Patti Introductions of all Andersen teachers present. And finding out who is in the audience? Teachers? Admin? ESL? Classroom? K-5? MS? Etc.
Denise will do this slide: 68% Latino 8% natïve 21% african american A few somali, nepali, african Less than 1% white
Denise will do this slide With the launch of the new school in 2009, Denise redesigned the delivery model for EL instruction and bilingual programming. This decision was made to provide more stability for students, increase accountability for learning and finally to ensure that the Spanish instruction included a greater degree of content specific language. Led the restructuring and improvement of Andersen’s bilingual program to meet with nation-wide standards
Stephanie to share slide and others to share their use of technology
Daria and Patti
Denise KidBlog – Dan Flies Jill Bromenschenkel
Christina How it is different than elementary and Jeff can add about MS … (I haven’t asked him!)
Denise has made it a priority that all ELs have access to grade level content standards by the implementation of a content-based EL program using WIDA to meet the needs of all ELs through collaboration between the EL and the mainstream teacher. She has made co-teaching a priority by creating an instructional model that includes the following practices:
Stephanie (since it is your photo!) All others can add in…
Denise exceeding the average district growth in all categories (EL, ALL, MATH and READING)
Denise Annual Measurable Achievement Objectives Progress in English language acquisition which is measured by annual increases in the number or percentage of students making progress in learning English based on the ACCESS for ELLs. Composite Proficiency level gain score of .5 annually. For 2012, MPLS made AMAO 1.
Denise Annual Measurable Achievement Objectives ELs reaching English language proficiency based on annual increases in the number or percentage of students attaining English language proficiency Conjunctive mode for proficiency: Composite proficiency level of 5.0 with no domain scores less than 4.0 For 2012, MPLS made AMAO 2.
Denise I added this slide since the other slides were just K-5.
Denise Annual Measurable Achievement Objectives For progress, 5 th and 8 th graders at Andersen are outperforming their respective district counterparts. However, 4 th , 6 th , and 7 th graders at Andersen did not meet the state target. Progress in English language acquisition which is measured by annual increases in the number or percentage of students making progress in learning English based on the ACCESS for ELLs. Composite Proficiency level gain score of .5 annually. For 2012, MPLS made AMAO 1.
Denise For proficiency, 4 th , 5 th , 7 th , and 8 th graders outperformed their respective district counterparts. However, 6 th , 7 th , and 8 th graders did not meet the state target for proficiency. ELs reaching English language proficiency based on annual increases in the number or percentage of students attaining English language proficiency Conjunctive mode for proficiency: Composite proficiency level of 5.0 with no domain scores less than 4.0 For 2012, MPLS made AMAO 2.
Daria and Stephanie
Patti or Denise?
Daria and Stephanie
Stephanie can talk about academic language Christina can talk about the Bridge Christina, Since you’ll be a classroom DDL teacher, can talk about WIDA SALSA Spanish Academic Language standards and assessment (see hand out)
Presentation Summary (will be published in the Conference Program Book) * Andersen United is in the heart of the Minneapolis Latino community. Andersen faces the challenge of improving academic achievement for approximately 1200 students (750 ELs and 98.6% free/reduced lunch) What was the change process? What did it take? What practices are happening now? What are the results? Principal Denise Wells will describe the leadership it takes to put forward a vision, develop a sense of shared responsibility and carry out the day-to-day actions for a whole-school change. ESL teachers will share the classroom level practices they develop and implement building wide; including WIDA tools, interactive strategies, content collaboration and co-teaching.
We need business cards! Congratulations! If you’ve made it to this slide you are finished!
AgendaGuiding questions:– What was our starting point and what was thechange process?– What did it take to place EL needs front and center?– How has our principal prioritized ELs?– What practices are happening now?– What are the results?– Next Steps– Questions
Andersen UnitedCommunity School• Minneapolis Public School• 1170 students PK-8• 98% Free/Reduced Lunch• 72% ELs
Turning it around…• Andersen Elementary and AndersenOpen Schools merged in 2009-10• Restructuring of the Bilingual model tomeet with nation-wide standards• Restructuring of the ESL model tocomply with MDE and OCR audit
Two Roads, One DestinationEnglish Language Development ProgramandDevelopmental Dual Language ProgramOur Vision:To provide high qualityacademic instruction andacademic languagedevelopment for every student.
