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ELL Educators & Classroom Teachers: Collaborating for Success
The document outlines strategies for English Language Learner (ELL) professionals to collaborate effectively with classroom teachers to enhance instruction, particularly in the context of implementing Common Core State Standards. It discusses the changing roles of ELL educators, emphasizes the need for cohesive support systems, and presents practical case studies demonstrating successful collaboration and planning techniques. The document also highlights the use of specific tools, such as equity audits and lesson planning reviews, to foster improved communication and instructional alignment for ELLs.
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ELL Educators & Classroom Teachers: Collaborating for Success
- 1. Indispensable Tools forToday’s ELL Professionals Welcome! We’ll begin in just a few minutes. Everyone is muted upon arrival. If you have questions, use the chat box. We will be sharing the slides and recording after the event. Collaborating with Classroom Teachers Diane Staehr Fenner: President, DSF Consulting Jordan Meranus: Ellevation CEO Join the Conversation: #ellevate
- 2. TODAY’S OBJECTIVE Help allparticipants develop strategies and practical steps for working closely with classroom teachers to improve instruction for English Learners, in particular as Common Core State Standards and additional new standards are implemented. 2
- 3. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 3
- 4. ELLEVATION Ellevation is theonly software company exclusively focused on ELL educators and the English Learners they serve.
- 5. THE ELLEVATION PLATFORM •Individualized Learning Plans aligned to state, Common Core, and WIDA standards • Dashboard of student data helps group students for instruction Instruction Collaboration • Collaborative goal setting and progress monitoring • Communication tools for ELL and classroom teachers Productivity • ELL Data Collection and Demographics • Required letters to families in 25+ languages
- 6. NATIONAL REACH 200+ SchoolDistricts: 26 States 6
- 7. DIANE STAEHR FENNER •Former ESL teacher; now President of DSF Consulting • PD and Technical assistance to districts, states, and others • Deep focus on CCSS and ELLs • Popular blog on CCSS for Colorín Colorado website 7
- 8. QUICK POLL 1. Imeet consistently with classroom teachers to co-plan lessons and discuss strategies for ELLs. 8 Please “vote” for the statement below that best describes you and your role, in particular as CCSS are being rolled out. 3. I rarely meet with classroom teachers to co-plan lessons and discuss strategies for ELLs. 2. I occasionally meet with classroom teachers to co-plan lessons and discuss strategies for ELLs.
- 9. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 9
- 10. II. CONTEXT 10 Common Core Standards Implementation ofNew Assessments New ELD Standards Today, there are multiple new initiatives at play that are too often treated as distinct and separate.
- 11. II. CONTEXT 11 New Assessments New ELD Standards Common Core Standards Toensure the best possible instruction, the pieces need to fit together in a more coherent way. This requires significant cooperation among educators in a school.
- 12. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 12
- 13. FRAMING QUESTIONS I. Whatrole are ELL educators/specialists playing at the district or classroom level in the implementation of CCSS? II. How can districts better leverage the expertise and experiences of ELL educators to plan and roll out CCSS? 13
- 14. III. THE CHANGINGROLE OF THE ELL EDUCATOR 14 Varying Roles Greater recognition for expertise and use of skills. Uneven role in leadership Greater input on programmatic/instructional decisions with ELLs in mind Language instruction in isolation Deliberate, focused collaboration with content teachers Current Preferred Note: Adapted from TESOL International Association (2013). Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher .
- 15. III. CHANGING ROLE:A VISION 15 Varying Roles ELL Educator as expert, consultant and advocate Current Preferred
- 16. III. CHANGING ROLESOF ELL EDUCATOR 16 Levels District Classroom School Needs A comprehensive effort to ensure materials, PD, and more take the needs of ELLs into consideration. Strategies to ensure that all educators understand best practices with ELLs. Deliberate collaboration. Strategies Equity Audit Evaluation of CCSS instructional strategies for ELLs Talking Points; Modeling
- 17. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 17
- 18. IV. STRATEGIES 18 An EquityAudit enables educators to look holistically at a school and district and assess whether steps are being taken to prepare educators to meet the needs of ELLs during the transition to CCSS. 1. Equity Audit
- 19. IV. STRATEGIES: EQUITYAUDIT 19 Consideration Questions to Ask: To What Degree… Instructional materials Are CCSS instructional materials/curricula appropriate for ELLs? Professional development Does PD prepare all teachers for shifts of the CCSS for ELLs? Communication Do ELL educators and classroom teachers spend time communicating about the needs of ELLs? Planning Do ELL educators have input into how language instruction is delivered in classrooms with ELLs? Tool created by DSF Consulting.
