project Team
Artifacts
TBD 2014
Portfolio that
demonstrates
this
TBD 2014
Parent/student
accountability
9
English Language Learner Work Group Action Plan
Positive Identity and Primary Language Development
GOAL 1: Reflect students linguistic and cultural diversity in curriculum and teaching and integrate this
into daily practice
STRATEGY 3: Hire/develop instructional staff and leadership that reflects diversity
and language of student population
Action Steps
1
Potential Road Map Lead:
PSESD Equity Project Team
Targets
•
Implement hiring strategies and practices to ensure staff/faculty/leadership/school boards
accurately reflect student population
•
Include parent, student, and community voices in hiring processes
•
Develop and implement systems and funding to support bilingual para-educators to earn
their teaching certificates5
•
Support bilingual and diverse parents in becoming para-educators
Approved
policies that
demonstrates
protocol in
hiring practices
and supporting
para-teacher
pipeline
Potential
Funding
Project Team
Project team
coordinates
with
Alexandra
ManuelDavis at the
Professional
Educator
Standards
Board
5 Professional Educator Standards Board bilingual para professionals to teacher pipelines http://pathway.pesb.wa.gov/alternative_routes/routes and Washington State teacher credentialing programs http://
pathway.pesb.wa.gov/alternative_routes
10
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Positive Identity and Primary Language Development
GOAL 2: Support high quality instruction in primary language6
STRATEGY 1: Increase primary language instruction/development during school
day and through extended learning opportunities (after-school/weekend/summer
programs) partnering with CBOs and birth to Pre-K programs (early learning)
Action Steps
1
2
3
Potential Road Map Leads:
Schools Out Washington/
Road Map Project Community Network
Steering Committee
Targets
•
Ensure families are informed about heritage language learning programs e.g. provide
accessible directory of programs in multiple languages
•
Develop advocacy and support for heritage language programs at all levels of leadership
•
Sponsor heritage language learning, leading to literacy, for students through programs that
students participate in on a weekly basis in a variety of formats, including online
•
Work with parents and community to develop capacity for heritage language instruction
•
Increase number of students who can earn full credits7 for competency based language
credits through parent/CBO tutoring opportunities
•
Ensure districts develop core funding scheme to support world language credit (competency
based language testing)
•
District funds sponsor programs that increase primary language instruction for students
(on-site in schools when feasible), and provide technical assistance to developing programs
•
Districts/schools/CBOs/faith community refer families to these programs
Web page
Program
artifacts
Potential
Funding
District core
operating
budget
Project Team
TBD 2014
TBD 2014
# of students
earning 3+
competency
based world
language credits
Program
artifacts
TBD 2014
6 Research in the field of education for English language learners clearly indicates that bilingualism is an asset to students, both cognitively and academically: (Collier & Thomas, 2004), (Miramontes, Nadeau,
& Commins, 1997), (August & Hakuta, 1998)
7 Road Map World Language Credit Program: http://www.k12.wa.us/WorldLanguages/RoadMap/default.aspx
OneAmerica / December 2013
11
English Language Learner Work Group Action Plan
Positive Identity and Primary Language Development
GOAL 2: Support high quality instruction in primary language
Potential Road Map Lead:
Highline School District:
Bernard Koontz and Rachel Hoff
STRATEGY 2: Increase Dual Language Programs
Action Steps
1
2
3
Targets
•
Engage school boards, senior leaders, and principals in discussions about implementing/
funding Dual Language Programs, including pre-K settings
•
Pass policies and procedures to support and implement bilingualism and dual language
programs 8
•
Develop an information campaign for staff and community to understand the benefits of
Dual Language Programs
•
Initiate and sustain 1-5 Dual Language Programs across Road Map Region
•
Expand Dual Language programming for up to 25% of students in school system to access
•
Increase number of teachers with bilingual endorsements to grow capacity of dual language
programs
Meeting notes
Potential
Funding
District core
operating
budget
Project Team
TBD 2014
# of established
programs
TBD 2014
# of teachers
earning
bilingual
endorsements
TBD 2014
8 See Highline School District’s strategic plan and goal to graduate every student bilingual and biliterate by 2026 http://www.hsd401.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=2075&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=1779&PageID=1
12
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 1: Develop family engagement and education support that is reflective of student demographics
and establishes expectations to more effectively support ELL students and families
STRATEGY 1: Engage ELL families in supporting their children’s learning from birth through
Road Map Lead: TBD
post-secondary
Action Steps
Targets
•
Create regional messaging for linguistically diverse families that includes school readiness,
strategies for supporting student success, and post-secondary planning
•
Develop a regionally centralized online platform to house translated documents in languages
represented in the region to be accessed by districts and CBOs to support regional messaging
efforts as well as other translated documents that can be used across districts
•
Partner with healthcare providers, realtors, housing authorities, early learning providers,
promoters, family resource centers, faith institutions, immigrant/refugee serving organizations,
etc. to disseminate information to families
•
CBOs, schools, and families partner to create local level coalitions to support the needs of
linguistically diverse families and their children’s education10
1
Change in Road
Map Parent
Engagement
indicator #1 for
ELL families: % of
parents who feel
knowledgeable and
confident in their
ability to support
their child’s
education system,
pre-k through
college9
Potential
Funding
Project
Team
TBD 2014
TBD 2014
a) Identify opportunities and gaps for established and emerging linguistically diverse communities
b) Identify, share, and align current resources across systems (student and family data, programs,
funding, affinity groups, etc.)
