english language learner collaboration: a model for success for literacy valeria silva director, ell...
TRANSCRIPT
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English Language Learner
Collaboration: A Model for Success for Literacy
Valeria Silva • Director, ELL Programs • Saint Paul Public Schools
Valeria Silva ELL Director St. Paul Public Schools
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2English Language Learner Programs Saint Paul Public Schools 2006
Who are our students?
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3English Language Learner Programs Saint Paul Public Schools 2006
Who are our students?
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4English Language Learner Programs Saint Paul Public Schools 2006
District Overview
Diverse urban school district, largest in state 42,009 students; more than 100 schools and programs 17,997 with home language other than English: 43% of
students 103 home languages and dialects
Largest: Hmong, Spanish, Somali SPPS ELL population makes up 27% of state ELL
population SPPS ELL population makes up 42% of the district’s
total student population Since 1990, the ELL population in SPPS has increased
by more than 270% 1,700 Hmong refugee students from Wat Tham Krabok
enrolled in SPPS between 2004-2006
Saint Paul Public SchoolsSaint Paul, Minnesota
District Overview
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5English Language Learner Programs Saint Paul Public Schools 2006
Which Students are considered English Language Learners in MN
Students: • Whose home language is other than English
• Who lack the English language skills as determined by appropriate measures and practices (developmentally appropriate assessment instruments, observations, teacher judgment, parent recommendations and/or state tests )
• Those who score lower than 4 in the Writing section of the Test of Emerging Academic English (TEAE), and 5 in the Reading section
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6English Language Learner Programs Saint Paul Public Schools 2006
SPPS Student Language Distribution 2005-2006
Language Approx. Count
English 24,000
Hmong 10,600
Spanish 4,100
Somali 700
Vietnamese 335
Amharic 235
Burmese/Karen 220
Oromo 170
Top 8 Languages in SPPS
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7English Language Learner Programs Saint Paul Public Schools 2006
Closing the Gap
In the Council of the Great City Schools Beating the Odds VI report (2006), SPPS stands out as having made among the best gains of the Great City Schools districts in closing the achievement gap between ELL and non-ELL students.
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8English Language Learner Programs Saint Paul Public Schools 2006
Special Education & ELL
SPPS Special Ed as a Percent of Each Language Group Spring 2006
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
Language
Pe
rce
nt
Pct ELL 4.44% 10.48% 5.94% 21.49% 10.52% 1.82% 4.76% 7.44% 15.11% 8.18% 10.37% 13.79%
Amharic
Cambodian
Chinese English Hmong KarenOromiff
aSomali Spanish
Tigrinya
Vietnamese
Others
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9English Language Learner Programs Saint Paul Public Schools 2006
Special Education & ELL
SPPS ELL Special Education Distribution Spring 2006
Autism spectrum disorder3% Deaf–hard of hearing
7%DevCogDisMild-moderate (DCD1)
4%DevCogDisSevere-profound
(DCD2)3%
Developmental delay (DD)8%
Emotional/behavioral disorders (EBD)
3%
Specific learning disabilities (LD)44%
Speech/language impaired23%
Other health disabilities5%
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10English Language Learner Programs Saint Paul Public Schools 2006
Special Education & ELL
SPPS NonELL and ELL Special Ed Distribution Spring 2006
0
1000
2000
3000
4000
5000
6000
7000
8000
Classification/Count
Co
un
t
TotNoELL 243 80 326 130 383 1145 1223 932 743 5205
ELLCount 54 135 86 59 164 69 885 447 136 2035
Autism spectrum disorder
Deaf–hard of hearing
DevcogdisMild-moderate
(DCD1)
DevcogdisSevere-
Profound (DCD2)
Developmental delay
(DD)
Emotional/behavioral disorders
(EBD)
Specific learning
disabilities (LD)
Speech/language
impaired
Other health disabilities
Total
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11English Language Learner Programs Saint Paul Public Schools 2006
Factors in Managing Complex Change
Vision +
+
+
+
+
+Skills
+
+
+
+
+Incentive Resources Change+
+
+
+
=Action Plan
Vision
Vision
Vision
Vision
Skills
Skills
Skills
Skills
Incentive
Incentive
Incentive
Incentive
Resources
Resources
Resources
Resources
Action Plan
Action Plan
Action Plan
Action Plan
Anxiety
Resistance
Frustration
Treadmill
Confusion=
=
=
=
=+ ++
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12English Language Learner Programs Saint Paul Public Schools 2006
ELL Vision
Support staff to move from a pull-out model to a push-in model of ELL instruction by:
•Aligning district and state ELL standards
•Expecting all staff to use ELL and mainstream standards during instruction
•Raising expectations of ELL teachers on what ELL students can accomplish
•Provide professional development to ELL and mainstream staff on collaboration
•Provide professional development to ELL on collaboration in district-wide Writers and Readers Workshop models (SPPS literacy reform model)
•Provide materials and resources to embed ELL instruction during Writers and Readers Workshop
•Provide on-site coaching support and study groups for ELL teachers
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13English Language Learner Programs Saint Paul Public Schools 2006
Why Collaboration?
