Symposium 2015

www.elachieve.org

1

E.L. Achieve Symposium

Focus for Success:

Keys to building a system of support

District Support Team ���

Symposium 2015

1

n  Assurances n  Implementation Tool Sort n  5 +2 Institute Overviews n  Initiative-Specific Work

§  Elementary §  Secondary

n  At a Glance Document n  Secondary Tools n  Utilizing Implementation Tools n  Close

���Focus for Success: Keys to building a system of support

Session Agenda

2

Partner District Assurances

3

Districts establishing a partnership with E.L. Achieve commit to: §  Organizing professional

development §  Providing support to

teachers and administrators

§  Building capacity through

the phases of implementation

Creating Effective Systems for English Learners

Website: www.elachieve.org Susana Dutro & Michelle Thelander Email: info@elachieve.org 1

Partner District Assurances

Districts'establishing'a'partnership'with'E.L.'Achieve'commit'to'organizing'professional'development,'providing'support'to'teachers'and'administrators,'and'building'capacity'through'the'phases'of'implementation.''

The'District'Lead'(Assistant'Superintendent/Director'of'E.L.'services)'will'serve'as'the'primary'contact'for'big'picture'planning,'decisionCmaking,'and'assurances'between'E.L.'Achieve'and'the'district.'The'District'Lead'will:'

! Lead'the'initial'crafting'and'ongoing'refinement'of'the'District'Implementation'Plan'! Lead'the'initiative'from'planning'through'launching'to'full'implementation'! Share'insights'and'seek'support'with'needs'and'questions'

*In'large'districts,'the'District'Lead'may'designate'a'Program'Lead'to'assist'with'logistical'planning'and'program'implementation.'

'! Host'a'District'Orientation'for'district'administrators,'principals,'and'key'teacher'leaders.'! Articulate'vision'and'goals'via'a'District'Implementation'Plan'that'reflects'a'longCterm'(multiyear)'commitment'to'capacity'building'and'systemCwide'implementation'using'the'Refining'Our'Practice'tools.'

! Articulate'need'via'analysis'of'various'data'sources'and'develop'readiness'and'understanding'of'E.L.'Achieve’s'approach.'

! Determine'and'align'resources'as'well'as'identify'leadership'that'will'directly'support'the'work.'

'! Communicate'with'teachers'and'administrators'regarding'the'district'vision,'expectations,'and'plan'for'launching'and'supporting'implementation'

! Strategically'plan'and'provide'Institutes'to'ensure'key'teachers'and'administrators'are'among'the'first'to'be'trained'

! Establish'leadership'roles'and'structures'for'teachers'and'administrators'to'support'the'work'! Set'expectations'and'support'for'teachers'to'apply'new'learning'between'sessions'

'! Collaborate'with'team'to'set'expectations'and'reasonable'goals'using'Refining'Our'Practice'and'lesson'observation'tools,'and'provide'support'for'infusing'new'approach'into'practice.'

! Deepen'understanding'of'the'approach'among'administrators'! Orchestrate'lesson'observations'(WalkCThroughs,'videos,'peer'observations)'! Send'a'team,'led'by'District'Lead'(Assistant'Superintendent/Directors'of'E.L.'services),'which'includes'district'administrators,'site'principals,'district'and'site'coaches,'and'teacher'leaders'to'Symposium'to'strengthen'district’s'expert'community.'

! Identify'strong'implementers'and'foster'their'leadership.'From'this'group,'identify'a'district'team'of'leaders'to'attend'summer'Leadership'Seminar.'A'team'of'administrators,'including'the'District'Lead'must'attend'the'Administrator'Strand.'

''

! Attend'annual'Symposium'and'Leadership'Seminar,'with'a'team'led'by'District'Lead,'to'continue'to'build'capacity'for'leading'implementation'support'services''

! Review'and'adapt'established'support'systems'and'resources'to'ensure'they'promote'success.''! Collect'Implementation'Survey'results'(from'teachers'and'administrators'implementing'the'initiative)'and'data'from'lesson'observations'(from'a'representational'sampling'of'classrooms).'Use'these'data'on'instructional'practice'to'evaluate'and'inform'quality'of'support.'Collaborate'with'leadership'team'to'refine'goals,'increase'expectations'visCàCvis'Refining'Our'Practice,'and'plan'activities'for'continuous'improvement.'

