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Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs

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Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs

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    1. Karen Beeman, Illinois Resource Center, 2009 Glen Ellyn, Illinois: A story of vision, leadership, and commitment to ELLs Karen Beeman kbeeman@cntrmail.org Illinois Resource Center www.thecenterweb.org/irc

    2. Karen Beeman, Illinois Resource Center, 2009 Agenda: The Setting The Characters The Problem The Resolution The moral of the story

    3. Karen Beeman, Illinois Resource Center, 2009 The Setting

    4. Karen Beeman, Illinois Resource Center, 2009

    5. Karen Beeman, Illinois Resource Center, 2009

    6. Karen Beeman, Illinois Resource Center, 2009

    7. Karen Beeman, Illinois Resource Center, 2009

    8. Karen Beeman, Illinois Resource Center, 2009

    9. Karen Beeman, Illinois Resource Center, 2009 Glen Ellyn, Illinois Suburban Diverse income levels

    10. Karen Beeman, Illinois Resource Center, 2009 The Characters

    11. Karen Beeman, Illinois Resource Center, 2009 Students: Newcomers Refugees (sponsored by World Relief) Two-language learners Diverse groups: 49 different languages spoken

    12. Karen Beeman, Illinois Resource Center, 2009 Teachers: US born acquired Spanish as a second language Foreign born new to US educational system Most bilingual teachers are alternatively certified

    13. Karen Beeman, Illinois Resource Center, 2009 Program: ESL support and some native language development Focus: More time in English equals more learning of English Catching up with the general program

    14. Karen Beeman, Illinois Resource Center, 2009

    15. Karen Beeman, Illinois Resource Center, 2009 Charlotte

    16. Karen Beeman, Illinois Resource Center, 2009 Michel Refugee Limited Formal Schooling

    17. Karen Beeman, Illinois Resource Center, 2009 Jos (Primary grades)

    18. Karen Beeman, Illinois Resource Center, 2009 PABLO (Junior High)

    19. Karen Beeman, Illinois Resource Center, 2009 Five Levels of English Language Proficiency The five proficiency levels derive from Wisconsins scale and definitions. The labels used here were created by the WIDA development team.The five proficiency levels derive from Wisconsins scale and definitions. The labels used here were created by the WIDA development team.

    20. Karen Beeman, Illinois Resource Center, 2009 Support for Instruction and Assessment The five proficiency levels derive from Wisconsins scale and definitions. The labels used here were created by the WIDA development team.The five proficiency levels derive from Wisconsins scale and definitions. The labels used here were created by the WIDA development team.

    21. Karen Beeman, Illinois Resource Center, 2009 From WIDAs Resource Guide

    22. Karen Beeman, Illinois Resource Center, 2009 The Problem

    23. Karen Beeman, Illinois Resource Center, 2009 For whom was the program working? What was missing for the other students? How could the program change to meet the needs of the students, instead of trying to change the students to meet the program?

    24. Karen Beeman, Illinois Resource Center, 2009 Where did the problem come from? Increase in numbers of ELLs: 78 in 2000 375 in 2009 Resistance to change No gifted programs Old paradigm low in both languages Cultural insensitivity The students are Someone elses problem.

    25. Karen Beeman, Illinois Resource Center, 2009 The Solution

    26. Karen Beeman, Illinois Resource Center, 2009 Shared ownership among all educators is crucial in ensuring the academic achievement of all ELLs.

    27. Karen Beeman, Illinois Resource Center, 2009 District and building leadership is key to change.

    28. Karen Beeman, Illinois Resource Center, 2009 Change takes time. Significant change occurs when a diverse group of stakeholders works together.

    29. Karen Beeman, Illinois Resource Center, 2009 ENL Program Review Establish a committee: Bilingual / ESL Education Program Administrator Bilingual / ESL Program Staff General Education Staff District Administrator Building Principal(s)

    30. Karen Beeman, Illinois Resource Center, 2009 Committee, continued. Special Education staff ELL Parents Community Members School Board Members Other

    31. Karen Beeman, Illinois Resource Center, 2009 Turn and Talk How long would such a process take? Who would coordinate this process? Who are the key players who would have to support the process? What challenges and obstacles could challenge the process?

    32. Karen Beeman, Illinois Resource Center, 2009 Key decision makers need to understand the theory and best practice tied to ELLs.

    33. Karen Beeman, Illinois Resource Center, 2009 Turn and Talk What do key decision makers need to know? What is the best way to build capacity?

    34. Karen Beeman, Illinois Resource Center, 2009 When a program has a well articulated vision and goals, educators understand the programs purpose and their role in it.

    35. Karen Beeman, Illinois Resource Center, 2009 Page 7 of the handout With your elbow buddy, read through the Value Statements. How do they guide future decisions? What implications does this document have? How can this document become a living document?

    36. Karen Beeman, Illinois Resource Center, 2009 When teachers understand their responsibilities for ELLs, their time with students becomes more optimal and they engage in shared ownership.

    37. Karen Beeman, Illinois Resource Center, 2009 Pages 8 and 9 How long do you think it took to create these documents? How should they be used? What are their implications?

    38. Karen Beeman, Illinois Resource Center, 2009 Language Allocation

    39. Karen Beeman, Illinois Resource Center, 2009 Language Allocation, cont.

    40. Karen Beeman, Illinois Resource Center, 2009 Teacher collaboration cannot be forced. It hinges on three key factors: trust, flexibility, and a shared philosophy (Wagner, 2001).

    41. Karen Beeman, Illinois Resource Center, 2009 The Moral of the Story

    42. Karen Beeman, Illinois Resource Center, 2009 To effect change, time and leadership are key ingredients.

    43. Karen Beeman, Illinois Resource Center, 2009 Action Plan Look through the action plan and find specific goals that will take place to improve the program.

    44. Karen Beeman, Illinois Resource Center, 2009 Newcomers Program

    45. Karen Beeman, Illinois Resource Center, 2009 Grow the bilingual program

    46. Karen Beeman, Illinois Resource Center, 2009 Structure and support shared ownership

    47. Karen Beeman, Illinois Resource Center, 2009 Provide training Administrators (Evaluating and Supervising ESL/Bilingual teachers) General education teachers Bilingual teachers ESL teachers Support staff

    48. Karen Beeman, Illinois Resource Center, 2009 Closure Questions Comments Evaluation Thank you!

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