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Pre-Conference
24th Annual Model Schools Conference
Helping English Learners Excel
Sunday, June 26, 2016 | 11 am – 4 pm Grand 4-6
Dr. Jose Ortiz-Mateo
Senior Fellow, International Center for Leadership in Education
Dr. Norma Godina-Silva Senior Consultant, International Center for Leadership in Education
Description English learners (ELs) are facing unique academic challenges as they are now expected to master more advanced concepts than ever before. By setting high expectations and building strong structures and supports, ELs can and will excel. This session will share best practices for recognizing strengths in ELs, hands-on activities that break down language barriers, and strategies for leveraging background knowledge and integrating cultural experiences and home language skills in the classroom. Participant Outcomes Participants in this pre‐conference will:
• Understand why school districts need to create systemwide supports for ELs. • Engage with Daggett System for Effective Instruction and Rigor/Relevance Framework as
a foundation that will support ELs systemwide. • Connect the frameworks to best practices to meet the linguistic, affective, and cognitive
needs of ELs. • Explore EL considerations during the Collaborative Instructional Review Process as a
means to support effective EL teaching and learning. • Apply the CIR with EL considerations to strengthen EL instructional delivery. • Begin to develop an action plan to support EL teaching and learning systemwide.
Pre-Conference
AGENDA
11 am – 11:10 am Welcome and Introductions
11:10 am – 11:25 am Understanding the Why
11:25 am – 11:50 pm Engage with DSEI and Rigor/Relevance Framework
• Brief overview of frameworks • Essential questions for table discussion: Lens of EL
11:50 am – 12:45 pm Connect Frameworks to the Affective, Linguistic,
and Cognitive Needs of ELs • Eight “Must Haves” for English Learners • Explore EL Considerations during the CIR Process • Best EL practices and strategies
12:45 pm – 1:45 pm Lunch — Royal 1:45 pm – 3 pm Continue exploration of CIR, application, and calibration 3 pm – 3:45 pm Walking the Talk: Developing an Action Plan 3:45 pm – 4 pm Reflection, Questions, Wrap-Up, and Evaluation
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Presenter Biographies
Dr. Jose A. Ortiz-Mateo is a lifelong educator who believes in setting and supporting high expectations for achievement for all learners. He has specialized training and expertise in bilingualism and biliteracy, dual-language immersion, and data-driven decision making. His extraordinary career began in the classroom, teaching bilingual elementary and high school students across multiple content areas including math. Before becoming the Bilingual and ESL/ELL Programs Supervisor for New Haven Public Schools in Connecticut, Jose was the principal of a K–5 intra-district, dual-language immersion magnet school. In addition to organizing all professional development for teachers, he improved leadership capacity by implementing and monitoring the school improvement plan and No Child Left Behind initiatives. When he moved on to become Associate Principal of a Connecticut middle school, Jose created the districtwide professional development plan for Grades 6–12 bilingual and core-area teachers, and engaged teachers in data-driven conversations which created a strategy to advance academic achievement for all students. He currently serves on the board of the Connecticut Association for Supervision and Curriculum Development. Jose received his undergraduate degree from the Catholic University of Puerto Rico and his M.A. in Education and Ph.D. in Curriculum and Instruction with a concentration in bilingual/bicultural education from the University of Connecticut. Jose is currently a Senior Fellow at the International Center for Leadership in Education, where he leads the English Learner Practice Area.
Dr. Norma Godina-Silva has 29 years of experience in education, having served in several capacities that have enabled her to impact the preparation and professional growth of teachers and school administrators. Being an English Language Learner herself, Dr. Godina-Silva holds certification in bilingual education and English as a Second Language and has been very involved in assisting school districts nationwide in implementing effective instructional programs to ensure the success of English Learners, as well as preparing local education agencies for federal and state onsite accountability reviews. Dr. Godina-Silva spent eight years as literacy coach and professional development consultant for the Success for All Foundation, Johns Hopkins University, Baltimore, MD, and six years as the National Director for English Language Learning Services and World Language for Edison Schools, New York, NY. Prior to joining ICLE, Dr. Godina-Silva spent 3½ years as the Bilingual/ESL Professional Development Consultant for one of 20 Texas Education Service Centers, serving as liaison between the Texas Education Agency and local education agencies at ESC Region 19. Her involvement with the International Center for Leadership in Education has been critical in enhancing her knowledge base to include Dr. Daggett’s Rigor/Relevance Framework and the Common Core State Standards enabling her to continue her work in preparing school districts as they transition to CCSS especially those serving English Learners. Dr. Norma Godina-Silva holds a Bachelor of Science Degree in Education and a Master’s Degree as an Instructional Specialist from the University of Texas at El Paso. In May 1997, she earned a Doctor of Philosophy Degree in Curriculum and Instruction from New Mexico State University. Dr. Godina-Silva’s professional growth has been enhanced through numerous learning opportunities that include having been trained by EL experts such as Mary Ellen Vogt, Jana Echevarria, and Deborah Short on the SIOP Model and Dr. Kate Kinsella on Vocabulary Development for ELL.
