Articulation and Action: Service Delivery Planning for English Language Learners John Kibler OELA Professional Development Coordinator Amy Christianson OELA Program Coordinator Edgewood College, Madison WI ELL Service Delivery Articulation and Action Plan (SDAAP) During this session participants will examine an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations. Utilizing Resources Effectively to Support ELL Student Achievement • Equity for ELLs: Guiding Beliefs and Principles • Organizational Map and Service Delivery Articulation & Action Plan (SDAAP) • Resource Alignment Through Collaborative Practices Equity Through Instructional Practices • Guiding Principles and Beliefs • Considerations for Instructing English Language Learners Guiding Principles and Beliefs • Shared Responsibility for English Language Learners is Evident in the Actions of School Personnel • Resources are Aligned to Promote Effective and Collaborative Instructional Practices • Shared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning Teams • Program Models & Configurations are Flexible and can be Adjusted based on Students’ Language & Learning Needs • Standards-Based Instruction for Language Development & Content Learning is Integrated Considerations for English Language Learners • Instructional Practices follow State Laws/Title III Part A • Teachers and Resource Staff Supporting ELLs are Assigned on Instructional Teams • ELLs are Clustered into Classrooms Supported by ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification) • Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual Certification • All Professional Development Reflects Best Practices for Educating ELLs • Parent and Family Outreach Supports Linguistic and Cultural Needs Questions to Consider: • Which guiding beliefs and principles are currently supported in your school or district? • What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners? Organizational Map and Service Delivery Articulation & Action Plan (SDAAP) • Developing an Organizational Map to Utilize School Resources Effectively • Service Delivery Articulation and Action Plan (SDAAP) • Examining Program Models and Configurations for Instructing English Language Learners Using a School Organizational Map for ELL Service Delivery Articulation & Action (SDAAP): What Is It? • Organizing and Maximizing Time/Space/Resources in the School Building to Support Students’ Academic Achievement - 10,000 ft. view Accounting for context and conditions Considering all available resources Thinking outside the box Organizational Map Key Elements: • Organizational Map: A structure to utilize time, space, and resources in the school building to support English language learners’ academic achievement • Establishing shared guiding beliefs and principles as a school • Placement of ELLs based on language & learning needs • Collaborative teaching structures using best practices for ELLs • Flexibility with instructional placements based on needs of ELLs Service Delivery Key Elements: • Program Model • Service Delivery: - ESL, Bilingual, Dual Language Instruction provided to Immersion English language • Program Configuration - Sheltered classes, Pull-out, learners based on Push-in, Resource Rooms individual language • Clustering and learning needs - Grade level, language background, language proficiency • Range of Services - Frequency and duration of academic support Description of ELL Student Population Number receiving services in your school(s) or district Do you perceive there are ELLs that have not been identified? Language(s) spoken by your ELL population Placement of your ELL population Do you have staff who feel confident administering ACCESS? Do you have staff who feel confident interpreting ACCESS scores and data? Does your school or district employ ESL and/or bilingual certified personnel? If so, how many? NOTES Yes No Service Delivery Program Models and Configurations Program Models Bilingual Education English as a Second Language (ESL) ESL academic content class ESL newcomer class ESL/bilingual resource class Program Configuration Sheltered (selfcontained) classes Pull-out programs Resource rooms Instruction in general education classroom with ESL/bilingual support Push-in programs Bilingual instruction (transitional or developmental) Instruction in general education classroom taught by bilingual teacher Dual language immersion Socio-cultural