Articulation and Action: Service Delivery Planning for English Language Learners

download Articulation and Action:  Service Delivery Planning for  English Language Learners

of 25

  • date post

  • Category


  • view

  • download


Embed Size (px)


Articulation and Action: Service Delivery Planning for English Language Learners . John Kibler OELA Professional Development Coordinator Amy Christianson OELA Program Coordinator Edgewood College, Madison WI. ELL Service Delivery Articulation and Action Plan (SDAAP). - PowerPoint PPT Presentation

Transcript of Articulation and Action: Service Delivery Planning for English Language Learners

Articulation and Action: Service Delivery Planning for English Language Learners

Articulation and Action: Service Delivery Planning for English Language Learners John Kibler OELA Professional Development CoordinatorAmy ChristiansonOELA Program CoordinatorEdgewood College, Madison WIELL Service Delivery Articulation and Action Plan (SDAAP)During this session participants will examine an ELL service delivery articulation and action plan that documents reflection on current practice and considers future implementation, configuration, and professional development considerations. Utilizing Resources Effectively to Support ELL Student AchievementEquity for ELLs: Guiding Beliefs and PrinciplesOrganizational Map and Service Delivery Articulation & Action Plan (SDAAP)Resource Alignment Through Collaborative Practices

Organizational Blueprint and Service Delivery Articulation & ActionPlan

Equity Through Instructional PracticesGuiding Principles and BeliefsConsiderations for Instructing English Language Learners

Guiding Principles and BeliefsShared Responsibility for English Language Learners is Evident in the Actions of School PersonnelResources are Aligned to Promote Effective and Collaborative Instructional PracticesShared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning TeamsProgram Models & Configurations are Flexible and can be Adjusted based on Students Language & Learning NeedsStandards-Based Instruction for Language Development & Content Learning is Integrated

Considerations for English Language LearnersInstructional Practices follow State Laws/Title III Part ATeachers and Resource Staff Supporting ELLs are Assigned on Instructional TeamsELLs are Clustered into Classrooms Supported by ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification)Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual CertificationAll Professional Development Reflects Best Practices for Educating ELLsParent and Family Outreach Supports Linguistic and Cultural NeedsQuestions to Consider:Which guiding beliefs and principles are currently supported in your school or district?What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners?

Organizational Map and Service DeliveryArticulation & Action Plan (SDAAP)Developing an Organizational Map to Utilize School Resources EffectivelyService Delivery Articulation and Action Plan (SDAAP) Examining Program Models and Configurations for Instructing English Language Learners

Using a School Organizational Map forELL Service Delivery Articulation & Action (SDAAP):What Is It?Organizing and Maximizing Time/Space/Resources in the School Building to Support Students Academic Achievement10,000 ft. viewAccounting for context and conditionsConsidering all available resourcesThinking outside the box

Organizational Map Key Elements:Organizational Map: A structure to utilize time, space, and resources in the school building to support English language learners academic achievementEstablishing shared guiding beliefs and principles as a schoolPlacement of ELLs based on language & learning needsCollaborative teaching structures using best practices for ELLsFlexibility with instructional placements based on needs of ELLs

Service Delivery Key Elements:Service Delivery:Instruction provided to English language learners based on individual language and learning needsProgram ModelESL, Bilingual, Dual Language ImmersionProgram ConfigurationSheltered classes, Pull-out, Push-in, Resource RoomsClusteringGrade level, language background, language proficiencyRange of ServicesFrequency and duration of academic support

Description of ELL Student PopulationNumber receiving services in your school(s) or district Do you perceive there are ELLs that have not been identified?Language(s) spoken by your ELL populationPlacement of your ELL populationDo you have staff who feel confident administering ACCESS? Yes NoDo you have staff who feel confident interpreting ACCESS scores and data?Does your school or district employ ESL and/or bilingual certified personnel?If so, how many?NOTESService Delivery Program Models and ConfigurationsProgram ModelsProgram ConfigurationEnglish as a Second Language (ESL)ESL academic content classESL newcomer classESL/bilingual resource classSheltered (self-contained) classesPull-out programsResource roomsInstruction in general education classroom with ESL/bilingual supportPush-in programsBilingual EducationBilingual instruction (transitional or developmental)Dual language immersionInstruction in general education classroom taught by bilingual teacherSocio-cultural AssessmentIndicate the extent to which each of the following applies to your school or district DK-dont know; 1-strongly disagree; 2- disagree; 3-agree; 4- strongly agreeTeachers, staff and administrators. . .. . .value and encourage retention of first language and use in the home.DK1234. . .understand the second language acquisition process.DK1234. . .understand how immigrants and refugees acculturate and adapt.DK1234. . .allow first language use in hallways, playground and non-academic settings.DK1234. . . encourage bilingualism to the greatest degree possible.DK1234. . .know and understand research surrounding second language learning.DK1234. . .are comfortable in a multilingual environment.DK1234. . .take ownership of the education of ELLS in their buildings.DK1234. . .understand how to adapt instruction for ELLs in the mainstream classroom.DK1234. . .collaborate on instruction for ELLsDK1234What past and current professional development resources about ELLs have been utilized?Based on this assessment, what goals do you have future professional development?