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Pre-Conference
Daggett System for Effective Instruction (DSEI)
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Pre-Conference
Rigor/Relevance Framework®
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EL Instruction and Best Practices:
Eight “Must Haves”
1. Relationships Based on High Expectations
2. Connections to Personal Experiences
3. Differentiated Instruction Across Language Proficiency Levels Through Sheltered Instruction
4. Building Academic Background and Connecting to Previous Learning
5. Academic Vocabulary Development
6. English Language Development Opportunities
7. Honoring and Celebrating Cultural and Linguistic Diversity
8. Goal Setting and Progress Monitoring
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EL Instructional Strategies
Building Academic Background and Connecting to Previous Learning
• Anticipation Guides • Graphic Organizers • Chunking Input • Visuals, Hands-on, Manipulatives • Prediction and Prediction Charts • Scanning • Visual Literacy Frames • Concept Mapping • Think-Pair-Write-Share • Visual Scaffolding • Content and Language Objectives • Environmental Print
Academic Vocabulary Development
• Word Knowledge Self-Assessment • Word Analysis • Think Alouds • Word Sorts, Word Walls • Gestures, Movement and Other Nonlinguistic Representations • List/Sort/Label • Prefixes, Suffixes and Roots • Four Corners Vocabulary • Six Step Vocabulary Process • TPR • Word Games • Practice with High Frequency, Concrete Terms
English Language Development Opportunities (Oral/Written)
• Accountable Conversation Stems • Literature Circles • Number Heads Together • Question-Answer Relationships (QAR) • Structured Conversations • Think-Pair-Share • Reciprocal Teaching • Daily Oral Language • Double Entry Journals • Learning Logs • RAFT • Sentence Stems • Summary Frames • Cooperative Learning • Leveled Discussion Questions • Reading and Writing Connections
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EL Collaborative Instructional Review Plan
EL Planning Template—Rigor EL PRIORITY GOAL:
Strategy (What?) Action Step (How?) Person(s)
Responsible (Who?)
Timeline (When?) Evaluation (Successful?)
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EL Collaborative Instructional Review Plan
EL Planning Template—Relevance
EL PRIORITY GOAL:
Strategy (What?) Action Step (How?) Person(s)
Responsible (Who?)
Timeline (When?) Evaluation (Successful?)
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EL Collaborative Instructional Review Plan
EL Planning Template—Learner Engagement
EL PRIORITY GOAL:
Strategy (What?) Action Step (How?) Person(s)
Responsible (Who?)
Timeline (When?) Evaluation (Successful?)
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EL Collaborative Instructional Review Plan
EL Action Area: (Select One) Rigor Relevance Learner Engagement
Rationale:
EL Priority Goal 1:
Action 1.1 Action Steps Timeline Person(s) Responsible Progress Monitoring/Evidence
1.1.a.
1.1.b.
1.1.c.
Timeline and Related PD Needs:
Support and Resource Needs:
Action 1.2 Action Steps Timeline Person(s) Responsible Progress
Monitoring/Evidence 1.2.a.
1.2.b.
1.2.c.
Timeline and Related PD Needs:
Support and Resource Needs:
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EL Collaborative Instructional Review Plan
Action 1.3 Action Steps Timeline Person(s) Responsible Progress
Monitoring/Evidence 1.3.a.
1.3.b.
1.3.c.
Timeline and Related PD Needs:
Support and Resource Needs:
Notes for Action Area 1
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2016 Model Schools Conference Pre-Conference Evaluation Form
PLEASE DO NOT FOLD
Session Title
Presenter
Your feedback about the presentation is important to us. Please take a few minutes to answer the following questions.
1. This presentation was beneficial to me........................................Strongly Agree Agree Disagree Strongly Disagree
2. The speaker was effective ...........................................................
3. The content was relevant and helpful ..........................................
4. I will be able to use what I learned in my work ............................
5. The speaker engaged the audience ............................................
6. What were the best aspects of the presentation?
7. What were the least effective aspects of the presentation?
Continued on Back
2016 Model Schools Conference Pre-Conference Evaluation Form
PLEASE DO NOT FOLD
Session Title
Presenter
Your feedback about the presentation is important to us. Please take a few minutes to answer the following questions.
1. This presentation was beneficial to me........................................Strongly Agree Agree Disagree Strongly Disagree
2. The speaker was effective ...........................................................
3. The content was relevant and helpful ..........................................
4. I will be able to use what I learned in my work ............................
5. The speaker engaged the audience ............................................
6. What were the best aspects of the presentation?
7. What were the least effective aspects of the presentation?
Continued on Back
Please check the appropriate boxes:
TitleSuperintendent
AssistantSuperintendent
Principal
Assistant Principal
Teacher
Guidance Counselor
Department Chair
Curriculum Specialist
Staff Developer
Board Member
Other
AffiliationElementary
Middle Grades
High School
K-12
District
State
Postsecondary
Business / Community
Other
Subject AreaCareer / Technical
English
Foreign Language
Mathematics
Music / Arts
Science
Social Studies
Special Education
Other
Number of Model Schools Conferences attended previously?0
1
2
3
4
5+
Additional Comments
Please return this form to the staff person in the back of the room or place it in one of the Evaluation Boxes throughout the Conference venue. Please do not fold.
Thank you for your feedback.
Please check the appropriate boxes:
TitleSuperintendent
AssistantSuperintendent
Principal
Assistant Principal
Teacher
Guidance Counselor
Department Chair
Curriculum Specialist
Staff Developer
Board Member
Other
AffiliationElementary
Middle Grades
High School
K-12
District
State
Postsecondary
Business / Community
Other
Subject AreaCareer / Technical
English
Foreign Language
Mathematics
Music / Arts
Science
Social Studies
Special Education
Other
Number of Model Schools Conferences attended previously?0
1
2
3
4
5+
Additional Comments
Please return this form to the staff person in the back of the room or place it in one of the Evaluation Boxes throughout the Conference venue. Please do not fold.
Thank you for your feedback.