2
c) Identify funding to support family engagement strategies
•
Develop student and family level goals and targets to measure success of coalition11
9 Road Map Parent Engagement Indicators Page 16 http://www.nxtbook.com/nxtbooks/cced/2013annualreport/#/18
10 See the Southeast Seattle Education Coalition (SESEC) as an example: http://allfivesinfive.wordpress.com/
11 Measurements could include parent surveys, student academic and behavioral data (reading and math scores, attendance, discipline), awareness of community resources such as tutoring supports for
students and community services for families
OneAmerica / December 2013
13
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 1: Develop family engagement and education support that is reflective of student demographics
and establishes expectations to more effectively support ELL students and families
STRATEGY 1: Engage ELL families in supporting their children’s learning from birth
through post-secondary
Action Steps
•
Targets
Districts and CBOs partner to create and support a network of Cultural Navigators (also known
as Cultural Brokers)12
a) Convene ongoing meeting of district and CBO staff currently engaged in the work of
a cultural navigator to share information, identify opportunities and gaps, and align
practices13
3
b) Ensure that families have access to Cultural Navigators throughout the region
c) Identify funding to support regional Cultural Navigators
•
4
Road Map Lead: TBD
Districts, schools, early learning, and higher education settings ensure language accessibility
for linguistically diverse families
a) Road Map Region develops regional language access policies and procedures to ensure
access to quality interpretation and translation services in all schools
b) Share translators/interpreters across districts for specific communities
Change in Road
Map Parent
Engagement
indicator #1 for
ELL families:
% of parents
who feel
knowledgeable
and confident
in their ability
to support
their child’s
education
system, pre-k
through college
c) Develop and implement a plan to recruit, higher, and retain linguistically and culturally
diverse (certificated, classified, and administrative) staff that represent the communities
within the region14
Potential
Funding
Project Team
Project team
to collaborate
with Community
Network Steering
Committee
Project team to
work with Office
of Education
Ombudsman
(OEO), statewide
Language Access
taskforce and
PSESD
12 Cultural Navigators are defined as having knowledge of the values, beliefs, and practices of a cultural group or community as well as the school system and community resources and who act as liaisons
between families, CBOs and school systems. Roles of the Cultural Navigator may include: Conducting workshops for parents on helping students with homework and how to use online progress monitoring
tools, outreach to parents about parent-teacher conferences, family nights, and other school activities, organizing families to become involved in the PTA, Building Leadership Teams, and other committees,
working with school staff to organize cultural events, and connecting the school to other cultural and social service organizations as appropriate.
13 Purpose of meetings is to allow districts to identify areas where resources can be shared. For example, specific cultural communities can be supported by Cultural Navigators across districts.
14 In coordination with strategies in primary language and positive identity development to grow more diverse staff/faculty/leadership/school board representation
14
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 1: Develop family engagement and education support that is reflective of student demographics
and establishes expectations to more effectively support ELL students and families
STRATEGY 2: Provide linguistically diverse families with education about ways to support their
children’s success in school15
Action Steps
•
Schools, districts, early learning settings, CBOs, and institutions of higher education partner to develop and/
or provide family centered programs that build the capacity of families to work as equal partners in the
education of their children. This includes:
Road Map Lead: TBD
Targets
TDB by
project
team
Potential
Funding
Project
Team
TBD 2014
a) Navigating the early learning system, understanding school expectations of students entering
kindergarten and how to support their children’s school readiness skills, as well as navigating the K-12
school system
b) Well communicated information regarding process around kindergarten enrollment targeted to immigrant
childcare providers and family friends and neighbors (FFN) caring for young children
c) Understanding and interpreting student, school, and district data
1
d) Understanding Common Core State Academic Standards
e) Planning for post-secondary and career
f)
Recognizing importance of primary language development and culture to linguistically diverse families
g) Understanding critical transitions between birth/pre-K and kindergarten, elementary and middle, etc.,
and knowledge for parents to support students during those transitions
•
Provide opportunities for literacy and language/technology learning for parents embedded within parent
engagement programs and alongside learning of students
15 For examples of strong existing programs, see Kent Schools District’s “PASA” (Parent Academy of Student Achievement) program: http://www.kent.k12.wa.us/Page/4349 and Seattle Public Schools’ Parent
Connectors University program http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/communications/flyers/family_connectors_university_flier.
pdf PASA is based out of Kent School District, with the goal of bringing together parents/guardians and teachers to collaborate in transforming their child’s educational environment, both at home and at
school. Last spring there were 190 graduates in the 9 week program at two elementary schools. PASA will expand the program to 7 school sites in early 2014. Within the program, parents have the opportunity to be hired on to have an active role in facilitating the program or reaching out to parents. Seattle Public Schools’ “Family Connectors University” is a partnership with Seattle University that builds the
capacity of families to work as equal partners in their child’s education and to advocate effectively for their children, school communities, and districts.