- 20. IV. STRATEGIES 20 ELL educatorsand district leaders need to ensure that all teachers understand the needs of ELLs and how ELLs learn CCSS-based content best. 2. CCSS for ELLs: Lesson Planning Review
- 21. IV. STRATEGIES: LESSONPLAN REVIEW FOR ELLS 21 Criterion/CCSS ELA Shift Questions to Discuss Alignment • Is there clear alignment between the lessons, tasks, CCSS & effective ELD practice? • Is there an ELD focus integrated into instruction? Regular practice with complex text and its academic language • Is academic language instruction woven throughout the lessons? • Are there clear strategies to support ELL engagement and participation? Reading, writing and speaking grounded in evidence from text • Are text-dependent questions used that are scaffolded for ELLs? • Are the four domains (speaking, listening, reading & writing) integrated throughout instruction? Building knowledge through content-rich nonfiction • Is an appropriate amount of background knowledge concisely taught for ELLs? • Is native language support provided for ELLs who need it? Tool created by DSF Consulting.
- 22. IV. STRATEGIES 22 A talkingpoint is a succinct statement designed to persuade or inform and a good tool for preparing for conversations. A set of talking points will facilitate easier interaction and engagement with content teachers. 3. Talking Points
- 23. IV. STRATEGIES: TALKINGPOINTS 23 CCSS ELA Shift How Can I Help You/I Can Help You: Regular practice with complex text and its academic language …analyze the academic language of the text you’re using and provide scaffolding for ELLs at different levels of English proficiency so they can access it. Regular practice with complex text and its academic language ...integrate the four domains into instruction and write text- dependent questions that are scaffolded for ELLs. Building knowledge through content-rich nonfiction …determine an appropriate amount of concise background knowledge to teach ELLs so they are better positioned to access informational text. Tool created by DSF Consulting.
- 24. IV. STRATEGIES 24 Modeling isa way to show or demonstrate instructional strategies for ELLs in the classroom setting instead of describing them. 4. Modeling
- 25. IV. STRATEGIES: ELLEDUCATORS MODELING 25 Meet with the content teacher prior to plan (review lesson plan) Choose one or two strategies to model Have content teacher note what worked well and what did not Observe ELLs as they take part in co- taught lessons Note which ELLs respond best to which strategies Debrief 1 2 3 4 5 6
- 26. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 26
- 27. IV. CASE STUDY#1: MARILYN 27 The Facts 1. 6th Grade Teacher; 10 years at the school; senior member of a 6 person ELL team 2. School and district leadership are requiring greater collaboration and less pull-out 3. Works most closely with 2nd students and 5th grade students Marilyn’s Mission Significantly increase collaboration with 4 different classroom teachers and take steps to begin planning lessons together. Challenges 1. Has a close professional relationship with only 1 of the 4 classroom teachers 2. In 2 classrooms is asked to work separately with ELLs 3. In one classroom has had to play a central role as the teacher has been out
- 28. IV. CASE STUDY#1: APPLYING STRATEGIES 28 Conduct the Equity Audit Consideration Questions to Ask: To What Degree… Instructional materials Are CCSS instructional materials/curricula appropriate for ELLs? Professional development Does PD prepare all teachers for shifts of the CCSS for ELLs? Communication Do ELL educators and classroom teachers spend time communicating about the needs of ELLs? Planning Do ELL educators have input into how language instruction is delivered in classrooms with ELLs? Rating ? ? 1 1 Conduct the Equity Audit (1-3 Rating) Conclusion: Focus on communication and planning.