How has Principal Wellsprioritized English learners?• Sets professional development goals around ELs• Participates in on-going national & local PD for ELs• Established building-wide focus on interactive strategies• Provides time and structure for ESL teachers to meetevery Friday for a PLC• Elected to observe ESL teachers for the teacherevaluation process• Gradually built up ESL co-teaching modelthrough science and social studies• Developed innovativeprogramming for dual eligiblestudents
What practices are ESLteachers carrying out?• WIDA: Making it kid-friendly – translating andusing for student goal-setting
What practices are ESLteachers carrying out?• Technology integration for languagedevelopment
What practices are ESLteachers carrying out?• Aligning formative assessment in k-8 –articulation and alignment; using WIDA forself-assessment
What practices are ESLteachers carrying out?• Creating and using interactivestructures to share building-wide
What practices are ESLteachers carrying out?• Attend grade level PLC & ESL PLC
What practices are ESLteachers carrying out?• Becoming content experts inscience and socialstudies
What practices are ESLteachers carrying out?• Developing academic writing skills through content areainstruction
ESL Co-planning•to develop learning and languagetargets that are standards based•to create and utilize formativeassessment to monitor studentprogress and adjust instruction•to plan activities that aredifferentiated
Co-teaching• to provide support to students• to differentiate instruction in a classroom setting• to ensure students are getting the core instruction
ANDERSEN MAP DATA% making at least one years growth
For K-8, Andersen met the state target for both progress andproficiency.AMAO 1: Progress31.147.080102030405060708090100Andersen MPLS% met progressAMAO 2: Proficiency8.7 8.880510152025Andersen MPLS% met proficientStatetarget=30.56%Statetarget =8.33%257/452 2631/5588 706/794867/772
AMAO 3: AYP measurementsfor the EL (LEP) subgroup• AMAO 3 includes 6 measurements:– MCA Math participation– MCA Reading participation– MCA Math proficiency– MCA Reading proficiency– Attendance– Graduation• District must meet all 6 of these AYPmeasurements must meet their respectivetargets to have met AMAO 3• For 2012, MSP did not make AMAO.
A history of ESL at Andersen2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13Andersen Elementary (PK-5) andAndersen Open (PK-8)(two schools in one building)TransitionYear: StilltwoschoolsAndersen UnitedCommunity School(PK-8)Number of ESL teachers at Andersen 5 ESLteachers8 ESLteachers11 ESLteachers14 ESLteachers16 ESLteachersWIDA at AndersenPurchasedMODEL inmiddle of theyearStarted theyear withMODEL1styear ifACCESS2ndyear ofACCESSESL teachers only attended PLCs with their grade levelteams.StartedESLPLCsmidyearWeeklyESLPLCWeeklyESLPLC
A history of ESL at Andersen2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13K 1st2nd3rd4th5th6th7th8th8thgraderin NLLandDDLNo ESL No ESL No ESL No ESL ESLthroughco-taughtreader’swriter’swork-shopESL co-taughtthroughreader’sworkshopESL co-taughtthroughMathESL co-taughtthroughELAESL co-taughtthroughsocialstudiesK 1st2nd3rd4th5th6th7th8th8thgraderin ELD30minutesESLthroughguidedreading30minutesESLthroughguidedreading45minutespreviewLA andScience45minutespreviewLA andScience30minutesESLthroughguidedreadingESL co-taughtthroughreader/writerwork-shopESL co-taughtthroughMathESL co-taughtthroughELAESL co-taughtthroughsocialstudies
A history of ESL at Andersen2007-08 2008-09 2009-10 2010-11 2011-12 2012-13K 1st2nd3rd4th5th5th grader in Bilingual ProgramNo ESL No ESL ESLthroughcorrectivereadingESL co-taughtthroughScienceESL co-taughtthroughscienceESL co-taughtthroughsocialstudies andscienceK 1st2nd3rd4th5th5th grader in English Language Develop-ment ProgramESLthroughguidedreadingESLthroughguidedreadingESLthroughguidedreadingESLthroughguidedreadingESL co-taughtthroughsocialstudies andwritingESL co-taughtthroughsocialstudies andscience
A history of ESL at Andersen2010-11 2011-12 2012-13K 1st2nd2nd grader in Developmental Dual Language ProgramESL with a focus onoral languagedevelopment45 minutes ESL co-taught throughscience+ support for levelones and twosESL co-taughtthroughscience/socialstudies+ support for levelones and twosK 1st2nd2nd grader in English Language Development ProgramESL with a focus onoral languagedevelopmentESL co-taughtthrough science+ support for levelones and twosESL co-taughtthroughscience/socialstudies+ support for levelones and twos
Continuation of what we’ve begun…– Co-planning and co-teaching– Interactive Structures– Language Objectives– WIDALooking to the future…– Academic Language for Native English Speakers– Contrastive Analysis and The Bridge– WIDA SALSA
“Lenguaje es Aprendizaje”“Language is Learning”