OneAmerica / December 2013
15
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 1: Develop family engagement and education support that is reflective of student demographics
and establishes expectations to more effectively support ELL students and families
STRATEGY 3: Promote leadership skills and access points for linguistically diverse
families in schools and early learning settings
Action Steps
1
Targets
•
Schools, early learning providers, CBOs, and higher education institutions partner to develop
workshops to create cohorts of parent/guardian leaders who feel confident in bringing their
voice into the education system16
•
Workshops inform families of the governance structure of school districts, develop leadership
and advocacy skills, and identify opportunities to engage in the decision making process at
the school and district level
•
Schools, districts, early learning providers, CBOs, higher education institutions, and state
education departments create structures tied to accountability for parents/families to engage
in decision making processes
•
Create a district level parent advisory group that includes linguistically diverse parents/
guardians to advise the superintendent and school board
2
Potential Road Map Lead:
OneAmerica
Change in Road
Map parent
engagement
indicator #3 for
ELL families:
% parents who
have leadership
opportunities
and influence
on decisionmaking at
their school or
district
Potential
Funding
Project Team
TBD 2014
16 Align/inform by the report, “Engaged Parents, Successful Students” prepared by the Office of the Education Ombudsman for the Community Center for Education Results, September 2012 http://www.
roadmapproject.org/wp-content/uploads/2012/11/Final-Report_Engaged-Parents-Successful-Students-Report-9-12-12.pdf
16
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 1: Develop family engagement and education support that is reflective of student demographics
and establishes expectations to more effectively support ELL students and families
STRATEGY 3: Promote leadership skills and access points for linguistically
diverse families in schools and early learning settings
Action Steps
3
Potential Road Map Lead:
OneAmerica
Targets
•
Schools and linguistically diverse families collaborate to define, develop,
implement and measure progress toward an inclusive school culture
•
Professional development for all staff on cultural competency and research on the
value of primary language development (in home and school) as it relates to future
success of students17
Change in Road Map
parent engagement
indicator #3 for ELL
families: % parents
who have leadership
opportunities and
influence on decisionmaking at their school or
district
Potential
Funding
Project Team
TBD 2014
17 In coordination with goal one of primary language and positive identity development
OneAmerica / December 2013
17
English Language Learner Work Group Action Plan
Parent Engagement
GOAL 2: Communicate importance of primary language and culture to schools, families and
communities
STRATEGY 1: Education settings demonstrate and communicate the value of primary
language and culture18
Action Steps
2
Targets
•
Compile and disseminate current research about impact of primary language development
on student success19
•
Schools message to families and communities through cultural navigators the value of
primary language and culture as it relates to student success
•
Regular convening of cultural navigators (See Goal 1, Strategy 1, B) prioritizes communicating
the importance of primary language and culture to families
1
Potential Road Map Lead:
PSESD Equity Project
Change in Road
Map parent
engagement
indicator #2 for
ELL families:
% parents who
believe their
school provides
a welcoming
and culturally
responsive
learning
environment
Potential
Funding
Project Team
TBD 2014
18 Steps and strategies informed by report on direct experiences of immigrant parents and students in South King County by OneAmerica, 2012: https://www.weareoneamerica.org/sites/weareoneamerica.org/
files/BreakingDownEducationBarriersReport.pdf
19 In coordination with goal two of primary language and positive identity development
18
OneAmerica / December 2013
English Language Learner Work Group Action Plan
Comprehensive Data Collection
GOAL 1: Collect clearly defined typology data to differentiate instruction and understand specific
characteristics and academic trajectories of ELL subgroups
STRATEGY 1: Create clear definitions of different ELL subcategories across Road Map Road Map Lead:
Region
Kent School District: Rosa Villarreal
Action Steps
1
2
3
Targets
•
Region-based discussions to agree that ELLs have unique descriptors associated with their
language development, background experience, and education
•
Use region-based discussions, as well as research from current literature, to define unique
qualities and develop typology
•
Assign staff to research current literature
•
Bring typology to regional ELL coordinators to create proposal for cabinet approval
OneAmerica / December 2013
List of
descriptors and
definitions for
each
Potential
Funding
Project Team
TBD 2014
19
English Language Learner Work Group Action Plan
Comprehensive Data Collection
GOAL 1: Collect clearly defined typology data to differentiate instruction and understand specific
characteristics and academic trajectories of ELL subgroups
STRATEGY 2: Create process for typology data collection across Road Map Region
Action Steps
1
Targets
•
Districts develop a method to collect typology data from various sources (e.g., families,
school staff, district staff, CBOs) and train staff to collect data in a culturally sensitive way
•
Data team writes pathway for the data flow
Process for
data flow—from
collection systems
to pathway
into student
information
systems
•
