ELL and Regular Ed. as an Integrated Experience

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ELL and Regular Ed. as an Integrated Experience
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Lake Geneva Schools is made up of two
districts

• Lake Geneva Joint 1,
• which is a 4K-8 district
• Badger High School, is a union high school which
  has 5 districts feeding into it

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Jt1 consists ofCentral-Denison 694
students with 26 ELL Eastview 336 students
with 38 ELL Star Center 436 students with
17.6 ELLLake Geneva Middle School 660
students with 22 ELL and with a district-wide
56 Economically Disadvantaged
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Lake Geneva-Genoa City Union High School
(better known as) Badger High School1357
students with 13 ELL and 40 Economically
Disadvantaged
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We began looking to find the pieces to the
educational puzzle

• 2000-2001 Lake Geneva Schools developed their
  first Strategic Plan, which set into motion a
  plan of action to include
• Research
• Goal Setting
• Implementation

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The research led us to framing the puzzle with
the pieces of a Professional Learning Community
(PLC) beginning with the three critical questions
of What do the students need to learn? How
will we know if they learn it? What will we do
if they do not?
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What is a PLC?

• Polka-dotted Leopard cub
• Prince Lancelot of Camelot
• Peer Lecturing Class
• None of the Above

A PLC becomes the environment you work in. It is
a culture within a school that builds from
communication, willing attitudes, time and a
purposes to improve students learning. But that
is a whole other presentation..
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• ..lets just say, that in a PLC theres a whole
  lot of collaboration going on

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• Student Integration through Collaboration at
  Central-DenisonElementary School

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• How Do ESL students and teachers integrate into
  the Collaboration puzzle?

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Collaboration Have you ever felt overwhelmed or
alone?
At Central-Denison our planned collaboration
time is referred to as TEAMS time. It took us a
while to integrate ALL staff members into the
process.
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Intervention Time What does it mean to you?
Intervention time is time carved out of a day
where students should receive the right dose of
medicine to help cure their learning need. At
Central-Denison, intervention time is 30 minutes
a day where kids are grouped (based on
assessment) and taught a specific skill set.
Support staff and aides help to reduce the size
of student groups during this time.
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Central-Denison Elementary School A Little
Background

• Two schools merged to become Central-Denison
• Enrollment
• 701 students PreK-5 in 2005-2006
• 698 students PreK-5 in 2009-2010
• Poverty
• 39.5 economically disadvantaged in 2005-2006
• 47.9 economically disadvantaged in 2009-2010
• English Language Learner (ELL) population
• 17.5 of students body (16.8 Hispanic) 2005-2006
• 21.1 of student body (19.8 Hispanic) 2009-2010

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The Driving Force2002

• No Child Left Behind (NCLB) legislation was
  passed
• Called for stronger accountability
• based on results
• School standardized test
• scores would be looked at
• to measure AYP
• Consequences for lack of progress

ELLs (after one school year) are measured with
the same tools as English-speaking peers.
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Collaboration Leads to Greater
Integration2003-2004

• Two school merged to become Central-Denison
  Elementary School
• Principal Samantha Polek charged with the task of
  unifying the staffs
• Books were read and articles were shared
  staff-wide
• The idea of creating a PLC was hatched
• Staff did site visits

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One Step Back Two Steps Forward2005-2006

• TEAMS time was put into place
• The goal-free up time for teachers to collaborate
• Intervention left more questions than answers
• Who?
• Aides
• Parent volunteers
• Support staff
• What do we intervene on?
• How do we divide students?
• How long should an intervention last?

ESL and other support staff was assigned student
supervision duties allowing grade-level teams to
collaborate.
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Collaboration was still a Segregated
Experience2006-2007

• Teachers needed time to plan without students
• Give up prep or student contact time?
• Both, a compromise
• Teachers gave up 45 minutes of prep (once/week)
• The community gave up 2 hours of early release
  time (once/month)
• Interventions take various shapes

Which grade-level meeting to choose? We met
instead as an ESL team within our building (4
staff members). Struggled to serve a grade level
of ELLs in one 30 minute group daily.
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Once you get collaboration time what will you do
with it?

