a05: individualizing teaching for diverse learners ...€¦ · q: was your child ever asked to...

Individualizing Teaching for Diverse

Learners: Preparing and Supporting

Coaches for Success

Monica Flynn, CCA

Soleil Boyd, UW

OBJECTIVES

Know: Current efforts in Early Achievers coach training and support regarding Individualization and Diversity

See: Interact with coach case studies that illustrate coach skills and strategies that support individualization

Do: Discuss how strategies can impact your coaching or work to support coaches

Improve: create an action plan to promote individualization in your context

Framework & Implementation

Washington Partnerships

Coaches

CoachesCoach PD

Coaches in EA Regions

Total early care programs

Early Achievers: 2,400

Total number of children

served: 78, 251

Early Achievers Coach Framework

Individualized and Diverse PD

Individualization

Dual Language Supports

Culturally Responsive Coaching

Culturally Responsive

Coaching

Goals for

CULTURALLY RESPONSIVE COACHING

What is Culture?

Who has Culture?

How to be Culturally Responsive?

Bioecological Approach to Culture

Clarifying Culture: More than Race

and Ethnicity

Race The color of our skin

EthnicityOur peoplehood and

places of origin

CultureOur day-to-day

living practices

Building Awareness:

The Cultural Iceberg

In awareness

VisibleLanguageBehavior

Norms

Values

Beliefs

Assumptions

Out-of-

consciousness

awareness Invisible

Principles of Culturally

Responsive Coaching

Responsiveness and

reciprocity

Inclusiveness

Extending leadership competence

Representation and participation of diverse

people in coaching

Culturally and linguistically relevant

materials/training

Resources

Consultation and

Communities of

Practice

Ice Berg Model

Culturally Responsive

Coaching Reflection

Tool


“By 2023, more than half of the country’s student population will be non-white,”1

“and by 2042, the majority of the overall U.S. population will be non-white”.2

“The fastest-growing subpopulation is Hispanic/Latino---indeed by 2050, nearly one in three U.S. residents will be Hispanic”3

“…yet Hispanic children have some of the poorest

educational outcomes in the country.”

Annie E. Casey Foundation, 2010, p. 11

Dual Language Learners

• Who Are Dual Language Learners?

The Office of Head Start defines dual language learners as children who:

“Acquire two or more languages simultaneously”, and

“Learn a second language while

continuing to develop their first

language.”

Dual Language Learners

The term "dual language learners" encompasses other terms frequently used, such as:

• Limited English Proficient (LEP),

bilingual,

• English language learners (ELL),

• English learners (EL), and

• Children who speak a Language Other Than English (LOTE)” (OHS 2009).


• Guiding principles

• Environment and materials

• Family support

• Teacher interactions and strategies to support:

• Listening

• Speaking

• Reading

• Writing


• Guiding principles (handout)


• Environment and Materials

Effective environments for young

dual language learners are

intentionally designed to make dual

language learners feel welcome, safe,

and secure.


• Family support

Families have a wealth of knowledge and

experiences that can serve as valuable

resources in their child’s education.

Teachers, programs, and communities are

continually exploring ways

to partner with families.


Teacher interactions and strategies to

support:

Listening

Positive verbal and non-verbal response

Common home language words

Short Messages

Listening cues

Summarize



support:

Speaking

Learn how to pronounce child’s name

Key words in child’s home language

Repeat common phrases slowly

and clearly

Allow wait time



support:

• Reading

Different types of print

Learn about child home and

culture

Connect to child’s interests

Allow to create own books



support:

Writing

Provide variety of materials

Ask about child’s writing

Allow code switching

Provide wordless picture

books

Coaching to Support DLL

Case: Using Home Language for Comprehension

During a focus observation, coach Lisa noted that teacher Tom was struggling to get Luis to following simple routines, such hand washing. Tom said to Luis ‘it’s your turn to wash your hands Luis’ while doing a non-verbal cue (rubbing both hands together.)

After the observation was finished, during reflection and feedback, coach Lisa ask teacher Tom about his experience with Luis. Tom expressed frustration not knowing how to successfully communicate with Luis, who is new to his class and is a DLL.

Coaching to Support DLL

Tom learned key words in Luis’ home language

• Tom practiced repeating common phrases slowly and clearly

• Tom allowed wait time

This kind of support promotes value to the home language and provides opportunities for other children to learn words in other languages.


