SCOE EL Collaborative
November 10, 2015
Jenn Guerrero | EL Coordinator
Share one success with an
English Learner you have
had since the start of the
school year.
Agenda
❏ Housekeeping
❏ Focus on Instruction
❏ Review focus areas
❏ Homework review
❏ Break
❏ Site visits
❏ Guest Speaker: Nubia Padilla
❏ Updates
❏ Professional Learning Opportunities
❏ Homework
Housekeeping
ELC
Communication
1. email
❏ reminders, questions, feedback, etc.
2. EL News Page scoe.org/elnews
❏ session materials, announcements, archived
materials, resources, etc.
Bring a Device
Focus on
Instruction:
“Wait Time 2”
To build a foundation for college and career readiness, students
must have ample opportunities to take part in a variety of rich,
structured conversations- as part of a whole class, in small groups,
and with a partner. Being productive members of these
conversations requires that students contribute accurate, relevant
information: respond to and develop what others have said; make
comparisons and contrasts; and analyze and synthesize a
multitude of ideas in various domains.
Effective
Teacher
Facilitation
Moves
Two Times for Waiting
Wait Time 1:
The period of time that a teacher waits for
a student to construct a response to a
question.
Wait Time 2:
The period of time that a teacher waits
before replying to a student response.
Wait Time 1
Teacher: How do decomposers interact with
their ecosystem?
(wait time 1)
Student: Decomposers eat dead animals.
Teacher: Right, they eat dead animals.That’s
one way decomposers interact with
their ecosystem.
Wait Time 2
Teacher: How do decomposers interact with
their ecosystem?
(wait time 1)
Student: Decomposers eat dead animals.
(wait time 2)
Student: You know, like how bacteria feed on
a deer and break it down. That
helps plants because it makes the
dirt have more nutrients.
...awkward
There is a time and
place for silence.
Strategic Silence.
Mary Budd Rowe
Educator
Scientist
Educational Researcher
Average Wait Time?
Average Wait Time?
one
second
Recommendation:
Increase Wait Times to 3 Seconds
)
!
t
s
a
e
l
t
(a
Increase Wait Time 2 to
AT LEAST 3 Seconds and….
The length of student responses increases
between
300% and 700%.
With longer Wait Time 2...
Marginalized students
• answered more completely & more correctly
• exhibited more speculative & inferential thinking
• asked more questions
• increased their interactions with other students
• demonstrated more confidence in their responses
Garigliano, 1972; Gooding, Swift, & Swift, 1983; Rowe, 1974
❏ Build an inclusive and affirming school climate to engage LTELs in
full school participation, healthy identity development, and
positive intergroup relationships
❏ End the social and structured isolation of English Language
Learners through activities that build relationships across groups.
❏ In the most effective classrooms, student talk is more prevalent
than educator talk, and active student collaboration abounds. But
LTELs typically are not risk-takers in class. They need daily
structured opportunities, invitation, and support to share
responses, collaborate with peers, and present ideas
“It’s the first time
in all my years in school
that anybody cared about
what I really thought not just what I am supposed to say.”
a 5th grader to his mother about his teacher who was experimenting
with 3-second wait times
To consider…
Wait Time 2 Inhibitors
Mimicry
Sanctioning
Be strategic about when you use
Wait Time 2
Be explicit with kids.
When we talk as a whole group
today, you may notice that I don’t
respond to your comments as
quickly as I usually do. It’s because I
want to make more space for you
to talk. I’m interested in your
thinking and so is everyone else.
Strategy
Debrief.
Preschool- 2nd
Consider
3-5
● How do you see yourself
using this strategy?
● What roadblocks do you
foresee?
6-8
9-12
● How might you bring this
information back to your
setting?
● What questions do you
have?
2015-16 Areas of Focus
Top Areas of Focus
❏ How do we increase family engagement?
❏ How do we make EL instructional strategies a schoolwide focus (delivery, buy-in, commitment)?
❏ Language production strategies (oral and written) for
TK-12, across the content areas?
❏ Using formative assessments to inform instruction and
monitor progress
The Reality….
January 26th
March 15th
May 17th
❏ How do we increase family engagement?
❏ How do we make EL instructional strategies a schoolwide focus (delivery, buy-in, commitment)?
❏ Language production strategies (oral and written) for
TK-12, across the content areas
❏ Using formative assessments to inform instruction and
monitor progress
The Tentative Plan...
Focus Area
How do we increase family
engagement?
When?
❏ November 10
How do we make EL
❏ January 26
instructional strategies a schoolwide focus (delivery, buy-in,
commitment)?
Language production strategies Focus on Instruction:
(oral and written) for TK-12,
❏ November 10
across the content areas?
❏ January 26
❏ May 17
● Read pages 18-24 in the ELD Standards*
● Use the guiding questions to fuel your thinking
as you read*
● Come prepared to discuss this material with
your colleagues
*Posted on the EL News Page
Tutorial:
What are the
Proficiency Level
Descriptors?
Take a moment…
Small Group Discussion
❏ What stood out to you?
