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1. ELL and Regular Ed. as an Integrated Experience
2.
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
Lake Geneva Schools is made up of two districts:
3. Jt#1 consists of:Central-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
4. Lake Geneva-Genoa City Union High School: (better known as) Badger High School:1357 students with 13% ELL and 40% Economically Disadvantaged
5. 2000-2001 Lake Geneva Schools developed their first Strategic Plan, which set into motion a plan of action to include:
Research
Goal Setting
Implementation We began looking to find the pieces to the educational puzzle
7. Polka-dotted Leopard cub
Prince Lancelot of Camelot
Peer Lecturing Class
None of the Above
What is a PLC?
8. ..lets just say, that in a PLC theres a whole lot of collaboration going on
9. Student Integration through Collaboration at Central-DenisonElementary School
10. How Do ESL students and teachers integrate into the Collaboration puzzle?
11. Collaboration Have you ever felt overwhelmed or alone?
12. Intervention Time What does it mean to you?
13. 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
14. 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
15. 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
16. 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?
17. 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
18. 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/standards)
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)
19. 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
20. 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
21. 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
22. 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
23. Our Kids Are Growing
24. Our Kids Are Growing
25. 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
26. We focus on students, not labels
27. 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
28. 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
29. Can you find the time for their sake?
30. Teacher Integration through Collaboration
31. Terri Lightheart Kristin Fish
Tami Martin
Michelle Barnes American History in Boston:Fund for Teachers Fellowship
32. Eastview Elementary Population of 346
Highest ESL Population in the district- 38%
Poverty level of 65%
Fifth grade team- focus on collaboration/integration
33. =
34. The Collaboration Begins Who?
What?
When?
Where?
Why?
How much?
Getting ready...
35. Collaboration continues Itinerary
Interests
Blog
Money
Purchases
Built trust, friendship, knowledge
Even lesson planning
36. 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
39. The Mayflower II a replica
43. 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.
44. Purpose of the trip 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
45. We didnt know how important these bonds would be until we returned to school.
46.
Integration Through Collaboration in the Middle
47. 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
48. 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
49. Lake Geneva School District uses a Co-Teaching Model based on systemic support
50. 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.
51. Co-Teachers implement supportive, parallel, station,alternative, and team teaching methods
52. 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
53. 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
54. 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)
55. 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
56. 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.
57. 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
58. 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
59. 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
60. 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
61. ELL and Reg. Ed. Is an Integrated Experience at Badger
62. 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
63. 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%
64. BHS Collaboration Professional Learning Communities (PLCs)
Driving environment and philosophy
2 hours/month (late-start)
Who meets?
Departmentscontent collaboration
Specialistscontent collaboration and specialty collaboration
Cross-content collaboration
Focus: interventions, enrichment, data analysis, curriculum
65. 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
66. 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.)
67. 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
68. 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
69. 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.
70. Essential Elements of Co-teaching Trust, Respect, and Communication
Purpose and Objectives
Classroom Parity (we/our not I/my)
Time (common planning time)
71. 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!!!!!!!!!!!
72. 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
73. 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
74. Program MapA picture of collaboration at Badger
75. 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
76. until all staff are accepted as equal members of the educational community, all students will not be either. Education as an integrated experience
77. Administrative Responsibility: Equal access to curriculum (Eclipse)
Equitable access to resources and supports
Equitable duty assignments
Equitable opportunities for leadership
78. 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
79. If not you.who?