scoe el collaborative

SCOE EL CollaborativeNovember 10, 2015

Jenn Guerrero | EL Coordinator

Share one success with an English Learner you have had since the start of the

school year.

Agenda

❏ Housekeeping

❏ Focus on Instruction

❏ Review focus areas

❏ Homework review

❏ Break

❏ Site visits

❏ Guest Speaker: Nubia Padilla

❏ Updates

❏ Professional Learning Opportunities

❏ Homework

Housekeeping

ELC Communication

1. email❏ reminders, questions, feedback, etc.

2. EL News Page scoe.org/elnews ❏ session materials, announcements, archived

materials, resources, etc.

Bring a Device

Focus on Instruction:

“Wait Time 2”

To build a foundation for college and career readiness, students

must have ample opportunities to take part in a variety of rich,

structured conversations- as part of a whole class, in small groups,

and with a partner. Being productive members of these

conversations requires that students contribute accurate, relevant

information: respond to and develop what others have said; make

comparisons and contrasts; and analyze and synthesize a

multitude of ideas in various domains.

EffectiveTeacher Facilitation Moves

Two Times for Waiting

Wait Time 1: The period of time that a teacher waits for a student to construct a response to a question.

Wait Time 2: The period of time that a teacher waitsbefore replying to a student response.

Wait Time 1

Teacher: How do decomposers interact with their ecosystem?

(wait time 1)

Student: Decomposers eat dead animals.

Teacher: Right, they eat dead animals.That’s one way decomposers interact with their ecosystem.

Wait Time 2

Teacher: How do decomposers interact with their ecosystem?

(wait time 1)

Student: Decomposers eat dead animals.

(wait time 2)

Student: You know, like how bacteria feed on a deer and break it down. That helps plants because it makes the dirt have more nutrients.

...awkward

There is a time and place for silence.

Strategic Silence.

Mary Budd Rowe

Educator

Scientist

Educational Researcher

Average Wait Time?

Average Wait Time?

one second

Recommendation:Increase Wait Times to 3 Seconds

(at least!)

Increase Wait Time 2 to AT LEAST 3 Seconds and….

The length of student responses increases

between 300% and 700%.

With longer Wait Time 2...

Marginalized students

• answered more completely & more correctly

• exhibited more speculative & inferential thinking

• asked more questions

• increased their interactions with other students

• demonstrated more confidence in their responses

Garigliano, 1972; Gooding, Swift, & Swift, 1983; Rowe, 1974

❏ Build an inclusive and affirming school climate to engage LTELs in full school participation, healthy identity development, and positive intergroup relationships

❏ End the social and structured isolation of English Language Learners through activities that build relationships across groups.

❏ In the most effective classrooms, student talk is more prevalent than educator talk, and active student collaboration abounds. But LTELs typically are not risk-takers in class. They need daily structured opportunities, invitation, and support to share responses, collaborate with peers, and present ideas

“It’s the first time in all my years in school

that anybody cared about what I really thought -

not just what I am supposed to say.”

a 5th grader to his mother about his teacher who was experimenting with 3-second wait times

To consider…

Wait Time 2 Inhibitors

Mimicry

Sanctioning

Be strategic about when you use Wait Time 2

Be explicit with kids.

When we talk as a whole group today, you may notice that I don’t respond to your comments as quickly as I usually do. It’s because I want to make more space for you to talk. I’m interested in your thinking and so is everyone else.

Strategy Debrief.

Preschool- 2nd

3-5

6-8

9-12

Consider● How do you see yourself

using this strategy?

● What roadblocks do you foresee?

● How might you bring this information back to your setting?

● What questions do you have?

2015-16 Areas of Focus

Top Areas of Focus❏ How do we increase family engagement?

❏ How do we make EL instructional strategies a school-wide focus (delivery, buy-in, commitment)?

❏ Language production strategies (oral and written) for TK-12, across the content areas?

❏ Using formative assessments to inform instruction and monitor progress

❏ How do we increase family engagement?

❏ How do we make EL instructional strategies a school-wide focus (delivery, buy-in, commitment)?

❏ Language production strategies (oral and written) for TK-12, across the content areas

❏ Using formative assessments to inform instruction and monitor progress

January 26thMarch 15th May 17th

The Reality….

The Tentative Plan...

Focus Area When?

How do we increase family engagement?

❏ November 10

How do we make EL instructional strategies a school-wide focus (delivery, buy-in, commitment)?

❏ January 26

Language production strategies (oral and written) for TK-12, across the content areas?

Focus on Instruction:❏ November 10❏ January 26❏ May 17

● Read pages 18-24 in the ELD Standards*

● Use the guiding questions to fuel your thinking as you read*

● Come prepared to discuss this material with your colleagues

*Posted on the EL News Page

Tutorial: What are the

Proficiency Level Descriptors?

Take a moment…

Small Group Discussion

❏ What stood out to you?

❏ What new understanding(s) did you gain?

