CREATING SYSTEMIC INSTRUCTIONAL ACCESS & EQUITY FOR ENGLISH LEARNERSMinnesota English Learners Education Conference 2015

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In partnership with the Minnesota Department of Education

Prepared by Kelly Frankenfield, Sarah Sirna & Sophie SnellELD School Advocates, MN Regional Centers of ExcellenceIn collaboration with Michael Bowlus, English Learner & Refugee Education Specialist, MDE

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Get resources & post questions

https://goo.gl/hG8KQt

#RCEquity3

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“We cannot and must not rest until every group of students receives the kind of education that they deserve.”

(Soto, 2012, p. 5)

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Sample School Reading

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Sample School Math

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Reading Math

School .259 -.047

ELs .013 -.126

Z-scores for ELs

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“English learners, despite many years in our schools and despite being close to the age at which they should be able to graduate, are still not English proficient and have incurred major academic deficits” (Olsen, 2010).

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According to research….

• Only 4% of ELs’ school day is spent engaging in student talk.

• Only 2% of ELs’ day is spent discussing lesson content & academic vocabulary.

• Edwards and Mercer (1987) documented that teachers perform 76% of classroom talk.

(Arreaga-Mayer & Perdomo-Rivera, 1996)10

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ELL Shadowing

Soto (2012) defines ELL Shadowing as a “professional development design that involves a single teacher observing a single English learner during the course of a school day” (p. 5).

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Purpose

“Gather information about the daily life of an English learner in order to participate in a larger conversation on improving the educational experiences of this student group.”

(Soto, 2012, p. 12) 12

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Selection of StudentsRandom Sampling Selection:• A method of selecting a sample (random

sample) from a statistical population in such a way that every possible sample that could be selected has a predetermined probability of being selected.

• More than any other system, random sampling gives you an exact portrait of the people at large. 13

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Or, use ACCESS data

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(Soto, 2012)

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“ELL shadowing creates the awareness, but there must be a clear and focused plan to change practices for results to change for ELLs.”

(Soto, 2012, p. 98)

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HYPOTHESIS SETTING for ROOT CAUSE

Identified Problem or Success: Students using very little of academic language.

HypothesisEvidence (in support,

or to the contrary)

S = Student Action A = Adult Action I = In Our Control O = Out of Our Control

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An effective innovation is…

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Teachable

Learnable

Doable

Readily assessed in practice

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Teacher Self-Survey

Training and CoachingImplementation Drivers

 % of Participants who Demonstrate Knowledge, Demonstrate New Skills

in a Training Setting, and Use new Skills in the Classroom

TRAININGCOMPONENTS

Knowledge SkillDemonstration

Use in theClassroom

Theory and Discussion 10% 5% 0%

..+Demonstration in Training 30% 20% 0%

…+ Practice & Feedback in Training 60% 60% 5%

…+ Coaching in Classroom 95% 95% 95%

—Joyce and Showers, 2002

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Improvement Cycles

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The Making it Happen MindsetLetting it happen•The ‘What Will Be Will Be” Approach – Recipients are

accountable

Helping it happen•“Do It Yourself” Approach – Recipients remain accountable

Making it happen•Purposeful and proactive use of implementation practice and

science•Implementation teams, systems and recipients share

accountability30

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What can we make happen?

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“The Essential Actions are evidence-based strategies for educators to apply in implementing standards-referenced, language-centered education.” Essential Actions Handbook, WIDA

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Where is your school?

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What are the possible barriers to implementation?

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How have school’s driven implementation of Essential Actions?

EA #2 EA #3 EA #9

EA #13

EA #14

EA groups

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Accountability Data Dig

Internal data gathering (shadowing)

Hypothesis setting

Choosing Innovation (hextool)

Making it happen implementing (drivers)

References:Arreaga-Mayer, C. & Perdomo-Rivera, C. (1996). Ecobehavioral Analysis of instruction for at-risk language-minority students. Elementary School Journal, 96, 245-258.Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-

Analyses Relating to Achievement. New York, NY: Routledge.Soto, I. (2010). ELL shadowing: Strengthening pedagogy and practice with pre-service and in-service teachers. Research in Higher Education Journal, 8, 1-11Soto, I. (2012). ESL shadowing as a catalyst for change. Thousand Oaks, CA: Corwin Press.