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LEARN HOW KENT SCHOOL DISTRICT IS PRIORITIZING STAFF DEVELOPMENT AND THEIR DISTRICT INITIATIVES TO MEET THE NEEDS OF THE SOUTH KING COUNTY’S GROWING REFUGEE/ELL POPULATION

Rona Popp

Ipek Bulduk-Cooley

Annie Abraham

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ELL DEMOGRAPHICS

Approximately 91,000 ELL students in 2009-10 SY (84,854 funded FTEs)

Of those, 67% were Spanish speakers

197 school districts serve ELL students

About 46 school districts serve students with 20 or more language groups

89% in Sheltered Instruction or English as a Second Language Instruction

KSD has approximately 4,342 eligible ELL students (1/3/2011)

34% are Spanish, followed by Punjabi & Ukrainian- 8%, Vietnamese –7% , Somali -6% (Skyward)

40 KSD schools serve ELL students

Over 120 languages – KSD is one of 20 districts in Washington

KSD is minority majority district.1. 87% of ELL students are at L2 and L3

level – served in content classroom with core content area support from ELL

2. 13% L1’s- served in Newcomer Language Acquisition support

Washington State - 09/10 Kent School District - 1/3/11

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ELL COUNT BY CHART 10/11

K 201

0

K 201

1

1 -

2010

1 - 2

011

2 - 2

010

2 - 2

011

3 - 2

010

3 - 2

011

4 - 2

010

4 - 2

011

5 - 2

010

5 - 2

011

6 - 2

010

6 - 2

011

7 - 2

010

7 - 2

011

8 - 2

010

8 - 2

011

9 - 2

010

9- 2

011

10 -

2010

10 -

2011

11 -

2010

11 -

2011

12 -

2010

12 -

2011

0

50

100

150

200

250

300

350

400

450

500

L1 L2 L3

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KSD DEMOGRAPHICS 09/10

American Indian/Alaskan

Native, 299

Asian, 4,489Pacific Islander, 653

Asian/Pacific Islander, 5,142

Black, 3,053

Hispanic, 3,612

White, 12,648

Race/Ethnicity (October 2009):

American Indian/Alaskan Native

Asian

Pacific Islander

Asian/Pacific Islander

Black

Hispanic

White

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ELL ENROLLMENT BY DISTRICT

K 1 2 3 4 5 6 7 8 9 10 11 120

100

200

300

400

500

600

700

800

651

732

526486

340290

262

197 195 211178 164

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Grade Level

Num

ber

of E

LL S

tude

nts

Total Number of ELL Stu-dents in Kent School District

4,312 – 1/3/11

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STATE ELLS MEETING STATE TARGETS

ELLs meeting state targets for reading, writing and math

Reading Writing Math0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

16%

29%

14%

52%

63%

38%

State Target 70%State Target 74%

State Target 52%

Level 1-3

Level 4

All Students

Perc

ent

of S

tude

nts

Mee

ting

Stan

dard

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KSD ELLS MEETING STATE TARGETS

KSD ELLs meeting state targets for reading, writing, and math

Reading Writing Math0%

10%

20%

30%

40%

50%

60%

70%

80%

32%

44%

28%

58% 59%

49%

State Target 70%State Target 74%

State Target 52%

Level 1-3Level 4 All students

Perc

ent

of S

tude

nts

Mee

ting

Stan

dard

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MEASURES OF PROGRAM 09/10

MSP/HSPE met standards – WA vs. KSD data

Washington State vs. KSD Grades

Met All 3 AMAOs Grade Span

Met Math Standard

Met Reading Standard

Met AMO 3

% Met Reading standard

% Met Math

standard

% Met Writing

standard

Washington State Total Total No       No 21% 17% 32%

  3   3-5 No No   31% 28%  

  6   6-8 No No   15% 12%  

  10   10 No No   24% 10% 47%

Kent School District Total No       Yes 20% 19% 32%

  3   3-5 Yes Yes   33% 33%  

  6   6-8 Yes Yes   17% 17%  

  10   10 NR NR   19% 11% 49%

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KENT SCHOOL DISTRICT INITIATIVES:

Research Based Programs/Resources

DST (District Support Team) Tiered Interventions (district wide) SIOP – Sheltered Instruction Observation Protocol (district wide) Cultural Competency skills training (district wide) ELD (English Language Development) standards (district wide) Our Way to English (Elementary ELL program resource Shining Star (Secondary ELL program resource)

Services

Refugee Transition Center - Transition of refugee students and families Parent and community involvement Interpreters and translations Language Line College and Career Readiness

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FIVE TYPOLOGY OF ELLS A) Newcomers with fluency in their native language

with formal native language education.

B)Newcomers who are not fluent in their native language and without formal education.

C) ELL students who are processing linguistically and academically according to the relative expectations.