• Use DuFours big questions as your guide
• What do our kids need to know? (curriculum/standar
  ds)
• How do we know if they know it? (assessments)
• MAP
• STAR Reader
• RIGBY running records
• End of chapter/unit tests
• Teacher assessment
• What do we do if they dont know it?
  (interventions)
• What do we do if they already know it?
  (enrichment)

There is no I in this TEAM.
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Integration Continues as Collaboration
Grows2007-2008 School-Wide
ESL Department

• TEAMS continued to meet
• 45 minutes before school (once/week)
• 2 hours of early release time (once/month)
• Interventions now an expectation
• Segmentation led a push for pull-in services
• Meetings days spread out to allow specialists and
  administrators to attend more meetings

• Started meeting more with grade-level teams and
  less as an ESL group
• Struggled to find changing role
• What to teach a whole grade levels of ELLs for 30
  minutes each day?
• Ineffective service to always be in the back of
  a classroom.
• Specialists attended more meetings. Had a say in
  pacing, curriculum, and accommodations

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Greater Staff Integration Ensures Greater Student
Integration2008-2009 School-Wide
ESL Department

• TEAMS continued to meet
• 45 minutes before school (once/week)
• 2 hours of early release time (once/month)
• During lunch
• Extra mornings
• Interventions became more organized and effective
• A push for pull-in services and co-teaching
  ensued
• Kids in my class became ours

• Now equal members of grade level teams
• Divided ELL caseload by grade level
• Intervening by skill and student need, not by
  label or ELP
• Began working with the classroom teacher and not
  in place of him/her
• Still spending time at the back of pull-in rooms
• Caucasian kids in the hall started saying hi
• Missing ESL connections

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Positive Collaboration Leads to Successful
Integration2009-2010 School-Wide
ESL Department

• TEAMS continued to meet
• Team building and open sharing set groundwork for
  powerful conversations
• Interventions still shift to meet new student
  needs
• Pull-in services and co-teaching continue with
  clustered classes
• Our kids were growing

• We continued to meet with 2 grade level teams
  each week
• Team building takes time
• Two 45 minute preps each week
• On-going co-planning
• Began meeting additionally once/month with other
  K-5 ESL teachers throughout the district and
  quarterly with K-12 ESL staff
• Our kids were growing

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What does an ESL team meeting look like?

• When?
• 45 minutes before school (once a month)
• Who?
• All ESL professionals at the elementary level
• What?
• Service type and quantity
• New students
• Testing (accommodations and analysis of data)
• Resource sharing
• How?
• Just ask

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Our Kids Are Growing
Proficient and Advanced Scores on the Reading
Section of WKCE
Data taken from WINSS (September 2010)
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Our Kids Are Growing
Proficient and Advanced Scores on the Math
Section of WKCE
Data taken from WINSS (September 2010)
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Education is an Integrated ProcessSchool-Wide
ESL Department

• TEAMS continue to meet and focus on
  team-building, open sharing, and data analysis
• Interventions still change to meet new student
  needs
• Trust builds all the kids working in other
  groups are getting what they need
• Pull-in services and co-teaching continue with
  clustered classes
• We focus on students, not labels

• We are part of grade-level teams and an ESL team
• I keep close track of ELLs progress, but I care
  about the success of all students
• I trust those ELLs not in my group are getting
  what they need
• Professional development and classes in
  co-teaching are being offered
• We focus on students, not labels

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We focus on students, not labels
Autistic
ELL, level 1
Transient
EBD
ELL, level 5
CD
Lives in poverty
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What does the 30 minutes of intervention look
like?

• Kindergarten pre-reading skills
• Short skill assessments break kids into groups
• Focus on skill (letter sound, blending,
  segmenting, rhyming, etc)
• 1st Grade Reading
• Split into groups based on running record level
  (starting at AA)
• Comprehension and decoding strategies applied
• 2nd Grade Phonic skills and print types
• PALS assessment break kids into groups of phonic
  skills
• Once secure on phonic skills kids work in groups
  to learn how to read different types of print
  (poems, non-fiction, recipes, etc)
• 3rd Grade Switched between reading and math
• Math groups reteach skills or enrich after a
  chapter test
• Reading groups created from STAR Reader and MAP
  scores
• 4th Grade Math skills and science vocabulary
• Allows second dose of math or science without
  missing new content in subject
• 5th Grade Switch between reading strategies and
  math skills
• MAP test RIT scores used to make groups
• Skills include measurement, geometry, problems
  solving, Sue Beers reading strategies, and MAP
  strands such as analyzing test, etc

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What is in TEAMS Time for an ESL teacher?