- 29. IV. CASE STUDY#1: APPLYING STRATEGIES 29 Develop Talking Points: Some Examples I. Communication. When can we sit down to review strategies specific for ELLs? The implementation of new standards requires a much greater emphasis on academic language now than ever before, and I can help with language scaffolds. II. Planning. When can I join you for content planning time? Meeting together will help me understand your plans and gain context for offering ideas for ELLs.
- 30. IV. CASE STUDY#2: MARIA 30 The Facts 1. Jack is a 9th grade teacher with 5 yrs experience. 2. Jack teaches Social Studies in a mid-sized district and is preparing to teach a unit on the structure of government. 3. Maria is an ELL Specialist. Maria’s Mission Work collaboratively with Jack to plan for the upcoming lesson. Challenges 1. Recently, many ELLs are having difficulty keeping up with instruction. 2. Jack and Maria look at data and see that many of his ELLs have had significant education interruptions.
- 31. IV. JACK’S LESSONPLAN 31 Objective: SWBAT define government and describe the the basic powers the US government has. Do now: Think about your daily life – list 5 things the government provides for you. Vocabulary: Government, Democracy, State, Public Body Recall: The US Government is broken up into three branches – describe what each branch does and who/what makes up the Branch: Executive/Legislative/Judicial The Purpose of Government “We the People of the of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, ….” – Preamble to the Constitution. According to the Preamble, name three things that the Government is responsible for (in your own words). 1. 2. 3.
- 32. IV. CASE STUDY#2: APPLYING STRATEGIES 32 Criterion/CCSS ELA Shift Questions to Discuss Alignment • Is there clear alignment between the lessons, tasks, CCSS & effective ELD practice? • Is there an ELD focus integrated into instruction? Complex text and its academic language • Is academic language instruction woven into the lessons? • Are there clear strategies to support ELL engagement and participation? Reading, writing and speaking grounded… • Are text-dependent questions used &scaffolded for ELLs? • Are the four domains (speaking, listening, reading & writing) integrated throughout instruction? Building knowledge • Is an appropriate amount of background knowledge concisely taught for ELLs? • Is native language support provided for ELLs who need it? ✔ ✔ ✔ Where to Focus Review Lesson Plan (Identify areas for Focus) ✔
- 33. IV. CASE STUDY#2: APPLYING STRATEGIES 33 Objective Objective (with Language) SWBAT describe the basic powers every government holds and define the purpose of government. SWBAT describe the basic powers every government holds in writing and define the purpose of government orally and in writing with scaffolding. Do Now Do Now (Supporting EL Engagement) Think about your daily life – list at least 5 things the government provides for you. For ELLs: Think about your daily life either in the US or in your home country. First discuss with a partner and then list at least 5 things the government provides for you. You may write in first language or in English. Jack’s Lesson Maria’s Suggestion
- 34. IV. CASE STUDY#2: APPLYING STRATEGIES 34 Recall with a graphic organizer & word bank Name of Branch What each Does Who/What Makes up the Branch Executive Legislative Judicial Add concise background knowledge The United States Constitution is a document that describes the supreme or top law of the United States. The Preamble to the United States Constitution is an introduction of the Constitution’s purposes and principles. It describes what the writers of the Constitution hoped the Constitution would achieve or do.
- 35. IV. CASE STUDY#2: APPLYING STRATEGIES 35 Modeling Plan Maria and Jack meet to finalize the additions to the lesson plan Maria and Jack identify 2 strategies that Maria can model (bullet a short plan) Jack notes what worked well and what did not Observe students as Maria models the Do Now and implements Graphic Organizer Jack notes which ELLs respond best to which strategies Debrief & plan for future collaboration 1 2 3 4 5 6
- 36. AGENDA I. Introduction II. Context III.The Changing Role of the ELL Educator IV. Strategies for Collaboration V. Practice: 2 Case Studies VI. Tool for Planning 36
- 37. IV. STRATEGIES RECAP 37 StrategySteps to Be Taken Collaborators Resources Needed Equity Audit Review Lesson Plan Talking Points Modeling
- 38. CONTACT INFORMATION 38 www.DSFConsulting.net Twitter: @DStaehrFenner Facebook:dsfconsultingfirm Email Diane@DSFConsulting.net www.ellevationeducation.com Twitter: @EllevationEd Email: sales@ellevationeducation.com Book: Advocating for English Learners.