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14English Language Learner Programs Saint Paul Public Schools 2006
Moving from Pull-out to Collaboration
Collaboration is not just two or more individuals working together.
–It involves joint planning, delivery, and evaluation of instructional practices students results and performance.
–Teachers take risks and support each other in the process of ongoing learning and improvement of practice that is focused on student achievement.
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15English Language Learner Programs Saint Paul Public Schools 2006
Overview of Clustering
• Developing consistent school-wide guidelines for student placement (according to language proficiency, home language, or academic needs) can strengthen instructional services.
• Clustering is not segregation. Students in clustered classrooms have equal access to all instructional resources and overall better support.
• All school staff must understand the rationale and system for student placement so that new students are placed appropriately.
• Academic needs of students, and NOT equality of class size or racial diversity should guide student placement decisions.
• The ELL cluster classroom(s) per grade level should not be the classes where the low academic performing students get placed. The English- speaking students that are in the ELL Cluster classroom should represent a range of academic abilities.
• Mainstream teacher and ELL teachers must have common prep times in order to work collaboratively.
In schools with a relatively low percentage of ELL students, no more than 38-40%, clustering is the best method for providing more ELL support
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16English Language Learner Programs Saint Paul Public Schools 2006
Native language, culture and emotional support for students:• Clustering can be done by students' native language, to provide more bilingual
support during instruction time• More language learner role models• More opportunities to interact with other newcomer peers outside of school due
to the relationships developed in class• Social and emotional support from peers who look the same and share the same
languageStudents can:• Teachers provide more differentiation of the instruction to students (harder to
ignore a large group of students)• Access to additional materials that are appropriate for newcomers and ELLs• More opportunities to interact with more than one adult (ELL + Mainstream)• More opportunities to hear more than one adult language model (ELL +
Mainstream) More instructional support and professional development opportunities for staff• Mainstream teachers who have ELL licensure as well as elementary licensure
are the best candidates to be the teacher in this model• Instruction provided by a mainstream teacher that has more additional training
on working with newcomers and ELL students
Students benefit from this clustering model because:
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Grade Level
Class A Non-
ELL/ELL
Class B Non-
ELL/ELL
Grade Total
ELL Teacher Working with 2-3 classes
Class A Class B Kindergarten 14/8 18/0 32/8 ELL T. #1
Class A Class B 1st Grade 17/7 24/0 38/7 ELL T. #1
Class A Class B 2nd Grade 16/5 23/0 39/5 ELL T. #1
Class A Class B 3rd Grade 17/7 23/1 40/8 ELL T. #2
Class A Class B 4th Grade 18/6 17/7 35/13 ELL T. #2
Class A Class B 5th Grade 18/8 22/2 40/10 ELL T. #3
Class A Class B 6th Grade 17/7 24/0 41/7 ELL T. #3
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18English Language Learner Programs Saint Paul Public Schools 2006
SPPS ELL Instructional Model
Philosophy:
•Language through content (collaboration with ELL & mainstream teachers)
•Supported by language acquisition strategies
•Grade-level content made comprehensible using scaffolding and sheltered English
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19English Language Learner Programs Saint Paul Public Schools 2006
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Old ELL Instructional Model
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20English Language Learner Programs Saint Paul Public Schools 2006
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
New ELL Instructional Model
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22English Language Learner Programs Saint Paul Public Schools 2006
Collaboration
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23English Language Learner Programs Saint Paul Public Schools 2006
Basics of Co-Teaching
• Professionals working together (ELL and mainstream staff)
• Delivering substantive instruction in reading and writing
• A diverse group of students• A single space• Reduced student-teacher ratio• Professional development during co-teaching
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24English Language Learner Programs Saint Paul Public Schools 2006
One teach, one observe
One teach, one support
Parallel teaching
Alternative teaching
Team teaching
Station teaching
Adapted from: Friend, M. & Barsack, W. (1990). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn and Bacon.
Basics of Co-Teaching
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25English Language Learner Programs Saint Paul Public Schools 2006
Co-Teaching Models Working Form
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26English Language Learner Programs Saint Paul Public Schools 2006
Professional Development for All Staff
• ELL department provides professional development on collaboration for ELL and mainstream staff
• Since 2001, more than 500 mainstream and ELL teachers have received this professional development
•100% of ELL teachers have completed professional development on Writers Workshop.
