ELL Program Model Investigation. Beaverton School District and EdNW ELL Alliance Conference, March 2016
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1 ELL Program Model Investigation Beaverton School District and EdNW ELL Alliance Conference, March 2016
2 INTRODUCTION Beaverton School District is the third largest district in Oregon. There are 33 elementary, 8 middle, and 5 high schools. One of the most diverse districts with the second highest concentration of ELL students in the state. 94+ different languages spoken in the district About 5000 ELLs 12.5% of total district population (41,000)
3 DESIRED OUTCOMES Participants will learn how the Beaverton School District collaborated with EDNW on creating Six Program Model Road Maps. Participants will learn how BSD will implement the Program Model Road Maps for the school year and beyond. Participants will learn the types of Professional Development BSD will provide to staff to support implementation. Participants will learn how we will evaluate program model impact. Participants will be able to provide feedback on the Road Maps and process.
4 HISTORICAL PERSPECTIVE Reviewed key data and conducted focus groups to address issues related to our ELL Program In the winter of 2014, Education Northwest facilitated a collaborative effort to support district staff in researching and defining effective ELL program service models and instructional practices.
5 HISTORICAL PERSPECTIVE Providing English language learners (ELLs) with equitable access to academic content and supporting their development of English language proficiency are fundamental legal and ethical obligations of all school districts. Two essential actions for meeting those obligations are: 1) providing appropriate program models and 2) using effective instructional practices.
6 HISTORICAL PERSPECTIVE The Beaverton School District (BSD) decided to base decisions in these areas on a thorough understanding of research on program models and instructional practices for ELLs. In winter 2014, BSD created the ELL Research Group, consisting of 43 staff members, including district administrators, principals, ELL specialists, special education teachers, general education teachers, and counselors.
7 HISTORICAL PERSPECTIVE The key recommendations of the district research group included definitions of specific models for serving ELL students, high-leverage instructional strategies, and a set of core beliefs.
8 HISTORICAL PERSPECTIVE In April 2015, Education Northwest submitted a report detailing these recommendations and providing additional research-based suggestions as the district considered systematic strategies for implementation.
9 HISTORICAL PERSPECTIVE The Beaverton Welcome Center reached out to Education Northwest to continue the alignment of ELL programs by facilitating an implementation group comprising principals, district administrators, mainstream teachers, dual language teachers, and ELD teachers.
10 HISTORICAL PERSPECTIVE This group developed a set of ELL Program Road Maps as an implementation support to be used collaboratively by schoolbased teams to ensure that their ELL programs consistently implement evidence-based systems and instructional practices.
11 RATIONALE Castañeda vs. Pickard
12 RATIONALE Castañeda vs. Pickard
13 RATIONALE Castañeda vs. Pickard
14 RATIONALE Castañeda vs. Pickard
15 RATIONALE Castañeda vs. Pickard SP2018 Produces Results Evaluate Define Educational Theory Effectively Implement Implement Design Fidelity
16 Methodology: Project Design
17 Project Design
18 DEFINE: Core Beliefs As educators in the Beaverton School District, we believe that: With proper learning conditions, English language learners will learn core content and develop English language proficiency to high levels in the Beaverton School District.
19 DEFINE: Core Beliefs As educators in the Beaverton School District, we believe that: Communicating in several languages and understanding different cultures are essential goals of education.
20 DEFINE: Core Beliefs As educators in the Beaverton School District, we believe that: English language learners must have access to high-level academic content, regardless of their English language proficiency.
21 DEFINE: Core Beliefs As educators in the Beaverton School District, we believe that: English language learners are diverse and may require different supports both to become proficient in English and to access high-level content.
22 DEFINE: Core Beliefs As educators in the Beaverton School District, we believe that: The district and the community share responsibility for ensuring the success of English language learners.
23 DEFINE: Essential Questions How does Beaverton School District foster coherence between English language learner programs? What information do school-based teams need to establish effective, research-based English language learner programs?
24 Project Design
25 DESIGN: EL Experience in BSD Created Storyboards of an EL s Experience in BSD
26 DESIGN: EL Experience in BSD
27 DESIGN: EL Experience in BSD
28 DESIGN: EL Experience in BSD
29 DESIGN: EL Experience in BSD
30 DESIGN: EL Experience in BSD Narrowed down common themes of the journey.
31 DESIGN: Structural vs. Instructional Teams brainstormed Structural vs. Instructional dilemmas to consider.
32 DESIGN: Systems Map Teams created a Systems Map of BSD ELL Program Models.
33 Wordle
34 DESIGN: Sample Template Teams reviewed a draft of the road map common template and made comments.
35 DESIGN: Common Template Each Road Map is organized into the following seven programmatic strands: Program Structure Curriculum Instruction Assessment & Accountability Educator Effectiveness & Professional Learning Family & Community Support & Budget Considerations
36 Project Design
37 DEVELOP: Program Model Teams Pull-out Push-in (Collaborative Co-teaching) Dual Language Newcomer (ELD/Content) ELD Class Period Sheltered Instruction