Orient and train registrars, data processors, ELL teachers, and school staff who enter data
based on the classifications
Once to introduce
and once to refine
through Q&A /
artifacts include
PPT training files,
sign in sheets, FAQ
and lead for each
stakeholder team
2
3
20
Road Map Lead:
Rosa Villarreal and Peter Bylsma
OneAmerica / December 2013
TBD by Project
team
Potential
Funding
Race to the
Top Project 2:
Regional Data
Portal
Project Team
TBD 2014
Project team
coordinates
with the
Road Map
Project Data
team
English Language Learner Work Group Action Plan
Comprehensive Data Collection
GOAL 1: Collect clearly defined typology data to differentiate instruction and understand specific
characteristics and academic trajectories of ELL subgroups
STRATEGY 3: House data in a common portal to map trends and track
students across region
Action Steps
1
Potential Road Map Lead:
Road Map Project Data Advisors Group
Targets
•
Determine the data points, data system needs assessment, and methods for data
transfer
•
Cost out the system
•
Select the system hardware and software
•
Hire a contractor to implement
List of data points
all districts need.
Needs assessment
for hardware and
software system
8 hours of vendor
presentations
aligned to meet the
needs assessment
2
Potential
Funding
Race to the
Top Project 2:
Regional Data
Portal
Project Team
Project team works
in collaboration with
Road Map plan data
warehouse part of
Race to the Top Data
Portal (RTTT-D)20
TBD 2014
Project team works
with Puget Sound
Educational Service
District Legal Dept
3
20 Road Map Race to the Top project 2 scope of work for regional data portal http://psesd.org/race-to-the-top/docs/P2_SOW_040813.pdf
OneAmerica / December 2013
21
English Language Learner Work Group Action Plan
Comprehensive Data Collection
GOAL 1: Collect clearly defined typology data to differentiate instruction and understand specific
characteristics and academic trajectories of ELL subgroups
STRATEGY 4: Ensure that data is regularly disaggregated by ELL status
and used to inform instruction and support students
Road Map Lead: TBD
Action Steps
Targets
District agrees that typology data supports systemic decision-making and
commits to disaggregate all typology data by subgroup to better target
academic decision making and improve student achievement data
List of subgroups for
disaggregation of ELL
student data (e.g.,
low income, sped,
highly capable, race/
ethnicity) and hold as
an ongoing standing
agenda item
•
Work with district-based data team to determine internal data identification
for short cycle assessments, district benchmarks, state benchmarks,
longitudinal vs. short term views, language data, attendance, grades, state
annual [MSP/HSPE] and behavior data
List as agenda item
TBD 2014
•
Creation of visual, automatic, timely display of information—determine if
this is for internal or public use
List as an agenda
item
Project team works with
Information Technology
services
2
22
OneAmerica / December 2013
OSPI
Project Team
•
1
3
Potential
Funding
Project team works
with district academic
team leads, student
information management
team leads, information
technology team leads,
special populations team
leads
English Language Learner Work Group Action Plan
Comprehensive Data Collection
GOAL 2: Identify an appropriate assessment that measures ELLs language and academic skills and
regularly assess students to determine needs and appropriate course placement
STRATEGY 1: Develop/locate assessments for students in top primary
languages which accurately measures student academic knowledge and
utilize to determine appropriate academic level and course placement
Action Steps
1
2
3
4
Road Map Lead: TBD
Co-Lead: Regional Education Lab at Education
Northwest
Targets
•
Determine the high-stake standards for newcomers by grade level in four
content areas
•
Research if current assessments exist that are based on the selected standards
to screen newcomers by grade level in four content areas
•
If they do not exist, create these assessments in the top primary languages in
the Road Map Region
•
Identify and secure external funding and resources to locate, create, and
translate assessments
•
Create data pathways for regional data tracking
OneAmerica / December 2013
Potential
Funding
Project Team
(OSPI)
TBD 2014
Creation of
assessments
REL Northwest
conducts research on
existing assessments
Assessment data
collection
TBD 2014
23
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 1: Provide support for ELL coaches to continually improve practice and
guide educators
1
2
3
Potential
Funding
Action Steps
Targets
•
Road Map Region identifies ELL support needed for coaches in Road Map Districts
•
Road Map Region leaders, ELL coaches, and teachers identify top professional development
(PD)/coaching priorities
Shared
document
•
Create an ELL “Coaches Support Action Plan” to use across Road Map Region
•
Create opportunities for ELL Coaches to gain knowledge and skills that will equip them to
support regular education to teachers using ELL strategies integrated with CCSS in their
classroom and share tools, resources and problems of practice across districts
Project Team
engages Road
Map ELL district
directors,
coaches, and
teachers
•
OSPI, Puget Sound Educational Service District, and district directors who work with content
area coaches collaborate to integrate ELL strategies into math, science and literacy PD informed
by new ELP standards cross-walked with Common Core State Standards (see framework)21
•
Provide regions/districts PD for content area coaches that integrates ELL strategies
•
School districts connect with PSESD early learning education coordinators/coaches to
determine appropriate PD for early learning staff—gathering/introduction
# of coaches
training in ELL
instructional
practice and
CCSS/ELD implementation
Project
team works
closely with