Assessment Indicate the extent to which each of the following applies to your school or district DK-don’t know; 1-strongly disagree; 2- disagree; 3-agree; 4- strongly agree Teachers, staff and administrators. . . . . .value and encourage retention of first language and use in the home. DK 1 2 3 4 . . .understand the second language acquisition process. DK 1 2 3 4 . . .understand how immigrants and refugees acculturate and adapt. DK 1 2 3 4 . . .allow first language use in hallways, playground and non-academic settings. DK 1 2 3 4 . . . encourage bilingualism to the greatest degree possible. DK 1 2 3 4 . . .know and understand research surrounding second language learning. DK 1 2 3 4 . . .are comfortable in a multilingual environment. DK 1 2 3 4 . . .take ownership of the education of ELLS in their buildings. DK 1 2 3 4 . . .understand how to adapt instruction for ELLs in the mainstream classroom. DK 1 2 3 4 . . .collaborate on instruction for ELLs DK 1 2 3 4 What past and current professional development resources about ELLs have been utilized? Based on this assessment, what goals do you have future professional development? Notes Grade/Sections Example Program Model / Configuration Ex. Bilingual Class – Ms. Diaz ESL support – Ms. Johnson Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Staff Assigned # of ELLs Hrs. of Service per Week 18 ELLs 25 hours Ms. Ruiz – Para(dual certified teacher) professional 10 hours 6 ELLs Ms. Her– ESL teacher Kindergarten Program Model / Configuration TBE Classroom Ms. Diaz Kindergarten Grade 1 Grade/Sections TBE Classroom Ms. Sanchez # of ELLs Hrs. of Service per Week 25 hours (dual certified teacher) Staff Assigned 6 ELLs Center time 15 ELLs DPI 1-3 25 hours (dual certified teacher) 7.75 hrs/week Literacy block and RtI 25 hours (dual certified teacher) Ms. Her– ESL teacher Ms. Ruiz 5 hrs/week 18 ELLs DPI 1-3 Grade 1 ESL Support Ms. Yang 8 ELLs Grade 2 TBE Classroom 16 ELLs DPI 1-3 Grade 2 ESL Support 5 ELLs Grade 2 ESL/Spec. Ed. Support BRT Support 3 ELLs SwD 14 ELLs Grade 4 ESL/Spec. Ed. Support BRT Support Grade 4 ESL/Spec. Ed. Grade 3 Grade 3 Ms. Ruiz – Paraprofessional 5 hrs/week Ms. Her – ESL teacher 7.25 hrs/week Literacy and tutorial Ms. Her – ESL teacher Ms. Ruiz – 3 hrs/week Mr. Jones – BRT teacher 7 ELLs SwD 10 ELLs consultation Mrs. Ruiz 8.75 Lang. Arts and Intervention Mr. Jones – BRT teacher 3 ELLs consultation Mrs. Ruiz 7 hrs/week Math block and RtI consultation Elementary Schools Ex.) ESL K-5 Interpretation services Ex.) ESL 6-8 Spanish language arts Ex.) ESL K-5 Transitional Bilingual K-2 Middle Schools Ex.) ESL 6-8 ELL resource class High Schools Ex.) ESL sheltered courses: (Language Arts, Math, Science, Social Studies) Spanish for Spanish speakers Interpretation / Translation services Organizational Map and Service Delivery: Key Steps to Implementation for Educating English Language Learners 1.) School leader creates a visual map of classroom configurations with student placements based on projected numbers of English language learners and conversations with teachers 2.) A leadership team that includes ESL and bilingual teachers is assembled and ELL student profiles are created 3.) Decision-making occurs based on allocations and ELL student needs 4.) Grade level teachers and ESL and bilingual education teachers work collaboratively to schedule students into classes 5.) Organizational map and service plan is disseminated to all staff and revisited periodically to ensure classroom environments are optimal for English language learners Questions to Consider: • What elements of the organizational map and/or service delivery process is currently in place in your school or district? • Which structures or processes might be helpful in your educational setting to support English language learners? Potential Uses of the SDAAP • • • • • • • Plan of Service (DPI) – Service Delivery Articulation District/School Improvement Planning Strategic Framework Alignment Presentations to Administration/Staff/BOE Grade Level / Team Level Planning Transition Planning Articulation of Short & Long Term Goals/Planning for ELLs Time for Reflection Affirmed? Questioned? Learned? Resources can be found at: http://equityandexcellence.weebly.com/ Question and Answer • Share Out New Learning, Affirmations, and Questions!? • Thank You for Your Participation! John Kibler JKibler@edgewood.edu Amy Christianson AChristianson@edgewood.edu