Symposium 2015

www.elachieve.org

2

Partner District Agrees

4

E.L. Achieve Agrees

5

Goals for Our Session

Teams will reflect on current instructional practices and plan to increase ongoing support by: n  identifying resources that are beneficial for strategically

maintaining momentum

n  determining next steps for follow-up sessions, collaborative meetings, walk-throughs, demonstration lessons, etc., at all levels: classroom, site, and district

n  incorporating insights into district and site

6 6

Symposium 2015

www.elachieve.org

3

7

7

Utilizing Implementation Tools

7

E.L. Achieve has created multiple tools to support district teams with the implementation process.

n  At your table, sort the cards to match up: §  An implementation tool

§  The purpose of the tool

§  The appropriate timing/situation to use the tool

An Overview of the Five-Day Institute

8

2014 Overview of Outcomes & Topics Five-Day Systematic ELD Institutes

For site administrators to gain a deeper understanding of the approach, it is required that they attend the sessions indicated by the ✤. Principals are welcome – and encouraged – to attend as many sessions as they wish. © 2014

Day One Refining Our Practice Skill 2

Day Two Refining Our Practice Skills 1 & 3

Day Three Refining Our Practice Skills 3 & 4

Day Four Refining Our Practice Skills 2, 5, 6

Day Five Refining Our Practice Skills 5 & 6

1. Understand the need for integrated and dedicated explicit language instruction to meet the demands of CCSS

2. Deepen understanding about learning a new language

3. Learn the rationale for structured, accountable student interaction routines

1. Understand how proficiency levels drive ELD instruction

2. Understand the components of explicit language instruction

3. Learn the elements of Systematic ELD instruction and the structures of effective language objectives

1. Understand language objectives to refine lesson pacing

2. Become familiar with the function tools and vocabulary matrices

3. Analyze lesson elements and flow using the Lesson Observation Tool

1. Gain a deeper understanding of the instructional sequence

2. Use student data to inform instruction

3. Explicitly link language taught in SysELD to other grade-level content

1. Understand the role of weekly and unit assessment to monitor progress over time

2. Discuss ways to maximize the development of metalinguistic awareness

Early Morning

Opening ! Institute structure and outcomes Refining Our Practice ! The teaching skills of SysELD Language Learning ! Challenges

Listening Tour Findings ! Express results ! Challenges and successes ! Set goals: ROP Rubric 2 Vision of Language Instruction ! Functions and Target Language

Lesson Reflection ! Challenges and successes ! Examine student work –

Ongoing Assessment Log and Weekly Assessment

! Set goals: ROP Rubrics 1 and 3

✤ Lesson Reflection ! Challenges and successes ! Examine student work ! ROP Rubrics 3 and 4 The Connection between CCSS and ELD

Lesson Reflection ! Challenges and successes ! Examine student work ! ROP Rubrics 5 and 6 Assessment Systems

Late Morning

English Learner Diversity ! Getting to know your students Blueprint for Serving English Learners Throughout the Day ! Dedicated SysELD ! Integrated ELD - CM

Levels of English Proficiency ! Proficiency Levels jigsaw ✤ SysELD Instructional Units ! Content Connections ! Unit and Weekly Overview ! Lesson Architecture and video

Building Language Competence ! Digging deeper into bricks and

mortar ! ELD Matrix ! Function Tools ! Effective Language Objectives

Elements of Effective Partnering ! Maximizing the use of

structured language practice routines

Purpose of Assessments ! Tab 4 ! Daily, weekly, and unit

assessments Rubric Scoring ! Student feedback

Afternoon

✤ Structured Interaction ! Rationale for oral language

practice ! Establish routines Express Placement Assessment

SysELD Instructional Units ! Prepare to teach a lesson ! Lesson delivery and debrief ! Ongoing Assessment Log ! Weekly assessment

✤ Lesson Refinement ! Review Unit overview and

Weekly Summary pages ! Lesson pacing and chunking ! Ongoing Assessment Log ! Lesson Observation Tool

Lesson Refinement ! Using Ongoing Assessment

Log data ! Tab 4 resources

✤ Building the Assessment System ! Grading and monitoring ! Benchmarks

Homework

Go on a Listening Tour ! Administer Express

Assessment ! Implement oral language

practice routines

Teach SysELD ! Teach lessons and administer

weekly assessments ! Collect lesson artifacts and

weekly assessment results

Reflect on SysELD Instruction ! Use Observation tool to reflect

on teaching ! Collect student work samples-

evidence of learning

Refining Daily Instruction ! Use Observation tool to reflect

on teaching ! Collect evidence of learning

Refining Daily Instruction ! Use student data to inform

instruction ! Use Observation tool and ROP to

refine teaching

Optional Five-Day Institute Schedule ���for districts with certified presenter teams

9

Symposium 2015

www.elachieve.org

4

n  Assurances n  Implementation Tool Sort n  5 +2 Institute Overviews n  Initiative-Specific Work

§  Elementary §  Secondary

n  At a Glance Document n  Secondary Tools n  Utilizing Implementation Tools n  Close

���Focus for Success: Keys to building a system of support

Session Agenda

10

At a Glance

n  Read through the document, focusing on the Planning and Deepening phases.

n  Revisit your plan from the morning session. What additional activities do you need to include for site and classroom implementation?