38 DEVELOP: Research and Write Teams had to read relevant research and contribute to the content of the road maps.
39 DEVELOP: Research and Write Teams read key research
40 DEVELOP: Minneapolis Public Schools BSD Visited Minneapolis Public Schools
41 DEVELOP: Global Academy Charter BSD Visited Global Academy Charter School
42 DEVELOP: Albuquerque, New Mexico BSD travelled to New Mexico to attend La Cosecha Conference
43 DEVELOP: Seattle Public Schools BSD Visited Seattle World School
44 DEVELOP: Seattle Public Schools BSD Visited Graham Hill Elementary
45 DEVELOP: Seattle Public Schools Visited Van Asselt Elementary
46 DEVELOP: Seattle Public Schools Visited Highland Park Elementary
47 Project Design
48 EVALUATE AND REVISE: Feedback Rounds Each team received feedback from colleagues and made adjustments based on this feedback. Teams also received ongoing support from EDNW.
49 ELL PROGRAM ROAD MAPS Introduction
50 ELL PROGRAM ROAD MAPS INTRODUCTION
51 ELL PROGRAM ROAD MAPS INTRODUCTION
52 ELL PROGRAM ROAD MAPS INTRODUCTION
53 ELL PROGRAM ROAD MAPS INTRODUCTION
54 ELL PROGRAM ROAD MAPS INTRODUCTION
55 ELL PROGRAM ROAD MAPS ELD Pull-out
56 ELL PROGRAM ROAD MAPS Collaborative Co-teaching
57 ELL PROGRAM ROAD MAPS Newcomer ELD/Content
58 ELL PROGRAM ROAD MAPS Dual Language Programs
59 ELL PROGRAM ROAD MAPS ELD Class Period
60 ELL PROGRAM ROAD MAPS Sheltered Instruction
61 ELL PROGRAM ROAD MAPS Reflective Tool
62 Where we ENDED
63 CHALLENGES As Beaverton continues to enhance its program offerings for ELL students, the following challenges should be acknowledged and addressed:
64 CHALLENGES Use common language: Due to the district s size and the number of ELL program options available, special attention should be paid to using common language and messaging in order to prevent confusion among staff, students, and families.
65 CHALLENGES Conduct a needs-assessment of newcomer students: Further information should be gathered about the specific needs of newcomer students in Beaverton before determining optimal newcomer programming and location of services.
66 CHALLENGES Provide professional development: Due to the scale of changes represented in the ELL Program Road Maps, the district should conduct significant professional development to ensure continuity of decision making, implementation, curriculum, and instruction.
67 RECOMMENDATIONS Curriculum and Instruction Evaluate ELL instructional material needs for each program model
68 RECOMMENDATIONS Professional Development Align professional development and the Beaverton School District Teacher Standards to emphasize instructional practices outlined in the Road Map documents
69 RECOMMENDATIONS Professional Development Provide professional development in program model decision making and implementation
70 RECOMMENDATIONS Professional Development Provide differentiated professional development for each road map model (or clusters)
71 RECOMMENDATIONS Professional Development Organize professional development opportunities so that like schools can learn together and from each other
72 RECOMMENDATIONS District Systems and Structures Develop and train staff to use the Beaverton ELL Road Map decision tree
73 RECOMMENDATIONS District Systems and Structures Evaluate implementation and outcomes regularly to guide program model adjustments
74 RECOMMENDATIONS District Systems and Structures Communicate Road Map options with ELL parents and elicit regular feedback in multiple languages
75 RECOMMENDATIONS District Systems and Structures Ensure ELL team member representation on district design teams (e.g. new high school) to ensure Road Map implementation is supported by other district efforts and vice versa
76 PRINCIPAL/ADMIN PD Every month, Principals received PD to prepare them for selection of ELD program model.
77 PRINCIPAL/ADMIN PD More Principal PD
78 ELL PLAN
79 ELL PLAN
80 NEWCOMER CENTERS Four sites opening Fall 2016 Two elementary, one middle, and one high school Capped at 15 students Wrap-around services (Social Worker/School Psych) Entrance/Exit Criteria Ongoing progress monitoring Individual plans for student (including graduation plan) One certified teacher/case manager at each site Training for staff at each site
81 PROFESSIONAL DEVELOPMENT PLAN Thomas and Collier (April 4-5) Karen Beeman (April 14 th ) Honigsfeld and Dove (May 25-26, June 27-28) Seattle Public Schools Co-teaching PD Constructing Meaning SIOP In-house development of Sheltered Instruction PD Cultural Series PD Newcomer Trauma PD - Newcomer
82 ELL Evaluation Group Evaluation Spring 2018
83 FEEDBACK NEEDED Please review ONE Road Map. Use the feedback sheet to give us input on at least ONE Road Map.
84 QUESTIONS?
85 Contact Information Danielle Sheldrake, Executive Administrator of Student Services Toshiko Maurizio, Director of ELL/Bilingual Programs Tim Blackburn, Erin Lolich,
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