Office of the
Superintendent
of Public
Instruction
(OSPI)
•
Coaches participate in instructional rounds/learning walks
•
Include early learning education coordinators/coaches in PD when appropriate
21 CCSS and ELD alignment framework: http://www.ccsso.org/Documents/2012/ELPD%20Framework%20Booklet-Final%20for%20web.pdf
24
Potential Road Map Lead:
Puget Sound Educational Service
District (PSESD)
OneAmerica / December 2013
Project Team
Project team
collaborates
with Early
Leaning
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 2: Provide ongoing cultural competency professional development for
leadership, teachers and providers22
Action Steps
1
2
3
Potential Road Map Lead:
Puget Sound Educational Service
District (PSESD)
Targets
•
Collaborate with district and PSESD equity staff in developing district staff inventories and
creating a district equity profile and action plan23
•
Ensure ELL is included in all components of strategic district plans
•
Ensure that early learning staff (Head Start/ECEAP) is included in District Equity Action Plan
•
Identify specific knowledge and skills needed by all stakeholders to create an environment
where diverse languages and cultures of ELLs and their families are seen as resources
•
Develop a cultural competency PD delivery model that works for each district/building,
including early learning (Head Start/ ECEAP) sites
•
Districts embed cultural competency training into staff training (leadership training, content
area training, front office training etc.)
•
Embed a cultural competency focus into ELL coaches’ work with teachers
•
Include appropriate early learning staff (i.e. front office staff) in district wide trainings
TBD by Project
team
Document
TBD by Project
team
Potential
Funding
Race to
the Top
Project 1:
Investment
Fund for
Teaching &
Leading 24
Project Team
Project team
collaborates
with PSESD
equity team
Project team
collaborates
with SOAR,
Head Start,
and Early
Childhood
Education
Assistance
Program
(ECEAP)
22 In coordination with positive identity/primary language strategies
23 In coordination with a grant to the PSESD from the Bill and Melinda Gates Foundation to build capacity for equity in the Road Map School Districts
24 Road Map Race to the Top project 1 scope of work for teaching and leading http://psesd.org/race-to-the-top/docs/P2_SOW_040813.pdf
OneAmerica / December 2013
25
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 3: Align ELL teaching to Common Core Standards State Standards (CCSS)
Action Steps
1
2
3
26
•
OSPI provides training for ELL district directors on new ELP standards aligned with CCSS
though interactive or web based content
•
Ensure strong communication and training for all ELL specialists and coaches regarding
integration of CCSS in daily ELL instruction (small group, 1:1, push-in, Para-educators, etc.)
•
Develop implications ELA and Math CCSS have for early learning and Preschool-Grade 3 (P-3)
alignment
•
Workshops and trainings (professional development days) focus on integrating best practices
and CCSS into core instruction for all instructional staff with support from research
•
Ensure CCSS training for principals and coaches integrates ELL strategies
•
Identify implications of ELA and Math CCSS for early learning and create appropriate PD for
early learning staff
•
Progress monitoring of all ELL instruction where CCSS has been integrated
•
Deliver appropriate ELA and Math CCSS PD for early learning staff
•
Develop online repository for Road Map Region where student artifacts integrating ELD and
CCSS and training materials can be accessed
OneAmerica / December 2013
Road Map Lead:
TBD
Targets
Potential
Funding
TDB
OSPI
TBD by Project
team
Project Team
Project team
works closely
with OSPI,
District ELL
Directors,
Stanford
University,
REL NW and
Puget Sound
Educational
Service
District
(PSESD)
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 4: Provide professional development for general education teachers on
strategies for long-term ELLs and special education/ELL students
Action Steps
1
2
3
Potential Road Map Lead:
Renton School District: Vickie Damon
Targets
•
ELL Work Group develops a definition of “Long Term (LT) ELLs” and trains district staff on
definition and possible causes25
•
Ensure district staff understand when it is appropriate to refer an ELL student for special
education and create protocol for determination to avoid over classification of ELLs in SPED
•
Identify locations in school districts or specific ethnic subpopulations where long term ELLs
are overrepresented to target interventions
•
Develop an understanding of specific strategies to address LT ELLs and existing programs that
most influence/affect growth
•
Create data analysis of LT ELL groups and individuals to understand the strengths and
weaknesses to inform instruction and develop intervention plans/strategies
TBD by Project
team
Potential
Funding
Project Team
Project
team works
with REL
Northwest
25 Aligned with and included as part of ELL typology collection listed in data collection section
OneAmerica / December 2013
27
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 5: Ensure content area teachers receive training and ongoing coaching for working
with ELL students
Action Steps
1
2
Targets
•
Districts identify which grade levels and content areas serve the greatest number of ELL students (high
need areas)
•
Districts provide support opportunities (i.e. planning, PLC’s, ELL teachers expertise) for teachers in high
need areas
•
Districts build relationships with district early learning (Head Start/ECEAP) site leadership to understand
PD delivery model for early learning staff as well as childcare providers
•
Initial training for all content (general education teachers) in the integration of ELL instructional strategies
(SIOP, GLAD, district training, etc.)
