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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
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
Context

District Readiness

District ELL Guidelines

Teacher Qualifications

Instructional Framework

Instructional Materials/Curriculum

Assessment

Instruction (Placement/Grouping)

District Priorities

Professional Development

Ongoing Support

Evaluation

Degree of Implementation

English Learner Achievement Results

Effective Use of Evaluation Data
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Attend as teams that include teachers, coaches, and administrators

Deepen knowledge

Learn tools

Try it out
 Share how it’s going

Institutional support: time, materials, coaching, achievement data

Structured collaborative planning

Student data used to plan and manage instruction
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
Creating Effective Systems for
District Implementation Plan English Learners
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
I. Identifying Information
District:
Lead Author:
Email:
II. Context
Total # Students: Total # Schools:
A. District English Learner (ELL) Demographic Profile:
Date:
Contributor(s):
Telephone:
Grade Span:
Overall: % ELL
% Low Socio-economic
% Migrant Ed.
ELL: % Long-term ELL
% Newcomers
% Other -
% Lang - Spanish
% Lang – Filipino
% Lang -
B. Describe other major district professional development initiatives currently underway and what considerations you need to keep in mind as you plan for implementation of Explicit Language Instruction? For example, the district is implementing a new reading program, what are the considerations for Explicit Language implementation? The district has a significant number of new teachers, how might this impact priorities for implementation?
C. How would A Focused Approach for English Learner Instruction integrate into the district’s Master Plan for English
Learners ?
For example, the Master Plan calls for professional development to ensure teachers are adequately prepared to provide appropriate instruction for English Learners. How might A Focused Approach professional development and ongoing implementation support be integrated into the EL Master Plan?
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
Provide evidence of readiness for each necessary element , select a score and complete “Where We Are” and “Where We Want To Be”.
Necessary Element Evidence of Readiness Score
1.
There is recognition that student achievement data suggests English language knowledge is an area of need.
2.
The district has made improving second language instruction a priority.
3.
Teachers have expressed a need for support in addressing the language needs of students.
4.
Teachers are interested in developing a school-wide focus on improving
English language skills in general and academic English in particular.
5.
There is identified teacher leadership (current or potential).
6.
Administration is committed to this effort. Guidelines have been established and the expectation that we will be learning to teach language more explicitly has been set.
7.
Professional development has been scheduled:
 Based on identified priorities

In phases to ensure all teachers and administrators responsible for ELD are trained.
8.
Instructional materials to support ELD have been made available.
9.
There is an established process for ensuring ELD is being taught.
10.
There is commitment that a system of follow-up and support is necessary for effective implementation.
Where we are
3 = Strong Evidence 2 = Some Evidence 1 = No Evidence
Where we want to be

©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
IV. District English Language Learner Instruction Guidelines
The purpose of the section is to concisely (preferably one page) define the district’s expectations for ELL Programs in all classrooms within the district.
Providing clarity minimizes variance among classrooms related to explicit language instruction for English Learners. Prepare in time to be shared with
participants as part of Day 1 of professional development Institutes.
Teacher Qualifications
Address qualifications necessary to effectively provide language instruction.

All teachers shall have a credential or certificate authorizing instruction of English Learners.

Instructional Framework
What scope and sequence will guide instructional planning?
Instructional
Materials/Curriculum
List what the district provides for explicit language instruction purposes.




Reading/Language Arts and English Language Development Content Standards

A Focused Approach to Systematic ELD Instruction will provide a framework for explicit language instruction.

Assessment
Address various uses of assessment: placement, monitoring, and evaluation.

English Language Development Test

Instructional materials and district interim assessments

Instruction:
Define clear expectations for instruction.
What salient characteristics will instruction include (clearly identified lesson focus - language function, topic vocabulary, grammatical structures)?

All English learners will receive ___ minutes of ELD instruction daily. During that time, FEP and EO students will…

Students will be grouped for ELD instruction according to their assessed level of English language proficiency.

During planning for content instruction, analyze language demands of lesson and identify essential language (brick and mortar) for students to be able to express their understanding

©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
V. District Priorities
Where does the district want to place its initial efforts?
Highly impacted EL schools
Grade level/s from each school
Develop Leadership Capacity (establish District Certified Presenter Team to provide Institutes)
Program Improvement schools
Other .
Other .
Priority #1
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




Creating Effective Systems for
English Learners
Priority #2

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



N/A






VI. Professional Development Activities
Plan initial professional development activities based upon the Priorities checked above.
Activity Purpose & Outcome Who - Facilitator(s) Who – Participant(s)
When ( Month/Year)
& Where
Cost
#1
#2
#3
#4
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
VII. Follow-up and Implementation Support Activities
Plan activities for Institute participants to ensure effective implementation.
Activity Purpose & Outcome Who - Facilitator(s) Who – Participant(s)
#1
Creating Effective Systems for
English Learners
When ( Month/Year)
& Where
Cost
#2
#3
#4
#5
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Creating Effective Systems for
English Learners
VIII.
Evaluation: Degree of Implementation
How will we evaluate the effectiveness of our district’s implementation of A Focused Approach for English Learner Instruction?
Necessary Element Evidence of Implementation Score
1.
There is a set aside block of time for ELD instruction.
2.
ELD time is utilized for ELD instruction.
3.
Students are grouped by assessed proficiency level for ELD instruction.
4.
There is administrative support to problem solve grouping/teaming challenges.
5.
There is set aside grade or cross-grade level collaborative planning time.
6.
ELD materials have been (or are being) mapped across the year to support teachers in providing a complete
ELD program.
7.
Grade level sessions with an expert coach or facilitator have been scheduled.
8.
A process has been established for capacity building of site expert coaches or facilitators.
9.
There is a common vision of quality ELD instruction among district and site administrators and teachers.
10.
Administrators regularly observe ELD instruction utilizing the Lesson Observation Tool.
3 = Strong Evidence 2 = Some Evidence 1 = No Evidenc
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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A Focused Approach for English Learner
Instruction
District Implementation Plan
Where we are
Creating Effective Systems for
English Learners
Where we want to be

IX.
Evaluation: English Learner Achievement Results
How will we evaluate the effectiveness of our district’s implementation of Explicit Language Instruction?
Indicators of Success
Data Collection
Approaches/Tools
Sources of Data
Timetable for Data
Collection/Analysis
Cost
X. Effective Use of Evaluation Data
Describe the strategies for using the evaluation results of this initiative. How will the evaluation data be shared with whom, when, and for what purpose?
©2008 District Implementation Planning Template by E.L. Achieve www.elachieve.org
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