11

n  Assurances n  Implementation Tool Sort n  5 +2 Institute Overviews n  Initiative-Specific Work

§  Elementary §  Secondary

n  At a Glance Document n  Secondary Tools n  Utilizing Implementation Tools n  Close

���Focus for Success: Keys to building a system of support

Session Agenda

12

Symposium 2015

www.elachieve.org

5

Blueprint for Serving English Learners���Systematic ELD

13

What is the language learning that I should be looking for?

■  The Learning Goal… both the content and the language taught

■  The Language Objective… language by proficiency level taught in context

14

Refining our Practice Skill 1: Backward Design

Refining Our Practice Rubric

1. Backward Design

2013

Competencies 1 2 3 4

A. Develop student learning goal , with both content and language object ives

No student learning goal written in lesson plan

Student learning goal with a content or a language objective

Student learning goal with both content and language objectives

Clear learning goal with connected content and language objectives written so that students can understand it

B. Determine cognit ive and l inguist ic demands of student outcome

Neither the cognitive nor linguistic complexity of the reading and/or writing tasks has been examined

Teacher addresses cognitive complexity of reading and/or writing task, but students’ linguistic challenges are not addressed in the lesson

Both reading and/or writing tasks are examined for conceptual and linguistic obstacles for students; these demands are addressed in the lesson

Cognitive and linguistic demands of reading and/or writing tasks are examined and clearly addressed throughout the lesson

C. Identi fy required brick and mortar

No brick or mortar words identified

List of brick topic-specific vocabulary words, but no functional mortar words chosen for instruction

Specific lists of brick and mortar words connected to the topic and dominant function of the lesson

Specific lists of brick and mortar words at multiple levels of proficiency connected to the topic and dominant function of the lesson

D. Divide learning sequence into discrete, measurable tasks or ski l ls ; checks for understanding

Learning sequence is not organized in ‘chunks’; no evidence of how to check for understanding

Learning sequence is organized in ‘chunks’, but there is no evidence of how to check for understanding

There are steps in the learning sequence for students to demonstrate mastery of one skill before moving on; skills build toward the learning goal

There are steps in the lesson for students to demonstrate mastery of one skill before moving on; all necessary skills are included and build toward the learning goal

Goal: Design instruction that addresses the cognitive and linguistic demands required to meet stated student learning goal.

January 2014

Symposium 2015

www.elachieve.org

6

16

The Language of the Task

A strong student response

The functions required to complete the assignment

The required content vocabulary

The necessary functional language

The learning goal

© E.L. Achieve/2014 January 2014

1.20 Explicit Language & Literacy for Content Instruction 2013/E.L.Achieve

Task Analys is for Product ion

Sample Student Response – What do you expect students to say and/or write?

Function – Which language function(s) will students be expected to use?

Cause and Effect Proposition and Support

Compare and Contrast Sequencing

Description and Elaboration

Bricks – What content-specific language will students be expected to know and use?

Mortar – What functional words and phrases will students be expected to know and use?

Student Learning Goal – For what content and language will students be held accountable?

“Chunking” a unit

in action

Incremental learning goals – both content and language – building toward “big idea” or essential learning.

17

Unit Overview Step One – Chunk the Content

Unit: The Great Depression and the New Deal Lesson 1: Causes of the Great Depression

Lesson 2: Impact on Americans and Hoover’s

Response

Lesson 3: Hoover’s 2nd Plan & the 1st New Deal

Lesson 4: The 2nd New Deal

Lesson 5: The Long-term Impact of the New Deal

Unit Outcome: Write an expository essay explaining how the policies of the New Deal changed the role of the federal government in managing the economy. Include examples to support your claim.

18

Symposium 2015

www.elachieve.org

7

Learning goal 
Examples

•  In a composition, students will compare and contrast the similarities and differences between meiosis and mitosis.

•  During a timed writing, students will define the term “turning point” and discuss how a character changes as a result of experiencing a turning point.