NotesGrade/SectionsProgram Model /Configuration# of ELLsHrs. of Service perWeekStaff AssignedExampleEx.Bilingual Class Ms. DiazESL support Ms. Johnson18 ELLs6 ELLs25 hours(dual certified teacher)10 hoursMs. Ruiz Para-professionalMs. Her ESL teacherKindergartenGrade 1

Grade 2Grade 3Grade 4Grade 5

Program Model /Configuration# of ELLsHrs. of Service perWeekStaff AssignedKindergartenTBE Classroom Ms. Diaz18 ELLsDPI 1-325 hours(dual certified teacher)Ms. Ruiz Para-professional5 hrs/weekKindergartenGrade/Sections6 ELLsCenter timeMs. Her ESL teacherGrade 1TBE ClassroomMs. Sanchez15 ELLsDPI 1-325 hours (dual certified teacher) Ms. Ruiz 5 hrs/week Grade 1 ESL SupportMs. Yang 8 ELLs7.75 hrs/weekLiteracy block and RtIMs. Her ESL teacherGrade 2TBE Classroom16 ELLsDPI 1-325 hours (dual certified teacher)Grade 2ESL Support5 ELLs7 hrs/weekMath block and RtIMs. Her ESL teacherGrade 2ESL/Spec. Ed.Support3 ELLsSwDconsultationMs. Ruiz 3 hrs/weekGrade 3BRT Support14 ELLs7.25 hrs/weekLiteracy and tutorial Mr. Jones BRT teacherGrade 3ESL/Spec. Ed. Support7 ELLsSwDconsultationMrs. RuizGrade 4BRT Support10 ELLs8.75 Lang. Arts and InterventionMr. Jones BRT teacherGrade 4 ESL/Spec. Ed. Support3 ELLsSwDconsultationMrs. RuizGrade 5BRT Support12 ELLs8.25 hrs/weekMath, tutorial and interventionMr. Jones BRT teacherGrade 5ESL/Spec. Ed. Support5 ELLsconsultationMrs. RuizElementary SchoolsEx.) ESL K-5Interpretation servicesEx.) ESL K-5Transitional Bilingual K-2 Middle SchoolsEx.) ESL 6-8Spanish language arts Ex.) ESL 6-8ELL resource classHigh SchoolsEx.) ESL sheltered courses: (Language Arts, Math, Science, Social Studies)Spanish for Spanish speakers Interpretation / Translation servicesOrganizational Map and Service Delivery: Key Steps to Implementation for Educating English Language Learners1.) School leader creates a visual map of classroom configurations with student placements based on projected numbers of English language learners and conversations with teachers2.) A leadership team that includes ESL and bilingual teachers is assembled and ELL student profiles are created3.) Decision-making occurs based on allocations and ELL student needs4.) Grade level teachers and ESL and bilingual education teachers work collaboratively to schedule students into classes 5.) Organizational map and service plan is disseminated to all staff and revisited periodically to ensure classroom environments are optimal for English language learners Questions to Consider:What elements of the organizational map and/or service delivery process is currently in place in your school or district?Which structures or processes might be helpful in your educational setting to support English language learners?

Potential Uses of the SDAAP Plan of Service (DPI) Service Delivery ArticulationDistrict/School Improvement Planning Strategic Framework AlignmentPresentations to Administration/Staff/BOEGrade Level / Team Level PlanningTransition Planning Articulation of Short & Long Term Goals/Planning for ELLs

Learned?Affirmed?Time for ReflectionQuestioned?

23Resources can be found at:

Question and Answer Share Out New Learning, Affirmations, and Questions!?Thank You for Your Participation!John KiblerJKibler@edgewood.eduAmy