Editor's Notes
- #3 Jordan
- #4 JordanWelcome. Excited. # of districts. Walk through agenda.
- #5 Jordan
- #6 Jordan
- #7 Jordan
- #8 DianeDiane Staehr Fenner, Ph.D., is president of DSF Consulting, a small business specializing in English learner (EL) achievement. She provides professional development and technical assistance to districts, states, universities, and organizations. Much of her work focuses on ensuring ELs succeed with the Common Core State Standards (CCSS), including supporting the collaboration between English as a Second Language and content teachers around implementing the CCSS for ELs. Prior to forming DSF Consulting, she gained research and policy expertise with the George Washington University’s Center for Equity and Excellence in Education. Formerly an ESOL teacher and assessment specialist in Fairfax County Public Schools, VA, Dr. Staehr Fenner writes a blog on the CCSS for ELs for the popular Colorín Colorado website. Her new book Advocating for English Learners: A Guide for Educators (2014) is available through Corwin Press. She is currently writing another book on teacher evaluation that is inclusive of ELs and students with disabilities.
- #9 Jordan
- #10 JordanWelcome. Excited. # of districts. Walk through agenda.
- #11 Jordan
- #12 Jordan
- #13 Jordan
- #14 Jordan with a customerJordan will ask Diane if he can’t find a teacher to ask. Jordan is changing these questions.
- #15 DianeBecause of the CCSS and other reasons, the Preferred column is where we want to go. The focus is on ELL educator on the slide
- #16 Diane
- #17 Diane Strategies will come in last
- #18 Jordan
- #19 Jordan.
- #20 DianeI use the equity audit in my book Advocating for English Learners and have since adapted it for the CCSS. There are more rows – ELL parent outreach, teacher evaluation & assessment, but we’ll focus on four areas for the purposes of our collaboration today. In Illinois, administrators I met with used the equity audit and determined they needed to make sure ELLs were included in teacher evaluation systems that used the Danielson framework.
- #21 Jordan
- #22 DianeMy company, DSF Consulting, is currently partnering with Diane August at the American Institutes of Research to scaffold NY State’s curriculum in English language arts and mathematics for ELLs. We’ve also been asked by a contractor working with NJ to evaluate their draft CCSS-aligned ESL curriculum. So we came up with a tool to evaluate the degree to which CCSS-curriculum provides support for ELLs but still addresses the “letter and spirit” of the CCSS. Our rubric is based around the three shifts of the ELA CCSS and asks questions that get at features of instruction that need to be present for ELLs to access the CCSS. I also blogged about this tool last week on Colorin Colorado.
- #23 Jordan
- #24 DianeHere I’m sharing some talking points that are mapped to the shifts of the CCSS for ELA and Literacy that allow ELL educators to verbalize their expertise, simultaneously reframing their role and sharing ways in which they can lend their skills to content teachers. The goal is for content teachers to be able to consistently scaffold instruction for ELLs on their own. It’s important for ELL educators to know what’s coming down the pike instructionally and come to planning meetings with strategies that are already prepared to save precious time and talking points that quickly explain what those strategies are. In an elementary school in Montgomery County, MD, I found that ELL educators had many effective strategies up their sleeves for scaffolding content for ELLs. However, they needed support in sharing these strategies with content teachers during the very short amount of time they had for planning. DSF Consulting helped the ELL educators develop their own talking points to help them prepare for conversations with content teachers so they could effectively develop a plan to collaborate with the content teachers.