• Better awareness of grade level expectations and
  students classroom performance
• Ability to influence instruction, material
  choice, and assessment at the ground level
• Chance to share best practice strategies
• Facilitates relationship-building to strengthen
  co-teaching relationships

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Can you find the time for their sake?

1. Start by blocking off time to meet
2. Focus on DuFours 4 questions
3. Keep student learning your focus
4. Trust in yourself and your peers
5. Give it time to grow

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• Teacher Integration through Collaboration

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American History in BostonFund for Teachers
Fellowship

• Terri Lightheart Kristin Fish
• Tami Martin
• Michelle Barnes

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Eastview Elementary

• Population of 346
• Highest ESL Population in the district- 38
• Poverty level of 65
• Fifth grade team- focus on collaboration/integrati
  on

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Grant Opportunity
Fund for Teachers enriches the personal and
professional growth of teachers by recognizing
and supporting them as they identify and pursue
opportunities around the globe that will have the
greatest impact on their practice, the academic
lives of their students and on their school
communities.
Fund for Teachers awards fellowships(grants) for
self-designed professional growth to PreK-12
teachers who recognize the value of inquiry, the
power of knowledge, and their ability to make a
difference.
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The Collaboration Begins

• Who?
• What?
• When?
• Where?
• Why?
• How much?
• Getting ready...

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Collaboration continues

• Itinerary
• Interests
• Blog
• Money
• Purchases
• Built trust, friendship, knowledge
• Even lesson planning

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Where did we go and what did we do?

• Plymouth Rock Mayflower replica, Plimoth
  Plantation.
• Whaling and the Whaling museum in Providencetown
• Providencetown Original landing site of the
  pilgrims and where they signed the Mayflower
  Compact
• Hyannis Port, MA home of the Kennedys
• Salem, MA historic site of the famous witch
  trials
• Boston Freedom Trail Paul Reveres house, Old
  North Church, Old State House, Boston Commons,
  etc.
• Harvard Cambridge, MA
• Boston Zoo

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The Paul Revere House Here we had a private
workshop that taught us how to use Primary
Sources in the classroom more effectively (Great
for ESL!)
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Plimoth Plantation
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The Mayflower II a replica
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Boston Hahbah Harbor
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The USS Constitution the worlds oldest sailing
commissioned warship.
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Unexpected Surprises
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Collaboration After the Trip

• Grant responsibilities- summaries, budget, etc.
• Presented at staff meeting
• PLC meeting time is more enjoyable
• All students are benefiting
• More planning together
• More co-teaching
• Infusing more creative ideas into projects and
  daily lessons.

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Purpose of the trip

• After
• Explore our professional relationships and
  friendships
• Integration of ESL strategies and understanding
  into Early American History.
• Build a strong teaching team based on trust (and
  inside jokes!)
• Oh yeah, and
• Increase our own knowledge of American history
• Collect valuable resources and hands-on materials

• Before
• Explore historical sites throughout Boston that
  represent the origins of our country to bring
  history to life for students
• To build our personal background knowledge of
  American History
• To create virtual field trips for our students of
  historical sites
• To collect replicas, books, videos, and various
  classroom materials for our students
• To find new ways to integrate reading, writing,
  and history within our lessons

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We didnt know how important these bonds would be
until we returned to school.
Whatever It Takes!
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• Integration Through Collaboration in the Middle

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Lake Geneva Middle School 2010 ELL Statistics

• Lake Geneva is a resort community located in
  rural SE Wisconsin
• Lake Genevas population is 7,148
• Lake Geneva Middle school has an enrollment of
  659 students
• Lake Geneva Middle School is a Title 1 School
• 52 of students receive free or reduced lunch

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Lake Geneva Middle School 2010 ESL Statistics

• 146 students are Hispanic, 14 are Asian or
  Pacific Islander, 11 are black, 2 are Indian, 486
  are white
• 76 of the 659 students receive ELL services
• 74 of the 146 Hispanic students receive ELL
  services
• 2 of the 14 Asian students receives ELL services
• In the past LGMS has served African, Eastern
  European, and South American ELL students

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Lake Geneva School District uses a Co-Teaching
Model based on systemic support
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ELL Staff and Schedules

• ESL Staff Consists of 2 ESL Teachers and 1 Aide
• ESL Teachers and Aide co-facilitate in homeroom
  s, including accompanying homerooms on field trip
  and team building activities
• ESL Teachers and Aide teach in a daily in
  Co-taught Math, Co-taught Science, Co-taught
  Social Studies, ELL Read 180 and ELL Study Hall
  in every grade level.