•
Districts provide coaching opportunities for all teachers in identified high need areas
•
Higher education, districts and early learning site leadership identify training and PD appropriate for
district/early learning/higher education staff to participate in to ensure P-3 alignment and successful
high school to college transitions
•
Districts increase the number of content teachers and principals with bilingual or ELL endorsements26
26 Project currently underway through grant to increase number of teachers and leaders with ELL endorsements in the Road Map Region
28
Potential Road Map Lead:
Renton School District: Vickie
Damon
OneAmerica / December 2013
TBD by
Project
team
Potential
Funding
Project
Team
Project
team works
with REL
Northwest
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 1: Train all teachers to instruct ELLs and provide ongoing support that aligns ELL instruction with
Common Core State Standards (CCSS) and Next Generation Science Standards
STRATEGY 5: Ensure content area teachers receive training and ongoing coaching for
working with ELL students
Action Steps
3
Potential Road Map Lead: Renton
School District: Vickie Damon
Targets
•
Districts provide a continuum of PD opportunities ranging from novice to high levels of
expertise to continually improve practice
•
Districts ensure that all teachers of ELLs have access to coaching to implement strategies
with fidelity
•
Districts provide model classrooms for coaching cycle/observations
•
Districts ensure that strategies are implemented in all classrooms and provide feedback to
individual teachers and departments or schools
•
Districts, along with other partners (i.e. PSESD) identified by early learning leadership,
provide appropriate training and PD to early learning staff
OneAmerica / December 2013
TBD by Project
team
Potential
Funding
Project Team
Project team
works with REL
Northwest
29
English Language Learner Work Group Action Plan
Instructional Practice
GOAL 2: Train Road Map district and school leadership in ELL needs to prioritize these students in
school improvement plans and funding/policy decisions
STRATEGY 1: Develop professional learning communities at the administrator level
focused on ELL needs
Action Steps
1
2
3
30
Potential Road Map Lead:
PSESD
Targets
•
Implement an ELL needs assessment and administration support
•
Develop professional development based on district needs and best practices, e.g. models for
administering and supervising effective ELL instruction utilizing best practices, data analysis
of ELL performance, etc
•
Implement professional development for administrators to observe and evaluate best
practices within ELL instruction (building leaders participate in learning walks with coaches)
•
Regional Professional Learning Communities (PLCs)—two districts similar size/demographics—
meet quarterly to focus on, discuss, and share best practices
•
Regional PLCs – all districts – meet to focus on, discuss, and share best practices
OneAmerica / December 2013
Shared
document
TBD by Project
team
Potential
Funding
Project Team
TBD 2014
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 1: Provide all secondary level ELLs (newcomer, long-term, and former) with
equitable access to general education and credit bearing coursework, and ensure their
transition into these courses is fully supported
Action Steps
1
Potential Road Map Lead Support:
Puget Sound Coalition for Student
Success (formally Puget Sound
Caucus)
Targets
•
Road Map Region collaborates to identify and share sound research to inform ELL instructional
models at the secondary level for newcomer, long-term, and former ELLs27
•
Road Map Districts and schools identify ways to optimize service delivery models based on
schools’ respective demographics, available resources, and stakeholder participation
•
District program oversight, building administration, and district/community college leadership are
accountable to ensuring:
TBD by
Project team
Potential
Funding
Project Team
TBD 2014
a) ELLs are given appropriate assessments28
2
b) ELLs are placed in appropriate courses with access to credit bearing courses and schedules
that lead to high school graduation and college access29
c) Instructional practice and systemic support is specific to ELL needs
d) Professional development is provided to teachers to ensure newcomer, long-term, and former
receive differentiated support 30
e) Progress monitoring processes are in place that keep students, teachers, and families apprised
and allow them to work toward academic goals
27 See Strong Instructional Practice and Positive Identity and Primary Language Development strategies
28 See Data Collection assessments strategies
29 Coordination and commitment from Puget Sound Coalition for Student Success is integral to strategy implementation
30 See Strong Instructional Practice strategies
OneAmerica / December 2013
31
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 1: Provide all secondary level ELLs (newcomer, long-term, and
former) with equitable access to general education and credit bearing
coursework, and ensure their transition into these courses is fully supported
Action Steps
Targets
•
Schools partner with CBOs, higher education, and career-credential/apprenticeship
programs to facilitate access to resources to 4-year colleges and CTCs for ELL/former
ELL secondary students and their families
•
Explore expanding Extended Learning Opportunities (ELO) targeted at providing
before school, afterschool, and summer learning opportunities to support secondary
level ELLs
•
Potential focus: Providing additional academic support using ELL instructional