- #25 Jordan
- #26 DianeHere are some strategies for ELL educators to model effective instruction for content teachers. This is an iterative process and should continue throughout the school year. ELL educators need to go beyond modeling a strategy once and moving on – they need to budget time to check in with content teachers at certain points in time. A veteran ELL educator I recently spoke with was doing these steps and kept track of which content teachers she’d been working with in her head. Other ELL educators will need a more systematic approach to keeping records on this. Review the lesson plan together with the content teacher – or preview it before you plan and come to planning time prepared with strategiesPrioritize one or two scaffolds or strategies for ELLs to model – don’t overwhelm the teacher with too many. I’ll show you how to use the equity audit and curriculum review rubric to help you prioritize where you should expend your energy and resources.As you observe, take informal notes or mental notes. The content teacher can list the strategies and how well each strategy worked overall. 5. The ELL educator can make a list of the ELLs and their ELP levels for the content teacher to use a way to take notes. Note which ELLs at which levels of ELP responded best to the strategies. For instance, which ELLs participated more? Less? Is there a pattern between ELP level and the effect of the strategies?6. Follow up with any questions for the ELL teacher.
- #27 Jordan
- #28 JordanMarilyn is an ESOL teacher at a K-5th grade elementary school with a highly diverse population. She is the senior member of a team of six ESOL teachers at the school and has been working at the school for over ten years. The school’s administration is encouraging a collaborative teaching approach that limits the amount of time ELLs are pulled out of their classrooms. Marilyn works primarily with second grade and fifth grade students. She spends most of her time in four classrooms, and is increasingly frustrated by her role at the school. Marilyn has a strong relationship with one of the classroom teachers with whom she works. They have been co-teaching together for four years, and they share in planning and teaching the language arts lessons. Marilyn feels that she has been able to model strategies for working with ELLs and this teacher has adopted many of these practices. However, Marilyn feels less positive about her role in the other three classrooms. In two of these rooms, she feels that she is not included in lesson planning, and is either expected to work with ELLs separately playing catch up or is asked to do a variety of tasks like pass out papers or correct student work. In the other classroom, the teacher has been out of school sick several times and Marilyn has had to take over the planning and teaching of the class. Marilyn feels that her role at the school is not clear to the teachers that she works with and that ultimately she is doing a disservice to the ELLs that she should be teaching.
- #29 DianeIn Illinois, administrators I met with used the equity audit and determined they needed to make sure ELLs were included in teacher evaluation systems that used the Danielson framework.
- #30 DianeStrategies – equity audit with teachers to determine action items, using her own talking points in meeting with content teachers to display her strengths, using her talking points and instructional strategies checklist to support content teachers’ scaffolding of CCSS content for ELLs
- #31 JordanJack is a ninth grade social studies teacher in a district that educates 10,000 students overall. He has been teaching for five years. Recently, he has been teaching more and more ELLs. At first his Spanish speaking ELLs were able to grasp the content he teaches, but he’s noticed that many of the ELLs in his class are having a tough time keeping up with his instruction. He consults with Maria, the ELL specialist and finds out that many of the ELLs he teaches have experienced significant interruptions to their education. He’s about to teach a unit on the structure and functions of government and politics in the United States but doesn’t know how to reach his ELLs. So, Jack reaches out again to Maria to ask her for some help planning for his upcoming lesson. Maria offers to not only help him plan but to model some of the strategies she suggests for him. She first gives him the checklist (next slide) to have him start thinking of supports ELLs will need to access instruction.Strategies – Maria uses talking points to tell him how she can help him, she uses the instructional checklist to determine strengths and weaknesses in his lessons, then they both use modeling strategies
- #32 DianeThis is what Jack hopes to accomplish with his lesson on the US government. Can you think of any areas in which ELLs at low to intermediate levels of ELP might have difficulties with this lesson? What strategies would you suggest?
- #33 DianeReading, writing & speaking grounded in evidence from textMaria used the lesson review rubric and decided she’d need to focus on all four areas when co-teaching with Jack’s class.
- #34 DianeFirst, she looked at the alignment of the lesson and suggested a way to integrate academic language objective with Jack’s content objective.She also found a way to build upon students’ background knowledge for the Do Now activity and also integrate students’ speaking and listening skills
- #35 DianeThese strategies are also helpful for non-ELLs.
- #36 Diane
- #37 Jordan.
- #38 DianeConsider the four strategies we discussed today. Which ones would you like to implement? Think about what steps you’d need to take, who you’d collaborate with, and the resources you’d need. Type in your comments in the chat box!
- #39 www.DSFConsulting.netTwitter: @DStaehrFennerFacebook: dsfconsultingfirmEmail Diane@DSFConsulting.net