•  Students will understand and be able to summarize the events that led to the Vietnam War in a PowerPoint presentation.

January 2014

What is the language learning that I should be looking for?

■  The Learning Goal… both the content and the language taught

■  The Language Objective… language by proficiency level taught in context

20

21

Refining our Practice ���Skill 3. Language Objectives

Symposium 2015

www.elachieve.org

8

Planning a ���Language Lesson

1.  Topic 2.  Proficiency Level 3.  Function(s) 4.  Objective 5.  Sample response 6.  Bricks 7.  Mortar 8.  Instruction &

Application Tab 8.12

23

An Effective ELD Language Objective…

n  Stems from the linguistic demands of a functional task at the appropriate language level

n  Focuses on high-leverage language that will serve students in many academic and social contexts

n  Uses active verbs to explain tasks n  Names the specific language students will use

24

Language is in the Foreground

ELD objectives focus on language

Students will be able to describe, compare, explain, predict, summarize, etc. using taught vocabulary and patterns in a product.

Symposium 2015

www.elachieve.org

9

Language Objective Frame 1 ���

Cognitive Task/ Function n  describe differences

between… n  describe… n  argue… n  make predictions…

Target Language (bricks/ mortar)

n  precise topic-specific adjectives

n  conjunctions n  past tense verbs n  modal verbs n  sequencing words

Students will use target language to cognitive task in a product .

25

Language Objective Frame 2

Cognitive Task/ Function n  describe differences

between… n  explain the sequence

and duration… n  compare the causes of

two events… n  negotiate solutions…

Target Language (bricks/ mortar)

n  precise topic-specific adjectives

n  conjunctions n  past tense verbs n  modal verbs n  sequencing words

Students will cognitive task using target language in a product .

26

Non-Examples: Language Objectives

n  correctly use present, and future tense verbs n  discuss a story using complete sentences n  define vocabulary words and use them in

complete sentences

n  write a paragraph in the past tense n  follow directions

Students will…

27

Symposium 2015

www.elachieve.org

10

Purposeful language objectives

Language objectives make a daily link: §  Cognitive task (function) §  Target Language (bricks) & (mortar)

§  Product

28

On a sticky, write down a lesson goal or ELD objective that you have recently seen.

Your turn 
Starting at the end

January 2014

Students will cognitive task using target language in a product .

n  Assurances n  Implementation Tool Sort n  5 +2 Institute Overviews n  Initiative-Specific Work

§  Elementary §  Secondary

n  At a Glance Document n  Secondary Tools n  Utilizing Implementation Tools n  Close

���Focus for Success: Keys to building a system of support

Session Agenda

30

Symposium 2015

www.elachieve.org

11

31

31

Utilizing Implementation Tools

31

n  With your team or table, prioritize the tools based on your district need. § Which tool(s) are you already using but could use

more robustly?

§ Which tool(s) should be incorporated into your implementation plan?

§ How will you incorporate the tools? •  When and at what meetings?

•  With which staff? And why?

32

32

Planning is the first step…

32

n  In preparation for working with your team tomorrow: §  Identify important tools and resources that you want

to add to or embellish in your plan

§ Create an agenda to include the key points to facilitate a discussion with your team

(on your Note-taking Tool, session 5)

•  Consider your new learning and their new learning

•  What section of the plan do you need to focus on first?

Assurances

33

With a partner, briefly review the meanings of the following words and phrases by explaining how ideas are related to each other.

vision

implementation

instru

ctional

roun

ds / w

alk-th

roughs

data

ELL

ROP &

rubrics

collaboration

explicit language instruction

ongoing support

phases of implementation

evaluation

observation goals

planning

Symposium 2015

www.elachieve.org

12

Assurances

34

Work as a table to create the longest “run-on” sentence possible using the bricks on this slide.

You may add up to 3 additional bricks and use as much mortar as needed.

Your sentence must make sense!

Select a recorder to capture your work. Each team will share with the whole group.

With a partner, briefly review the meaning of the following words and phrases by explaining how ideas are related to each other.

vision

implementation

instru

ctional

roun

ds / w

alk-th

roughs

data

ELL

ROP &

rubrics

collaboration

explicit language instruction

ongoing support

phases of implementation

evaluation

observation goals

planning

How can we help?

Ticket Out the Door

n What additional support would you like?

n How can we assist you on your implementation journey?

35 35 35

36

E.L. Achieve Contact Information

District Support Team Debra Puente debbi@elachieve.org Marta Serna marta@elachieve.org Donna Smith donna@elachieve.org