•By fall 2006, 100% of ELL teachers will have completed professional development in Readers Workshop
• 100% of ELL bilingual paraprofessionals have received professional development in Readers and Writers Workshop
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29English Language Learner Programs Saint Paul Public Schools 2006
Key
Language Academy
ELL
Non-ELL
Co-teaching Models
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30English Language Learner Programs Saint Paul Public Schools 2006
ELL
GE
mini-lesson 1
During Writers Workshop Model ELL Instruction
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31English Language Learner Programs Saint Paul Public Schools 2006
GE
ELL
mini-lesson 2
During Writers Workshop Model ELL Instruction
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32English Language Learner Programs Saint Paul Public Schools 2006
ELL
GE
mini-lesson 3
During Writers Workshop Model ELL Instruction
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33English Language Learner Programs Saint Paul Public Schools 2006 ELL
GE
mini-lesson 4
During Writers Workshop Model ELL Instruction
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34English Language Learner Programs Saint Paul Public Schools 2006
GE
work time (first 10 minutes)
ELL
During Writers Workshop Model ELL Instruction
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35English Language Learner Programs Saint Paul Public Schools 2006 ELL
GE
work time (remaining 30 minutes)
During Writers Workshop Model ELL Instruction
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36English Language Learner Programs Saint Paul Public Schools 2006
ELLGE
share time 1
During Writers Workshop Model ELL Instruction
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37English Language Learner Programs Saint Paul Public Schools 2006
ELL
GE
share time 2
During Writers Workshop Model ELL Instruction
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38English Language Learner Programs Saint Paul Public Schools 2006
ELL
GE
share time 3
During Writers Workshop Model ELL Instruction
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39English Language Learner Programs Saint Paul Public Schools 2006
They look fantastic!
Test scores
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40English Language Learner Programs Saint Paul Public Schools 2006
BST Reading—Closing the Gap
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41English Language Learner Programs Saint Paul Public Schools 2006
BST Math—Closing the Gap
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42English Language Learner Programs Saint Paul Public Schools 2006
Test of Emerging Academic English (TEAE)
TEAE Reading SPPS vs. State F04
0
50
100
150
200
250
300
3 4 5 6 7 8 9 10 11 12
Grade
Ave S
core
SPPSStateState w/o SPPS
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43English Language Learner Programs Saint Paul Public Schools 2006
Minnesota Comprehensive Assessment (MCA)—State test
SPPS 2005 MCA Math & Reading 3 Year Trend
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Subject
In
dex P
oin
ts
2003 Index Rate 70.67 63.97 69.67 56.70
2004 Index Rate 68.76 64.40 67.44 58.87
2005 Index Rate 75.93 73.28 73.61 67.72
All Students LEP All Students LEP
SPPS SPPS SPPS SPPS
2005 AYP Status: A 2005 AYP Status: A 2005 AYP Status: S 2005 AYP Status: S
Math Reading
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44English Language Learner Programs Saint Paul Public Schools 2006
SAT10 Total Reading by Student Group, 2003-2005
0
10
20
30
40
50
60
70
80
90
Am.Indian
AsianAm.
Hisp.Am.
Afr-Am.Cauc. LowIncome
ELL SpecialEd
200320042005
Percent of students in average or above average range
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45English Language Learner Programs Saint Paul Public Schools 2006
0102030405060708090
100
Percent of students in average or above
average range
Am.Indian
AsianAm.
Hisp.Am.
Afr-Am.Cauc. LowIncome
ELL SpecialEd
200320042005
SAT10 Total Math by Student Group, 2003-2005
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46English Language Learner Programs Saint Paul Public Schools 2006
Closed Graduation Rate Achievement Gap
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47English Language Learner Programs Saint Paul Public Schools 2006
Adequate Yearly Progress — Title III
• 2004: SPPS as a district did not make AYP, and it did not meet AMAO requirements
• 2005: SPPS as a district did make AYP and met AMAO requirements
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48English Language Learner Programs Saint Paul Public Schools 2006
Resources for Collaboration
BOOKS• Friend, M. & Barsack, W. (1990). Including Students With
Special Needs: A Practical Guide For Classroom Teachers. Boston: Allyn & Bacon.
• Garmston, R. & Wellman, B. (1999). The Adaptive School: A Sourcebook for Developing Collaborative Teams. Norwood, MA: Christopher-Gordon Publishers.
• Friend, M. & Cook, L. (2003). Interactions: Collaboration Skills for School Professionals, 4th Ed. Boston: Allyn & Bacon.
• Risko, V.J. and Bromley, K., Editors. (2001). Collaboration for Diverse Learners: Viewpoints and Practices. Newark, DE: International Reading Association.
VIDEO• Burrello, L.C., Burrello, Jotham M., & Friend, M.,
Producers. (1996). The Power of Two: Making a Difference Through Co-Teaching. Available from The Forum on Education: 812-855-5090 (phone) or 812-855-8545 (fax).
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49English Language Learner Programs Saint Paul Public Schools 2006
• Information about ELL programs in SPPS• Data Center• Fact sheets• Professional development
For more information…
Visit our website at ell.spps.org
Contact• Phone: (651) 767-8320• Fax: (651) 293-5411• E-mail: [email protected]