Top 5 Ways to Spend Down F18 Budget & Grow Your Dual Language and Bilingual Programs:
In the next few weeks, schools and districts across the country are in the midst of a crazy time between now and June 30th called “spend down”, it is the last few months of the year where they are forced to either spend their remaining budgets, or risk losing that money altogether. For many schools, this means ordering supplies, technology, and other catalog “wish list” items that were not possible during other times of the year. However, there is very little evidence that using funds for these “wish list” items has any impact on student achievement. One reason might be that educators have very little time to learn how to best utilize these purchases to support the needs of their students. Most likely, these additions rarely lead to improvement in practice and outcomes for students because the pressure to spend now before the time is up also prevents thoughtful planning for how these additions fit into current systems and structures. So how do you avoid the shopping spree mentality and invest your final F18 budget in a way that makes a difference for your language learners? As schools also begin planning their professional learning for the 2018-2019 school year, the five areas below are several “must have’s” that all schools should include and advocate for their dual language and bilingual programs. Program evaluation: Every dual language and bilingual program must analyze the needs of their educational community before building a comprehensive plan to coordinate supports. Careful diagnosis of the districts’ programs must include an analysis of a variety of data sources, as well as utilizing other qualitative data to ensure effective services and outcomes. The process should be methodical and flexible for dual language and bilingual program administrators to get a clear understanding of accountability, evidence to support a new program implementation, increase effectiveness of pedagogy and practices, or generally assessing needs. Leadership Training: Every leader should have the training and tools to lead and grow their dual language and bilingual programs. This includes understanding how the curriculum and instructional practices should look the same and when they should look different in these classrooms. Additionally, every DL and bilingual program leader (building and district level) should have the opportunity to build their capacity for observing instruction that occurs in a language other than English and offering constructive feedback around strengths and opportunities for growth. This cycle of feedback is a critical lever for improving student achievement. Equity Training: As record achievement gaps are reported across the country for dual language, bilingual, and English Learners, schools must work together to explore and analyze issues of inequitable distribution of resources, limited access in education, and how issues of race, culture, language, and identity create doors or barriers to opportunities for students. If schools are to change limiting beliefs, policies, and resource distribution models, misconceptions about students assets (rather than their deficits), social norms, and academic achievement must be rooted in a deeper understanding of the role that bias (both blatant and invisible) plays in the academic success of each student. Accepting the sociocultural-linguistic biases within their schools improves educators’ ability to become mutually responsible learners with and from students to design more effective practices, materials, and systems that lead to student growth. Spanish Literacy: Teachers have many opportunities to build their expertise and knowledge of strategies to teach reading in English. However, very few teachers in dual language and bilingual programs have received ongoing professional development that support their examination of the similarities and differences between English and Spanish. In addition to speaking Spanish, teachers in dual language and bilingual programs need to explicitly learn how Spanish literacy is developed authentically if they are to create a literacy experience that develops the sounds, words, sentence structures, and context that help students become biliterate. Ongoing coaching plans for key personnel: Educators need continuous follow up during the implementation of new ideas and practices – initial training is simply not sufficient. Ongoing coaching plans for key personnel (e.g. instructional coaches, dual language teachers, principals, etc.), allow schools to design coaching cycles which can encompass the following components: building the initial prerequisite skills & understandings, expertise in practices & tools to make new learning accessible, fidelity of implementation, effectiveness through formative assessment, and differentiated support based on need to continue improving practice. If you are interested in more information regarding any of these school supports, we would appreciate the opportunity to discuss supporting you through your program’s dual language, bilingual, ELL, and leadership training needs to improve your diverse students’ long-term success. Please email us at alexandra.guilamo@tajulearning.com or call us at 312 – 800 – 3477.