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Co-Teachers implement supportive, parallel,
station,alternative, and team teaching methods
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Supportive Co-Teaching Methods

• Co-Teachers collaborate with content area
  teachers to create a lesson plan in which all
  teachers assign homework using the same model
  i.e., all students work in a group in Math,
  Science, Socials Studies and English to complete
  a Venn Diagram
• Paraprofessionals and Co-Teachers assist groups
  with assignment
• Paraprofessionals and Co-Teachers observe group
  work and make notes for future modifications

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Systematic Supports

• ELL teacher attend weekly grade level and
  administration meetings to coordinate lesson
  plans with mainstream teachers
• Classes in every subject begin with Daily
  On-board Lessons using targeted vocabulary
• Teachers use thematic lesson plans whenever
  possible

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ELL Read 180

• ELL Read 180 consists of three workstations
  computerized, independent reading, and teacher
  directed
• A computerized tests determines each individual
  students lexile
• Work in the independent reading and computerized
  work stations is leveled to their individual
  lexile level
• Language acquisition techniques are incorporated
  into the computerized work (highlighting,
  bilingual dictionaries, pronunciation tips
  students hear thorough headphones)

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ELL Read 180 Collaboration

• Meet with 6th, 7th, 8th grade/EEN to evaluate ELL
  referrals into R180 program
• Report progress of ELL students participating in
  Read 180 class to content area/EEN teachers at
  weekly grade level meetings
• Collaborate with classroom teachers to coordinate
  ELL Read 180 exits determine when would be the
  best time for students to rejoin regular Lit and
  English based on current projects, tests and
  classroom work

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ELL Read 180 Collaboration

• Develop new schedule with grade level/EEN teacher
  for R180 exits
• Collaborate with Lit teachers to plan novel
  readings. During whole group Read 180 time, read
  novel aloud to R180 students which Lit. students
  are currently reading. This makes transitioning
  out of R180 into Lit. more successful.

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ELL Read 180 Collaboration with Reading Specialist

• Meet weekly with Reading Specialist regarding
  progress of ELL R180 students
• Collaborate weekly with Reading specialist
  regarding placement and testing of students into
  Read 180 program
• Collaborate weekly with reading specialist
  regarding exit considerations for ELL Read 180
  students
• Collaborate weekly with reading specialist
  regarding changes and upgrades to R180 curriculum
  (addition of L books,Newcomer books, quizzes
  to add onto software, etc)
• Discuss individual learning plans for beginner
  ELL students in Read 180 and modify plans based
  on recommendations of Reading Specialist

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ELL Read 180

• WKCE, MAP, SRI Exam, ACCESS Scores, Grades and
  Teacher Recommendations are all considered as
  factors for entering ESL Read 180
• Qualifying students with higher ACCESS scores may
  participate in non-ELL Read 180
• Students are placed in work groups based on their
  English Language abilities

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ELL Read 180

• WKCE, MAP, SRI Exam, Access Scores, Grades and
  Teacher Recommendations are all considered as
  factors for entering ESL Read 180
• Qualifying students with higher Access scores may
  participate in non-ELL Read 180
• Students are placed in work groups based on their
  English Language abilities

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Library Services

• All students receive their Lexile score from MAP
  testing
• Majority of books in Library are Lexiled in
  on-line catalog
• Librarian can recommend books based on Lexiles
• Many books available in Spanish

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• ELL and Reg. Ed. Is an Integrated Experience at
  Badger

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Why Collaboration Leads to Integration?

• Integrated use of best practiceswhat works for
  ELL often works for many
• Teacher ownership of all students
  (not your students and my
  students)
• Build school community (staff and students)
• Student-focused

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Quick Look at Badger

• Lake Geneva-Genoa City Unified School District
  (9-12)
• Enrollment
• 1359 students
• Poverty
• 28 students receive free/reduced lunch
• English Language Learning Population
• ELL Students 14

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BHS Collaboration

• Professional Learning Communities (PLCs)
• Driving environment and philosophy
• 2 ½ hours/month (late-start)
• Who meets?
• Departmentscontent collaboration
• Specialistscontent collaboration and specialty
  collaboration
• Cross-content collaboration
• Focus interventions, enrichment, data analysis,
  curriculum

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ELL Collaboration 3 Levels

• Monitoring Collaboration ELL and content
  teachers collaborate as needed regarding LEP
  levels and best practices for ELL
  students
• Targeted Collaboration content/ELL teachers
  collaborate regarding differentiation and
  modifications for specific course/specific
  student
• Co-teaching content course co-taught by a
  content teacher and ELL teacherthe best of both
  worlds

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Monitoring CollaborationWhat does it look like
in action?