❏ How might you share this information with others?

❏ What questions do you have?

Share Your Thinking

❏ What stood out to you?

❏ What new understanding(s) did you gain?

❏ How might you share this information with others?

❏ What questions do you have?

Break time!

Site Visits! January 26th

March 15th

Why?!● to learn from one another

● to strengthen our professional learning community

● to share common experiences

● to give and receive feedback

THE KIDS.

Designated ELD Elementary- push in

Designated ELD Elementary- pull out

Designated ELD Elementary- small group in class

Designated ELD Elementary- classroom switch

Designated ELD Secondary

Integrated ELD - Elementary

Integrated ELD - Secondary

Instruction of ELs- Preschool

Data Conversation with EL teacher, admin, etc.

Hosting and Visiting

Type of ELD

Timing Instructional Focus

Standards Used

Integrated ELD

Throughout the school

day

Content, with language to

support

Content &

ELD Standards

Designated ELD

Specific, protected

portion of the

school day

Language ELD Standards

Perfection

Tentative Plan of Attack Today● Google form - visiting and hosting

January 26th● finalize visit logistics● norms for visits● guiding questions● giving and receiving feedback

March 15th ● visits (in lieu of our meeting)

May 17th● whole group debrief

bit.ly/ELC315

Nubia Padilla Community Engagement Manager

CAP Sonoma

Updates

CDE English Language Proficiency Assessments for California (ELPAC) website

What are parents “opt out” rights when it comes to ELD and the CELDT?

“Parents can opt their child(ren) out of the

school’s ELD setting, but the district/school is still

required to provide ELD services until the child(ren) is

reclassified fluent English proficient (i.e., “RFEP”). And no,

the parents cannot opt their child(ren) out of the CELDT.”

Gaye Lauritzen, Education Research and Evaluation ConsultantEnglish Language Proficiency Assessments Office (CELDT Program)

California Department of Education

What is the school’s responsibility if a parent does not disclose another language besides English on the HLS, yet the district discovers that one exists in the family?

“District/schools have the obligation to provide instruction and services so that

English learner students overcome language barriers and recoup academic

deficits that may be incurred while learning English so students reach the same

academic achievement goals (Castan ̃eda v. Pickard [5th Cir. 1981] 648 F.2d

989, 1009-1011]). If a student is struggling in school and the school/district has

an indication that it may be due to English language deficiency, the

school/district may administer the CELDT to determine if the student requires

appropriate English learner instruction and services so that the student may

participate meaningfully in the educational programs.”

Gustavo Gonzalez, Education Programs ConsultantLanguage Policy and Leadership Office

English Learner Support DivisionCalifornia Department of Education

Is it parent's civil right to declare what their primary language is and possibly withhold a second language perhaps strategically?

“The parent may respond to the HLS as they believe is appropriate, but I am

not aware of specific civil rights for parents regarding responding to the HLS.

The U.S. Department of Education (ED), Office of Civil Rights (OCR) does

recognize the civil rights of students to participate meaningfully and equally in

educational programs and services and the legal obligations of

districts/schools to meet the legal obligation to English learners.”

Gustavo Gonzalez, Education Programs ConsultantLanguage Policy and Leadership Office

English Learner Support DivisionCalifornia Department of Education

Schools’ Civil Rights Obligations to English Learner Students and

Limited Proficient Parents

● For parents (translations included)

● For educators

Miscellaneous Goodies

teachersguild.org

Professional Learning Opportunities

SCOE EL Leadership Conference

Friday, January 15th

REGISTER NOW!

Ed Trust WestAdvocates for educational justice and the high academic achievement of all California students, particularly those of color and living in poverty

Keynote Speaker

Partial List of Breakout Sessions

Integrated ELD - More Than Just "Good Teaching"Kathy Harris, Instructional Coach, Piner Olivet Union School District

Thinking strategically and collaboratively before considering an English Learner for Special Education EligibilitySharen Bertrando, Program Specialist, Sonoma County SELPA

“She Looks Like ME!”: Literature Representing Diverse PerspectivesKelly Matteri, SCOE ELA teacher on loan K-12

Secondary Success for EL LearnersKris Menlove, Director of Curriculum and Instructional Technology,Cloverdale Unified School District

EL Parent Leadership Institute February 2nd

● Free!

● Conducted in Spanish

● Breakfast and Lunch included

● Childcare not provided (unfortunately)

Register Now!

Essential Academic Language Practice for ELs TK-5February 16 | March 9

● Fostering Academic Interactions ● Fortifying Academic Output

● Designed for site/district teams

● Register Now!

Developing and implementing best practices to eliminate gaps in achievement and improve access for students from diverse ethnic and

socioeconomic backgrounds.

February 9-10Flamingo Conference Center

Register Now!

Homework

How do we make EL instructional

strategies a school-wide focus (delivery, buy-in, commitment)?

Posted next week

EL Collaborative Dates

● January 26th

● March 15th (site visits)

● May 17th