FAQ: About Supporting Language Learners in Schools
I recently hosted an amazing webinar around engaging in data-driven instruction for language learners with Dr. Doug Reeves. I wanted to share the frequently asked questions that stemmed from the session. Please reach out with any questions! Q & A: These “service” minutes are state requirements. What can we do, add more minutes? State requirements reflect the minimum number of minutes required to be compliant, and define the way in which certified specialists are allocated at the building level. While 30 minutes, may be what the state defines as the minimum amount of specialized support, it should not be used to define how schools ensure each student has the conditions of learning that will lead to their success. It is the difference of providing 1,000 calories of crackers and wheat versus a full meal – you can only survive for so long. Does instruction and curriculum need to be authentic to students to be able to make meaning or authentic to the standards? Curriculum and instructional practices must first affirm the identity of the students that are meant its beneficiaries: meaning it provides content, concepts, and creation of knowledge (pedagogy) worth learning, and that it honors the life experiences that have shaped the individuals they are and will choose to become. Without knowledge of the students first, educators will constantly be chasing standards that escape the grasp of learners that may not see the connection or the point. Is the goal of early exit programs unrealistic in light of the research of 5 – 7 years? Yes, we have worked for many years to change policies that focus on unrealistic early exit philosophies and do so while also encouraging the abandonment of students’ first language and cultural reference points. These programs have consistently shown abysmal results, and are more grounded in personal beliefs around the value of English rather than the science and reality of the language acquisition process. For schools/districts with low EL populations, how realistic is it for beginning ELs to participate in rigorous GenEd content, texts, and topics? We must shift the idea that ELs are only capable of remedial curriculum that leave learners with little opportunity for achievement. On the contrary, ELs are capable of the cognitive demands of any curriculum that provide content, concepts, language, and meaningful opportunities to create knowledge that is worth learning within a context that allows every student to be a part of the larger community regardless of their language proficiency. In thinking about curriculum in this way, there is no perfect curriculum, text, or topic. Rather, the perfect combination of these things comes from knowing who each and every child is, and using that knowledge to adapt the materials’ ability to help each child make meaning, seek the answers to real questions, and develop more complex ways to communicate their truth within the world. Just know that the adaptation of the materials will need to include linguistic and cultural supports if the text is something like “To Kill a Mockingbird”, that is grounded in historical and cultural references that EL students may not have. What about this metalinguistic awareness you spoke of? Metalinguistic awareness and the strategies that support its development are critical for language learners, especially in dual language programs. These strategies are separate from and must work in addition to data-driven instruction. Educators must have the opportunity to build their expertise and toolkit of strategies to be able to effectively build students’ ability to meaningfully apply this thinking to their language learning and development. We do 2-3 day institutes to build this skillset strategically and effectively.
Program and School Considerations for English Learners: Look Inward Before Looking Out.
As ESSA plans are submitted by states and districts, it is interesting to see what provisions are included. One thing is for sure, there is a new and much needed focus on the achievement and language acquisition levels of English Learners. This new spotlight is causing many districts to reflect on their program models and linguistic supports. There are many new models, theories, resources, books, and experts ready to tell us the direction in which we should shift. But as we begin to explore changes in programs and approaches, we must remember to exercise caution in looking out before looking in. Students learning English are as diverse as the countries and cities from which they’ve moved. From their native language, age, school experiences, country of origin, family dynamics, and everything in between, there are a range of “things” that make each one of our ELLs unique – that makes them each special. Teaching culturally and linguistically diverse students, that means, is unique from and different than teaching monolingual students. It is not bad, just different. In order to be effective in teaching ELLs, therefor, a range of considerations must be thought out in order to match the right program models and instructional supports to their needs. There are few that disagree that teaching ELLs to read and write in the majority language (which in the U.S. is English) is important with both political and social implications that add to the pressure. In addition, ESSA has raised the stakes on the increasing achievement gap and the stalling progress of language acquisition of these students, leaving many wanting to reach for the newest buzz in language acquisition. But the answer is more involved than that. While the challenge and its solution is quite complex, I think it starts with one simple concept. It is not what program model is best, but which model and supports best meet the needs of the students you have for they don’t all serve all students equally well. Yet, to make that decision, you must ask yourself, do you know your students? Most people would answer that question with a quick, “yes, of course,” before sharing a range of data points. But looking through the points below, how well could you answer the following questions about your language learners: What is your students’ native language? What are your students’ literacy levels in their native language? What are the developmental differences (interferences) between your students first language and the language they are working to acquire? What are the previous educational experiences of your language learners? What cultural factors will impact your language learners’ success in the classroom? This list of questions is by no means meant to be exhaustive. Rather, it does begin to help educators and program administrators develop an idea of what it means to truly know the students they serve. It is only by understanding your students at this level, that we can begin to determine what program model, instructional resources and supports, and yes intensive professional development is needed to ensure success. So I ask, has your district looked inward before looking out? If not, know that it’s never too late.
New PD Offerings for 2016/2017
What Every School Must Know About Transitioning to ESSA:
Every school is ramping up to prepare for the quickly approaching start date of the new Every Student Succeeds Act (ESSA). This act, which replaces NCLB, is set to go into effect on August of 2016. So what should every educator know? One critical thing for educators to know is that, while there is greater flexibility for schools in several areas, schools must still show their accountability system. ESSA creates accountability through annual measurable objectives, or AMO’s. AMO’s are meant to define district’s new AYP. Now, schools that were previously defined as in improvement, corrective action, or restructuring, won’t have the results of that status removed. These schools will still have to prove that the same or similarly designed interventions are in place in order to improve the achievement levels of the students that the school serves. However, one new addition is that schools no longer have to offer school choice, SES or parent notice. Of course, there are a great deal of other implications that come with the shift out of NCLS and into ESSA. But the question of accountability is at the forefront of everyone’s mind. Next week, we’ll look at how assessments are viewed. Will there be more testing?
