articulation and action: service delivery planning for english language learners
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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). - PowerPoint PPT PresentationTRANSCRIPT
Articulation and Action: Service Delivery Planning for
English Language Learners
John Kibler OELA Professional Development Coordinator
Amy ChristiansonOELA 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 DeliveryArticulation & 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 forELL 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:• Service Delivery:
Instruction provided to English language
learners based on individual language and learning needs
• Program Model- ESL, Bilingual, Dual Language
Immersion
• Program Configuration- Sheltered classes, Pull-out, Push-
in, Resource Rooms
• Clustering- Grade level, language
background, language proficiency
• Range of Services- Frequency and duration of
academic support
Description of ELL Student PopulationNumber 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?
Yes No
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
Service Delivery Program Models and Configurations
Program Models Program Configuration
English as a Second
Language (ESL)
ESL academic content class
ESL newcomer class
ESL/bilingual resource class
Sheltered (self-contained) classes
Pull-out programs
Resource rooms
Instruction in general education classroom with ESL/bilingual support
Push-in programs
Bilingual Education
Bilingual instruction (transitional or developmental)
Dual language immersion
Instruction in general education classroom taught by bilingual teacher
Socio-cultural AssessmentIndicate 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
Program Model /Configuration
# of ELLs Hrs. of Service perWeek
Staff Assigned
Example
Ex.Bilingual Class – Ms. Diaz ESL support – Ms. Johnson
18 ELLs 6 ELLs
25 hours(dual certified teacher) 10 hours
Ms. Ruiz – Para-professional Ms. Her– ESL teacher
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Program Model /Configuration
# of ELLs Hrs. of Service perWeek
Staff Assigned
Kindergarten
TBE Classroom Ms. Diaz
18 ELLsDPI 1-3
25 hours(dual certified teacher)
Ms. Ruiz – Para-professional5 hrs/week
Kindergarten Grade/Sections
6 ELLs Center time Ms. Her– ESL teacher
Grade 1 TBE ClassroomMs. Sanchez
15 ELLsDPI 1-3
25 hours (dual certified teacher)
Ms. Ruiz 5 hrs/week
Grade 1 ESL SupportMs. Yang
8 ELLs 7.75 hrs/weekLiteracy block and RtI
Ms. Her – ESL teacher
Grade 2
TBE Classroom 16 ELLsDPI 1-3
25 hours (dual certified teacher)
Grade 2 ESL Support
5 ELLs 7 hrs/weekMath block and RtI
Ms. Her – ESL teacher
Grade 2 ESL/Spec. Ed.Support
3 ELLsSwD
consultation Ms. Ruiz – 3 hrs/week
Grade 3
BRT Support 14 ELLs 7.25 hrs/weekLiteracy and tutorial
Mr. Jones – BRT teacher
Grade 3 ESL/Spec. Ed. Support
7 ELLsSwD
consultation Mrs. Ruiz
Grade 4
BRT Support 10 ELLs 8.75 Lang. Arts and Intervention
Mr. Jones – BRT teacher
Grade 4 ESL/Spec. Ed. Support
3 ELLsSwD
consultation
Mrs. Ruiz
Grade 5 BRT Support 12 ELLs 8.25 hrs/weekMath, tutorial and intervention
Mr. Jones – BRT teacher
Grade 5 ESL/Spec. Ed. Support
5 ELLs consultation Mrs. Ruiz
Elementary SchoolsEx.) ESL K-5
Interpretation servicesEx.) ESL K-5Transitional Bilingual K-2
Middle SchoolsEx.) ESL 6-8
Spanish language arts Ex.) ESL 6-8
ELL resource class
High SchoolsEx.) 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 teachers2.) A leadership team that includes ESL and bilingual teachers is assembled and ELL student profiles are created3.) Decision-making occurs based on allocations and ELL student needs4.) 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
Learned?
Affirmed?
Time for Reflection
Questioned?
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
[email protected] Christianson