support strategies, providing knowledge of 4-year college, CTC, and career entrance
requirements and options, supporting the development of the primary language, and
providing apprenticeship opportunities related to college/career
3
4
32
Potential Road Map Lead Support:
Puget Sound Coalition for Student Success
(formally Puget Sound Caucus)
OneAmerica / December 2013
TBD by Project
team
Potential
Funding
Project Team
Project team partners
with South King
County College Access
Network (SKCCAN)
and the Road Map
High School to College
Completion Work
Group
Project team
collaborates with
Isabel Munoz-Colon
(City of Seattle)
and Schools Out
Washington
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 2: Develop authentic relationships aimed at sharing resources and
knowledge between secondary schools and community/technical colleges
Action Steps
1
2
Potential Road Map Lead:
Puget Sound Coalition for Student Success
Targets
•
Road Map districts and CTCs each establish an identified ELL/ESOL liaison to help
develop and maintain an interagency relationship
•
Road Map Region districts connect with the South King County College Access
Network to strengthen ties and resource sharing between schools and colleges
•
Puget Sound Coalition for Student Success explicitly plans for post-secondary
systems-building for ELLs
•
Identify appropriate meeting participants depending on respective structures and
resources and establish quarterly meetings for at least one year to discuss ELL
population
•
In addition to liaisons (defined above), meetings might include ELL specialists,
ELL teachers, K-12 guidance counselors, high school principals, CTC outreach
staff, families, CTC advisors, ESL faculty, deans of adult basic education, and/or
professional/technical programs
•
Topics might include demographics, successes, challenges, current practices for
student referrals, common ELL pathways into CTC, current CTC intake procedures,
identification of possible gaps, future needs, a process to formalize information
sharing about pathways and resources for ELL student transitions
•
Meetings provide opportunity for schools to communicate particular student needs
to each other
OneAmerica / December 2013
Potential
Funding
Project Team
TBD by Project
team
Project team connects
with South King
County College Access
Network (SKCCAN)
Meetings
occur
quarterly for
first year
TBD 2014
33
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 2: Develop authentic relationships aimed at sharing resources and
knowledge between secondary schools and community/technical colleges
Action Steps
3
4
Targets
•
Establish ways to communicate information shared/discussed at meetings to other
interested stakeholders in district and CTC, including administration, instruction,
advising, and students
•
Provide training for school district administrators and others to understand what is
needed for community college and to reduce the need for remediation course taking
•
CTCs, Road Map Districts, and CBOs use these meetings to jointly explore 1418 models
as a pathway for credit deficient older ELL students to earn a diploma/equivalency
and onto earning a postsecondary degree or career credential31
31 Road Map Opportunity Youth Work Group exploring strategies starting in Dec 2013 and will coordinate with ELL Work Group
34
Potential Road Map Lead:
Puget Sound Coalition for Student Success
OneAmerica / December 2013
TBD by Project
team
Potential
Funding
Project Team
TBD 2014
Project team connects
with Road Map
Opportunity Youth
Work Group
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 3: Promote meaningful pathways for ELLs into college through district
and college partnerships
Action Steps
School districts collaborate with community and technical colleges to identify
opportunities for early college programming such as “on-ramp to I-BEST32” and
“college-in-high-school”
•
Community and technical colleges (CTCs) share detailed information with schools about
the value of I-BEST options and other contextualized instructional models that help
students access college-level/career training classes with integrated English Language
instruction and support, including identifying a point person for students to contact
•
Introduce early college placement testing options (in English) for ELL students to help
them identify areas of academic strengths and challenges and to avoid remedial course
taking at the community college level
2
3
Targets
•
1
Potential Road Map Lead:
Puget Sound Caucus
TBD by
Project
team
Potential
Funding
Project Team
Project team collaborates
with South King County
College Access Network
(SKCCAN)
TBD 2014
32 I-BEST: Integrated Basic Education Skills Training (I-BEST) developed in Washington State has proven to be a highly successful model for adult ELL college success. I-BEST is currently integrated into all
thirty-four of Washington State’s technical and community colleges in a range of fields. This model allows community and technical college students to gain their credentials by providing literacy support
at that same time as vocational training or college-level academic coursework, and eliminates the discouraging amount of time it can take ELL students to complete basic education before being able to earn
their credentials. It does this by having adult literacy teachers and vocational or academic transfer teachers work together, splitting instruction time 50-50. Road Map Districts can partner to implement
some of the successful elements of I-BEST into secondary ELL programming to provide their students with successful onramps to I-BEST programs.