❏ What new understanding(s) did you gain?
❏ How might you share this information with
others?
❏ What questions do you have?
Share Your Thinking
❏ What stood out to you?
❏ What new understanding(s) did you gain?
❏ How might you share this information with
others?
❏ What questions do you have?
Break time!
Site Visits!
January 26th
March 15th
Why?!
● to learn from one another
● to strengthen our professional learning community
● to share common experiences
● to give and receive feedback
THE KIDS.
Hosting and Visiting
Designated ELD Elementary- push in
Designated ELD Elementary- pull out
Designated ELD Elementary- small group in class
Designated ELD Elementary- classroom switch
Designated ELD Secondary
Integrated ELD - Elementary
Integrated ELD - Secondary
Instruction of ELs- Preschool
Data Conversation with EL teacher, admin, etc.
Type
of ELD
Timing
Instructional
Focus
Standards
Used
Integrated Throughout
ELD
the school
day
Content, with
language to
support
Content
&
ELD Standards
Designated Specific,
ELD
protected
portion
of the
school day
Language
ELD Standards
Perfection
Tentative Plan of Attack
Today
● Google form - visiting and hosting
January 26th
● finalize visit logistics
● norms for visits
● guiding questions
● giving and receiving feedback
March 15th
● visits (in lieu of our meeting)
May 17th
● whole group debrief
bit.ly/ELC315
Nubia Padilla
Community Engagement Manager
CAP Sonoma
Updates
CDE English Language
Proficiency Assessments for
California (ELPAC) website
What are parents “opt out” rights when it comes to
ELD and the CELDT?
“Parents can opt their child(ren) out of the
school’s ELD setting, but the district/school is still
required to provide ELD services until the child(ren) is
reclassified fluent English proficient (i.e., “RFEP”). And no,
the parents cannot opt their child(ren) out of the CELDT.”
Gaye Lauritzen, Education Research and Evaluation Consultant
English Language Proficiency Assessments Office (CELDT Program)
California Department of Education
What is the school’s responsibility if a parent does not disclose another
language besides English on the HLS, yet the district discovers that one
exists in the family?
“District/schools have the obligation to provide instruction and services so that
English learner students overcome language barriers and recoup academic
deficits that may be incurred while learning English so students reach the same
academic achievement goals (Castañeda v. Pickard [5th Cir. 1981] 648 F.2d
989, 1009-1011]). If a student is struggling in school and the school/district has
an indication that it may be due to English language deficiency, the
school/district may administer the CELDT to determine if the student requires
appropriate English learner instruction and services so that the student may
participate meaningfully in the educational programs.”
Gustavo Gonzalez, Education Programs Consultant
Language Policy and Leadership Office
English Learner Support Division
California Department of Education
Is it parent's civil right to declare what their primary
language is and possibly withhold a second language
perhaps strategically?
“The parent may respond to the HLS as they believe is appropriate, but I am
not aware of specific civil rights for parents regarding responding to the HLS.
The U.S. Department of Education (ED), Office of Civil Rights (OCR) does
recognize the civil rights of students to participate meaningfully and equally in
educational programs and services and the legal obligations of
districts/schools to meet the legal obligation to English learners.”
Gustavo Gonzalez, Education Programs Consultant
Language Policy and Leadership Office
English Learner Support Division
California Department of Education
Schools’ Civil Rights Obligations to
English Learner Students and
Limited Proficient Parents
● For parents (translations included)
● For educators
Miscellaneous Goodies
teachersguild.org
Professional Learning Opportunities
SCOE EL Leadership Conference
Friday, January 15th
REGISTER NOW!
Ed Trust
West
Advocates for
educational justice
and the high
academic
achievement of all
California students,
particularly those of
color and living in
poverty
Keynote Speaker
Partial List of Breakout Sessions
Integrated ELD - More Than Just "Good Teaching"
Kathy Harris, Instructional Coach, Piner Olivet Union School District
Thinking strategically and collaboratively before
considering an English Learner for Special Education
Eligibility
Sharen Bertrando, Program Specialist, Sonoma County SELPA
“She Looks Like ME!”: Literature Representing
Diverse Perspectives
Kelly Matteri, SCOE ELA teacher on loan K-12
Secondary Success for EL Learners
Kris Menlove, Director of Curriculum and Instructional Technology,
Cloverdale Unified School District
EL Parent Leadership Institute
February 2nd
● Free!
● Conducted in Spanish
● Breakfast and Lunch included
● Childcare not provided (unfortunately)
Register Now!
Essential Academic Language Practice for ELs TK-5
February 16 | March 9
● Fostering Academic Interactions
● Fortifying Academic Output
● Designed for site/district teams
● Register Now!
Developing and implementing best practices to eliminate gaps in
achievement and improve access for students from diverse ethnic and
socioeconomic backgrounds.
February 9-10
Flamingo Conference Center
Register Now!
Homework
How do we make
EL instructional
strategies a
school-wide focus
(delivery, buy-in,
commitment)?
Posted next week
EL Collaborative
Dates
● January 26th
● March 15th (site visits)
● May 17th