D) ELL students who have exited the program and have high performing social language and still struggle in academic language.

E) Long term ELLs who struggle to exit their ELL category, and who continue to fail or drop our at the disproportionately high levels.

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TOP INTERPRETER LANGUAGES

Spanish; 77

Russian; 43

Somali; 14

Punjabi; 10

Arabic; 5

Urdu; 5

Vietnamese; 5Hindi; 4

Cantonese; 3Mandarin; 3Nepali; 3

Top Interpreter- Languages

SpanishRussianSomaliPunjabiArabicUrduVietnameseHindiCantoneseMandarinNepali

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TRANSITION INTO A NEW WORLD:THE REFUGEE TRANSITION CENTER STORY

http://www.youtube.com/watch?v=iOkiKgdgXkk

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Who is frustrated? The Teacher and /or

The Student

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DIFFERENTIATE INSTRUCTION!BUT ACCORDING TO WHAT ? AND HOW?

Can we make decisions about how to best serve ELL students without understanding their unique needs?

Do we really know how to differentiate the instruction and modify the assessment?

Do we have the expertise and time to create grade and content- appropriate curriculum materials according the to the students needs?

Are we really using each other as resources?

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COMPLETE , ACCURATE INFO IS NEEDED! WE HAVE THE DATA AND NOW WHAT?

Are we using the data about our ELL students in multiple ways?

Is it still only ELL teachers` responsibility to track the students achievement by using the data?

Are all that information filtered down to classroom teacher or reached them in ways they could readily make sense of it?

How can school and district data systems be fine tuned and better utilized to support teachers and ELL staff in the instruction of ELL students?

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ALIGNMENT , INTEGRATION AND COORDINATION OF SUPPORT

Professional development

Appropriate curriculum and materials

Collaboration

Staff Support (through specialists, coaches, paras and translators)

Clear communication among all stakeholders- district officials, principals, teachers and support staff.

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TRAINING OR THE RIGHT TRAINING!

Random implications or intentional instructional practices?

Not only the instruction for ELL students should be differentiated but also professional learning opportunities need to be differentiated to meet the many and varied needs of teachers who work with ELL students.

How should we present the training to the teachers to get all staff members on board? Not just the classroom teachers!

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GOAL: TO DEVELOP A PD PLAN FOR CERTIFICATED STAFF TO LEARN THE ELD STANDARDS

Considerations: Systemic Approach Integrated with the Standards Based

Classroom Model and with the Power Standards (also in development)

Solicit input from a variety of certificated representatives

Identify tentative cost and budget source

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Name Representative Group School/Department

David Radford Coach/Administrative Intern KM

Samantha Ketover Coach/Administrative Intern KM

Melanie Strey Elementary Principal HE

Chad Golden Elementary Principal CV

Tricia Hoyle Elementary Principal FW

Jeff Pelzel Middle School Principal MK

Jim Schiechl Middle School Principal MM

Dylan Smith High School Assistant Principal KL

Doug Hostetter High School Principal KW

Ipek Bulduk-Cooley Special Services - ELL SS

Annie Abraham Special Services - ELL SS

Jan Mayes Language Arts Coordinator IS

Tami Ohoyo Math Coordinator IS

Bruce Kelly Science Coordinator IS

Karen Roberts Achievement Analyst IS

Carolyn Treleven Director Standards Based Instruction IS

Steve Gill Associate Coach SS

Thad Williams KR

TBD Heritage University ELL Cert Program

TBD Heritage University ELL Cert Program

District Wide Representatives

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WHAT ARE ELD STANDARDS FROM THE TEACHERS` POINT OF VIEW?

One more thing to deal with in addition many other overwhelming tasks?

OR

a magical prescription?

OR

a very helpful tool?

ELD STANDARDS AND KSD

These standards attempt to codify what students at various levels of English Proficiency should know and be able to do.

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CREATING AWARENESS ABOUT

The nature and stages of language acquisition & Proficiency levels

How ELD standards are similar to and different from the GLES

Bridging ELDs to SIOP (Differentiate a lesson and strategies for working with struggling learners)

i. Lesson planningii. Modeling lessonsiii. Interpreting assessment information

KSD’S SIOP IMPLEMENTATION

You must be the change you

wish to see in the world.—Gandhi

ACADEMIC LITERACY STATISTICS

Only 30% of all secondary students read proficiently, but for students of color, the situation is worse: 89% of Hispanic students and 86% of African American middle and high school students read below grade level (Perie, Grigg, & Donahue, 2005).

The foundation of school success is academic literacy in English and is a prerequisite in the attainment of content standards ( Lemke, 1988).