http://apps.sbctc.edu/ibestprograms/
OneAmerica / December 2013
35
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 1: Create articulated pathways for high school through college completion
STRATEGY 3: Promote meaningful pathways for ELLs into college through district
and college partnerships
Action Steps
5
Targets
•
CTCs and 4-year colleges engage high school counselors in projects that encourage selfreflection on strategies to increase ELL student proficiency in areas of strength, and which
also consider the role of home language, culture, life experience, and family, to guide
student career planning33
•
Draw on development of data collection and Race to the Top District (RTTT-D) common
data portal to ensure ELL student data is shared between High Schools and CTCs
4
33 Aligned with positive identity/primary language development and parent engagement strategies listed above
36
Potential Road Map Lead:
Puget Sound Caucus
OneAmerica / December 2013
TBD by
Project
team
Potential
Funding
Project Team
TBD 2014
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 2: Provide outreach and guidance for post-secondary options
STRATEGY 1: Promote awareness, advising and preparation to ELL students and
families in navigating the college-going and career-exploration process, starting
in middle school, both in and out of school
Action Steps
2
3
Targets
•
Middle schools and high schools adopt a culture of regularly messaging clearly
articulated high school graduation requirements as well as 4-year college and
Community and Technical College (CTC) and workforce entrance requirements
•
Road Map Region ensures that college documents are translated and accessible to
parents and school staff (through a shared web-based portal)
•
Provide interpreters for process to support families and ELL students
•
Ensure that all mentors or coaches (such as Dream peer mentors34) receive specific
training on working with ELL/former ELL populations and are matched accordingly
1
Potential Road Map Lead Support:
South King County College Access Network
(SKCCAN)
TBD by Project
team
Potential
Funding
Race to the
Top (RTTT):
Project 8,
Investment
Fund for
College
and Career
Readiness
Project Team
Project team works
with schools leaders
and CBOs
Project team
collaborate with Dream
Project
34 Refers to University of Washington’s Dream Project where college students mentor high school students with the goal of supporting access to higher education entrance and success
http://www.washington.edu/dreamproject/
OneAmerica / December 2013
37
English Language Learner Work Group Action Plan
Post-Secondary Success
GOAL 2: Provide outreach and guidance for post-secondary options
STRATEGY 2: Provide information and resources to linguistically diverse
students and their families regarding their post-secondary options, funding
opportunities (applicable for families along the continuum of citizenship
including HB-1079 and undocumented students), and planning for post-high
school life and career
Action Steps
Targets
•
Create a centralized list of point persons/office for undocumented student support in
at each area high school and college
•
Convene point people with ELL district leads to ensure information and best practice
sharing is occurring throughout region
•
Create centralized information about scholarships available to undocumented
students (e.g., GRCC foundation scholarship) as well as updates on immigration
reform and implementation through CBO collaborations
1
2
3
38
Potential Road Map Lead: SKCCAN
Road Map Co-Lead: One America
OneAmerica / December 2013
TBD by Project
team
Potential
Funding
Project Team
Project team reaches
out to High School to
College Completion
Workgroup to create,
house, and update
SKCCAN
English Language Learner Work Group Action Plan
Emerging Projects for 2014
In January 2014, the ELL Work Group will begin the process of identifying and implementing emerging projects from the
action plan and forming project teams, while using the ELL action plan framework and implementation toolkit as a guide.
Preliminary projects that have been identified include:
☐ Develop cultural competency regional training opportunities
☐ Establish regional messaging around strong ELL systemic supports to students, parents, communities,
and district leaders
☐ Support instructional coaches to integrate ELL teaching strategies into practice (train the trainer framework)
☐ Increase the number of ELL and bilingual endorsed teachers
☐ Train/support region around aligning Common Core State Standards (CCSS) with
English Language Development (ELD) Standards
☐ Collect consistent ELL typology data across districts
☐ Increase the number of bilingual/dual language programs
☐ Develop a mechanism of accountability to the ELL action plan in the Road Map Region
☐ Identify and garner buy-in from stakeholders outside of the ELL Work Group to carry elements of
action plan work forward particularly leadership
OneAmerica / December 2013
39
English Language Learner Work Group Action Plan, December 2013