International Center for Leadership in Education June 2009

1. Closing the ELL Achievement Gap - A Leader’s Guide to Making Schools Effective for Culturally and Linguistically Diverse Students International Center for Leadership in Education June 2009

2. What do I do? • In school there are more: • Students who did not grow up speaking English • Students raised in another country • The language and culture of the home is different

3. SESSION OBJECTIVE Provide an overview of the Making Schools Effective for Culturally and Linguistically Diverse Students resource kit

4. TERMS • LEP Limited English Proficient • EL English Learners • SLL Second Language Learners • ELL English Language Learners • CLD Culturally & Linguistically Diverse

5. MYTH“If LEP students would just learn English, everything else would fall into place.”

6. FACTLongitudinal research in the field of second language acquisition and learning has demonstrated that there are four different dimensions involved in the process for educational success.

7. The Term CLD GOES BEYOND THE ACQUISITION OF ENGLISH….. • Linguistic • Academic • Cognitive • Socio & Cultural

8. The term ELL gives the impression that the only task educational systems have is to create an infrastructure to facilitate the acquisition of the English language.

9. Closing the ELL Achievement Gap - A Leader’s Guide to Making Schools Effective for Culturally and Linguistically Diverse Students International Center for Leadership in Education 2009

10. Defining Education Reform for Culturally and Linguistically Diverse Students

11. Effective Reform Model • Implementation Process • Nonnegotiable Education Premises

12. Economic Challenges: -National Level -State Level -District Level -School Level • Leading the change process to meet the challenges • Research-Based Practices in Second Language Acquisition and Learning

13. Establishing an Education Plan for Culturally and Linguistically Diverse Students

14. BEGIN WITH THE END IN MIND Notre Dame University Yale University Salamanca University Harvard University Oxford University

15. Identification Process • Assessment Process • Placement Process • Reclassification Process • Instructional Program Models • Demographic Changes • Developing a Strategic Plan

16. Implementing a school wide vision for the education reform • Stakeholders • Administrators • Teachers • Mainstream • ESL • Paraprofessionals • Parents • Community

17. Language Acquisition Process • Acquiring a Second Language VS • Learning in a Second Language

18. Two types of proficiency expectations for school success • Basic Interpersonal Communicative Skills Proficiency • Cognitive Academic Language Proficiency

19. Linguistic DimensionsBasic Interpersonal Communicative Skills Proficiency Phonology Language Pragmatics Semantics Syntax Morphology

20. Academic Language DimensionsCognitive Academic Language Proficiency Highly Specialized Cognitively Demanding Critical Thinking Abstract Formal

21. Linguistic AND Academic Language dimensions must be taught simultaneously if we are to provide CLD students a fair chance to achieve high levels of rigor and grade level academic performance.

22. A Model for Implementation Social & Cultural Processes Mediating Language Acquisition and Learning Language Objective Student Performance Content Objective ComprehensibleInstruction

23. Implement a Continuous Improvement Model Refocus for Continuous Improvement

24. A Foundation for Accelerating Learning and Achievement

25. Developing an Instructional Plan • Content and Language • Thought and Language • Learning Strategies • Culture and Content • Learning Contexts and Structures • Alignment with the Rigor/Relevance Framework and Relationship Model

26. Instruction and Curriculum Practices for Culturally and Linguistically Diverse Students

27. Curriculum Alignment: • State Standards • State English Language Proficiency Standards • National Language Proficiency Standards

28. Language Acquisition Proficiency Level Strategies (Stephen Krashen) • The Prism Model (Virginia Collier) • Proficiency Model for Comprehensible Instruction (Jim Cummins)

29. Content Based ESL (Deborah Short) • Cognitive Academic Language Learning Approach – CALLA (Anna Chamot) • Teaching Academic Language (Lily Fillmore) & ( Jeff Zwiers)

30. Sheltered Instruction Observation Protocol –SIOP (Deborah Short) • Current Research-Based Teaching Trends: • Rigor/Relevance Framework and Relationship Model • Brain research and bilingualism • Differentiated instruction in the context of second language proficiency levels

31. Differentiated Instruction Paradigm Shift • Methods and models of differentiation developed from work with at-risk native English speakers does not meet the linguistic, cultural and academic needs of CLD students • Differentiated instruction for CLD students must be based on: • Second language acquisition process • L2 proficiency levels • Culture • Academic needs based on the structure of the first language • Scaffolding language and content

32. RIGOR Challenging and aligned curriculum, high expectations and systemic research-based practices for CLD students RELEVANCE Meaningful core classes that integrate the linguistic and academic dimensions with real-life application for CLD students RELATIONSHIPS Meaningful and sustained partnerships with adults who: Believe in and care for the students Understand the linguistic, social, cultural and academic needs of the second language learner Mentor, advise, and support the students throughout their educational journey FOUR R’s APPROACH: Rigor, Relevance, Relationships, Results RESULTS

33. Building Capacity for Teaching and Learning

34. Research Based Quality Instruction for CLD Students • Sustained Academic Rigor • Regardless of second language proficiency level • High Expectations

35. Quality Interactions with Students • Sustain a Language Focus • Quality Grade Level Curricula • Assessment and Accountability

36. Professional Development – Key to Educational Reform Success

37. Training Areas and Follow-up Support • Linguistics • Culture • Methods in ESOL

38. Curriculum in ESOL • What is expected in the curriculum • Testing and evaluation in ESOL • Rigor, relevance and relationships in the context of second language acquisition research

39. Putting It All Together:Planning and Implementing a System for Closing the ELL Achievement Gap

40. Creating Awareness, Visioning, and Shared Goal Setting around CLD Students • Whole School Improvement Planning Embracing CLD Students • Communicating with and engaging staff about CLD students • Communicating with and engaging non-CLD students about CLD students • Communicating with and engaging stakeholders about CLD students

41. Reaching out to parents of CLD students: A welcoming school environment • Celebrating cultural and linguistic diversity • Culturally responsive school • Culturally responsive curriculum • Culturally responsive teaching

42. Resources

43. Professional Organizations • Research Centers • National Conferences • Resource Websites • School District Websites • Instructional Materials Representatives

44. Implementation Applicability for Districts and Schools QUESTION & ANSWER SESSION

45. BEGIN WITH THE END IN MIND CHANGE THE SCHOOL CULTURE TO ACHIEVE THE DREAM FOR OUR CLD POPULATION!

46. Closing the ELL Achievement GapA Leader’s Guide to Making Schools Effective for Culturally and Linguistically Diverse Students Preview this publication at the Resource Center or visit http://store.leadered.com

47. Thank You!