How Modeling Translates to Outcomes for Struggling Students & ELLs:
Modeling is one research-based strategy that allows students to hear a teacher’s thought process. By making their thinking or process visible and clear, teachers are able to help students to mirror or parallel that thinking process or level of performance. This is nothing new and it is mostly human nature. When we want to learn something new, most of us go online and look for a youtube video or an example of it on some website, like pinterest that will give a clear visual. When I wanted to learn how to braid my daughter’s hair, I went online and watched a 5 minute video. It showed me the process and talked me through each step as it was going on, which helped to guide me when I was ready to start braiding her hair. For struggling students and English language learners, the theory is no different. Rather, this is an essential strategy that must be used if ELLs and struggling students are to be successful. A well-planned and clear model can be used any time of the year to show students a way of thinking about something or a way to do something. With strong models, students get a clear visual of what is expected of them and what success looks like. When modeling a new task (as in during math problems, science experiments, etc.), students get the opportunity to feel more confident as they begin a new task since they know what the steps and process that is expected of them. Additionally, think alouds help students to understand how to interpret, analyze, and make inferences about content that has just been learned. When thinking aloud, it is important for students to understand the thought process or the “why” as the teacher is working through the problem. It is also important to consider what language to use in order to make the teaching as clear and explicit as possible for the range of learning needs represented in your class. So how can you begin modeling effectively in your own classroom? Try following this quick process. Teacher explains what the skill or strategy is and why there is a need for the skill that is about to be presented. Teachers shows how to do the new skill (routines or procedures can be taught in this manner as well), walking through each step explicitly. Teacher explains “out loud” why they are including each step in the process as they get to it. Students have the opportunity to share what they notice about the modeled skill or strategy. Students practice the new skill or strategy right away while it is fresh in their minds allowing them to forge the new learning and make the connections stronger. Teacher observes students as they practice and they receive immediate and targeted feedback while practicing the new skill or strategy in order to avoid misconceptions becoming part of the newly acquired skill or strategy.
Improving Fluency with Partner Reading:
What is partner reading? Partner reading is a cooperative learning approach where a student works with a partner to read a text. While there many different approaches to text selection, partnerships should be carefully considered and both partners should be able to access the text. Why use partner reading? Partner reading allows both readers to take turns reading a text for the purpose of increasing accuracy, rate, and expression by reading and re-reading a text. Part of the effectiveness of the this strategy is the structures in place for readers to model fluent reading with expression, to provide each other opportunities to collaboratively build on their comprehension, and to work together to provide each other with positive and targeted feedback. In addition, this student-directed learning gives teachers the opportunity to monitor student learning and provide individualized support as needed. When to use partner reading: Partner reading works best when students have basic print concepts and phonemic awareness. For ELLs, it is also important that partners are given an opportunity to experience a model of fluent reading. Finally, many teachers find that partner reading fits best within the context of “Daily 5” or “Centers” time. How to use partner reading: 1. Choose the partners (One way to choose partners is to pair high-performing readers with a lower-performing reader for fluency practice. Additional considerations for ELLs is to ensure that one reader is more advanced in their vocabulary and text meaning. An additional strategy for choosing partners can be to pair readers by instructional need in order to facilitate teacher support or to partner readers across grade levels.) 2. Assign partner roles – A and B. 3. Model the strategy with a think aloud of partner dialogue and feedback. 4. Select reading texts or passages at or close to the partners’ independent reading level. 5. Make sure each partner has a copy of the text. 6. Have the partner A begin reading the text aloud for a set length (it can be 1 minute, 5 minutes, 2 pages, etc.) 7. While partner A reads, partner B should follow along and correct any mistakes when necessary. 8. Partner reading can and should include a comprehension check as final part of the process and accountability measure for their work. Adaptations for ELLs: 1. Be sure that during the modeling and explanation of the strategy, students know that pronunciation of words based on accent should not be corrected. 2. Have partners retell orally and then write a summary of their retell of the story rather than answering comprehension questions. 3. Have partners develop and write a 7-word summary of their reading rather than answering comprehension questions. 4. Have partners identify unknown words to add to their words study and vocabulary development. 5. Have students identify the main idea and their logic behind it. 6. Have partners read informational texts in order to build content background knowledge for upcoming Science, Social Studies, and other units of study.