• Students Intermediate-Advanced ELLs
• Staff ALL!
• Communication is key!
• ELL staff monitor student grades
• Content staff communicate questions/concerns
• Collaborate to meet student needs
  (email/meeting/resource/assessment/strategies/etc.
  )

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Targeted Collaboration What does it look like in
action?

• Students
• High-need ELL in unsupported content class
• ELL student needing additional support
  (identified from Monitoring Collaboration)
• Staff Any staff member with student in class
• Communication is key!
• Extremely individualized according to
  course/student
• Examples Strategy support, co-planning,
  assessment modification, vocabulary enrichment,
  etc
• BHS Chemistry/Geometry

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CO-TEACHING

• Students High-need ELL students
• Staff One Content Teacher/One ELL Teacher per
  course
• Communication is key!!!
• Types of Co-teaching
• Essential Elements of Co-teaching
• Student-Focused Co-teaching

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Types of Co-teaching

• Lead and Support
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching most effective, often use other
  co-teaching models within team-taught classroom.

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Essential Elements of Co-teaching

• Trust, Respect, and Communication
• Purpose and Objectives
• Classroom Parity (we/our not I/my)
• Time (common planning time)

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More Essential Elements of Co-teaching

• Shared Responsibility
• Co-planning both teachers involved and
  responsible for instruction and assessment
• Co-assessment both teachers involved in
  planning, administering, and grading/analyzing
  assessments
• Co-responsibility
• content teachercontent specialist
• ELL teacherstrategy/instructional modification
  specialist
• HOWEVERthey are mutually responsible for content
  and instruction!!!!!!!!!!!

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Student-Focused Co-teachingHow do we decide what
classes are co-taught?

• Co-taught classes based on student need
• Identify high-need students and high-need courses
• Intentional Scheduling
• Coordinate Schedules
• Grade level courses (ex supported English 9
  should not be offered at the same time as
  supported World Cultures)
• Decrease number of co-teachers if possible (ex
  co-teach Algebra A and Algebra B with same
  teacher)
• Common prep with co-teachers
• Begin/Continue co-teaching relationship

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Why co-teach?

• Inclusionarystudent focused!
• Makes content accessibleproactive!
• School community all students (not those
  students)
• Clarified purpose (objectives/assessment)
• Beneficial for all students!
• ELL strategies effective teaching
• 2 teachers increased differentiation
  (intervention AND enrichment)
• Model communication/team work
• Increased ideas, learning experiences,
  reflection, etc

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Program MapA picture of collaboration at Badger
Combination of Pro-active and Retro-active
Services
Content Support

• English Dept
• English 9
• English 10

• Math Dept
• Algebra A
• Algebra B

• Science Dept
• Integrated Science
• Chemistry

• Social Studies Dept
• W. Cultures/H.Am.Democracy
• W. History

• Reading Dept
• R/W Workshop 10

Newcomer/Resource Support

• Newcomer ELL
• Newcomer ELL
• Emergent Reading

• Support/Resource Classes
• ELL Resource
• Guided Study Hall
• ELL After-School Lab

• Co-taught Class
• Aide-supported Class

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Steps to Effective Integration through
Collaboration

• Increased Communication
• Trust and Respect
• Safe environment
• Each member must participate
• Thoughts, ideas, questions, problems..
• Clear purpose/focus for ELL students and program
• Collaboration based on student-need

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Education as an integrated experience

• until all staff are accepted as equal members of
  the educational community, all students will not
  be either.

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Administrative Responsibility

• Equal access to curriculum (Eclipse)
• Equitable access to resources and supports
• Equitable duty assignments
• Equitable opportunities for leadership

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So what does it take to truly integrate our ELL
population

• Integrate your staff through collaboration
• Integrate your curriculum with ELL supports
• Integrate your community through the components
  of a Professional Learning Community

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If not you.who?