What does KSD’s academic literacy statistics look like? 24

DEMOGRAPHIC CONTEXT FOR ASSESSMENT RESULTS

SPRING 2008

0%

10%

20%

30%

40%

50%

60%

% Minority % Poverty % ELL

KSDWA

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READING DISPARITIES – ELLPERCENTAGE OF STUDENTS MEETING STANDARD ON WASL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gr 4 Gr 7 Gr 10

All ELL

Disparity in Meeting Reading Standard

Grade 4: 39 points

Grade 7: 54 points

Grade 10: 41 points

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MATH DISPARITIES – ELLPERCENTAGE OF STUDENTS MEETING STANDARD ON THE WASL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gr 4 Gr 7 Gr 10

All ELL

Disparity in Meeting Math Standard

Grade 4: 35 points

Grade 7: 52 points

Grade 10: 42 points

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WRITING DISPARITIES – ELLPERCENTAGE OF STUDENTS MEETING STANDARD ON THE WASL

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gr 4 Gr 7 Gr 10

All ELL

Disparity in Meeting Writing Standard

Grade 4: 28 points

Grade 7: 49 points

Grade 10: 37 points

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IF WE REALLY BELIEVE THAT ALL CHILDREN CAN LEARN, THEN …

it is not acceptable for

any child to fail to learn

KSD - LAYING THE FOUNDATION

In 2008, KSD analyzed their AYP data:

The data was clear. We needed to create a common focus.

– Establish need for SIOP– Connect with what the district is already

doing (initiatives)?– Establish that this is not another fad or thing

to do.

RESEARCH ON SIOP

Students with limited English proficiency, who receive instruction in a classroom with a SIOP‐trained teacher, will perform better on end-of‐year standardized testing than comparable students who are in classrooms with non‐SIOP‐trained teachers.

Why was the SIOP model selected for KSD?

1) Sheltered instruction doesn’t require teachers to throw away their favorite techniques, or add copious new elements to their teaching.

2) Sheltered instruction brings together what to teach by providing an approach for how to teach it. (Echevarria, Vogt, Short, 2000)

 3) OSPI, PSESD & the higher institutions are

supporting SIOP with professional development opportunities.

Why was the SIOP model selected for KSD?

KSD CHOSE SIOP ONLINE TRAINING

The SIOP Online Training for Teachers is an online, cost-effective and schedule-friendly option, with no travel required.

It offers teachers the opportunity to build their SIOP knowledge and expand the SIOP implementation in their schools while still receiving high-quality instruction and guidance.

The online training helps educators enhance instruction for English learners & all struggling learners.

As new staff comes in, modules are already built-in.

SIOP ONLINE TRAINING FOR KSD

TARGET AUDIENCE:

School & District Administrators, Coaches & Specialists, K-12 Teachers, Staff Development Specialists, ELL teachers & Paraeducators

SIOP PROFESSIONAL DEVELOPMENT Initial Training (building in-house

capacity)- 3 or 2 day training– Administrators and Specialists– Principals– ELL Teachers

• Multiple levels of SIOP training ( 3 YEAR PHASE)

– All teachers & Select Paraeducators – New teachers & administrative staff & paraeducators

PRINCIPAL AS SIOP INSTRUCTIONAL LEADER

• Creating buy-in

• Supporting the training &implementation

• Evaluation and refinement of SIOP

“The greatest success is found whereadministrators understand SIOP andactively support implementation throughthings such as team planning.”

SIOP ONLINE MODULES 7-module institute -7 sessions where participants

complete a series of assignments on their own schedule as well meeting as a virtual group to collaborate, discuss, and share information with their colleagues.

The wrap-up 1 hour modules for each modules are led by individual principals (who have received the SIOP training) in the topic.

All participants receive the Making Content Comprehensible for English Learners book and electronic resources to support their learning.

SIOP ONLINE TRAINING

Participants learn the SIOP Model through SIOP classroom lessons on video, SIOP author discussions on video, and readings from the chapters as well as other online resources.

Cultural competency modules have been added to the SIOP model – it’s the “WHY?” of teaching ELLs

It's been a powerful new learning model for educators with limited time or budget for travel.

OUTCOMES FOR SIOP ONLINE TRAINING

By the end of the 7-module training (2011/12), staff will be able to:

Understand the SIOP Model and its effectiveness with English learners and all students

Identify learning and instructional strategies that are appropriate for all struggling learners

Learn how the SIOP Model can be incorporated into lesson planning

Identify ways to increase student interaction in the classroom

Identify techniques to review content and assess student understanding

MOODLE INTRODUCTION

FUTURE GOALS:

• Identification and training of SIOP Coach for each building

• Continue SIOP lesson plans with the Observation Protocol – co-teaching

and modeling (fidelity of implementation)

* Reach out to more content teachers – new and existing

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EVERYTHING STARTS WITH OWNERSHIP!

Starting Again: Stories of Refugee Youth,

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THANK YOU!Questions ?