Additional Resources

California Department of Education:

https://desiredresults.us/dll/supporting.html

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf#page=189

BUILD Initiative http://buildinitiative.org/OurWork/LearningCommunity/LearningTablesArchive/2015DLLsLearningTable.aspx

Core Qualities for Successful ECE Programs Matrix

http://www.buildinitiative.org/Portals/0/Uploads/Documents/CoreQualitiesMatrix.pdf

Early Success:

http://earlysuccess.org/sites/default/files/Espinosa-Guiding%20DLL%20Principles,%204-2013.pdf

https://desiredresults.us/dll/supporting.html

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf#page=189

http://buildinitiative.org/OurWork/LearningCommunity/LearningTablesArchive/2015DLLsLearningTable.aspx

http://www.buildinitiative.org/Portals/0/Uploads/Documents/CoreQualitiesMatrix.pdf

http://earlysuccess.org/sites/default/files/Espinosa-Guiding DLL Principles, 4-2013.pdf

Inclusion and

Individualization

Some Background(from Joseph, 2015)

2009 survey of parents with children entering Kindergarten in WA State (n=1,678)

Q: Was your child ever asked to leave a program due to problem behavior?

Reported an expulsion rate of 16.7 per 1,000 (Joseph & Cevasco, 2011)

Same time we were piloting a QRIS, hearing concerns about behavior

QRIS Data regarding 2009-2014(from Joseph, 2015)

Director Interview: Have you removed a child from care for behavioral reasons?

removed child56%

not removed44%

FAMILY CHILD CARE(N=180)

removed child not removed

removed child69%

not removed31%

CENTER CHILD CARE(N=281)

removed child not removed

QRIS Data from 2013-2014(from Joseph, 2015)

Is there a “no expulsion” policy as well as policies and practices in place for a referral for more support and supported transitions?

Policy in place18%

No policy82%

FAMILY CHILDCARE(N=180)

Policy in place No policy

Policy in place33%

No policy67%

CENTER CHILDCARE(N=281)

Policy in place No policy

Individualization in WA standards

High Quality

Standards

“no expulsion” or transition

policies

Individualized instruction

for all children Share

Individualized child data with

parents

Goal of enhanced PD on

individualization

Support successful inclusion

Best possible

outcomes for every

child

Supporting coaches to build skills

and capacities of providers

Implementation: What

Provide PD to coaches on Core Inclusion Practices

Membership and inclusion

Curriculum modifications

and adaptations

Embedded teaching and

learning & planned

instructional sequences

Positive behavior support

Supporting and including

families

Implementation: How

Provider Consultation

Ongoing Coach Development

Internships, Webinars, Products

Internships, Webinars,

Products

Internships

Small Regional

Various Strategies

Resources: support in using

Webinar

Content

Coach Collaboration

Case Study

Products

For Providers

For Coaches

In collaboration with eachother




On-going Coach

Development




E-mail PhoneOn-line

technology

Video Sharing

Etc.


Direct consultation with providers and/or directors:

• Pervasive or disruptive behavior

• Possible expulsion




Individualization

Materials and Resources

• Various Subjects

• Framework

• Inclusive practices

• Planning tools

• Articles

• Visual Supports

• Slides

• Prompts

• Planning tools

Note-book

USB

Lending Library

Building Blocks

Shared PD Platforms:

Early Achiever Institutes and

Coaching Companion

• Institutes:

• Sessions on positive behavior support,

individualizing, and resiliency & wellness

attended by providers

• Coaching Companion

• Web-based Coaching and Resources

Is it working?

• Ind. Policies

• 18% FCC

• 45% CCC

• Ind. Inst.

• FCC/CCC

Formal

•Coach Feedback

•Evaluations

•Consultation

Informal

Coaches Report That Training

Will enhance their coaching

work with providers

Enhanced theirknowledge about individualization and strategies to

support all learners

Would recommend the training

for colleagues

Will help providers support

ALL children

The Parallel Process:

A Reflective and Responsive

Individualized PD System

Co

ach

Su

pp

ort

Tea

m Expertise on Individualization

Shared Case Consultation

Monthly reflective practice

Feedback and Response Cycle

Co

ach

es Individualized Consultation

Monthly webinar and case study

Small group internships

ResourcesP

rovi

der

s Individualized Coaching

Communities of Practice

Expert Consultation

Resources

Each a

nd E

very

Child Individualized

Instruction

Inclusive Care Policies

Family Engagement

Coach Resources

Training

Webinars

Materials and Train the Trainer modules (Spanish and English available)

Consultation

Coaching Companion

EA Institutes

Internship

Webinars

Materials and Handouts (Spanish and English available)

Consultation

For Research and Training in Inclusive Education

Individualized and Diverse:

Next Steps

Simplified access to resources through

Coaching Companion

Ongoing Consultation

Expanded Training

What is next for you?

Individualization


Culturally Responsive Coaching

Questions?